14 Daniell Street , Newtown, Wellington
View on mapThis Profile Report was written within 6 months of the Education Review Office and St Annes School, (Newtown) working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz
St Anne’s School, located in Wellington provides education for learners from years 1 to 8.
St Annes School, (Newtown)’s strategic priorities for improving outcomes for learners are to provide a holistic, inclusive and safe learning environment that promotes self-efficacy and love of life, where all cultures are valued in mutual partnership by tamariki, kaiako, whānau and the church community.
You can find a copy of the school’s strategic and annual plan on St Annes School, (Newtown)’s website.
ERO and the school are working together to evaluate how effectively programmes and interventions enhance and contribute to each learner’s confidence in their identity, sense of belonging and growth as active, adaptive and collaborative learners.
The rationale for selecting this evaluation is that leaders, staff, and students have identified the need to provide a broad, holistic local curriculum that will support all students to achieve success, to be adaptable and collaborate in a range of contexts. Developing strong learning partnerships with tamariki and their whānau is also a key focus for the board, leadership, and staff.
The school expects to see strengthened and well-aligned school-wide systems, processes and expectations that support students’ hauora and confidence, so they actively participate in learning; know what they have learned and what they need to learn next.
The school can draw from the following strengths to support the school in its goal to evaluate how effectively programmes and interventions enhance and contribute to each learner’s confidence in their identity, sense of belonging and growth as active, adaptive, and collaborative learners:
targeted and closely monitored teaching programmes that promote accelerated learning and high achievement
a collaborative, committed staff, open to learning and professional growth, focused on continually improving student achievement and wellbeing
a whānau and church community that values learning, celebrates the school’s rich cultural diversity and strongly supports all tamariki sense of identity and belonging.
Moving forward, the school will prioritise:
using the context of ‘writing’ to explore and evaluate the effectiveness of learning programmes, teaching practices, schoolwide expectations and systems
the development of a strategic plan to guide the development of a localised curriculum
further strengthen partnerships with whānau through learning-based conversations, deliberately planned interactions and useful communication.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Kathy Lye
Acting Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
12 April 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of February 2022, the St Annes School (Newtown), School Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact St Annes School (Newtown), School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Kathy Lye
Acting Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
12 April 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
St Annes School, Newtown, caters for 128 students in Years 1 to 8. Of the students enrolled, 11 identify as Māori and 65 are of Pacific heritage.
Since the February 2014 ERO report, St Annes School has experienced changes in leadership and staff. New teachers, including a new assistant principal, have been appointed. The school has a long serving principal. Experienced and newly elected members make up the board of trustees.
Teachers are regularly involved in professional learning and development to strengthen teacher capability and promote positive learner outcomes. The current schoolwide focus is mathematics.
The school’s mercy values of human dignity, justice, service, compassion and care of the vulnerable are evident.
The school is part of the Wellington Catholic Community of Learning|Kāhui Ako.
The school is strengthening its response to those children whose learning and achievement need acceleration. Sound processes are in place for identifying, tracking and monitoring student progress and achievement.
Data for 2016, indicated that most students achieved at and above in relation to the National Standards in reading and mathematics. Many students achieved in writing. In comparison with outcomes for girls, disparity for boys in relation to the National Standards is evident.
A clear focus on promoting positive behaviour provides an inclusive and supportive learning environment.
There is a collective responsibility for, and a strong focus on, student learning and enhancing whānau engagement.
To improve equitable outcomes the school needs to sharpen the focus on those learners whose achievement needs acceleration. Strengthening internal evaluation to identify the impact of teaching programmes and initiatives on student outcomes, is a next step.
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for boys remains.
The school agrees to:
ERO is likely to carry out the next review in three years.
The school is strengthening its response to those children whose learning and achievement need acceleration. The school has yet to have a sustained upward trajectory of improved achievement for all students.
Reported achievement data for 2016, indicated that approximately three quarters of students achieve at and above in relation to the National Standards in reading, writing and mathematics. Many children of Pacific heritage achieve at or above in relation to National Standards. Most Māori students and many Asian students, achieve at and above in relation to the National Standards, and above their peers.
By the end of 2016, Year 8 achievement data showed that all students achieved at and above in relation to the National Standards in reading. Most of this group achieved at and above the National Standards in relation to writing and mathematics. There is significant disparity for boys in relation to the National Standards. Further strengthening of school processes is a priority to address this disparity.
Children with additional learning needs are well identified and appropriately supported. Relationships between external agencies, families and school personnel are well coordinated.
The school has identified the need to strengthen moderation practices in relation to National Standards, to ensure judgements made about student achievement are dependable. ERO’s evaluation confirms this priority.
Leaders, teachers and trustees are strengthening their understanding of accelerated progress and their response to those students whose learning and achievementneed acceleration. This should assist them towards achieving equity and excellence for all students.
Student engagement and learning is well supported by the school’s values and respectful, reciprocal relationships between children and teachers. Teachers know their students well. Students enjoy a sense of belonging and connection to the school. Continuing to gather students’ views in relation to wellbeing is an ongoing focus.
Teachers use a suitable range of assessment tools to identify, respond to and monitor individuals learning needs. Good systems and processes are in place to track and monitor student progress.
Increased learning experiences align to students’ cultures, identities and languages. A broad curriculum, inclusive of valued outcomes for learners, guides teaching and learning.Regular opportunities are taken by leaders and teachers to discuss effective teaching and student achievement.
A considered approach to engaging and seeking whānau voice supports the school’s strategic direction and promotes families and whānau involvement in more meaningful learning relationships. External expertise from the community is valued and used to enrich learning programmes.
Leaders and teachers appropriately support students’ transition into, through and out of the school.
Teachers and leaders work collaboratively and are improvement focused. Trustees receive information from leaders to set priorities that inform their decisions. They acknowledge the importance of continuing to develop shared understanding of their stewardship role.Growing schoolwide leadership is a focus for the school.
To promote equity and excellence, ERO’s evaluation confirms trustees’ and leaders’ need to:
strengthen internal evaluation to more effectively and formally analyse the impact and effectiveness of teaching programmes and initiatives on student outcomes
strengthen moderation processes to ensure dependability of achievement data
refine school targets to focus on accelerating the progress of students whose learning requires acceleration
prioritise curriculum review to include student voice, and appropriate content and contexts for diverse learners
further build to address the needs of target learners.shared understanding of effective appraisal processes that align with current best practice
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand down, suspension, expulsion and exclusion of students
attendance
school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
To improve current practice, the board of trustees should:
implement a medication administration record
ensure they follow best practice for appointment procedures.
The school has capacity and capability to accelerate learning for all learners. However, disparity in achievement for boys remains.
Leaders and teachers:
The school agrees to:
ERO will provide an internal evaluation workshop in response to a request by the school to develop shared understanding of evaluating the impact of initiatives on student outcomes.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
30 November 2017
|
Location |
(Newtown), Wellington |
|
Ministry of Education profile number |
2997 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
128 |
|
Gender composition |
Female 62%, Male 38% |
|
Ethnic composition |
Māori 9% |
|
Provision of Māori medium education |
No |
|
Review team on site |
September 2017 |
|
Date of this report |
30 November 2017 |
|
Most recent ERO report(s) |
Education Review, February 2014 |