St Francis De Sales School (Is Bay)

St Francis De Sales School (Is Bay)

Te Ara Huarau | School Profile Report 

Background 

This Profile Report was written with the Education Review Office and ​St Francis De Sales School (Is Bay)​ 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 

Context  

St Francis De Sales School (Is Bay) is an integrated Catholic character school located in the southern Wellington suburb of Island Bay. It caters for students in Years 1 – 8. 

​St Francis De Sales School (Is Bay)​’s strategic priorities for improving outcomes for learners are to: 

  • implement, evaluate and further development of the St Francis De Sales localised curriculum to support student engagement, learning and success 
  • experience and learn about te reo me ōna tikanga Māori 
  • strengthen student understanding of and confidence to participate in Masses. 

You can find a copy of the school’s strategic and annual plan on ​St Francis De Sales School (Is Bay)​’s website. 

ERO and the school are working together to evaluate the effectiveness of new reporting processes to strengthen partnerships for learning between board, leaders, teachers, families and students.  

The rationale for selecting this evaluation is to: 

  • capture student achievement more widely, and to share this in a timely manner  
  • strengthen learning partnerships by supporting families to understand their children’s progress, achievement and next learning steps 
  • enable the board to better inform resourcing and decision-making that supports student achievement. 

The school expects to see staff effectively using the school’s new management system to record student achievement, interests and to share successes and actions in real time. It also expects staff to use information to better plan for and implement learning programmes that support improved engagement, achievement and wellbeing of all students. 

Strengths  

The school can draw from the following strengths to support its goal for better reporting of student progress and achievement:  

  • a recently reviewed local curriculum that has real purpose and provides clarity around desired student outcomes 
  • strong support for students with additional needs and an inclusive school culture that assists these students to achieve 
  • a caring and nurturing school culture where learners receive ongoing support to achieve, and wellbeing is valued. 

Where to next? 

Moving forward, the school will prioritise further development of:  

  • timely and informed planning of programmes to support student success, including that of neuro-divergent students, and achievement in reading, writing and mathematics  
  • staff skills to record and share student information to inform planning and to better share progress with whānau 
  • whānau understanding of how their child’s achievement and progress will be more frequently shared and how they can support new learning 
  • the board’s use and understanding of achievement information to support strategic planning, continuous monitoring of success and evaluation of learning support provisions. 

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.  

​​​Shelley Booysen​ 
​Director of Schools​ 

​3 July 2024​ 

About the School 

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home  

St Francis De Sales School (Is Bay) 

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​ 

As of ​March 2024​, the ​St Francis De Sales School (Is Bay)​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 

​Yes​ 

Curriculum 

​Yes​ 

Management of Health, Safety and Welfare 

​Yes​ 

Personnel Management 

​Yes​ 

Finance 

​Yes​ 

Assets 

​Yes​ 

Further Information 

For further information please contact ​St Francis De Sales School (Is Bay)​, 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. 

​​​Shelley Booysen​ 
​Director of Schools​ 

​3 July 2024​   

About the School  

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home 

St Francis De Sales School (Is.Bay) - 15/12/2017

Summary

St Francis De Sales School is for students in Years 1 to 8. At the time of the review there were 305 children on the roll, with 11% identifying as Māori, 8% as Pacific and 11% as Asian. The school’s valued outcomes reflect the special character of the school and its vision that ‘the measure of love is to love without measure’.

Since the October 2014 ERO report, a new board chair and some new trustees have been elected. There have been significant staff changes. A new principal was appointed in Term 4, 2016 and a new leadership team was established in 2017.

Extensive professional learning and development (PLD) for teachers in literacy, in 2015 and 2016, reflects the school’s focus on continuous improvement. In 2017, teachers are strengthening their use of the Progress and Consistency Tool (PaCT) and extending their understanding of culturally responsive practices.

The key areas of evaluative inquiry and consultation with Māori whānau, identified in the 2014 ERO review, remain a focus for the school.

The school is a member of the Wellington Catholic Kāhui Ako|Community of learning.

How well is the school achieving equitable outcomes for all children?

At the time of this review, most students were achieving at or above in relation to the National Standards in reading, writing and mathematics. Māori and Pacific students achieve at similar levels to their peers. In 2016, a noticeable number of boys achieved below the National Standards in writing. A similar achievement trend has been evident over the past three years.

The leadership team promotes a collaborative culture that deepens teachers’ knowledge of and responsiveness to learners. Trustees are clearly focused on progressing the school’s vision and priorities.

The leadership team has identified that theirnext step is to strengthen internal processes, systems and practices for more equitable outcomes and to improve the achievement of students, particularly those whose learning needs acceleration.

Next steps are to develop more monitor; and discuss the school’s progress with ERO.targeted planning for those learners whose progress needs to accelerate;this targeted planning, improved teaching and learners’ progress

ERO is likely to carry out the next review in three years.

Equity and excellence

How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?

The school is developing its effectiveness in responding to all students, including Māori, whose learning and achievement needs acceleration.

Schoolwide achievement information indicates that the majority of students achieve at or above National Standards in reading, writing and mathematics. There is evidence to show that some students make accelerated progress. Data shows that there is minimal disparity between Māori students’ achievement and that of their peers. Pacific students are achieving as well or better than other groups of learners.

Since the previous ERO review, the number of students achieving at or above the National Standards in reading, writing and mathematics has been maintained. Data for 2016 indicates no upward trajectory in boys’ achievement and little change in the percentage of students achieving above the National Standards. The board and leadership have identified these as key areas for attention and acceleration.

A wide range of strategies and resources support children with additional learning needs. The school works alongside parents with appropriate agencies to provide support for children. The board funds a high number of teacher aides and programmes in response to student need.

The school is continuing to strengthen internal evaluation practice to ascertain the effectiveness of interventions and progress in accelerating and raising student achievement.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?Appropriate processes and systems have been established by the board and new leadership team to provide a sound foundation for the school’s ongoing development. The board is strategic, responsive and well informed. Trustees are committed to improvement and professional learning. They are consultative and proactively seek input from the community

Students interact respectfully with their peers and adults. They engage fully in learning tasks and respond well to constructive feedback from their teachers. Students are regularly assessed using appropriate informal and standardised tools. Students at risk of not achieving in relation to the National Standards are clearly identified. Their strengths, interests and needs are well known by classroom teachers. Programmes to support these students are regularly reviewed by teachers and the leadership team. Routines are clear and well understood.

Students of all ages are given many opportunities for leadership. They are able to talk knowledgably about their learning and know what they need to learn next. Students are beginning to make decisions about, and take more responsibility for their learning. Digital tools are employed where appropriate.

Te reo me ngā tikanga Māori are throughout school learning programmes, children’s liturgies and celebrations. Students confidently present their pepeha. Tuakana teina relationships between older and younger students are evident and supported by deliberate teacher guidance in peer reading and writing programmes.

The newly appointed leadership team is collegial and promotes a culture of continuous improvement. The principal has a clear vision for the school based on current pedagogy and best practice.

Teachers moderate writing schoolwide and in their teams, employing a wide range of evidence to make dependable overall teacher judgements about student achievement. PaCT is supporting this dependability of teacher judgements. Data from assessments is used to track achievement, rates of acceleration and inform teaching. Achievement information is reported to families and to the board.

The leadership team has developed a suitable appraisal system to support teachers’ ongoing PLD. Student writing was identified in the 2017 annual plan as an area for improvement. Trustees and leaders have responded with a range of PLD to strengthen teacher capability and improve student achievement.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School leaders use internal evaluation to inquire into practices and systems. A next step is strengthening and embedding the way trustees, leadership and teachers inquire, deeply analyse and evaluate student information and the impact of PLD and teaching programmes. This should assist the board to target and resource student learning and guide leadership and teachers to further develop strategies that support accelerated progress.

The perspectives of Māori learners and their whānau are sought. Māori students have been surveyed this year. Information gained is to be used by teachers to strengthen their practice and better cater for these learners. A whānau hui has been held this year. Establishing regular hui should support stronger partnerships with Māori whānau.

The curriculum is under review with a focus on developing a useful, working document that weaves together key expectations and guidance for teaching and learning and prioritises the school’s faith, culture and identity. This review provides the leadership team and staff with the opportunity to: draw together key drivers for teaching, learning and student achievement; express the school’s shared expectations and understandings of good practice; and how culture and identity will be recognised.

Board assurance on legal requirements

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

  • 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.

An improved appraisal system is in place. The board should ensure that documented procedures for appraisal are consistently followed to embed this process.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

The school has capacity and capability to accelerate learning for all children. They know the learners whose progress and achievement need to be accelerated.

Leaders and teachers will:

  • continue to develop and implement approaches that effectively meet the needs of each learner

  • further the work on school conditions that support acceleration of learners’ progress and achievement

  • continue the support provided for building teacher capability to accelerate learners’ progress and achievement.

The school agrees to:

  • develop more targeted planning to accelerate progress for learners who need this

  • monitor this targeted planning, improved teaching, and learners’ progress

  • discuss the school’s progress with ERO.

The board has indicated that participation in an internal evaluation workshop would be a useful next step.

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

15 December 2017

About the school

Location

Wellington

Ministry of Education profile number

3006

School type

State Integrated Full Primary (Years 1 – 8)

School roll

305

Gender composition

Male 54%, Female 46%

Ethnic composition

Māori 11%
Pākehā 70%
Pacific 8%
Asian 11%

Provision of Māori medium education

No

Review team on site

September 2017

Date of this report

15 December 2017

Most recent ERO report(s)

Education Review October 2014
Education Review September 2010
Education Review September 2007

St Francis De Sales School (Is.Bay) - 09/10/2014

Findings

The school’s curriculum promotes student learning and engagement well. Teachers make good use of achievement information for teaching and there are effective systems to identify and monitor students who require specific support. The school has recently experienced success with initiatives to respond to its multi-cultural community. Leaders and ERO agree that strengthening evaluation is likely to enhance the school’s performance.

ERO is likely to carry out the next review in three years.

1 Context

What are the important features of this school that have an impact on student learning?

St Francis de Sales School is a state integrated Catholic school in Island Bay, Wellington. At the time of this review it had a roll of 295 Years 1 to 8 students, and 8% were Māori and 15% of Pacific Island heritage. Other students from a range of cultural backgrounds include several English language learners.

The special Catholic character is promoted through guiding documents and the curriculum. The school’s vision for its learners is to develop a love of God, learning and life. This vision and associated values underpin strategic direction, school systems and classroom programmes. There are high expectations for student engagement and learning.

The principal has led the school through a period of significant change since the September 2010 ERO report. There have been changes in staffing, middle management and board of trustee membership. There has been some increase in the roll. Property developments have included a block of four classrooms, an artificial turf and a redeveloped library space.

Recent professional learning for staff includes initiatives to improve teaching and learning in writing, inquiry-learning and cultural responsiveness throughout the curriculum.

The school has a positive reporting history with ERO.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Leaders and teachers are developing a consistent approach to assessment practice across the school. In several areas teachers use achievement information well to respond to student needs and promote their learning. Examples of effective practice include using assessment information to:

  • identify students' strengths and needs
  • group students and plan relevant lessons
  • design individual education plans for those requiring additional support
  • determine which students need close monitoring and provide specific interventions to accelerate their progress
  • help students to understand what their next learning steps need to be.

There is some collation of schoolwide literacy and numeracy data, which is reported to the board. Analysis identifies areas for improvement and informs professional development planning. Syndicate leaders closely monitor the progress of students at risk of not achieving against the National Standards.

Parents and whānau receive clear, useful, detailed reports about their children’s achievement. Students share their learning goals with their families at learning conferences twice a year.

According to the school’s reported achievement information, most students achieve at or above in relation to the National Standards, particularly in reading and mathematics. Writing has been identified as an area to be developed further. Appropriate plans are in place to drive improvement. Teachers and leaders should continue to explore effective ways to raise the achievement of boys in writing.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum effectively promotes student learning.

Schoolwide curriculum guidelines are being developed to provide clear expectations and strategies for supporting teaching in the learning areas. Teachers are developing an integrated inquiry approach to promote student engagement in learning.

The principles, values and key competencies of The New Zealand Curriculum and the special Catholic character are evident throughout classroom programmes.

Teachers use a range of deliberate strategies to make learning explicit. They effectively support students to develop self-directed learning and problem-solving strategies. Learning-focused relationships are emphasised. As a result students are well engaged in classroom programmes and many can talk clearly about their learning and next steps.

Parents spoken with by ERO appreciate recent initiatives to celebrate the many ethnic cultures which make up the school community. Building on these successes to continue to reflect students’ language, culture and identity within the curriculum is likely to increase their confidence, sense of belonging and engagement with learning.

How effectively does the school promote educational success for Māori, as Māori?

Māori students generally achieve at and above in relation to the National Standards, performing above other ethnic groups in mathematics and writing.

There are some opportunities within the curriculum for Māori learners to learn about Māori language and culture.

Leaders and trustees have plans to consult with whānau Māori, supported by key members of staff. ERO affirms this direction as there is a need for a vision and strategy for Māori success to be developed. These should be informed by whānau aspirations for their children and documents such as Ka Hikitia: Accelerating Success, and Tātaiako: Cultural Competencies for Teachers of Māori Learners.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance.

Leaders are focused on improvement. There is effective delegation of leadership roles. Strong curriculum and assessment leadership promotes consistent practice and support for positive student outcomes.

The appraisal process for teachers has been reviewed and modified. It is comprehensive and encourages teachers to be reflective and inquire into the impact of their teaching. There is a cohesive, well-led, evidence-based approach to professional learning and development for teachers.

New trustees joined the board in 2013. A range of governance initiatives have been put in place to help them develop their understanding of governance, promote sustainable structures and systems and improve board strategic planning and review.

Trustees and leaders should continue to sharpen the focus in their annual planning on groups of students who require accelerated progress. This should include more specific action plans and regular progress reporting.

There is a strong, deliberate focus on community engagement and inclusion of all families and ethnic groups within the life of the school.

School leaders recognise that a key next step is to continue to strengthen evaluative inquiry across the school to enhance school performance in a range of areas. This includes:

  • curriculum evaluation
  • evaluation of the effectiveness of board-funded programmes and initiatives
  • continued development of teaching as inquiry using student data to evaluate the effectiveness of teaching strategies.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • 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 achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Trustees need to ensure the following consultations occur regularly:

1. consultation with the school's Māori community to develop policies, plans and targets for improving the achievement of Māori students [National Administration Guideline 1(e)]

2. consultation with the school community at least once every two years to adopt a statement on the delivery of the Health and Physical Education Curriculum. [Section 60B Education Act 1989]

Leaders and trustees have plans to consult with parents and whānau in 2014.

Conclusion

The school’s curriculum promotes student learning and engagement well. Teachers make good use of achievement information for teaching and there are effective systems to identify and monitor students who require specific support. The school has recently experienced success with initiatives to respond to its multi-cultural community. Leaders and ERO agree that strengthening evaluation is likely to enhance the school’s performance.

ERO is likely to carry out the next review in three years.

Joyce Gebbie

National Manager Review Services Central Region

9 October 2014

About the School

Location

Island Bay, Wellington

Ministry of Education profile number

3006

School type

State Integrated Full Primary (Years 1 to 8)

School roll

295

Gender composition

Girls 51%, Boys 49%

Ethnic composition

New Zealand European/Pākehā

Māori

Samoan

Other Pacific people

Other ethnic groups

61%

8%

7%

8%

16%

Review team on site

August 2014

Date of this report

9 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

September 2010

September 2007

February 2005