423 High Street , Motueka
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
St Peter Chanel School (Motueka) is a state-integrated Catholic school that provides education for students in Years 1 to 8. The school’s vision is for students to live life to the full through the school’s CLEAR values (Connected, Loving, Excellence, Active, Respectful).
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Outcomes for most students are increasingly equitable and excellent. |
| Leaders use evidence effectively to set goals, and plan and monitor ongoing school improvement. |
| Teachers effectively use local contexts and evidence-based teaching strategies to provide purposeful learning. |
| School systems and processes are well aligned to enable further improvement for student outcomes. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Shelley Booysen
Director of Schools
3 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2024, the St Peter Chanel School (Motueka) Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
ERO and the board have identified the following areas of non-compliance during the board assurance process:
The board has since addressed the areas of non-compliance identified.
For further information please contact St Peter Chanel School (Motueka) 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 December 2024
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
St Peter Chanel is a state integrated, Year 1-8 Catholic school, located in Motueka township. The current roll is 67.
The school’s vision of ‘Founded on faith, living life to the full’, is supported by a set of Gospel values collectively known as CLEAR (Connected, Loving, Excellent, Active, Respectful).
The four strategic goals, which drive planning, are to:
further develop the religious education, assessment and reporting systems
develop internal evaluation practices and processes
develop a visual representation of faith and the school’s multicultural community
resource strategically to enhance learning and achievement.
The 2018 targets for reading, writing and mathematics are:
for all students to learn and progress to be at or above expectations
to identify students who are below expectations and accelerate their progress
to extend students who are achieving above expectations.
The school is an active participant in the Motueka Kāhui Ako|Community of Learning (CoL) and the Moutere Hills cluster.
The school has participated in the Ministry-supported Accelerating Literacy Learning (ALL) initiative.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
reading, writing and mathematics.
The school is working well towards achieving equitable and excellent outcomes for all its students.
School achievement information for 2018 shows that:
most students achieve at or above expectations in reading, writing and mathematics.
A disproportionate number of Māori students are not yet achieving expectations in reading, writing and mathematics. The school has identified this disparity and has put in place a number of programmes and practices to accelerate learning.
School achievement information shows that it is successful in accelerating progress for a small number of the students targeted for additional support. The school’s ALL project data shows that a small number of the targeted students made accelerated progress in writing. Similarly small numbers of the target groups of students made accelerated progress in reading and mathematics.
Leaders and teachers have put in place a number of initiatives designed to accelerate learning. These innovations are beginning to have a positive impact on learning.
The ‘CLEAR’ values are evident in practice, and are contributing to a positive school culture. Teachers work collaboratively and collegially to support student learning. Classrooms are engaging and productive learning environments. Student agency and active involvement in learning is encouraged through teacher-student co-constructed learning, which includes opportunities for students to provide feedback to teachers about learning experiences. Tuakana-teina relationships involve students in learning and creating productive partnerships.
Teacher professional learning is aligned with, and responsive to, identified student need. Regular monitoring meetings provide a forum for teachers to discuss student progress, achievement and teaching strategies. Teachers are involved in a number of professional learning initiatives focusing on effective teaching of writing and mathematics. Changes in practice are aligned with school values, informed by teacher inquiries and emphasise student engagement and relationship-based approaches to learning. The relationship-based approach to teaching and learning is designed to promote and value the language, culture and identity of Māori students.
The board is improvement-focused. Strategic planning and annual planning align well, providing clarity and a shared understanding of school priorities and direction. Trustees have participated in professional development to build board capability.
School data needs to be collated and analysed to identify if students, (target students in particular) are making sufficient progress, and to understand the impact of interventions on learning. This information should be presented in a way that clearly shows progress in relation to expectations, and should be regularly shared with the board. The board needs to scrutinise progress and achievement information in order to make informed decisions about planning and resourcing.
Effective internal evaluation is informed by high quality data. To further develop effective internal evaluation and identify which processes and practices are having the greatest impact on learning, school leaders need to:
adopt a framework for internal evaluation
build knowledge and understanding of evaluative thinking and practice
prioritise internal evaluations linked to strategic goals
use analysed data to inform internal evaluations.
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
finance
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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
shared values which drive actions and decisions at all levels of school operation
the collaborative and innovative approaches to addressing learning needs of students.
For sustained improvement and future learner success, priorities for further development are in:
managing data in order to identify sufficiency of progress and inform internal evaluation
adopting an evaluation framework and building evaluation capability among staff and the board.
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Deputy Chief Review Officer Southern
Southern Region
21 February 2019
|
Location |
Motueka |
|
Ministry of Education profile number |
3222 |
|
School type |
Full primary (Years 1 to 8) |
|
School roll |
67 |
|
Gender composition |
Boys 35 : Girls 32 |
|
Ethnic composition |
Pākehā 41 Māori 22 Other ethnicities 4 |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
November 2018 |
|
Date of this report |
21 February 2019 |
|
Most recent ERO report(s) |
Education Review May 2015 Education Review December 2011 |