St Joseph's School (Invercargill)

Education institution number:
4017
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
150
Telephone:
Address:

70 Eye Street, Invercargill

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St Joseph's School (Invercargill)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and St Joseph’s School (Invercargill) 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 Joseph’s School (Invercargill) is a Years 1 to 8 Catholic school; one of three Catholic schools that make up The Trinity. The Trinity is governed by one board and managed by one principal. Each school in the Trinity has its own associate principal onsite; St Joseph’s (Invercargill), St Patrick’s (Nightcaps) and St Teresa’s (Bluff). The school’s special character is to ‘Celebrate and rejoice in our unique catholic character to foster spiritual growth and wellbeing’.

St Joseph’s School (Invercargill)’s strategic priorities for improving outcomes for learners are to:

  • celebrate the school’s special character

  • provide each student and staff member with the opportunity, knowledge and skills to co-construct success to the highest level possible in all areas of school life through quality teaching and learning enhanced by the use of appropriate resources, experiences and strategies

  • create a learning environment which celebrates diversity, providing an inclusive and supportive environment that both challenges and values respect, empathy and engagement through relational trust and co-operation.

You can find a copy of the school’s strategic and annual plan available through the St Joseph’s School (Invercargill)’s office.

ERO and the school are working together to evaluate the school’s provision for te ao Māori learning with a focus on te reo Māori progressions.

The rationale for selecting this evaluation is:

  • the school wants to strengthen its responsiveness to whānau, hapu and iwi in terms of their aspirations for te ao Māori learning

  • leaders and teachers want to formalise a te reo Māori teaching and learning programme that is progressive and able to be tracked and monitored

  • leaders have identified that extending evaluation knowledge, understanding and practice will strengthen teachers’ professional knowledge and enhance outcomes for learners.

The school expects to see:

  • strong relationships with whānau and hapu

  • a progressive te reo Māori learning programme being developed, used and closely monitored

  • increased use of te reo Māori by students and teachers

  • robust evaluation being used to determine effectiveness with respect to the te reo Māori teaching and learning programme

  • internal evaluation practices being extended to other curriculum areas to determine impact.

Strengths

The school can draw from the following strengths to support it in its goal to evaluate the schools’ provision for te ao Māori learning with a focus on te reo Māori progressions.

  • A culture of care, support and effective teaching is well-established for the benefit of all students and their whānau.

  • There is rigorous close monitoring of and response to students’ achievement and progress in areas of foundational learning to ensure they get appropriate support for success.

  • School leadership sustains strong relational trust contributing to ongoing organisational capacity building for continuous improvement.

  • The school has well-established partnerships with external education and health providers which enable staff to better understand and provide the best opportunities for children to learn and thrive.

  • Some teachers have the skills and knowledge of te ao Māori and are already supporting other staff in this area.

Where to next?

Moving forward, the school will prioritise:

  • using recognised research tools to identify current te reo Māori teaching and learning within the school

  • using appropriate resources to document a progressive te reo Māori teaching and learning programme

  • determining how the school will evaluate the effectiveness of te reo Māori teaching and learning

  • comprehensively evaluating the implementation of this programme to determine effectiveness and make any changes for improvement as needed over 2024.

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

13 June 2023

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 Joseph's School (Invercargill)

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of May 2023, the St Joseph’s School (Invercargill) 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 Joseph’s School (Invercargill), 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

13 June 2023

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 Joseph's School (Invercargill) - 16/06/2020

School Context

St Joseph’s (Invercargill) is an integrated Catholic primary school for students from Years 1 to 8. It is one of the three schools that make up the Trinity Schools in Southland. The other two schools are St Patrick’s School (Nightcaps) and St Teresa’s School (Bluff). The three schools are governed by one board and managed by one principal. Each school has an on-site associate principal.

At the time of this review there were 124 children at St Joseph’s School, 28 of whom identified as Māori. Significant groups of children from other ethnicities, such as Filipino, Pacific and Indian, also attend the school. English is a second language for about a third of the students.

The Trinity Schools’ vision for their students is that they will be confident, connected, actively involved lifelong learners. The schools seek to achieve this through providing: a warm, friendly and safe environment; high quality education for all students; and a harmonious partnership with the whole community. The schools prioritise their Catholic character, including the values of truth, compassion and charity. In addition, St Joseph’s School emphasises dispositions of resilience and persistence, leadership by senior students, valuing cultural diversity, and tailoring programmes to specifically meet students’ needs.

The board receives reports on outcomes for students in each Trinity School. Leaders and teachers regularly report to trustees, schoolwide information in the following areas:

  • individual students’ achievement and progress in reading, writing and mathematics
  • achievement and progress for those students who have been targeted to make accelerated progress in reading, writing or mathematics
  • achievement and progress for students for whom English is a second language or who identify as Māori
  • students’ perceptions about their wellbeing at school.

The school is a member of the Special Character Invercargill Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Over time, St Joseph’s School is very successful in enabling students to achieve well in their learning and in reducing disparities in outcomes for individuals and groups of students.

At the end of 2019, most students achieved at or above the school’s expectations in reading and writing. There were no significant disparities in student outcomes between groups in reading. Māori students achieved particularly well in writing. Across the school, reading achievement improved significantly from 2018 to 2019.

Achievement in mathematics was slightly lower, with the majority of students at or above expected levels. A 2019 survey of student wellbeing indicates that most students felt safe at school and almost all felt confident to seek help from an adult, if needed.

With the increase in school roll and the movement of students during the school year it is not possible for ERO to comment on achievement trends since the 2015 ERO review.

1.2 How well is the school accelerating learning for those students who need this?

St Joseph’s School is very successful in accelerating the learning of children who need this.

Records of individual students’ progress over a two-year period, show that most students below expected curriculum levels make accelerated progress, and that the majority of these students then reach or exceed expected levels, especially in reading.

Tracking and reporting of progress of individual children from groups, such as English Language Learners (ELLs) and Māori, shows the school is very successful in increasing their rates of progress. For example, all senior Māori students below in writing, almost all Year 3-6 Māori students below in reading, and half of Year 4-6 ELLs below in mathematics made accelerated progress and reached their expected level by the end of 2019.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The positive culture of St Joseph’s School strongly supports students’ wellbeing and learning. Valued Māori concepts of manaakitanga, aroha and whanaungatanga are highly evident. The school is welcoming and inclusive of its students and families who come from diverse backgrounds. A culture of care and strong pastoral systems ensure everyone’s wellbeing is nurtured and students are ready and eager to learn.

Trustees, leaders and teachers prioritise students who need extra support. Any student below expected levels is quickly identified and carefully monitored. Leaders and teachers have in-depth knowledge of these students’ needs and strengths and ensure targeted assistance. This includes working closely with whānau. Leaders strategically resource additional help and expect teachers to show that they have made a difference. As a result, many students, including English language learners, make accelerated progress. Children with additional needs are very well supported.

Teachers across the Trinity Schools benefit from well-considered professional development. With leaders, they inquire deeply into what is and what is not working to lift achievement, improve wellbeing and adapt their practices accordingly.

The Trinity curriculum includes detailed learning progressions for literacy and mathematics and research-based expectations for effective teaching practice. As a result, there are consistent and effective teaching practices across the three schools and each student has optimal opportunities for success in their learning and wellbeing.

Leadership of the Trinity School group is effective and strategic. The leader is reflective, improvement focused and deliberate in resourcing. Over time she has implemented sound systems and practices and built high levels of relational trust and collaboration across the three school sites. Leaders model a relentless focus on what matters most for Trinity School students.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Teachers and leaders gather and scrutinise extensive individual student achievement and progress information. Leaders should extend the analysis and reporting of this information to reflect the school-wide picture, including for significant groups. This should provide additional useful information to assist school decision making.

Trinity Schools have identified their valued learning outcomes but the schools gather and report little information about these. Internal evaluation should be extended to include review of other agreed valued outcomes, including student achievement in curriculum areas beyond literacy and mathematics.

Cultural responsiveness has been an ongoing professional learning focus across all three Trinity Schools. The board, leaders and teachers should continue to strengthen this learning and the integration of te ao Māori, including a more comprehensive te reo Māori programme.

3 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
  • 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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Joseph’s School (Invercargill)’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in its:

  • very caring and positive culture that strongly supports students’ wellbeing and learning
  • relentless focus on students who need extra support to succeed in their learning that results in many of these students experiencing success
  • strong and strategic leadership that has high expectations for students and staff
  • effective practices to build teacher capability so that students are given every opportunity to be successful in their learning.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • extending the analysis and reporting of school-wide progress and achievement so trustees, leaders and teachers receive more comprehensive information to inform decision making
  • extending internal evaluation to include other valued outcomes, including the wider curriculum, so that leaders and teachers know more about how well these are being delivered
  • continuing to grow teachers’ understanding of culturally responsive practice and te ao Māori to further enhance learning for all students.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

16 June 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

St Joseph's School (Invercargill) - 20/07/2015

Findings

St Joseph’s School (Invercargill) is located in Invercargill and has the largest roll of the three schools that are the Trinity of Schools. The other two schools are St Teresa’s School (Bluff) and St Patrick's School (Nightcaps).

The Trinity of Schools is governed by one board and managed by one principal. The three schools share the same curriculum, vision and Catholic values.

Strong learning partnerships with parents are contributing to students achieving very well in mathematics, reading and writing.

The board, senior leaders and teachers work well together to ensure the safety and wellbeing of all students.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

St Joseph’s School (Invercargill) is one of the three Trinity Schools. As a result of a review by the Catholic Education Office in 2002, it was decided to have the three schools come under the Trinity model. The other two schools are St Teresa’s School (Bluff) and St Patrick's School (Nightcaps).

The Trinity of Schools is governed by one board and managed by one principal. Therefore ERO worked with the board and the principal to review these schools as one learning institution. Associate principals at each of the schools support the principal with management and operations. The three schools share the same curriculum, vision and Catholic values.

The rolls at the three schools include a high number of Māori students. Te reo and tikanga Māori are well integrated into all aspects of school life. The schools are very inclusive. Students with diverse needs and their parents/whānau are well supported.

St Joseph’s School is located in Invercargill beside the Basilica and Te Tōmairangi Marae. This is the main school for the Trinity Schools. The principal is based at this school and records for the Trinity of Schools are kept on this site. This school has a strong focus on team teaching.

The present principal and associate principals have all been appointed since the 2012 ERO review. The board, senior leaders and teachers have made significant progress in meeting the recommendations in the ERO report. They have:

  • developed the school’s curriculum
  • improved assessment practices, and
  • strengthened self-review and performance management systems.

2 Learning

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

The school effectively uses achievement information to make positive changes to learners’ engagement, progress and achievement.

Most students are achieving very well in reading, writing and mathematics.

There are strong learning partnerships with parents. This is increasing parent understanding and engagement in their children’s learning. Teachers use a broad range of effective communication strategies to ensure parents know how well children’s learning is progressing and how they can help them at home.

Students are regularly asked how well they are learning and supported by the teachers to identify their next steps. Teachers are making good use of students’ opinions to improve teaching and increase the engagement of all students. There are holistic and inclusive processes for recognising the strengths and skills of every student.

Collaborative teaching and the grouping of students is helping to ensure the wide range of learning needs in classes is well met. Teachers are taking increasing responsibility for regularly identifying and tracking the progress of priority learners and target students. They are using their findings to make ongoing improvements to their practice.

The senior leader responsible for special needs is a highly skilled communicator and advocate for students and parents. Leaders and teachers make good use of students’ achievement information to identify and support students with learning needs. The school provides significant support for parents and works with them to reach the best outcomes for their child. They work together to gain appropriate support from outside agencies.

The principal and senior leaders regularly complete in-depth analysis of achievement information and provide clearly written reports to the board. These reports help trustees to make well-considered decisions to fund the extra support these students need.

Areas for review and development

School leaders have identified, and ERO agrees, the next steps to strengthen student outcomes are:

  • to review the implementation of new assessment practices for collecting and analysing data
  • evaluating and reporting to the board on the effectiveness of the extra support provided for priority learners and target students.

3 Curriculum

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

The Trinity School’s curriculum very effectively promotes and supports student learning.

The well-designed curriculum successfully reflects the three Trinity Schools. The school’s vision and values link closely to the Catholic values and those of the community. Te reo and tikanga Māori are well integrated. The curriculum is very inclusive and these aspects are very evident in the ways students, staff, trustees and families work together.

The curriculum is strongly focussed on students becoming life-long learners. Students are confident and successful learners. This includes:

  • knowing about their learning and next steps
  • taking increasing responsibility for their learning and wellbeing
  • having pride in their achievements, those of their peers, their school and the community.

The school’s curriculum gives good guidance for teaching and assessment. Teachers value what parents and students bring to the learning. They give parents and students honest assessments based on the in-depth knowledge of students and their families.

Teachers make good use of the community to give students a broad range of experiences to enhance their learning.

Areas for review and development

The school leaders have identified and ERO agrees that the next steps should include:

  • continuing the review of curriculum areas
  • reporting to parents about students’ learning in curriculum areas other than literacy and mathematics
  • continuing to integrate te reo and tikanga Māori into the school’s curriculum.

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

The school very effectively promotes educational success for Māori as Māori.

Most Māori students are achieving well in reading, writing and mathematics. School leaders and teachers have high expectations that Māori students will succeed as Māori. Students who need extra support are identified early and appropriate programmes are put in place to meet their learning needs.

Senior leaders and teachers have developed strong relationships with whānau. They use a range of effective strategies to consult with them. The senior leaders have made good use of self review to identify further ways to strengthen these partnerships.

Success for Māori as Māori is a high priority for the board and is included as a strategic goal in the charter and in the performance management system for leaders and teachers. A number of teachers have considerable expertise in te reo and tikanga Māori that is effectively shared with others in the school.

4 Sustainable Performance

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

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

The board members work well together for the benefit of the three Trinity Schools. The trustees have a good knowledge of their governance role and make good use of board training. The board has a strong focus on student achievement, wellbeing and continuous improvement. The trustees provide considerable support to each other, the schools and the principal.

The principal and senior leaders provide effective leadership. They have established a strong and inclusive team culture across the three Trinity schools.

The strategic plan is well developed and comprehensive. The goals clearly incorporate the key areas of school operations. There are strong links between the strategic plan, school targets and annual plan. The principal closely monitors progress in meeting the strategic goals and regularly reports to the board.

The school has good guidelines and procedures for self review. The board and senior leaders regularly survey the students, teachers and community for ideas to identify areas for further improvement.

The school has a comprehensive process to support senior leaders to improve the quality of teaching and learning.

Area for review and development

The board and ERO agree that the next step to sustain the school's performance is to extend the ways the board evaluates its performance.

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.

Conclusion

St Joseph’s School (Invercargill) is located in Invercargill and has the largest roll of the three schools that are the Trinity of Schools. The other two schools are St Teresa’s School (Bluff) and St Patrick's School (Nightcaps).

The Trinity of Schools is governed by one board and managed by one principal. The three schools share the same curriculum, vision and Catholic values.

Strong learning partnerships with parents are contributing to students achieving very well in mathematics, reading and writing.

The board, senior leaders and teachers work well together to ensure the safety and wellbeing of all students.

ERO is likely to carry out the next review in four-to-five years.

Graham Randell Deputy Chief Review Officer Southern

20 July 2015

About the School

Location

Invercargill

Ministry of Education profile number

4017

School type

Full Primary (Years 1 to 8)

School roll

114

Gender composition

Girls 50%; Boys 50%

Ethnic composition

Māori

Pākehā

Asian

Cook Island

Samoan

Kiribati

34%

51%

8%

3%

3%

1%

Review team on site

April 2015

Date of this report

20 July 2015

Most recent ERO reports

Education Review

Education Review

Supplementary Review

March 2010

March 2009

June 2006