370 Innes Road , Mairehau, Christchurch
View on mapSt. Francis of Assisi Catholic School is a state integrated full primary school in Christchurch catering for students in Years 1 to 8. It has a roll of 371 students. The school was newly created in 2016 as a result of the merger of two Catholic schools. A new principal and leadership team were appointed to lead the school. It is governed by a board of trustees and proprietor representatives.
The school’s vision states that the school is ‘Choosing to be an innovative Catholic Learning Community that inspires and empowers learners to succeed’. The school has values of respect, compassion, service and integrity.
To support the school’s vision and values, the current strategic goals focus on the community, the learners and stewardship. The school has set specific annual targets for 2019 in relation to literacy and mathematics.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is achieving equitable and excellent outcomes for most of its students. Achievement information from 2016 to 2018 shows that most students, including Māori, achieved at or above curriculum expectations in reading, writing and mathematics. Almost all students achieved at or above curriculum expectations in reading in 2016 and 2017.
Wellbeing survey data from 2018 shows that most students believe that they and their families are welcome at the school and are respected by their teachers.
The school is effective in accelerating learning for those Māori and other students who need this.
Student progress information from 2017 and 2018 shows that learning was accelerated for almost half of the students who needed this in reading, writing and mathematics.
Learners are at the centre of the school curriculum. Active engagement is encouraged, and they develop understandings of themselves as learners. Programmes are localised to reflect the special character of the school and the school values. A shared understanding of learning provides opportunity for innovation and connection. Curriculum design is flexible and increasingly informed by student voice and agency. This allows opportunity for students and teachers to be leaders of learning.
Leaders work strategically in all aspects of planning, coordination and evaluation of the school curriculum and teaching. There is a deliberate focus on using student achievement information to inform decision making about resourcing for school improvement. Leaders provide a foundation of research-based professional learning to support organisation structures and pathways of programme design. Leaders promote a strong sense of school identity and an ethos of inclusion and care that is shared by the wider school community.
Effective knowledge building practices and frameworks are implemented and refined by teachers to improve student outcomes. Learning environments are settled, respectful and promote student engagement in learning.
The school has identified and the ERO evaluation confirms that the school needs to give prominence to culturally responsive practices. This includes valuing te ao Māori and knowing and using te reo Māori and tikanga Māori in everyday 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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of St Francis of Assisi Catholic School’s performance in achieving valued outcomes for its students is: Strong.
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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
giving prominence to all aspects of bicultural and culturally responsive practice.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
24 February 2020
|
Location |
Christchurch |
|
Ministry of Education profile number |
738 |
|
School type |
Full Primary (Years 1-8) |
|
School roll |
371 |
|
Gender composition |
Boys 48 %, Girls 52% |
|
Ethnic composition |
Māori 5 % NZ European/Pākehā 77 % Other ethnicities 18 % |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
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Provision of Māori medium education |
No |
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Review team on site |
November 2019 |
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Date of this report |
24 February 2020 |
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Most recent ERO report(s) |
School Assurance Review April 2018 |
A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.
New School Assurance Reviews are generally undertaken within the first year of the school’s opening.
This review is based on an evaluation of the performance of Saint Francis of Assisi Catholic School. The terms of reference for the review are to provide assurance to the community:
During the 2010 and 2011 Canterbury earthquakes, St Paul’s Catholic school sustained considerable damage with the site eventually being part of the Red Zone. Following consultation it was decided to close both St Paul’s and Our Lady of Fatima Catholic Schools. A new school, St Francis of Assisi has been formed from these on the former Our Lady of Fatima site. Three new classroom hubs have been built. The fourth hub is currently being refurbished ready for term 2, 2018.
St Francis of Assisi School is a Catholic Primary School. It provides for children from Years 1 to 8. The official opening and blessing was on 12 February 2016.
The school’s Catholic special character is evident in the vision, values and day-to-day operation of the school. There is a strong focus on Catholic values and religious education.
The board has a range of experienced and new members. Trustees are currently revisiting the school’s vision and goals. They are consulting with the community to develop a charter for the 2018-2020 period that reflects the views of the current school community.
Children from Year 3 upwards are located in learning hubs. The new entrant and Year 1 and 2 children will move into a new building in Term 2 2018.
The school has good parish and community support. Trustees and school leaders continue to focus on building community relationships as two previous school communities have become one.
The board currently has access to additional funding to support the merger of the two schools. The Ministry of Education is providing additional staffing. The board is strategic in its approach to making the best use of these resources while they are still available.
The establishment board developed an interim vision, goals and charter. The principal was appointed towards the end of 2015. She had a very short time to put systems and procedures in place before the opening of the school.
In 2016, there were some staff changes due to the promotion of some staff and maternity leave. A new deputy principal was appointed at the start of 2017.
The school has established, and continues to refine high-quality systems to support students’ learning. Teachers' practices support students to understand their learning. They have processes that develop students' skills in self-management and independence. Strong pastoral care systems focus on and enhance students' wellbeing.
The collaborative approach to developing and implementing systems is evident throughout the school. The senior leadership team plans and works as a unit. Teachers in each hub plan and work together. They take collective responsibility for each child in their hub. They have systems that help them to identify and respond to students' learning needs. Parents have many opportunities and a variety of ways to find out about their child's learning and achievements.
The next step is for leaders and teachers to further develop shared understandings of assessment practices to make more robust judgements about student progress and achievement.
The curriculum effectively promotes and supports student learning. It is based on recent research into effective teaching and learning methods. The collaborative approach is modelled and well led by senior leaders. Leaders and teachers have focused on building positive relationships with students, parents and the community. Students are increasingly given choices in how and what they learn. There is a strong focus on supporting students to develop the skills needed for learning.
Teachers work in close proximity to each other. They are provided with coaching and mentoring. They are developing innovative approaches to learning, including play and project-based learning. Teachers as a group undertake ongoing research into their practice. These strategies provide an effective framework for ongoing improvements to teaching and learning.
Next steps for leaders and trustees are to:
There are good systems in place for meeting the needs of those students who need additional learning support. Each child who is not achieving at the level expected for their age is closely monitored. Teachers use a range of programmes aimed at improving progress in the areas needed.
Teachers participate in a wide range of high quality professional learning and development opportunities to help them meet student learning needs. They engage in inquiry activities and professional discussions to collectively seek and use the most effective strategies and programmes for each child.
Next steps are to:
The school is very well placed to sustain and improve its performance. The strong visionary leadership is based on a well-researched approach to teaching and learning. Leaders and teachers are highly reflective of their practice. Leaders model effective collaborative approaches. They are making useful connections with local schools and early learning services.
Senior leaders and trustees have a shared vision. They have a strong commitment to building relationships and improving communication with parents and the community. They have been responsive to parents' views on improving students' reports. This has resulted in a comprehensive review, including seeking parent input. The school is well resourced to support future-focused learning.
The next step is to strengthen internal evaluation practices so that trustees and school leaders are better informed about the effectiveness of programmes and innovations.
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:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
The board and community can be assured that the school is operating in accordance with its vision and is very well placed to provide for students.
ERO is likely to carry out the first full review of the school by the end of the third year of the school’s operation.
Dr Lesley Patterson
Deputy Chief Review Officer
Te Waipounamu - Southern Region
26 April 2018
|
Location |
Christchurch |
|
|
Ministry of Education profile number |
738 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
373 |
|
|
Gender composition |
Girls 53%, Boys 47% |
|
|
Ethnic composition |
Māori Pākehā Pacific Other |
7% 73% 10% 10% |
|
Review team on site |
February 2018 |
|
|
Date of this report |
26 April 2018 |
|