Summary
Saint Joseph’s School (Taihape) is a state integrated school for Years 1 to 8 students. There are currently 120 students and 30 identify as Māori. The special Catholic character is integral to the school’s curriculum and life.
Since the February 2014 ERO evaluation, leaders and teachers have engaged in professional development (PLD) in cultural competency to enhance the schooling experience of Māori learners. Whānau evenings were set up as an opportunity to share home learning activities. Leaders and teachers focused on mathematics as an area for improving student outcomes.
How well is the school achieving equitable outcomes for all children?
Student achievement in reading and mathematics shows some improvement over time. In writing, less consistent improvement is evident and achievement remains low. There is disparity in reading and writing achievement for Māori learners in comparison with others in the school.
The school has capacity and capability to accelerate learning for all children.
ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.
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 responds effectively to some children whose learning and achievement in reading and mathematics need acceleration. More effective response is needed in writing and to overcome in-school disparities in some areas of achievement for Māori.
Leaders and teachers know the names, numbers and needs of the students whose learning and achievement need acceleration, and plan to meet their needs.
The school reports that in 2016, about two thirds to three quarters of students overall achieved at or above in relation to the National Standards in reading and mathematics. In writing, under half the students achieved the Standards. Achievement of boys and girls was similar. For Māori students, achievement was similar to non-Māori within the school in mathematics. The school continues to work towards achieving in-school equity of outcomes for Māori in comparison with others in reading and writing.
Assessment processes in both mathematics and reading include internal and external moderation. This supports the reliability of overall teacher judgements about students’ achievement in relation to the National Standards. Leaders and teachers should consider additional sources of information to be assured that judgements in writing are dependable and include this as part of the planned focus on writing in 2017.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
Student interests underpin the curriculum. They participate and learn in inclusive, collaborative learning environments. Children experience the breadth and depth of The New Zealand Curriculum and the school’s religious education curriculum.
Trustees receive a range of achievement data and curriculum information to set student achievement targets in each curriculum area. Leaders and teachers collect and analyse data to identify target students. They use this information to plan interventions and programmes to meet needs. Students requiring additional assistance are well identified.
Self-management is evident. Students know routines and what is expected of them. A focus on cooperative learning strategies from the recent school PLD in mathematics is evident.
The school works with parents, whānau and external agencies to support children’s successful participation in learning. Parents, families and whānau are welcomed and involved in school activities, as partners in learning. They receive useful reports which clearly outline students’ next learning steps and ways parents can help at home.
An orderly and supportive environment promotes student learning and well-being. Leaders and teachers have made links with other schools and early childhood services to strengthen transition into school and from school.
Allocation of resources, including for whole staff professional learning and development, is aligned to the schools’ vision values, goals and targets. Clear expectations for curriculum planning and delivery and for managing student behaviour, support consistent practice across the school. Teacher expertise is recognised and distributed leadership is highly evident.
Performance appraisal supports professional growth, encourages teaching as inquiry and provides opportunities for teachers to reflect on and plan changes to their practice. The process for appraisal of the principal is appropriate and supports professional growth.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
Leaders and teachers are continuing to develop processes, including evaluation, to inquire into and address barriers to achieving equity and excellence.
Māori perspectives are included in the curriculum. Kapa haka tutors advise and support the school. Leaders and teachers have engaged in professional learning and development to increase their cultural competency. They should continue to grow their knowledge and confidence so that Māori students see their language and culture valued to support their improved success.
To significantly raise achievement in writing, focused planning by leaders and teachers should:
- consider including cooperative learning strategies used in mathematics as a result of professional development
- seek and use additional information to support making dependable overall teacher judgements when assessing students’ progress and achievement in writing.
The school is developing a collective understanding of evaluation and its use in determining the impact of specific programmes and interventions. The evaluation of recent professional learning and development provides a useful framework. Leaders are keen to further develop their own capability in the analysis and use of data to inform decision making.
More regular reports about the progress of target students should assist the board to make decisions to support acceleration. Evaluation of the impact of specific interventions on student achievement should assist trustees to assess the value of resourcing decisions in terms of what actual, improved outcomes are being achieved, and how equitable these are for all students.
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.
Going Forward
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement for Māori and/or other children remains.
Leaders and teachers:
- know the children whose learning and achievement need to be accelerated
- need to develop and implement approaches that effectively meet the needs of each child.
The school agrees to:
- develop more targeted planning to accelerate learning for children
- monitor targeted planning, improved teaching, and children’s progress
- discuss the school’s progress with ERO.
ERO will provide an internal evaluation workshop to support the school to develop effective planning and monitoring processes to support equity and excellence for all children.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
24 May 2017
About the school
| Location | Taihape |
| Ministry of Education profile number | 2453 |
| School type | State Integrated Catholic Full Primary (Years 1 to 8) |
| School roll | 120 |
| Gender composition | Male 51%, Female 49% |
| Ethnic composition | Māori 25% Pākehā 68% Other ethnic groups 7% |
| Provision of Māori medium education | No |
| Review team on site | February 2017 |
| Date of this report | 24 May 2017 |
| Most recent ERO report(s) | Education Review, February 2014 Education Review, December 2010 Education Review, May 2008 |