St Anne’s School is a state integrated school in Whanganui catering for students in Years 1 to 8. Of the 264 students enrolled, 6% identify as Māori. The Catholic special character is an integral part of students' life and their daily learning. Students with high, complex needs are supported in the special needs class, Takiwatenga.
The school values of ‘excellence, courage, service and aroha’ that underpin expectations. Valued outcomes for students are aligned with the school’s special Catholic character.
The schools aspirational aims and purpose, ‘spirit, value and excellence’, outline the priorities of the school’s three strategic goals: priority in supporting the school’s special Catholic character; excellence and resilience in each student and a nurturing, inclusive and innovative learning environment.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
An interim principal was appointed at the beginning of the year to lead the school until the appointment of a permanent principal in Term 3, 2019. While the administration building is being rebuilt staff are housed in the parish church.
The school continues to achieve equitable and excellent outcomes for most students. Most students, including Māori, achieve at or above expectation in reading, writing and mathematics.
An increasing percentage of students achieve at or above curriculum expectation over time in literacy and mathematics.
Disparity for boys in writing is reducing over time. Almost all students at end of Year 8 achieve at or above expectation in reading.
Students with complex learning and wellbeing needs participate in learning opportunities with relevant support and challenge. They make appropriate progress in relation to their individual goals.
The school continues to respond effectively to those Māori and other students whose learning and achievement needs acceleration. All students identified in the 2018 writing target, including Māori, have accelerated their progress to now be achieving at expectation.
The majority of Ongoing Resourcing Scheme (ORS) students identified in school targets have accelerated their learning in relation to their individual goals.
Leaders, staff and trustees have the professional capacity and capability to promote equity and excellence for all learners. School leaders work collaboratively to develop and pursue the school’s vision, goals and targets. Staff know students well and have high expectations for teaching in promoting learner success. Processes are in place that support and strengthen teacher practice to meet the needs of all learners.
Trustees undertake their roles and responsibilities suitably to promote effective governance. They are well informed about student achievement, curriculum developments and school priorities. Well-considered decision making ensures that resourcing benefits student learning and wellbeing.
Teachers promote achievement and wellbeing for all learners, by making the purpose of learning explicit for students and using a wide range of effective strategies aligned to the school’s priorities. They are reflective practitioners. Students are well supported to engage in a wide range of learning opportunities through the provision of caring, collaborative, inclusive environments that reflect the school’s values. Learning is extended through proactive involvement in the parish and wider community. Respectful, reciprocal relationships across the school promote a sense of belonging and wellbeing.
A well-considered and responsive approach effectively supports students with complex learning and wellbeing needs. Staff skilfully use effective strategies to support the range of challenges of these students. The environment is managed suitably to support them to participate, be engaged and have choices in their learning. Useful processes and systems have been developed to track and monitor student progress and achievement against curriculum levels and their individual goals. Parents and whānau are valued partners in children's learning. They receive comprehensive information through a range of communication strategies. Teachers and parents share useful knowledge about children’s learning and wellbeing.
In response to achievement information, the school has recently begun professional learning and development in writing to support consistency of teacher practice and raise student achievement. Development of the plan to guide the strategic implementation of this initiative should include: leadership responsibilities in leading learning; what practices will be implemented and how these build on curriculum expectations; alignment to appraisal and inquiry; and the progress indicators that highlight improvements for learners. This comprehensive planning should assist trustees, leaders and teachers to systematically evaluate and understand the impact of changed practice and outcomes for students.
The school has identified that the curriculum needs refreshing. It requires further development and alignment to reflect the special, unique character and context of this school and include expectations and guidance for teaching and learning. It should provide a basis for evaluation of what is effective in promoting learning for those students most at risk of underachievement.
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 Anne’s School (Wanganui) performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance 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:
Phillip Cowie
Director Review and Improvement Services
Central Region
10 June 2019
|
Location |
Whanganui |
|
Ministry of Education profile number |
2447 |
|
School type |
Full Primary (Years 1 - 8) |
|
School roll |
264 |
|
Gender composition |
Female 52%, Male 48% |
|
Ethnic composition |
Māori 6% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
April 2019 |
|
Date of this report |
10 June 2019 |
|
Most recent ERO report(s) |
Education Review January 2016 |