ST JOSEPH'S CATHOLIC SCHOOL (FAIRFIELD)
JUNE 2008
2. The Education Review Office (ERO) Evaluation
5. Board Assurance on Compliance Areas
|
Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses. |
This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
1. About the School
|
Location |
Hamilton |
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Ministry of Education profile number |
1946 |
|
School type |
Integrated Full Primary (Year 1-8) |
|
Decile rating[1] |
8 |
|
Teaching staff: |
|
|
School roll |
346 |
|
Number of international students |
9 |
|
Gender composition |
Girls 55% |
|
Ethnic composition |
NZ European/Pākehā 70% |
|
Review team on site |
April 2008 |
|
Date of this report |
09 June 2008 |
|
Previous ERO reports |
Education Review March 2005 |
2. The Education Review Office (ERO) Evaluation
This report focuses on the evaluation of systems, practices and initiatives that influence student achievement. The Education Review Office and the board of trustees agreed on this focus area for the review. The report also includes evaluations of professional learning and development, health and safety, reporting and planning, and progress with the achievement of Māori students.
Since the last review the school has made considerable progress with addressing the areas for improvement and recommendations signalled in the previous review report. In addition, the school’s maximum roll has increased resulting in significant property development. Six new classrooms, a resource room and office areas have been established, together with the relocation of the administration building. Plans have been confirmed for the building of a new library and an administration block in 2008.
The school sets high expectations for achievement particularly in aspects of literacy and numeracy. Student progress and achievement is monitored carefully and reported regularly to the board and community. An analysis of school-wide achievement information indicates that most students are achieving at or above age-appropriate expectations for reading, spelling and numeracy. Other notable achievements have been in sporting pursuits, musical activities, speech making and success in regional and international competitions. Māori students are achieving at levels comparable to non-Māori students.
A particular strength of the school is its special character that is embedded in all aspects of school life. Strong links with the church ensure the school continues to have a high profile in the Catholic community and enjoy the benefits from strong parishioner support.
Classroom climates continue to be harmonious learning environments where students work and learn confidently alongside their peers. Interactions between teachers and their students and amongst one another are positive and respectful.
Teachers are hard working, dedicated practitioners. They have a shared belief and a unified sense of purpose about improving student learning outcomes. Needs-based programmes are planned cooperatively and delivered in a variety of learning contexts that motivate and promote high levels of student engagement. The next step for curriculum development is to bring greater consistency to the way teachers use formative assessment strategies.
Students are developing skills and values to participate and contribute with confidence and sensitivity. They take part in school activities with enthusiasm and have many opportunities to develop their citizenship skills through school leadership roles, peer support and environmental projects.
The principal has established strong professional leadership networks across the school. Her appropriate role modeling is challenging educational thinking, fostering knowledge and influencing positive change in others for improved professional practice. Senior leaders work collaboratively using a range of knowledge and experience to support and enhance the implementation of learning programmes. Effective professional leadership is fostering high quality teaching practice and strongly focused on raising student achievement.
There is a strong, school-wide emphasis on curriculum development and effective use of Quality Learning Circles to improve teaching and learning. Professional learning is a key emphasis for all staff as they work to deliver “programmes of excellence” to their students.
Parents have many opportunities to be involved in their children’s education and a strong sense of family and belonging pervades the life of the school. Open and consultative approaches have resulted in a positive school and community partnership.
Trustees are knowledgeable about their roles and responsibilities and combine their varied skills and expertise for successful governance. The board maintains a strategic focus on student learning through a well-defined charter that has relevant targets to raise student achievement. Close connections with the parish and the community enable the board to consider a broad perspective of views and opinions for strategic decision-making.
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
3. The Focus of the Review
Student Achievement Overall
ERO’s education reviews focus on student achievement. What follows is a statement about what the school knows about student achievement overall.
The school has used a range of assessment tools to gather achievement information in reading, numeracy and spelling. An analysis of this information shows that in these areas most Year 3-8 students are achieving at or above national expectations.
Additional learning experiences are provided for those students who are identified as needing further support. School records indicate that these students are making significant progress. Appropriate planning and reporting targets are derived from school-wide achievement data and pitched at cohort groups to raise student achievement in identified areas of need.
The school sets high expectations for achievement particularly for aspects of literacy and numeracy. Student progress and achievement is monitored carefully and reported regularly to the board and community. Notable achievements have been in sporting pursuits, musical activities, speech making and success in regional and international competitions. The school has yet to gather, analyse and report student achievement in writing and in other areas of the New Zealand curriculum.
School Specific Priorities
Before the review, the board of St Joseph's Catholic School (Fairfield) was invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the school to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the school (including student achievement and self‑review information) and the extent to which potential issues for review contributed to the achievement of the students at St Joseph's Catholic School (Fairfield).
ERO and the board have agreed on the following focus area for the review:
· systems, practices and initiatives that influence student achievement.
ERO’s findings in this area are set out below.
Systems, Practices and Initiatives that Influence Student Achievement
Background
The organisation of the school has undertaken significant change since the last review, both physically and in team structures and systems. Regular reflection on school operations and close monitoring of student achievement continues to provide the board staff with information about school effectiveness. Since the last review staff professional development has had high priority.
Student progress and achievement
Refer statement above: “Student Achievement Overall”
Areas of good performance
Special character: The school is providing a supportive environment in which students can excel while embracing the Roman Catholic faith. Students benefit from a natural integration of Catholic teachings through daily prayer, community and school combined masses and other religious observances. Teachers model appropriate positive values that are based on the church’s Christian principles of caring, sharing and respect for one another.
Students are proud of their school’s special character and enjoy being involved in all that it represents. Catholic values are clearly reflected in the school environment and supported by teachers, students and their families.
Principal’s leadership: The principal has established strong professional leadership networks across the school. At all levels of the school, teachers have been empowered to make valuable contributions to influence school effectiveness. Through her own professional development and networking she has developed a school-wide culture of learning. Her appropriate role modeling is challenging educational thinking, fostering knowledge and influencing positive change in others for improved professional practice.
Senior leadership: Senior leaders work collaboratively and play an influential part in the strategic development of the school. They have established and documented useful guidelines for all school operations and consistently implement rigorous systems for professional accountability. A range of knowledge and experience within the senior leadership team is used to support and enhance the implementation of learning programmes. Effective professional leadership is fostering high quality teaching practices and is strongly focused on raising student achievement.
Professional learning and teamwork: Teachers are hard working, dedicated practitioners. They have a shared belief and a unified sense of purpose about improving student learning outcomes. Within a context of learning and supportive networks they plan cooperatively, share successful strategies and resources, and celebrate classroom successes. These cooperative approaches have resulted in a strong culture of professional learning and teamwork.
Self review: Self review is regular, rigorous and wide ranging. All school parties are encouraged to contribute to the review process. Community views are sought through surveys, informal meetings and open afternoons. Specific curriculum information is gathered at syndicate and at whole school level. This information is thoroughly analysed to identify school resourcing priorities. Self review underpins decision making for ongoing school direction.
Assessment practice: The school is making effective use of a wide range of assessment tools. The documented guidelines support teachers for the scope and method of acquiring student achievement information. This information is analysed and used to plan differentiated teaching programmes. Individual student portfolios are compiled as one useful method of presenting and reporting student achievement to parents. Teachers are gaining a broad appreciation of the progress and development of all students.
Learning environments: Classrooms have been organised to support and celebrate student learning. Attractive displays incorporate literacy and numeracy charts, student art and examples of quality student work. Other evidence of focused learning includes prompts to encourage student understanding of thinking and decision-making processes. A variety of appropriate resources is made available to support teaching and learning programmes. Classroom environments stimulate high levels of student engagement.
Interactions: Classroom interactions are positive and encouraging. Students exhibit high levels of trust in and openness towards their teachers. School-wide expectations for positive relationships and work ethic are clearly communicated by teachers and adhered to by students. Cooperative activities school wide and in classes such as the buddy system promote a sense of community care. Students are developing skills and values to participate and contribute with confidence and sensitivity.
Home and school partnership: Parents have many opportunities to be involved and actively engaged in their children’s education. This involvement is evident in goal setting undertaken by students and parents through a personalised approach. Teachers value parental views and sharing of ideas at formal and informal interviews. Mutual celebrating of school events, parish activities, cultural and sporting pursuits strengthen the bond between home and school. A strong sense of family and belonging pervades the life of the school.
Governance: Trustees are knowledgeable about their roles and responsibilities. They combine their varied skills and expertise to ensure successful governance operates effectively within well-known procedures. Trustees are kept well informed about school happenings and student achievement. Their close connections with the parish and the community enable them to consider a broad perspective of views and opinions for strategic decision-making. Open and consultative approaches have resulted in a strong school and community partnership.
Area for improvement
Formative assessment practice: The use of formative assessment practice across the school is variable. All teachers now need to consider ways of strengthening their formative assessment strategies such as:
· ensuring that learning intentions are expressed in terms that students can recognise, articulate and readily understand;
· co-constructing success criteria that enhance students’ ability to determine the extent to which they have been successful in their learning;
· having teachers ask focused questions and give feedback specific to the success criteria; and
· creating additional opportunities for students to self and peer assess their learning processes and outcomes.
This process of assessment should encourage students to experience assessment for learning, and empower them to further develop their personal competencies.
4. Areas of National Interest
Overview
ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement. ERO also provides information about the education sector for schools, parents and the community through its national reports.
To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.
During the review of St Joseph's Catholic School (Fairfield) ERO investigated and reported on the following areas of national interest. The findings are included in this report so that information about the school is transparent and widely available.
The Achievement of Māori Students: Progress
In this review, ERO evaluated the progress the school has made since the last review in improving the achievement of Māori students and in initiatives designed to promote improved achievement. At the time of the review, eleven percent of students identified as Māori.
Areas of progress
Since the last review the school has made progress in the following areas:
· Expectations for teaching te reo Māori have been established and documented. These guidelines cover four levels and provide teachers and students with a learning sequence offering appropriate challenges.
· The kapa haka group has been re-established.
· Achievement information relating to Māori boys, girls and year groups is collated, analysed, and interpreted. This information assists staff and trustees to make informed decisions about school effectiveness and ongoing programme provision.
· Māori students’ self esteem and citizenship skills are enhanced through involvement in roles of responsibility such as kapa haka, school monitors, house leaders, and school council activities. They are confident in assuming these responsibilities and enjoy positive relationships with their teachers and one another. Māori students are well engaged in their studies.
Professional Learning and Development
In this review ERO evaluated how well St Joseph's Catholic School (Fairfield) is managing professional learning and development (PLD). This includes how well the school makes decisions about professional learning and development, the extent to which these decisions are influenced by principles of effective practice, and the changes that have occurred for students and teachers as a result.
Background
The school has a well-organised approach to planning and decision-making for PLD. PLD initiatives are closely linked to strategic goals, the performance management and the school’s self review process.
There is a strong school-wide emphasis on curriculum development and the use of Quality Learning Circles to improve teaching and learning. Professional learning is a key emphasis for all staff as they work to deliver “programmes of excellence” to their students. New learning, coupled with the extensive school review and target development has given focus and purpose to teaching and learning programmes.
Teachers’ willingness to engage in all professional learning and development opportunities has resulted in improved classroom teaching practice and greater understanding of current pedagogy. While considerable PLD is occurring, consideration needs to be given to ensure sustainability of the good progress and development achieved to date.
Areas of good performance
Strategies for professional development: There is a well-planned strategic approach to professional learning and development. The ongoing use of whole- school self review is providing information to target curriculum and teaching pedagogy. Quality Learning Circles are an effective self-driven initiative being undertaken by the school. Through this regular and planned forum staff are engaged in professional reading and dialogue based on research, theory and practice. Staff view this work as being beneficial to their professional growth.
Maximising staff capacity: Staff strengths and expertise are well used to enhance teaching and learning programmes. Teachers are supported and encouraged to take lead roles in sharing their curriculum strengths and practical knowledge. This approach is building the capabilities of teachers enabling them to provide programmes better aligned to the identified needs of students. Purposeful involvement in the delivery of the professional learning and development programme by teachers is having a positive influence on student achievement.
Impact of professional development: PLD contributes to effective teaching and learning. Staff confidence has grown considerably within a collegial and professional environment. Teachers enthusiastically use strategies, developed through PLD to promote student learning and independence. Professional development has had a considerable influence on teacher’s attitudes towards improving their professional practice.
Provision for International Students
Compliance with the Code of Practice for the Pastoral Care of International Students and the Provision of English Language Support
St Joseph's Catholic School (Fairfield) is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students.
The school complies with all aspects of the Code.
Areas of good performance
Documentation: All aspects of the care and management of international students are well documented. Detailed and up-to-date information is kept on all students along with emergency contact numbers and the process for making complaints is displayed and discussed with parents. The documentation ensures that school personnel and the parents of international students have clear expectations about the processes and procedures to support international students.
Pastoral care and welfare: Students are carefully oriented into the school and made aware of who they can go to if they need extra support or have concerns. They have full access to the school’s pastoral care systems. The International Coordinator, Special Education Needs Coordinator and language support person know students well and ensure that their welfare and progress are carefully monitored. Students reported that they are happy at school, have many friends, feel safe and are well supported.
Class placement: All international students are placed in mainstream classrooms and students report that teachers are helpful to them in classroom activities and with any difficulties they may have in using English. Students work at appropriate levels in numeracy and literacy according to ability groupings and take an active part in other curriculum areas. Students report that being in mainstream classes for much of the time allows them to build confidence with English alongside their friends.
English language support: Students receive effective English language support programmes. An experienced and knowledgeable teacher aide works effectively with international students both in the classroom and withdrawal situations to build language skills and confidence. She works closely with classroom teachers to ensure her programmes support and link with mainstream teaching. Programmes are related closely to the individual language needs of students. The withdrawal programmes are well resourced and students have access to a wide range of interesting and interactive learning tools. Students are confident that the programmes they are receiving are making a significant difference to their ability in English and are demonstrating high levels of enjoyment and engagement in learning.
Area for improvement
Provision for international students could be enhanced by:
· having grievance procedures displayed in a prominent position in the school; and
· formally recording and making available the outcomes of the review of compliance with the code.
5. Board Assurance on Compliance Areas
Overview
Before the review, the board of trustees and principal of St Joseph's Catholic School (Fairfield) completed an ERO Board Assurance Statement and Self-Audit Checklist. 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; and
· asset management.
During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:
· emotional safety of students (including prevention of bullying and sexual harassment);
· physical safety of students;
· teacher registration;
· stand-downs, suspensions, expulsions and exclusions; and
· attendance.
Compliance
During the course of the review ERO’s investigations did not identify any areas of concern.
6. Recommendation
ERO recommends that:
6.1 teachers engage in appropriate professional development to strengthen their knowledge and understanding about assessment for learning.
7.
Future
Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Ian Hill
Area Manager
for Chief Review Officer
9 June 2008
9 June 2008
To the Parents and Community of St Joseph's Catholic School (Fairfield)
These are the findings of the Education Review Office’s latest report on St Joseph's Catholic School (Fairfield).
This report focuses on the evaluation of systems, practices and initiatives that influence student achievement. The Education Review Office and the board of trustees agreed on this focus area for the review. The report also includes evaluations of professional learning and development, health and safety, reporting and planning, and progress with the achievement of Māori students.
Since the last review the school has made considerable progress with addressing the areas for improvement and recommendations signalled in the previous review report. In addition, the school’s maximum roll has increased resulting in significant property development. Six new classrooms, a resource room and office areas have been established, together with the relocation of the administration building. Plans have been confirmed for the building of a new library and an administration block in 2008.
The school sets high expectations for achievement particularly in aspects of literacy and numeracy. Student progress and achievement is monitored carefully and reported regularly to the board and community. An analysis of school-wide achievement information indicates that most students are achieving at or above age-appropriate expectations for reading, spelling and numeracy. Other notable achievements have been in sporting pursuits, musical activities, speech making and success in regional and international competitions. Māori students are achieving at levels comparable to non-Māori students.
A particular strength of the school is its special character that is embedded in all aspects of school life. Strong links with the church ensure the school continues to have a high profile in the Catholic community and enjoy the benefits from strong parishioner support.
Classroom climates continue to be harmonious learning environments where students work and learn confidently alongside their peers. Interactions between teachers and their students and amongst one another are positive and respectful.
Teachers are hard working, dedicated practitioners. They have a shared belief and a unified sense of purpose about improving student learning outcomes. Needs-based programmes are planned cooperatively and delivered in a variety of learning contexts that motivate and promote high levels of student engagement. The next step for curriculum development is to bring greater consistency to the way teachers use formative assessment strategies.
Students are developing skills and values to participate and contribute with confidence and sensitivity. They take part in school activities with enthusiasm and have many opportunities to develop their citizenship skills through school leadership roles, peer support and environmental projects.
The principal has established strong professional leadership networks across the school. Her appropriate role modeling is challenging educational thinking, fostering knowledge and influencing positive change in others for improved professional practice. Senior leaders work collaboratively using a range of knowledge and experience to support and enhance the implementation of learning programmes. Effective professional leadership is fostering high quality teaching practice and strongly focused on raising student achievement.
There is a strong, school-wide emphasis on curriculum development and effective use of Quality Learning Circles to improve teaching and learning. Professional learning is a key emphasis for all staff as they work to deliver “programmes of excellence” to their students.
Parents have many opportunities to be involved in their children’s education and a strong sense of family and belonging pervades the life of the school. Open and consultative approaches have resulted in a positive school and community partnership.
Trustees are knowledgeable about their roles and responsibilities and combine their varied skills and expertise for successful governance. The board maintains a strategic focus on student learning through a well-defined charter that has relevant targets to raise student achievement. Close connections with the parish and the community enable the board to consider a broad perspective of views and opinions for strategic decision-making.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO is likely to review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Ian Hill
Area Manager
for Chief Review Officer
GENERAL INFORMATION ABOUT REVIEWS
About ERO
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:
· improve educational achievement in schools; and
· provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each school’s self review.
Review Focus
ERO’s framework for reviewing and reporting is based on three review strands.
· School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.
· Areas of National Interest – information about how Government policies are working in schools.
· Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.
Review Recommendations
Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.