St Peter's Catholic School (Cambridge) 17/06/2010

Community Page

17 June 2010

To the Parents and Community of St Peter's Catholic School

These are the findings of the Education Review Office's latest report on St Peter's Catholic School.

St Peter's Catholic School is situated in the township of Cambridge and caters for students in Years 1 to 8. At the time of this review the roll was195, with five percent identifying as Māori and four percent as Pacific. Significant development to school facilities has occurred in the last three years, including the community hall being shifted closer to the school to ensure greater use in teaching and learning programmes.

Since the last review the school has made considerable progress especially related to self review and the implementation of The New Zealand Curriculum. The school's curriculum has been developed in consultation with the school community and is based on a founding document which defines the principles, values and key competencies inherent in The New Zealand Curriculum. This document also reflects the school's special character as a central focus and incorporates the special features of the local environment. The St Peter's Catholic School Curriculum provides clear expectations and relevant information to guide teachers in implementing The New Zealand Curriculum, while taking into account the school's unique context.

The school's curriculum places a strong emphasis on the provision of a safe physical and emotional environment for students. Teachers know students and their families well and model positive and affirming interactions with all members of the school community.

Student achievement information gathered in 2009 and 2010 shows that most students made good progress over the year and were achieving at or above school-based and national expectations in reading, numeracy, physical education and aspects of the arts. Students also experience success in a range of sporting and cultural activities.

A feature of the school's self-review processes is the way school leaders use student achievement information to inform future school direction and development. Student achievement data is effectively collated, analysed and interpreted and includes recommendations linked to school targets and strategic planning. Strong and effective self-review systems ensure that student progress and achievement remains a focus for continually improving school performance.

Teachers, through recent sustained professional development and the use of detailed documentation, provide well-planned opportunities for all students to engage in meaningful learning. Teachers provide clear expectations for behaviour and for teaching and learning.

ERO and the board agree that the next stage for school development and review is improving teachers' knowledge and understanding of systems and practices for empowering students as self-managing learners.

The principal provides strong professional leadership for the school. She is ably supported by the deputy principal and together they bring relevant and up-to-date curriculum knowledge to their roles. There is a coordinated and coherent approach to implementing the school's direction for development which is focused on continuous improvement.

The board provides effective governance for the school. A detailed three year strategic plan provides sound guidelines for the board and ongoing self-review processes linked to the plan enable it to reflect on progress made and ensure a focus on raising student achievement and continuous improvement of school operations. A well organised and efficient approach to school governance is having a positive impact on school direction and the education of students.

The school community participates actively in the life of the school. Parent and community involvement in special character events such as liturgies and masses are highlights of the school term. Māori and Pacific hui are held annually to ascertain the aspirations and ideas of these groups for their children.

Future Action

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

Review Coverage

This report provides an evaluation of how effectively the school's curriculum promotes student learning - engagement, progress and achievement. ERO's evaluation takes account of the school's previous reporting history and is based on:

• what is known about student achievement information, including the achievement of Māori and Pacific students;
• decisions made to improve student achievement using assessment and self review information; and
• teaching strategies and programmes implemented to give effect to the school's curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO's website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services

Northern Region

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 integrates the following:

• school curriculum;
• national evaluation topics -contribute to the development of education policies and their effective implementation; and
• Board Assurance Statement, including student and staff health and safety.
• ERO's review is responsive to the school's context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school's own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

• This helps ERO to answer the major evaluation question for reviews:

How effectively does this school's curriculum promote student learning - engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.

[1] School deciles range from one to ten. Decile one schools draw their students from low socio‑economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school's decile the more funding it receives. A school's decile is in no way linked to the quality of education it provides.

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.