Education REVIEW REPORT:
ST PIUS X SCHOOL
SEPTEMBER 2006
2. The Education Review Office (ERO) Evaluation
5. Board Assurance on Compliance Areas
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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 direct ly 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
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Location |
Hamilton South |
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Ministry of Education profile number |
1966 |
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School type |
Integrated Full Primary (Year 1 - 8) |
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Decile rating[1] |
4 |
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Teaching staff: |
|
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School roll |
140 |
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Gender composition |
Girls 53% |
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Ethnic composition |
NZ European 33% |
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Review team on site |
July 2006 |
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Previous ERO reports |
Education Review December 2003 |
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Date of this report |
15 September 2006 |
2. The Education Review Office (ERO) Evaluation
Since the last review the board of trustees has increased the number of computers in the school and has reviewed and upgraded the infrastructure to support the inclusion of Information and Communications Technology (ICT) in curriculum delivery. This resulted in a greater financial commitment to ICT by the board. The school has worked towards improving the implementation of formative assessment practices through their involvement in literacy and numeracy professional development contracts.
This report focuses on the evaluation of systems and processes that contribute to student achievement in mathematics. The board of trustees agreed to this focus area in consultation with the Education Review Office. The report also includes evaluations of the quality of health and safety compliance, the achievement of Māori and Pacific students, the quality of teaching of health and physical education at Year 4, reporting on student underachievement, strategies for the prevention of bullying and the provision for international students.
The special character of the school permeates all aspects of school life. There is a very strong partnership between the school, the parish and the parent group. The emphasis that the school has in promoting its values programme is reflected in students’ behaviours and attitudes.
The school uses a variety of high quality assessment tools to determine levels of student achievement. This information shows that, in June 2006 in mathematics, 80% of Year 4 to 8 students were achieving at or above expected levels. This has improved from 74% in February 2006. In reading, results from June 2006 indicate that 80% of Year 4 to 8 students are reading at or above their chronological age. Collated results in writing show that 67% of students are achieving at or above expected levels. The school also collates and analyses achievement information for Māori and Pacific students with similar results for these cohorts.
Quality assessment practices are used across the school to inform the delivery of mathematics. Teachers are developing effective strategies for involving students in their learning and professional development has had a positive impact on the teaching of mathematics in the junior school. The school now needs to explore further professional development opportunities in mathematics, and by using these and staff expertise, strengthen its professional learning culture. This should provide the basis for reviewing and documenting processes for the delivery of mathematics, health programmes and quality assurance practices.
The school is capably lead by an empowering principal who uses a devolved leadership style to ensure collaborative decision making at all levels of school organisation. With the support of his senior management team and board he has developed a clear vision and strategic direction for the school.
Board trustees have a sound understanding of their governance roles and responsibilities. A robust and comprehensive self review programme is well embedded in all aspects of school organisation, management and curriculum. Trustees have developed an appropriate charter and are managing their planning and reporting responsibilities successfully.
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 will review the school again as part of the regular review cycle.
3. School Specific Priorities
Before the review, the board of St Pius X School 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 Pius X School.
ERO and the board have agreed on the following focus area for the review:
· Systems and processes that contribute to student achievement in mathematics.
ERO’s findings in this area are set out below.
Systems and processes that contribute to student achievement in mathematics
Background
The school has placed a high priority on the development of its mathematics programmes, particularly in the junior school, through involvement in the Early Numeracy Project (ENP). This professional development began in March 2006. The school has set numeracy targets that it wants achieved by December 2007. The school also has as a priority the development of clear expectations regarding the use of assessment tools in mathematics on a school wide basis.
Student progress and achievement
The school is able to accurately report on student progress and achievement over time in aspects of literacy and mathematics. In mathematics, assessment information indicates that in June 2006, eighty percent of Year 4 to 8 students are achieving at or above expected levels. This has improved from 74% in February 2006. Year 7 to 8 achievement results using Assessment Tools for Teaching and Learning (asTTle) testing shows that, in algebra, students are working at the expected New Zealand mean for this age group. The school is developing procedures using Numeracy Project Assessment (NumPA) to assess junior student progress in numeracy for Year 1 to 3 students and will be able to report on this formally in the near future.
Areas of good performance
Governance: The board of trustees has a sound understanding of its governance roles and responsibilities. Trustees bring a variety of skills and expertise to the board that are used effectively to meet the specific needs of the school community. The board is making informed decisions that supports curriculum delivery in mathematics and other essential learning area.
Self review: A robust and comprehensive self-review programme is well embedded in all aspects of school organisation, management and curriculum delivery. Each month the board thoroughly reviews and reports on at least one National Administration Guideline (NAG) area as well as curriculum. The impact of ENP on teaching and learning is regularly reported to the board and teachers, as are new initiatives in mathematics delivery.
School leadership: The school is capably lead by an empowering principal who uses a devolved leadership style to ensure collaborative decision making at all levels of school organisation, including the development of a clear strategic vision. He is effectively managing and monitoring the growth of the school. The involvement of staff in new mathematics initiatives, has engendered enthusiasm and challenged them to embrace new teaching and learning philosophies. This leadership is impacting positively on student progress and achievement in mathematics.
Teaching strategies: Professional development in mathematics has had a positive impact on teaching and learning programmes in the junior school. Teachers are confidently using a variety of targeted strategies to deliver the mathematics programme. These include effective use of resources, modelling and questioning techniques, management of groups, lesson organisation and the use of Information and Communication Technologies. Students are experiencing a range of opportunities to develop skills, understanding and knowledge in mathematics.
Student involvement in learning: Teachers are developing effective strategies for involving students in their learning. They regularly integrate learning objectives and outcomes, use self and peer evaluation and provide oral feedback to students on their progress. Students are on task and meaningfully engaged in learning mathematical concepts.
Use of student assessment information: Quality assessment practices are used across the school to inform the delivery of mathematics. Teachers use assessment information effectively to identify individuals and groups of students and their next learning steps, as well as identify target groups for intervention programmes. This information is also used in the process for reporting to parents. Teaching programmes are focused closely on improving student achievement in mathematics.
Use of school wide achievement information: Quality student achievement information is effectively used to inform programme delivery in mathematics. Teachers analyse this information to identify trends and patterns, determine resource requirements and report to the board of trustees. The board is well informed of student achievement and progress in mathematics and uses this information to guide future decision-making.
Areas for improvement
Documentation: While the school has developed curriculum delivery and assessment policies, its implementation plan for mathematics is yet to provide clear guidance and direction to inform teachers of the school’s expectations for delivery and achievement in this curriculum area. This guidance and direction should ensure school wide consistency of assessment and programme delivery.
Use of staff expertise: New teaching and learning strategies in mathematics are not consistently used across the school. The skills and expertise gained by the junior school teachers in their recent professional development in mathematics should now be shared with all staff. The promotion of this professional learning culture should further develop teacher knowledge and expertise in the teaching of mathematics.
Quality assurance: The school is yet to establish a process to regularly monitor the implementation of mathematics across the school. Responsibilities for the mathematics curriculum leader and associated duties are not clearly defined. Strengthening this documentation combined with a clear implementation programme should clarify quality assurance practices and processes.
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 Pius X School 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.
Quality of teaching for Year 4 students: Health and Physical Education
Health and Physical Education in the New Zealand Curriculum is one of the seven curriculum statements covering the essential learning areas of the New Zealand curriculum.
Areas of good performance
Planning: A useful framework has been developed to provide teachers with suggestions for the planning, assessment and evaluation of health and physical education programmes. Units of work identify a match between learning outcomes and the needs of students in physical education. The Year 4 classroom teacher has established appropriate processes for identifying and meeting the diverse needs of students within the class.
Assessment records: Assessment records in most aspects of physical education demonstrate that students are making appropriate progress and achievement. This information is generally used to determine the level of skills progression required to achieve in other areas of physical education.
Learning experiences: Students are experiencing a wide range of learning experiences in most aspects of health and physical education. In physical education students are provided with a variety of team activities, inter-school competitions and opportunity for individual skills-based development. The integration of religious studies and health promotes the ethos and values-based education provided in this school. Students are motivated to participate, learn new skills and develop interests in a variety of learning situations.
Area for improvement
Coherence of planning and assessment practices: While a planning framework has been developed, within classrooms, teachers are using a variety of unit planning frameworks and methods to support the delivery of health and physical education across the school. This is likely to lead to some inconsistencies in curriculum delivery, as school guidelines do not determine appropriate sequences and coherent progression over the years.
The achievement of Māori students
During the review, ERO evaluated the extent to which the school has knowledge of and strategies for promoting the achievement of Māori students.
Areas of good performance
Māori student achievement: Teachers use a range of quality assessment tools to collect student achievement information on Māori students. This collated and analysed data for students Year 4 to 8 indicates that in June 2006 Māori students are achieving at similar levels in writing and mathematics, and slightly below in reading to their non-Māori counterparts.
School based initiatives: The principal has guided school-based initiatives to embrace tikanga in the school. These include opportunities for students to be involved in pōwhiri, a carving project, waka ama, kapa haka and opportunities to learn karanga. Students are able to have a greater understanding of their bi-cultural heritage of Aotearoa New Zealand.
Areas for improvement
Whānau group: The school needs to continue to work towards re-establishing the whānau group that has recently gone into recess. The board’s newly developed policy should provide the basis for this. The school and its Māori community need to work together in the best interests of their children.
Te reo Māori programme: While the school has worked hard to develop Māori tikanga, the school should now move to integrating the use of te reo Māori more into class programmes. This should enable students to become more confident users of te reo and allow for a more positive reflection within classroom environments and programming.
The achievement of Pacific students
During the review ERO evaluated the extent to which the school has knowledge of and strategies for promoting the achievement of its Pacific students.
Areas of good performance
Communication: The principal and staff have worked hard to ensure that the Pacific community is consulted with. An overseas parents group (OGP) that includes Pacific parents, meet regularly to learn about school operations, share concerns and welcome families to the school. Teachers, students and the community embrace the diverse range of cultures that are represented at this school.
Collection of achievement information: The school collates and analyses the achievement of Pacific students as a group. Information provided by the school indicates that these students are achieving at similar levels to their non-Pacific counterparts.
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 Pius X School 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
Policy, procedures and guidelines: The school has developed sound policies and clear guidelines for the pastoral care and education needs of international students. A designated staff member is delegated specific responsibility for ensuring the academic, pastoral and home stay requirements of international students are identified and met. The school’s one student who has recently arrived at the school demonstrates a good understanding of the educational and care networks set up to support her transition and stay.
Student support: The student’s pastoral and developmental needs are well supported by the school. Designated support staff and teachers involved on site respond promptly to learning requirements and needs of emotional support. Effective off-site support is provided by nominated personnel who are able to assist the student and school with advice on a number of matters. The support provided by the community and coordinator is enhancing student development and progress.
Planning: The school has developed a planned approach to the implementation of its English for Speakers of Other Languages (ESOL) programme. It follows Ministry of Education guidelines and resources for schools to assist with the ESOL programme, and is using these to assist with programme delivery.
ESOL assessment practices: Assessment practices are an integral part of the school’s monitoring of international student progress and achievement. Ministry of Education’s guidelines for the assessment of ESOL students assist the school with:
· an initial assessment to determine the proficiency level;
· detailed diagnostic testing to ensure that the specific needs in each of the language modes are identified and met;
· ongoing and summative assessments to monitor student progress and the level of support required; and
· regular board updates on progress and achievement.
Interactive approach to the teaching of English: The student is able to benefit from the interactive approach to the teaching of English within classrooms and through organised 1:1 daily tuition. Caregivers are also encouraged to play a key role in supporting the student’s interests and school experiences. English learning in these situations is likely to be fun and enjoyable.
Student’s records: Systems for filing and recording information about student welfare are well organised and managed. These include the following procedures:
· showing checks against a list of legal requirements such as passport, visa and insurance details, to ensure all necessary information is on file;
· maintaining clear records of entry testing to identify development needs, including ESOL, and the system for regular checks on progress with full reports to the family; and
· recording the contact and regular checks of pastoral needs both on site, and those related to accommodation off site.
Professional development: The school is well prepared and organised to provide quality care and education for international students. Designated staff members, including the principal, have attended a number of workshops and professional development training sessions to assist them to provide for the needs of international students. Well-organised education and support networks have been established to address any possible situation that may arise.
Providing for students who are underachieving
ERO is currently evaluating how well schools are providing for those students in their school who are not achieving as well as they should. ERO’s findings for St Pius X School are summarised below.
The school has a good knowledge of the progress and achievement of its students overall. The school has reliably identified those students who are not achieving as well as they should. The school has provided the following programmes and interventions to support those students who are underachieving:
· Hei awhiawhi tamariki ke te Panui Pupukapuka programme (HPP);
· Duffy Books in School programme;
· Gifted and Talented Education professional development for teachers;
· Special needs teacher and teacher aide programme working with groups of children;
· ESOL programme for students for whom English is a second language; and
· Reading Recovery programme for children with reading difficulties.
The school is developing its knowledge of the impact of these programmes and interventions on the progress and achievement of the students involved.
Recommendation
To improve the achievement of students in the school who are underachieving ERO recommends that:
The school evaluates the extent to which the programmes and interventions it currently provides for these students are improving their progress and achievement as part of its self review programme.
5. Board Assurance on Compliance Areas
Overview
Before the review, the board of trustees and principal of St Pius X School 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.
Strategies for the prevention of bullying
ERO expects that each New Zealand school will have acknowledged that bullying behaviour is a risk to be managed.
As part of this review ERO discussed with the board and staff about how the school organisation and culture supports the physical and emotional safety of students. In particular ERO asked about the strategies the school has put in place to prevent bullying of all types and what they know about the success of these approaches.
The school describes the culture of the school as one in which respect and tolerance are paramount and where the special character of the school reinforces positive behavioural attitudes. The school states that it has done the following to prevent bullying in the past three years:
· reviewed and revised its student management systems;
· sought the views of students on their attitudes to bullying and their interactions with their peers regarding incidences of bullying; and
· adapted procedures to minimise bullying as a result of this consultation.
The school believes that these initiatives have been successful because of the positive behavioural climate of the school and the reduction in stand down, suspension and exclusion rates in the past two years.
Compliance
ERO’s investigations did not identify any areas of concern.
6. Recommendations
ERO recommends that:
6.1 that the senior management team review and document processes for the implementation of mathematics and health programmes and quality assurance practices; and
6.2 the principal, in consultation with key staff, work towards developing a more reflective professional learning culture.
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 will review the school again as part of the regular review cycle.
SIGNED
Ian Hill
Area Manager
for Chief Review Officer
15 September 2006
15 September 2006
To the Parents and Community of St Pius X School
These are the findings of the Education Review Office’s latest report on St Pius X School.
Since the last review the board of trustees has increased the number of computers in the school and has reviewed and upgraded the infrastructure to support the inclusion of Information and Communications Technology (ICT) in curriculum delivery. This resulted in a greater financial commitment to ICT by the board. The school has worked towards improving the implementation of formative assessment practices through their involvement in literacy and numeracy professional development contracts.
This report focuses on the evaluation of systems and processes that contribute to student achievement in mathematics. The board of trustees agreed to this focus area in consultation with the Education Review Office. The report also includes evaluations of the quality of health and safety compliance, the achievement of Māori and Pacific students, the quality of teaching of health and physical education at Year 4, reporting on student underachievement, strategies for the prevention of bullying and the provision for international students.
The special character of the school permeates all aspects of school life. There is a very strong partnership between the school, the parish and the parent group. The emphasis that the school has in promoting its values programme is reflected in students’ behaviours and attitudes.
The school uses a variety of high quality assessment tools to determine levels of student achievement. This information shows that, in June 2006 in mathematics, 80% of Year 4 to 8 students were achieving at or above expected levels. This has improved from 74% in February 2006. In reading, results from June 2006 indicate that 80% of Year 4 to 8 students are reading at or above their chronological age. Collated results in writing show that 67% of students are achieving at or above expected levels. The school also collates and analyses achievement information for Māori and Pacific students with similar results for these cohorts.
Quality assessment practices are used across the school to inform the delivery of mathematics. Teachers are developing effective strategies for involving students in their learning and professional development has had a positive impact on the teaching of mathematics in the junior school. The school now needs to explore further professional development opportunities in mathematics, and by using these and staff expertise, strengthen its professional learning culture. This should provide the basis for reviewing and documenting processes for the delivery of mathematics, health programmes and quality assurance practices.
The school is capably lead by an empowering principal who uses a devolved leadership style to ensure collaborative decision making at all levels of school organisation. With the support of his senior management team and board he has developed a clear vision and strategic direction for the school.
Board trustees have a sound understanding of their governance roles and responsibilities. A robust and comprehensive self review programme is well embedded in all aspects of school organisation, management and curriculum. Trustees have developed an appropriate charter and are managing their planning and reporting responsibilities successfully.
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 will 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.
SIGNED
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.