Marist School (Mt Albert) - 29/06/2017

Summary

Marist School (Mt Albert) is a Catholic Integrated School in Mount Albert, Auckland. It offers faith-based learning programmes for children in Years 1 to 6. The school charism and ‘The Marist Way’ underpin the school’s culture for learning, where kindness and compassion are valued. Marist School, Marist College, the Parish centre, St Mary’s Church and the Marist Sisters’ Convent work closely together.

While the school’s growing roll of 298 is predominantly Pākehā, it includes low numbers of Māori children and a variety of diverse cultures. The school’s small Pacific communities are represented mainly by Samoan and Tongan children, and there is a similar-sized Indian community.

How well is the school achieving equitable outcomes for all children?

Marist School responds effectively to support children whose progress needs acceleration. Teachers and leaders identify children who require additional support and successfully accelerate their learning progress over time. Children are well supported in their learning, and almost all achieve the National Standards by the end of Year 6.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps include enhancing leadership systems and structures and promoting greater consistency in teaching and learning. School leaders need to take more deliberate actions at all levels. Strengthening the school’s approach to evidence-based evaluation will help with this development.

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 majority of children achieve well and make appropriate progress. Well analysed achievement information guides the board and leaders’ resourcing of interventions, and contributes to further progress over time. There is a clear focus on promoting the key competencies of TheNew Zealand Curriculumand on developing skills for lifelong learning. Very few children achieve below National Standards by the end of Year 6.

The school fosters and celebrates a range of positive educational outcomes stated in the charter. The ‘Marist Way’ vision guides all aspects of learning, underpinned by the school’s special character. Children demonstrate a strong sense of belonging and confidence in their Catholic identity. They have many formal and informal opportunities to act with care and empathy within the school, parish and wider global environments. All those in Year 6 also have specific school-wide leadership roles.

School conditions supporting equity and excellence

What school processes are effective in enabling achievement of equity and excellence?

As stewards, the board of trustees demonstrate a deep commitment to serving the school within the parish community. Collectively, trustees also bring significant professional expertise to their role. They are proactive in requesting and questioning information from leaders and suggesting further improvements to policy and practice. Trustees are strongly supportive of learning and wellbeing priorities, and are keen to refine parent consultation in upcoming internal evaluations.

Strong Marist values of equity, excellence, integrity and respect underpin the school culture, and are a key foundation for practice at all levels of the school. Guiding charter and strategic documents set direction, goals and priorities to promote children’s achievement of their potential as confident lifelong learners. The board plans to review the charter and guiding documents in 2017, to reflect newly implemented approaches to teaching and learning as a result of teachers’ professional learning (PLD).

Senior leaders have worked proactively to further develop the curriculum since the 2014 ERO review. Good quality whole-staff PLD has impacted positively on practices at all levels and has had a strong impact on the use and reliability of assessment. There is a greater focus on teachers and children sharing and discussing goals, with an expectation that teachers inquire more deeply into their practice to help accelerate the progress of children who need targeted support. These developing approaches are still variable across the school.

New systems and structures have been created to develop staff leadership, capability and consistency. A more robust teacher performance appraisal process is now in place. A ‘teaching as inquiry’ approach is also being trialled and developed in 2017. These initiatives are at an early stage and need now to be fully enacted.

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

While teaching practices continue to evolve and provide greater opportunities for children to develop ownership over their learning, guiding documents have not kept pace with change. Consistency in the implementation of these new teaching practices also varies across the school. Leaders need to enact systems that are designed more purposefully to grow professional capability, and to develop, embed and evaluate change.

Leadership of more systematic, deliberate and tailored actions at team and class levels would enhance the quality and consistency of classroom programmes for priority learners. These actions would include a greater consideration of children’s languages and cultural identity in planning responsive programmes. An increasedfocus on analysing data to show achievement trends and patterns over time would help senior and middle leaders to hone planning and target setting. It would be worthwhile to formalise opportunities for teams to work collaboratively, using data to plan, assess and evaluate teaching and learning for target 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

How well placed is the school to accelerate the achievement of all children who need it?

The school is well placed to accelerate achievement.

Children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • enhance leadership systems and structures to grow professional capability and promote consistency in teaching and learning with more deliberate, planned and purposeful actions

  • increase student involvement in goal setting and assessment

  • increase the extent to which internal evaluation is planned and evidence based.

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

Violet Tu’uga Stevenson

Deputy Chief Review Officer Northern (Acting)

29 June 2017

About the school 

Location

Auckland

Ministry of Education profile number

1359

School type

Integrated Contributing Years 1 to 6

School roll

298

Gender composition

Boys 50% Girls 50%

Ethnic composition

Māori
Pākehā
Indian
Pacific
Filipino
other

3%
66%
8%
8%
5%
10%

Provision of Māori medium education

No

Review team on site

May 2017

Date of this report

29 June 2017

Most recent ERO report(s)

Education Report
Education Report
Education Report

June 2014
May 2010
May 2007