St Anthony's School (Pahiatua)

Education institution number:
2998
School type:
Full Primary
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
112
Telephone:
Address:

24 Wakeman Street, Pahiatua

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St Anthony's School (Pahiatua)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 14 months of the Education Review Office and St Anthony’s School working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website www.ero.govt.nz

Context 

St Anthony’s School, located in Pahiatua, provides education for learners from Years 0 to 8.

St Anthony’s School’s strategic priorities for improving outcomes for learners are through:

  • Catholic Character - contributing to our community through Faith and LIFE.

  • Learners - strengthening a culture of learning for students, staff and whānau.

  • Learning - achieving across the curriculum; with priority on te ao Māori, stewardship, and our local curriculum.

  • Environment and Community - providing a safe, positive environment through quality relationships, partnerships, and resourcing.

You can find a copy of the school’s strategic and annual plan on St Anthony’s School’s website.

ERO and the school are working together to evaluate how effectively the newly developed localised curriculum is implemented so that it continually responds to accelerate the literacy achievement of all students, with particular focus on reading.

The rationale for selecting this evaluation is:

  • that leaders and teachers have identified the need to comprehensively review the teaching of literacy throughout the school

  • to support leaders and teachers to align systems and processes that will embed and sustain a responsive, rich, broad localised curriculum focused on lifting the achievement of all learners.

The school expects to see learners experiencing a responsive, rich localised curriculum that consistently ensures that they have access to meaningful and worthwhile literacy learning that continuously lifts their achievement.

Strengths

The school can draw from the following strengths to support the school in its goal to evaluate how effectively the newly developed localised curriculum is implemented so that it continually responds to accelerate the literacy achievement of all students, with a particular focus on reading:

  • strongly embedded school and Gospel values underpin learning and behaviour expectations to support and accelerate learner success

  • a learning community of inclusive, respectful and engaged students supported by responsive and highly connected whānau

  • a collaborative staff, open to learning and professional growth, committed to continually improving student achievement and wellbeing

  • a committed board and senior leadership team, focused on student achievement, that prioritises the resourcing of teachers’ and leaders’ professional learning.

Where to next?

Moving forward, the school will prioritise:

  • trialling and implementing the new literacy pedagogy and teaching practices gained from professional learning

  • the ongoing review and implementation of the new localised literacy curriculum.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

10 October 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

St Anthony's School (Pahiatua)

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of April 2022, the St Anthony’s School (Pahiatua) Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact St Anthony’s School (Pahiatua), School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

10 October 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

St Anthony's School (Pahiatua) - 12/09/2018

School Context

St Anthony’s School (Pahiatua) is located in the semi-rural township of Pahiatua. It is a state integrated Catholic school that caters for 109 students from Years 1 to 8. Of the learners enrolled, 14 identify as Māori.

LIFE values of love, integrity, fortitude and excellence underpin the Catholic special character. The mission is ‘to inspire, grow and celebrate our children, within our Catholic faith’ and the aspirational aim is to ‘ensure our children are engaged, progressing and achieving in academic, sporting and cultural areas’.

The school states that targets are focused on accelerating learning in reading, writing and mathematics, with a particular focus on boys in literacy.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • special Catholic character
  • achievement in reading, writing and mathematics over time and in relation to school targets
  • Māori and Pacific learners’ achievement
  • those with additional learning needs
  • wellbeing and engagement.

Professional development for 2018 is focusing on Catholic education, student agency, reading and writing, cultural responsiveness and digital learning.

Most trustees have been recently elected or appointed and have participated in workshops to become familiar with their role.

The school is part of the Tararua Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Since the August 2015 ERO report, achievement has remained consistently high. In 2017, most students were achieving at or above school expectations in reading and writing and almost all in mathematics. Almost all Māori students are achieving at expected levels in all areas, with many achieving above expectations.

The school identified at the end of 2017 that boys were not achieving as well as girls in reading and writing. There is a strategic focus on accelerating the achievement of these students.

Mid-year 2018 student achievement information shows students are continuing to achieve at a high level.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

In 2017, as a result of targeted interventions, the school successfully enabled the majority of target students to make accelerated progress. Some students made substantial progress.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

There is a very strong focus on all students succeeding. Clear alignment of the board’s charter target, through annual planning, professional development, teacher inquiry and deliberate teaching in response to identified needs, supports student achievement. The few students at risk of not achieving are known by all teachers, who take a collaborative approach to accelerating their learning and regularly inform the board of their progress.

Leadership strategically manages direction and embeds and sustains the vision through the school’s culture. Organisational structures and processes are systematic, coherent and evident at every level. These contribute to decision making and promote positive outcomes for all students. Inquiry and internal evaluation are strong.

Assessment for learning is embedded and dependable. Teachers use a wide range of assessment information, deep analysis of data, moderation and robust discussion to inform overall teacher judgements. There is a sustained focus on each student achieving well and sustaining high levels of achievement. Teachers have high expectations for students to make progress and consolidate their learning.

The school’s special character is highly evident. This is reflected in the positive, caring and inclusive learning environment. Relationships are respectful and reciprocal. There is a very strong focus on the gospel LIFE values that are evident and woven through the school’s practice.

Students are well engaged, focused on their class work and take advantage of the wide range of opportunities available. Transitions into, through and on to high school are well planned. Sound systems and processes, collaboration with parents and external agencies and the appropriate use of resourcing supports students with additional needs to participate and engage in learning alongside their peers.

Sound governance is evident. Trustees strategically focus on growing community partnership. They consult regularly. Multiple views, including student voice, are highly valued and contribute to ongoing development.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The curriculum is well developed and regularly reviewed. A next step is to fully articulate local themes and contexts to reflect current practice.

The charter emphasises the place of te ao Māori in the school curriculum. Students learn te reo Māori and are becoming familiar with Māori traditions. Leaders acknowledge the need for culturally affirming practice to be more evident in classrooms.

3 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
  • finance
  • 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.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • its special character and a values-focused school culture that support learning and wellbeing
  • capable, collaborative leadership that constantly strives for success for all students
  • coherent organisational structures and processes that support decision making and promote positive outcomes for all students
  • strong community engagement and growing partnership with parents, whānau and community.

Next step

For sustained improvement and future learner success, priorities for further development are in:

  • continuing the curriculum development to fully articulate local themes and contexts, and to further develop culturally responsive practice.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in four-to-five years.

Alan Wynyard

Director Review and Improvement Services Central

Te Tai Pokapū - Central Region

12 September 2018

About the school

Location

Pahiatua

Ministry of Education profile number

2998

School type

State Integrated Full Primary (Years 1 to 8)

School roll

109

Gender composition

Female 51%, Male 49%

Ethnic composition

Māori 13%
Pākehā 84%
Pacific 3%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

12 September 2018

Most recent ERO report(s)

Education Review August 2015
Education Review August 2012
Education Review July 2009

 

St Anthony's School (Pahiatua) - 28/08/2015

Findings

Ongoing development supports the school to be well placed to sustain and improve its performance. The special Catholic character and values are clearly evident. The curriculum promotes student learning and positive levels of achievement. Further developing success for Māori and evaluative capacity in reviews of teaching and learning are next steps.

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

1 Context

What are the important features of this school that have an impact on student learning?

St. Anthony’s School is a state integrated Catholic school in the semi rural township of Pahiatua. It provides education for students from Years 1 to 8. At the time of the ERO review, there were 117 students on the roll, 8% of whom identify as Māori.

The special Catholic character and LIFE values of love, integrity, fortitude, and excellence are strongly evident and enacted in the day-to-day operation of the school.

The school enjoys positive levels of parent involvement and community support.

Since the 2012 ERO report, a new principal has been appointed and one new teacher joined the teaching team in 2014. Some trustees are also new to their governance roles. The school has positively responded to the areas identified for development from the previous review.

Developments to the environment include a vegetable garden, a new bike and running track promoting physical activity, and the open learning classroom for students in Years 6 to 8 due for completion in Term 3, 2015.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school uses achievement information well to make positive changes to learners’ engagement, progress, and achievement. The principal has led the development and strengthened processes to:

  • identify students in need of accelerated progress with their learning
  • put in place teaching interventions to increase rates of progress
  • monitor and report progress and achievement of all students
  • support teachers in making accurate and consistent judgements about National Standards achievement.

The school reports that most students achieve at or above the National Standards in reading, writing, and mathematics. High numbers of students are well above the National Standard in reading. The school's interim data for 2015 shows good gains and rates of progress for those students needing additional support in writing.

There are well-considered and inclusive approaches to support children with additional needs, and their families.

Parents receive clear and useful information about their children’s achievement. The recent introduction of learning assessment books, and increased communication with parents of target students are positive initiatives in 2015. Information is shared with parents about children and school happenings.

Leaders and trustees are beginning to use student achievement information to evaluate effectiveness of programmes and interventions. This should better support teachers’ in knowing what is working well, why and for whom.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The curriculum is effective in supporting good levels of progress and achievement.

School leaders have led significant curriculum and assessment development. Through this work teachers have developed shared understanding of current best practice. They are supported by documents which provide clear and well-aligned expectations for curriculum and assessment practice. There is strong reflection of the special Catholic character.

There is a wide range of extra-curricular and leadership opportunities. A special feature is the music programme available for all children to develop enjoyment and musical capabilities.

Students are increasingly involved in decision-making about their learning. The principal is proactive in fostering links with local schools to support transition and promote collaboration.

Leaders and teachers acknowledge they are at the early stages of reflecting te ao Māori and the local context through the curriculum. Leaders are working to address this.

ERO saw students purposefully engaged in their learning. Staff have a strong focus on promoting positive relationships with students. Teachers use a range of effective teaching practices that focus students well in their learning. Enhanced levels of student ownership are evident. This is helping students to know more clearly what they are learning; and their next learning steps.

ERO observed settled classrooms and a positive tone.

The principal and staff continue to explore more ways of formally inquiring into their practice using achievement information to build on their teaching practice. ERO affirms this direction.

How effectively does the school promote educational success for Māori, as Māori?

The school reports Māori students are achieving well in relation to the National Standards. Opportunities for Māori students to take on leadership roles promote their sense of belonging, confidence, and engagement in learning and school activities.

Māori learners benefit from a focus on learning through positive relationships. Leaders have identified that building teachers' capability should help them improve their understanding and response to Māori learners as Māori. Continuing to work with families, whānau, and the local high school to better reflect Māori students’ language, culture and identity is an agreed next step.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance. Trustees are well informed about student achievement. They appropriately prioritise raising levels of student achievement and fostering the school’s special Catholic character.

Since the 2012 ERO report, a review of governance processes has assisted in clearer understanding of roles and responsibilities, and the alignment of schoolwide planning processes. Trustees access relevant support and increasingly use evidence to inform decisions. They assess the school's performance in relation to cultural responsiveness and Māori learners’ success.

An increased commitment to resourcing targeted professional development is supporting staff to improve teaching and learning. Appraisal usefully aligns to other school processes for growing and developing teaching. The principal continues to develop the performance management programme. ERO’s evaluation affirms this direction.

Leadership in the school provides clear direction for sustaining and improving teacher practice. Opportunities for leadership are promoted across the staff. Leaders and trustees actively seek the perspectives and aspirations of students and families as part of the development of the school’s vision, values, strategic direction, goals, and priorities.

Self-review processes are well established at board and school levels. Review is used to inform actions and make changes to improve outcomes for students. Extending this to help more clearly identify the impact and effectiveness of strategies and programmes is an agreed next step.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

Conclusion

Ongoing development supports the school to be well placed to sustain and improve its performance. The special Catholic character and values are clearly evident. The curriculum promotes student learning and positive levels of achievement. Further developing success for Māori and evaluative capacity in reviews of teaching and learning are next steps.

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

Joyce Gebbie

Deputy Chief Review Officer Central

28 August 2015

School Statistics

Location

Pahiatua

Ministry of Education profile number

2998

School type

Integrated Full Primary (Years 1 to 8)

School roll

117

Gender composition

Female 57%, Male 43%

Ethnic composition

Māori
Pākehā
Fijian

  8%
91%
  1%

Review team on site

June 2015

Date of this report

28 August 2015

Most recent ERO report(s)

Education Review
Education Review
Education Review

August 2012
July 2009
December 2006