St Joseph's School (Orakei)

1 Context

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

St Joseph’s School (Orakei) is a small state-integrated Catholic school in Auckland. It provides education for students from Years 1 to 6. The roll has increased steadily with Māori, Samoan and Tongan students making up the largest groups after Pakēhā. Parents who have attended or have a family connection to the school value these historical links.

The special character of the school permeates the learning and social culture. The positive and caring school tone is founded on the school’s values. Respectful and supportive relationships are evident across all groups. The Friends of St Joseph’s group works in the best interests of the school.

The school has plans to increase the school roll. The Ministry of Education (MoE) has identified an enrolment zone to manage the roll growth. Two additional classroom spaces have been refurbished to accommodate the extra students.

Since the last ERO review in 2012, there have been several changes to staffing including a new principal. The new administration block has significantly improved spaces for the management of the school and the organisation of resources. The inclusion of a new library in this block has extended learning spaces for students.

The 2012 ERO report noted the learning culture, relationships and programmes to support learners as strengths. These positive aspects continue to be evident. The report also identified te reo Māori programmes, dealing with complaints and student behaviour as areas for development. Good progress has been made in these areas.

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 positively influence learners’ engagement, progress and achievement.

Teachers use the achievement information to group students for learning, and regularly reflect on the progress and achievement of their students at team meetings.

Achievement data reported by the school show that students achieve very well in reading. They generally achieve better in reading and mathematics than in writing. Data gathered indicates that overall student achievement is at a similar level to other local schools in relation to National Standards in reading, writing and mathematics, and exceeds wider regional and national averages.

Teachers collate relevant information about students’ backgrounds and their learning. This practice helps teachers to know their students well and provides a good foundation for programme planning. Senior leaders are interested in extending the range of information collected at enrolment to better understand the diversity among their students.

Senior leaders use National Standards information to identify students who need additional support to make better progress. A variety of programmes and initiatives are in place to help these students achieve better, and they generally result in accelerated progress and improved achievement. This extra support is highly valued by students and parents.

Students with special needs are well included within the school community. Their learning needs are prioritised and supported through robust individual education plans. The implementation of these plans is monitored by senior leaders. External agencies provide good support for teachers working with these students.

Parents report that teachers are very accessible for informal meetings about their children. These opportunities for parents and teachers to catch up are complemented by formal interviews. Senior leaders are continuing to review and refine reporting to parents so that parents receive helpful information about their children’s progress and achievement across all learning areas.

It would now be beneficial for senior leaders and teachers to seek further ways to increase student ownership of their learning across the school. This could include students having greater choice within programmes, setting individual goals and next steps for their learning, and reflecting on their progress and achievement. Students could then take a more active role in identifying their achievements and in planning for the next stages in their learning.

3 Curriculum

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

The school promotes and supports student learning well through the school curriculum.

Teachers collaborate well to plan for their teaching and to support students. Examples of good teaching practice are evident within the school. Further sharing these examples of good practice could provide useful models for other teachers to develop their teaching practice. Sharing good practices would also be particularly helpful in establishing shared expectations of teaching and learning programmes in the school.

Literacy and numeracy are appropriately emphasised. Teachers plan for science, social studies and technology through integrated studies that run throughout the year.

Senior leaders and teachers identify professional development that will build their knowledge and expertise in particular areas. Additional professional learning supports whole school directions.

Ongoing review of the school curriculum is focusing on establishing a ‘St Joseph’s Way’ that aims to support and enhance expectations for and consistency of teaching and learning practice. Senior leaders and ERO identified several aspects of the curriculum that will be important to consider during the review, including the priority placed on:

• te reo and tikanga Māori
• inquiry learning
• integration of digital technologies into teaching programmes
• cultural responsiveness of the curriculum
• the quality of learning within science, social studies and technology.

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

Māori students who spoke with ERO are positive about their school and their learning. As a group, Māori students achieve at a higher level in relation to National Standards in reading, writing and mathematics than Māori students in other schools in the local area, in the region and nationally.

Effective working relationships with Ngati Whātua iwi and the local Orakei marae support the school to provide for Māori students. An iwi representative is co-opted onto the board of trustees and this has been influential over time in building a greater sense of unity. Good communication has been important to the improvement in community engagement.

The curriculum provides some opportunities for students to learn about te reo me ōna tikanga Māori. A teacher leader is developing a coherent and progressive plan to strengthen the implementation of these programmes. A marae representative provides further guidance in the teaching and learning of te reo and tikanga Māori. Kapa haka and the protocols of pōwhiri are integral to this work.

Māori students have participated in additional learning programmes to extend their understanding of te ao Māori. The board consults with whānau each term. Whānau provide good feedback for the school about the aspirations they have for their children. The board of trustees has implemented some suggestions raised during this consultation process.

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.

The board provides effective governance of the school and is well led by an experienced board chair. Training undertaken by trustees has contributed to their knowledge and confidence in managing their governance role. The board is improvement focused and places students at the centre of its decisions and initiatives. Trustees receive regular curriculum reports that they find useful for informing their decisions. They have worked well together to strengthen relationships within the school community.

While the principal is new to the role, her experience in education adds to the collective knowledge of the senior leaders. The changes in staffing over the last few years have made it difficult to establish consistency of approaches to teaching and learning. Senior leaders work collaboratively and they have the capacity to move the school ahead in areas identified for improvement.

The principal has established processes for teachers’ performance management. Teachers reflect on their practice in relation to the Practising Teacher Criteria. The process is being strengthened by aligning student's achievement with teacher inquiry and performance appraisal. Senior leaders are aware of the need to ensure the appraisal process more fully meets requirements, including teachers collating evidence of their practice.

Self review is characterised by a planned review cycle for policies and in-depth curriculum reviews. Rationalising documentation as part of the review process could be helpful. Parents spoken to appreciate the prompt and effective manner in which the school responds to concerns they may raise.

Provision for international students

The 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. The school has attested that it complies with all aspects of the Code. At the time of this review no international students were attending the school.

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

Students at St Joseph’s School (Orakei) achieve well. The school’s values provide a good foundation for its caring and inclusive culture. Students achieve well and experience positive relationships with teachers and each other. A capable board and senior team provide good quality governance and leadership.

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

Graham Randell
Deputy Chief Review Officer Northern

About the School