Pompallier Catholic School

Pompallier Catholic School

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 12 months of the Education Review Office and Pompallier Catholic 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 

Pompallier Catholic School is located in Kaitaia and provides education for students from year 1 to 8. The school promotes its vision of ‘Mahi Tahi i te Karaiti’ and values of atawhai (mercy), aroha (love), pono (truth) and tika (integrity) within the curriculum.

Pompallier Catholic School’s strategic priorities for improving outcomes for learners are to:

  • embed critical thinking across all curriculum areas

  • develop and refine a relevant and engaging local curriculum

  • grow resilient and adaptable learners.

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

ERO and the school are working together to evaluate how well school conditions promote students’ depth of learning and hauora in a culturally responsive learning environment.

The rationale for selecting this evaluation is to:

  • promote collaborative, adaptive and critical thinkers

  • support students’ hauora and resilience through the school’s special character to sustain their success.

The school expects to see improvements in students’ higher order thinking, confidence and expression. Effective teaching will be underpinned by relational and culturally responsive practices that improve learning outcomes for all students. 

Strengths

The school can draw from the following strengths to support the school in its goal to improve students’ depth of learning and hauora:

  • valuing and respecting Te Tiriti o Waitangi through the school’s special character

  • a commitment to Catholic values that is embedded throughout the curriculum and strong engagement from the community, parish and whānau

  • a positive and inclusive school culture of effective teaching and authentic learning that supports student engagement

  • leaders and teachers’ regular reflective practices that focus on school improvement.

Where to next?

Moving forward, the school will prioritise:

  • provision of learning opportunities that deepen students' critical thinking and promotes confidence with oral language

  • continuing to develop and refine a challenging and meaningful local curriculum with Te Tiriti o Waitangi reflected in learning opportunities.

  • continuing to grow resilient and capable learners through the school’s special character.

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

17 May 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

Pompallier Catholic School

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of September 2023, the Pompallier Catholic School Board of Trustees 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 Pompallier Catholic School Board of Trustees.

The next Board of Trustees 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

17 May 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

Pompallier Catholic School - 09/12/2016

1 Context

Pompallier Catholic School is a small state integrated school that provides high quality education for children from Years 1 to 8 from Kaitaia township and surrounding areas. The school is an integral part of Saint Joseph's parish and enjoys close relationships and connections with the church and local community. Over half of the children attending Pompallier have Māori heritage and the school roll reflects the ethnically diverse community that the school and the local Catholic parish serve.

Recently a new deputy principal has been appointed to the senior management team. Pompallier Catholic School is a member of the Far North Community of Learning (CoL).

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are Aroha (Love), Tika (Integrity), Pono (Truth) and Atawhai (Mercy). These values reveal the Catholic Character of the school and reflect the values and charism of the founding, 'Mercy Order'. They also encompass the intent of The New Zealand Curriculum and underpin the school charter. These values are encouraged and modelled with the children and are an integral part of the school's curriculum, teaching and learning approach.

The school’s achievement information shows that students leaving at the end of Year 8 in 2016, achieved at and above the National Standard expectation of 85%. Year 8 at and above achievement was; reading 89%, writing 90% and mathematics 94%. 2016 mid-point data shows that students across the school are continuing to make improved progress. The school is well placed to meet the government target of 85% at or above in 2017.

Longitudinal data shows Māori students have achieved less well than non-Māori. Current Māori student data shows that this disparity between Māori and non-Māori is reducing. This indicates that school strategies to progress those Māori students whose achievement needed acceleration are effective.

Since the last ERO evaluation the school has continued to use good moderation practices to inform overall teacher judgements of students' achievement. Teachers have continued to develop and embed assessment practices. They have participated in comprehensive professional learning and development contracts with the Ministry of Education, in particular Accelerating Literacy Learning (ALL), Literacy with Digital Technologies (LWDT), and Leadership and Assessment professional learning and development.

Leaders and teachers participate in rigorous internal and external moderation of practice and continually refine their teaching practice to improve learning outcomes for students. They know and care for children and their families and provide appropriate levels of intervention and individual support for each learner. 

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

The school is responding effectively to Māori students whose learning and progress need to be accelerated. Culturally responsive teacher practice supports and promotes student learning. The school's revised curriculum is culturally responsive and children identify enthusiastically with the areas of curriculum inquiry and learning. Māori students feel they are able to express their Māori identity, culture and heritage through the curriculum and with pride at school; they see themselves as capable and competent learners.

The board, senior leaders and teachers are committed to the principles of Te Tiriti o Waitangi. This commitment supports Māori students to realise their potential. The school is highly responsive in the way it engages students, for example Nga Taonga Toi group, (māori carving), kapa haka and karanga (for girls). These initiatives, led by whānau, parents and the parish community, are enabling Māori children in the school to feel proud of their cultural heritage.

The school communicates well with whānau, using a range of technologies that suit parents and whānau, ensuring everyone in the wider community has a place in the school and feels welcomed into the school. Very good whānau engagement is supported by school and community collaborations that enrich opportunities for students to become confident, connected and successful learners. A united approach to student learning is actively fostered by the board, senior leaders and teachers who work together to improve teaching and learning.

Good school wide systems to track Māori students at risk of not achieving are having a positive impact on student achievement. Planned and strategic approaches at school, team and classroom levels ensure all Māori students are supported to achieve good outcomes. Teachers regularly scrutinise the effectiveness of these plans in relation to students' progress. There is now good evidence to show a significant number of Māori students are beginning to make accelerated progress.

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school is effective at responding to children whose learning and achievement needs acceleration. The school uses a Target Student Register strategy where the learning of each individual child is scrutinised, measured and next steps actioned with urgency. Teachers use the school professional learning community meetings to develop strong learning partnerships.

All children are benefitting from the robustness of systems and teaching practice that are promoting learning for Māori children. The principal, board and teachers are implementing strategies to accelerate achievement outcomes for students whose learning requires acceleration. The principal has 'opened up' student achievement as a key issue for school improvement. Through teachers' deeper analysis of data and good internal evaluation, the improvement in student progress and achievement is evident across the school.

In all areas of the school there is a high level of responsiveness by senior leaders and teachers to children's needs. Leaders always put children first and support adults to adapt, so as to enable and encourage children's continued progress.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and targets for equity and excellence?

The school is very effective in enacting its values, goals and priorities for equity and excellence in alignment with the school's vision and mission statement and mercy charism. Pastoral care has a high presence in the school. Children are happy, kind and caring of each other.

There is clear understanding and knowledge of the school's strategic goals and priorities and their links to operational practices. This alignment is promoting the improvement in student outcomes. Organisational practices and processes are having a positive impact on supporting equity and excellence across the school.

Senior leaders' decisions are evidenced based with reference to current research. School leaders consult widely with regard to new initiatives. This process has supported and strengthened change processes and established powerful connections with parents, whānau and the community.

Leaders engage the board, whānau, teachers and children in the development of the new curriculum and all dimensions of teaching and learning. High quality teaching and learning is evident in classrooms and children learn in purposeful learning environments. Inquiry based learning is well integrated and students have a good understanding of their next steps to support their learning goals.

Teachers and children are increasingly digitally literate with all classrooms having good access to current digital technology. Teachers have participated in quality professional learning and this ensures they are all able to make effective use of the tools available to support and enhance children's learning.

Children have high expectations of their capacity to learn and achieve. They are capable and confident learners who reflect a strong sense of belonging and pride in their school. They embrace challenge and have a deep commitment to learning and a desire to participate fully in the opportunities provided by the school. Inclusiveness is highly valued in the school and differences are regarded as strengths and widely accepted by children and staff.

The trustees see themselves as guardians of the school's unique culture and identity. They are future focused and seek external training to support their governance role. Trustees demonstrate a strong commitment to student achievement. They seek the best outcomes for children and resource the school appropriately.

The principal's leadership has very effectively underpinned improvement across key areas of the school. Senior leaders demonstrate professional capability and work alongside teachers to develop individual and collective professional capacity. The high level of inquiry and development of teachers' practice, curriculum review and digital technology has had a positive impact on students' learning outcomes.

The school continues to develop equitable and excellent outcomes for all learners. The strong collaborative and consultative leadership of the board and leadership team have ensured children, staff and whānau are reflected and honoured in all decisions. 

5 Going forward

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

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

School leaders, the board and ERO agree that, to continue to build the school's capacity to achieve and sustain equitable outcomes for all students, senior leaders should now:

  • consider more aspirational target setting of National Standard goals, so excellence and equity is further enacted
  • continue to review and refine teacher appraisal processes
  • evaluate the impact of digital technology on the curriculum and extend current systems to further support learning.

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

6 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 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

  • processes for appointing staff

  • stand down, suspensions, expulsions and exclusions

  • attendance

  • compliance with the provisions of the Vulnerable Children Act 2014

7 Recommendation

ERO recommends that the school continues to build on its systems of robust internal evaluation and research based evidence to inform good practice and continue to develop equity and excellence to further promote positive outcomes for all children. 

Graham Randell

Deputy Chief Review Officer Northern

9 December 2016

About the school 

Location

Kaitaia

Ministry of Education profile number

1082

School type

Full Primary (Years 1 to 8)

School roll

134

Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori

Pākehā

other Ethnicities

54%

38%

6%

Review team on site

October 2016

Date of this report

9 December 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2013

January 2010

September 2007

Pompallier Catholic School - 18/12/2013

1 Context

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

Pompallier Catholic School is an integrated state school that caters for students in Years 1 to 8 from the Kaitaia township and surrounding area. The school has well established links with the parish of Saint Joseph’s Church and with the local community. Bishops’ representatives support the Board to ensure that students receive appropriate faith education and to manage the school property.

The school roll has remained stable, while the number of Māori students attending has continued to increase. There are now similar numbers of students from Māori and non-Māori families. The number of students from other ethnicities, including Indian and Fijian children, has also increased.

There have been several changes to teaching staff in the last three years. The current principal took up the leadership position very recently after holding the deputy principal position for several years. She knows the school and the community well.

Teacher professional development is currently focused on the teaching of writing. This professional development promotes teaching practices that support students to take greater ownership for their learning. Teachers are also being helped to identify gifted students and to develop relevant learning opportunities for them.

The school climate and culture provide a supportive environment for children to learn. The school hosts a local social worker in schools (SWIS) and has assistance from a resource teacher of learning and behaviour (RTLB).

The school has been very responsive to the 2010 ERO report. The board and school leaders have made very good progress in addressing the areas for review and development identified in that report, including matters relating to the use of data, the quality of teaching practices and to promote success for Māori students.

2 Learning

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

Achievement information is increasingly being used to make positive changes to students’ learning. The analysis of assessment data has improved and the board receives useful reports on how year level, gender and ethnically based groups are achieving in literacy and mathematics. The board uses this information to set appropriate targets and to allocate resources to support learning.

Teachers share information with students about their achievement levels. They are successfully using achievement information to identify students who could benefit from additional learning support and to monitor the progress of all students.

Teachers make judgements about student achievement in relation to National Standards by considering a wide range of achievement information. They are establishing ways to check the reliability of these judgements by talking with each other and with teachers from other schools.

The school holds hui with parents of Māori students to discuss achievement results as a group. At these hui the school consults with the whānau about ways to support students to learn and to succeed as Māori. School information indicates that Māori students achieve well in literacy and mathematics.

Parents receive very full reports on how well their children are achieving in literacy and mathematics. The reports make suggestions about how parents can support their children’s learning at home. As a result of feedback from parents, senior leaders are currently considering how they can further improve this reporting. They are reviewing reports to ensure that parents understand how their children are achieving in relation to National Standards and have a clear indication of the progress their child is making.

During the review ERO and school leaders determined that student learning would be better supported by:

  • finding ways to assess and report in more depth about learning in other areas of the curriculum, including the key competencies and inquiry learning
  • developing a greater understanding of student engagement and developing ways to assess and discuss this with students
  • teachers having a greater focus on using achievement information to monitor progress towards specific goals and targets and to evaluate the effectiveness of initiatives in supporting students’ learning.

3 Curriculum

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

The school curriculum supports student learning effectively. Students participate in learning experiences that align with The New Zealand Curriculum and the faith teachings of the Catholic Church. Teachers plan integrated programmes to ensure the intentions of both of these are met. They also focus on making learning experiences relevant to the lives and interests of the students.

Senior students value the variety of learning experiences and the opportunities they have to be leaders. They report that teachers use effective techniques to help them learn. All teachers are making good progress in using teaching strategies that help students to know about their learning levels and how to make progress.

Classroom environments provide students with helpful learning prompts, resources and direction. Student work is displayed to celebrate success and so that they can learn from each other. Teachers and students make good use of the available information and communication technologies, and the internet is being used as a way of publishing written work and getting feedback from other students and teachers.

Older students often help younger students and learn from each other. Parents report that this tuakana/teina relationship continues as students transition to college.

The positive relationships that are evident among teachers and students, and the emphasis on the school’s values of mercy, integrity, love and truth, provide a school culture that supports student wellbeing and learning.

The curriculum supports learning for students with special needs. Teacher aides, the SWIS and RTLB work closely with teachers to support these students. School leaders work to ensure that children from low income families are able to access all educational opportunities.

Teachers are encouraged to be innovative and to share their ideas and practices. School leaders are currently reviewing the school curriculum to ensure that it is consistent with the principles ofThe New Zealand Curriculum and that it remains relevant for learners.

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

The curriculum supports students to develop understandings of Māori culture and language. Students are introduced to concepts such as whanaungatanga and manaakitanga and what these might mean in their lives.

Students experience noho marae and welcome visitors with pōwhiri. A tutor comes to the school regularly to support student learning in tikanga and te reo through kapa haka, poi and rākau. Teachers support children to develop and use te reo Māori. The school successfully promotes Māori students’ pride in their heritage.

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. School leaders use self review to identify the school’s strengths and areas for development. The principal and board use information from reviews to plan for improvement.

The principal provides strong professional leadership. She has a good knowledge of effective practice in education and has introduced relevant and sustained professional development to help ensure continuing improvements in teaching and learning. Teachers are applying their new learning about teaching writing and are using formative teaching practices.

An effective appraisal system is being used to set individual and school-wide professional goals. Teachers support each other to meet expected performance criteria developed from a range of sources. The principal has included criteria from Tātaiako, Cultural competencies for teachers of Māori Learners, to help teachers focus on supporting Māori students to succeed as Māori.

The board is made up of experienced and newer trustees and three Bishop’s representatives. Trustees bring a valuable range of skills and knowledge and participate in board training, as appropriate. They have developed long and short-term strategic plans based on consultation with parents, staff and student achievement information.

The school engages successfully with its Catholic community and the broader Kaitaia community. School leaders are involved in local networks with other educational institutions, including early childhood centres and the local secondary school. This networking is helping teachers to share ideas and strategies that will benefit all students.

To support ongoing improvement and sustain good practice the board could now strengthen strategic planning and self review by:

  • developing guidelines for self review
  • stating goals in ways that enable school leaders to monitor progress towards achieving them.

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.

When is ERO likely to review the school again?

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

Dale Bailey

National Manager Review Services

Northern Region

18 December 2013

About the School

Location

Kaitaia, Northland

Ministry of Education profile number

1082

School type

Integrated Full Primary (Years 1 to 8)

School roll

166

Gender composition

Boys 60%

Girls 40%

Ethnic composition

Māori

NZ European/Pākehā

Indian

Other

51%

45%

3%

1%

Review team on site

October 2013

Date of this report

18 December 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2010

September 2007

June 2002