Our Lady Sacred Heart School (Epsom)

Education institution number:
1411
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
175
Telephone:
Address:

19 Banff Avenue, Epsom, Auckland

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Our Lady Sacred Heart School (Epsom)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and Our Lady of the Sacred Heart School (Epsom) 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 

Our Lady of the Sacred Heart School (Epsom) is a state integrated primary school. It provides education for students in Years 0 to 6.  The school follows the Gospel values through the Mercy charism.

A new senior leadership team has been appointed and the school has built a new two storey building block with five Innovative Learning Environments (ILE).

Our Lady of the Sacred Heart School’s strategic priorities for improving outcomes for students are:

  • students reaching their progress and achievement potential in all learning areas, particularly in writing

  • embedding schoolwide learning initiatives focused equity and excellence for all students. 

You can find a copy of the school’s strategic and annual plan on Our Lady of the Sacred Heart School’s website.

ERO and the school are working together to evaluate how well the school is building effective schoolwide teaching of writing strategies, and how teachers are catering for those students who require additional support in writing to make accelerated progress.

While schoolwide data trends show most students achieve at the expected curriculum level in writing, the rationale for selecting this evaluation is:

  • building schoolwide effective teaching, learning and assessment strategies in writing

  • catering for those students who need to make accelerated progress and achievement in writing

  • ensuring students knowing their learning and able to work on their next learning steps

  • students working in a concept-based inquiry learning school curriculum within learning environments that are inclusive and collaborative.

The school expects to see:

  • teachers using relevant and reliable assessment information to inform student’s learning and progress

  • schoolwide use of the Learning Progressions Framework and the Progress and Consistency Tool to track, measure and monitor student progress and achievement

  • teachers effectively planning and evaluating the teaching of writing

  • students engaging in authentic learning experiences in a variety of ways and using assessment information to inform their next steps

  • students who are confident and capable learners who experience success in writing.

Strengths

The school can draw from the following strengths to support the school in building effective schoolwide teaching of writing strategies and cater for students who need to make accelerated progress and achievement in writing.

  • School leadership continues to refine and plan for improvement strategies which align to strategic priorities and promote equitable and excellent outcomes for all students.

  • Leadership collaboratively strengthening the culture of relational trust to ensure ongoing organisational capacity building for continuous improvement.

  • Well established respectful relationships between students and teachers.

Where to next?

Moving forward, the school will prioritise:

  • strengthening the use of effective teaching, learning and assessment strategies in writing, with a focus on students who need to make accelerated progress

  • strengthening internal evaluation processes and practices to know the impact of what makes the biggest difference for students in writing.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

2 September 2022 

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

Our Lady Sacred Heart School (Epsom)

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the Our Lady Sacred Heart School (Epsom) 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 Our Lady Sacred Heart School (Epsom) 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.

Filivaifale Jason Swann
Director Review and Improvement Services (Northern)
Northern Region | Te Tai Raki

2 September 2022 

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

Our Lady Sacred Heart School (Epsom) - 22/06/2015

Findings

Students and their parents experience a welcoming and inclusive school. The school has a Catholic special character that is evident in all aspects of school life. The school’s broad and well-designed curriculum and good quality teaching practices support students to achieve very well. Good quality leadership and governance continue to guide the school.

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

1. Context

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

Our Lady Sacred Heart School (Epsom) is a state integrated primary school established in 1921. The Catholic special character and the school vision are interwoven in all aspects of school life. The school has valuable close links with the parish community.

Students and their parents experience a welcoming and inclusive school. This positive climate encourages students’ sense of belonging in the school and provides an environment that promotes wellbeing for learning.

A significant feature of this school is the Parent, Teacher and Friends Association (P.T.F.A). This committee has a significant role in communicating and developing relationships with the diverse cultural communities at the school.

The school has a history of positive ERO reports. The strengths identified in ERO’s 2010 report have been sustained. School leaders continue to promote high quality educational outcomes for students through robust self review and ongoing improvement.

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 very well. Highly effective school processes support a clear vision for improving outcomes for learners. The school’s strategic direction, planning and student achievement targets are purposefully aligned. Targeted goal setting is robust and appropriately focused on students at risk of not achieving well.

The school is justifiably proud of students’ successes. Achievement information indicates that most students achieve at high levels in reading, writing and mathematics in relation to the National Standards. School data show that Māori and Pacific students are achieving at similar levels as other students.

Teachers work together and as required with teachers from other schools to moderate their assessment practices. This approach supports teachers’ confidence and ability to make reliable judgements about students’ achievement in relation to the National Standards. Teachers make effective use of achievement data to plan and implement relevant programmes to support students’ learning and progress.

Collaborative and respectful learning partnerships are highly evident among staff, students, parents and the community. Processes for reporting to parents are well developed and useful. Students work with teachers to share information about their learning with their parents/whānau.

Students are becoming knowledgeable about their own learning and are increasingly setting goals to extend their learning. Senior leaders agree that students could be further supported to become self-directed learners, through more explicit understanding of their progress and achievement.

Students who are new to learning English are well supported by high quality programmes to make accelerated learning progress.

The board of trustees receives regular information about student achievement. Trustees make strategic and responsive resourcing decisions based on well-analysed data.

3. Curriculum

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

The school’s broad and well designed curriculum is effective in promoting and supporting student learning. Curriculum programmes are responsive to students’ interests and learning needs.

Students show themselves to be competent, confident and focused in their learning. They take pride in their school and actively engage in the wide variety of extra activities offered, including sporting events, music and drama opportunities.

The curriculum, while emphasising literacy and mathematics, is tailored to support students to develop the key competencies of the New Zealand Curriculum (NZC). The NZC curriculum areas are relevantly integrated in thematic studies. Student learning through inquiry is thoughtfully scaffolded through the year levels.

Students have access to a wide range of curriculum resources and tools to support their learning. Digital devices are used as an effective communication tool between home and school. Parents have commented on their children’s enthusiasm, engagement and desire to continue to learn at home through the use of digital learning devices.

The school is welcoming, respectful and inclusive of students with special educational needs. School leaders appropriately provide in-class support and also offer programmes for students outside of class. Parents are well informed about their children’s progress. Students who require support are involved in decision making about their attendance in programmes outside of their class. Staff are carefully selected and trained to provide these special programmes.

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

The school shows commitment to supporting Māori student success. There are high expectations that staff use bicultural practices and acknowledge Māori perspectives. These expectations are clearly stated in the curriculum, teacher’s performance appraisal and the school values.

Students in Years 5 and 6 are able to attend kapa haka, which the school values and celebrates. Students take lead roles in karakia and waiata. They talk of their pride when performing for the school and their enthusiasm about learning te reo Māori and about Māori culture.

Tuakana/teina relationships are evident in students’ interactions and cooperative learning activities. A valued part of the curriculum is developing students’ knowledge and sharing of their pepeha.

School leaders and staff continue to participate in professional learning to develop their knowledge of and confidence in using te reo Māori me ōna tikanga. They take advantage of Ka Hikitia and Tātaiako, Ministry of Education resources, to guide teachers’ curriculum planning and performance appraisals.

4. Sustainable Performance

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

Our Lady Sacred Heart School (Epsom) is very well placed to sustain its current good practices and continue to improve outcomes for students.

The school continues to benefit from the principal’s professional leadership. She is well respected by staff, parents and students. The principal and deputy principal promote high levels of collegial trust, recognising teacher’s strengths and offering leadership opportunities to staff. Senior leaders, teachers and support staff have respectful and collaborative professional relationships.

Teachers’ inquiry into the effectiveness of their practice is well considered and is positively impacting on student progress and engagement. This meaningful reflection is linked relevantly to teachers’ performance appraisal and professional learning.

The school is well governed and trustees bring valuable expertise to their governance roles. They value external training to support and develop their board responsibilities and practices. Trustees work collaboratively to promote a clearly articulated vision that is shared and evident throughout all areas of the school. The board is well informed about student achievement, curriculum development and school initiatives.

The board of trustees is committed to the school’s ongoing development and is future focused. The school’s strategic and annual planning is strongly aligned with the school’s vision. Planning and reporting processes are well established and focused on goals that centre on student wellbeing, engagement and progress.

Self review is systematic and purposeful. Community members, staff and students provide multiple perspectives in school review. The school’s values and culture, and community engagement and relationships, provide a sound foundation for continually improving outcomes for students.

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 and their parents experience a welcoming and inclusive school. The school has a Catholic special character that is evident in all aspects of school life. The school’s broad and well-designed curriculum and good quality teaching practices support students to achieve very well. Good quality leadership and governance continue to guide the school.

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

Dale Bailey

Deputy Chief Review Officer Northern

22 June 2015

About the School

Location

Epsom, Auckland

Ministry of Education profile number

1411

School type

Full Primary (Years 1 to 8)

School roll

223

Gender composition

Girls 53%

Boys 47%

Ethnic composition

Māori

NZ European / Pākehā

Filipino

Indian

British/Irish

Asian

Samoan

other

2%

64%

10%

7%

6%

5%

3%

3%

Review team on site

April 2015

Date of this report

22 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2010

November 2007

December 2004

Our Lady Sacred Heart School (Epsom) - 04/11/2010

1. The Education Review Office (ERO) Evaluation

Our Lady of the Sacred Heart School (Epsom), designated as a state integrated primary school, provides high quality education for students from Years 1 to 6. The Catholic special character is evident in all aspects of school life and valuable, close links are maintained with the parish.

Parents, trustees and teachers have high expectations for students’ learning and achievement. Careful monitoring of student achievement, and consequent adjustments to educational programmes, helps to ensure that these expectations are met. The school is well resourced to enable teachers to support students’ learning.

High standards of behaviour and respect are evident throughout the school. Students are regarded as capable learners. They respond positively to teachers and are focused on their school work. Effective classroom practice, and targeted professional development for staff, supports ongoing improvement in student achievement. Teachers value opportunities to improve their professional work and willingly incorporate new teaching strategies and approaches into their classroom practice.

ERO and the board of trustees agree that teachers could further enhance student achievement by supporting students to take greater ownership of their learning. Senior managers have identified the need to strengthen the school-wide approach to inquiry learning and refine formative teaching practices.

Senior managers lead the school well and ensure that teachers and the board are prepared for changes in education. Effective self-review practices result in ongoing improvements in the operation of the school. The school curriculum has been reviewed to align teaching and learning to The New Zealand Curriculum and assessment and reporting practices have been adapted to ensure that student achievement is reported against the National Standards.

All students have opportunities to become more knowledgeable about New Zealand’s bi-cultural heritage within the school’s curriculum. A recently appointed kaumātua and a small whānau group provide staff with support and guidance on the use and teaching of te reo Māori me ōna tikanga in the school.

Future Action

ERO is likely to carry out the next review within four to five years.

2. Our Lady of the Sacred Heart School (Epsom)’s Curriculum

How effectively does the curriculum of Our Lady of the Sacred Heart School (Epsom) promote student learning - engagement, progress and achievement?

School context and self review

The school has a history of positive ERO reports. The last two reports noted the stimulating learning environments, high levels of student achievement, and effective leadership and management evident in the school. The principal, who had been recently appointed at the time of the 2007 ERO review, has worked with the support of other new leaders to maintain these positive features of the school. Reflective practice guides all management decisions and regular consultation with parents informs the board’s strategic planning.

In 2007, ERO reported on the positive impact that professional development was having on the teaching and learning of writing. The 2007 ERO report recognised that some teachers were providing students with effective formative feedback on their work and were promoting greater involvement of students in planning their next learning steps.

Areas of strength

Governance. The board’s good governance practices support student learning. Trustees focus on improving student progress and achievement. They communicate their high expectations through the achievement targets that they set. Trustees are well informed by senior managers and curriculum leaders, who provide them with clear, regular reports. The board uses valid and reliable information to guide its strategic planning for the further development of the school.

Leadership. The principal provides staff with effective leadership. She has high expectations for student success and has established, and maintains, a supportive professional culture. The senior leadership team works collaboratively. The deputy principals work closely with their syndicates and the director of religious studies provides leadership across the school. Sound management systems are in place and reflective practices are clearly evident. Teachers, including those who are provisionally registered or new to the school, are well supported in their work.

Community engagement. Relationships between the school and its community are mutually supportive. Parents are kept well informed about their children’s progress and about school events. An active Parent, Teacher and Friends Association supports school initiatives and helps to maintain valuable connections with the local parish.

Consultation with the school’s small whānau group, and the appointment of a school kaumātua, reflect the board’s strong commitment to the Māori members of the school community. The whānau group and the kaumātua support the planning of school events, including the annual intensive programme that provides students with additional opportunities to learn about New Zealand’s bi-cultural heritage, including the use of te reo Māori.

The learning environment. The school culture supports the emotional wellbeing and learning of students and adults. Respectful relationships are evident and students are courteous and thoughtful. Student diversity is acknowledged and provided for successfully through special educational and interest groups. Students have many opportunities to develop leadership skills.

Good use is made of the land available to the school. An all-weather playing surface increases opportunities for students to engage in physical activity. The well stocked library complements classroom resources and fosters students’ enjoyment in reading. Teachers are making good use of recently introduced electronic whiteboards.

Curriculum. The school curriculum has been successfully reviewed to reflect the intention and the principles of The New Zealand Curriculum. School values have been incorporated into the school’s virtues programme and effective systems ensure that the curriculum is responsive to the diverse needs of students. Student talents and interests are well catered for within the school’s broad curriculum. While literacy and numeracy are very significant focus areas, all curriculum areas are well catered for through an integrated approach to teaching and learning.

Learning and teaching. Many examples of effective classroom practices that support student learning are evident throughout the school. Teaching is focused around specific learning intentions or goals. A wide range of tools and strategies is used to promote student engagement and to encourage the use of thinking skills. Student success is celebrated.

Targeted professional development, based on identified needs, supports teachers’ commitment to ongoing improvement. Staff are reflective practitioners who are keen to use new knowledge about effective teaching.

Knowing about student achievement. Good systems are in place to ensure that the board, staff, and parents have a good knowledge about student achievement. Students achieve well in literacy and numeracy. Professional development related to the assessment of students’ writing has enabled teachers to gain more reliable information about achievement in this curriculum area. Senior managers carefully monitor the progress and achievement of groups and individuals, and the development of school-wide trends and patterns in student achievement. The learning of the small number of Māori and Pacific students is closely monitored and these students are achieving at levels similar to those of other students. Good use is made of assessment data to identify students’ specific learning needs.

The school is well prepared for the implementation of the National Standards and teachers are now using the standards to report to parents. Discussions involving individual students, their parent/s and their teacher, complement other ways of reporting on student progress and achievement. These three-way conferences support students to take responsibility for their own learning.

Agreed Priorities

ERO and the board agreed on areas to guide the future direction of the school. These priority areas are already being discussed by senior leaders and teachers.

Sustaining effective teaching. The school guidelines for teaching and learning, developed with teachers, provide a useful tool for promoting and monitoring high quality teaching. Senior managers could make greater use of these criteria to provide teachers with formative comments on their professional performance and to support effective evaluation of teaching programmes.

Developing student ownership of their learning. Teachers could develop greater student ownership of their learning by strengthening the school-wide approach to inquiry learning and refining formative assessment practices.

3. Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Our Lady of the Sacred Heart School (Epsom) 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 legal obligations related to:

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

During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and checked elements of the following five areas that 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.

4. Future Action

ERO is likely to carry out the next review within four to five years.

Richard Thornton

National Manager Review Services

Northern Region

4 November 2010

About The School

School type

Integrated Full Primary (Years1-8)

Decile1

10

School roll

222

Gender composition

Girls 51%, Boys 49%

Ethnic composition

NZ European/Pākehā 73%,

Māori 1%

Indian 9%,

Chinese 5%,

Filipino 4%

British 3%,

Samoan 2%,

other ethnicities 3%

Review team on site

August 2010

Date of this report

4 November 2010

Previous three ERO reports

Education Review, November 2007

Education Review, December 2004

Accountability Review, November 2000

4 November 2010

To the Parents and Community of Our Lady of the Sacred Heart School (Epsom)

These are the findings of the Education Review Office’s latest report on Our Lady of the Sacred Heart School (Epsom).

Our Lady of the Sacred Heart School (Epsom), designated as a state integrated primary school, provides high quality education for students from Years 1 to 6. The Catholic special character is evident in all aspects of school life and valuable, close links are maintained with the parish.

Parents, trustees and teachers have high expectations for students’ learning and achievement. Careful monitoring of student achievement, and consequent adjustments to educational programmes, helps to ensure that these expectations are met. The school is well resourced to enable teachers to support students’ learning.

High standards of behaviour and respect are evident throughout the school. Students are regarded as capable learners. They respond positively to teachers and are focused on their school work. Effective classroom practice, and targeted professional development for staff, supports ongoing improvement in student achievement. Teachers value opportunities to improve their professional work and willingly incorporate new teaching strategies and approaches into their classroom practice.

ERO and the board of trustees agree that teachers could further enhance student achievement by supporting students to take greater ownership of their learning. Senior managers have identified the need to strengthen the school-wide approach to inquiry learning and refine formative teaching practices.

Senior managers lead the school well and ensure that teachers and the board are prepared for changes in education. Effective self-review practices result in ongoing improvements in the operation of the school. The school curriculum has been reviewed to align teaching and learning to The New Zealand Curriculum and assessment and reporting practices have been adapted to ensure that student achievement is reported against the National Standards.

All students have opportunities to become more knowledgeable about New Zealand’s bi-cultural heritage within the school’s curriculum. A recently appointed kaumātua and a small whānau group provide staff with support and guidance on the use and teaching of te reo Māori me ōna tikanga in the school.

Future Action

ERO is likely to carry out the next review within four to five years.

Review Coverage

This report provides an evaluation of how effectively the school’s curriculum promotes student learning - engagement, progress and achievement. ERO’s evaluation takes account of the school’s previous reporting history and is based on:

  • what is known about student achievement information, including the achievement of Māori and Pacific students;
  • decisions made to improve student achievement using assessment and selfreview information; and
  • teaching strategies and programmes implemented to give effect to the school’s curriculum.

ERO also gathers information during the review to contribute to its national reports. The national reports are published on ERO’s website.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.

Richard Thornton

National Manager Review Services

Northern Region

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 integrates the following:

  • school curriculum;
  • national evaluation topics –contribute to the development of education policies and their effective implementation; and
  • the Board Assurance Statement, including student and staff health and safety.

ERO’s review is responsive to the school’s context. When ERO reviews a school, it takes into account the characteristics of the community from which it draws its students, its aspirations for its young people, and other relevant local factors.

ERO also builds on the school’s own self-review information. ERO is interested in how a school monitors the progress of its students and aspects of school life and culture, and how it uses this information to improve student learning.

This helps ERO to answer the major evaluation question for reviews:

How effectively does this school’s curriculum promote student learning - engagement, progress and achievement?

Areas for Development and Review

ERO reports include areas for development and review to support on-going improvement by identifying priorities. Often the school will have identified these matters through its own self review and already plans further development in those areas.

1 School deciles range from one to ten. Decile one schools draw their students from low socioeconomic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides.