Our Lady Star of the Sea School (Howick)

Our Lady Star of the Sea School (Howick) - 16/03/2020

School Context

Our Lady Star of the Sea School (Howick) is a Catholic integrated, multicultural school located in Howick, east Auckland. The school provides education for students in Years 1 to 6 and has a current roll of 478. It continues to draw inspiration from the stated example of ‘Mary, Our Lady Star of the Sea, who leads us to Jesus’. The school has a close relationship with Our Lady of the Sea parish and the charter is underpinned by the gospel values of service and justice.

The school’s mission statement is to ‘nurture faith, build community, strive for excellence, and promote service and justice’. The values of ‘Justice (tika), resilience (ngāwari), courage (maia), respect (manaaki), and service (awhina) are well promoted.

The school’s 2019 charter document contains four strategic goals that focus on the school’s special character. These goals are centred on their Catholic faith, the child-centred curriculum, strengthening relationships, and maintaining wellbeing.

In 2019 teachers began professional development to raise achievement in mathematics and build capacity in digital technologies, curriculum design and leadership.

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

  • reading, writing and mathematics
  • wellbeing.

The school is a member of the South East Christian 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?

The school is working towards achieving equity for all its students.

Almost all students achieved equitable and excellent outcomes in reading in 2018 and 2019, and most students in writing and mathematics. The school’s data from 2017 to 2019 shows a consistent pattern of increased achievement for most students in reading, writing and mathematics.

Literacy achievement for Māori students has increased over time, however has decreased in mathematics. Māori and Pacific students achieved at comparable levels to their Pākeha peers in reading, writing and mathematics. The data also shows that girls and boys achieved at comparable levels in reading and mathematics, however girls outperformed boys in writing.

Students with additional learning needs are making progress against their individual learning and wellbeing goals.

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

The school is effectively accelerating learning for some Māori and other students who need this. The data for 2019 shows effective acceleration for Māori students in reading and writing but not in mathematics. The data also shows effective progress for Pākeha students who need this in writing and mathematics. A higher proportion of targeted learners made accelerated progress in writing and mathematics than in 2018.

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?

The school’s special Catholic character underpins the inclusive culture for learning. Agreed values are modelled by leaders and are highly evident in the school community. The school is a diverse multicultural community with over 40 ethnicities. Their cultures are celebrated, and diversity is valued. Strong pastoral care systems support students with additional needs and English language learners to achieve success. Reciprocal relationships that are founded on mutual trust and respect support parents to actively engage as partners in their children’s learning.

Collaborative and well-informed leadership is influencing school direction. Leaders set high expectations. They provide opportunities for teachers to build capability. Leaders have established effective education networks within the local Kāhui Ako and with external providers of professional learning. A particular focus has been to build data literacy with all teachers. Staff feel well supported both professionally and personally.

The school’s curriculum review and development process is constant and collaborative. Professional development aligned to this process is enabling teachers to understand and have ownership of the shifts in approaches to teaching and learning. Leadership teams understand their respective roles and are working effectively to lead and manage the necessary changes to practice. A robust teacher appraisal system also facilitates ongoing teacher improvement. There are high levels of alignment between the strategic plan and school practices, such as appraisal and professional development.

Internal evaluation leads to improved outcomes for students. Teachers participate in annual inquiries, which are collaborative, reflective and future focused. These have led to improved teacher practice. Achievement data is well analysed and used to inform decision making in a variety of ways. Strong strategic thinking is a characteristic of both leaders and the board. The principal reports regularly on progress against the strategic and annual plans.

The quality of teaching practice is high. A range of strategies are used to support students’ achievement, including teacher modelling and student-led projects, which provide challenges and authentic learning opportunities. Teachers promote opportunities for student leadership. Practices and procedures for planning and assessment ensure consistent approaches to teaching. There is a well-embedded culture of reflective practice.

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

Ongoing curriculum review and development that aligns with relevant professional learning for teachers is a priority in the school’s strategic planning. Further consideration should now be given to:

  • aligning current teacher practice with the new learner profile, and this will include strengthening the use of learning progressions
  • strengthening the provision of Māori language, tikanga and knowledge, and continuing to build relationships with whanau Māori.

3 Other Matters

Provision for international students

The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (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 ERO review there were four international students attending the school.

The school has effective systems and processes to support the wellbeing and learning of international students. Students’ cultures are valued through the inclusive learning environments. Transition and support for students and parents is well considered to promote their positive involvement in school activities. There are effective systems for identifying and responding to individual learning needs, including regular access to English language programmes.

4 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.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Our Lady Star of the Sea (Howick), Howick, Auckland’s performance in achieving valued outcomes for its students is: Strong.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

6 Going forward

Key strengths of the school

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

  • a learner-centred environment where relationships and values foster and promote equity and excellence for all students
  • an empowering leadership model that supports and enables effective leadership of learning
  • internal evaluation that is learner focused and prioritises continuous school improvement.

Next steps

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

  • curriculum design that enables the school to achieve its agreed vision for the learner
  • empowering students to lead their own learning
  • strengthening bicultural practice to further deepen all children’s understanding of Aotearoa New Zealand’s society.

Darcy Te Hau

Acting Director Review and Improvement Services Central

Central Region

16 March 2020

About the school

Location

Howick, Auckland

Ministry of Education profile number

1514

School type

Contributing (Years 1 to 6)

School roll

478

Gender composition

Boys 52% Girls 48%

Ethnic composition

Māori 9%
NZ European/Pākehā 28%
Asian 41%
Other 6%
Pacific 6%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

November 2019

Date of this report

16 March 2020

Most recent ERO report(s)

Education Review June 2014
Education Review June 2010
Education Review June 2007

Star of the Sea School (Howick) - 23/06/2014

Findings

Star of the Sea School (Howick) is a student-centred environment where learning for all is embraced and honoured. Students experience high quality education and achievement within an inclusive environment that supports diversity and student leadership. The school’s Catholic values and high expectations are integral to its success. The school is very well placed to sustain and further develop its high quality provision for students

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?

Star of the Sea School (Howick) is a Catholic integrated, multicultural school in east Auckland. The school provides high quality education for students from years 1 to 6. It draws its inspiration from the stated example of ‘Mary, Our Lady Star of the Sea, who leads us to Jesus’. The gospel values of service and justice underpin the school charter and are central to the school’s success. The charism of the Sisters of Mission and Mercy provides a strong historical base for the school community and continues to guide the future focus of the school.

The school has a close relationship with Our Lady Star of the Sea parish. It benefits from the strong links it has with parents and the wider community. The school is inclusive and welcoming for all students, including those with special needs. The school’s ideal of developing a Christian Living Community fosters a strong sense of belonging within the school community.

The school has a very experienced principal. High quality professional leadership supports the learning environment for all staff and students. School trustees, the principal and senior leaders value and are responsive to internal and external review. School improvement is aligned to the board’s strategic plan. A good understanding exists between trustees and senior leaders. Trustees demonstrate a genuine love and service for the school.

The school has a long history of positive ERO reporting. The 2010 ERO report identified many good practices which have been sustained and further developed.

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 to make positive changes to student learning. There is deep, detailed analysis of achievement data across the school. Public achievement information (PAI) shows students’ achievement compares favourably with local, regional and national levels. There are high levels of achievement of the National Standards in reading, writing and mathematics. Most Māori and Pacific students are achieving at or above National Standards.

Students are highly engaged in differentiated learning opportunities. Senior leaders and teachers have high expectations for learning and behaviour. They are skilled in modifying programmes for the diverse needs of students.

Star of the Sea School (Howick) is a learning community that involves students, staff, board, parish and the wider community. Student portfolio reports are clear, comprehensive and include a wide range of information about their progress. Students, teachers and parents have the opportunity to discuss student learning through open evenings and student conferences where students talk about their achievement, progress and next steps.

The board of trustees make good use of the analysed achievement information provided by school leaders. They have a good understanding of data and are able to make sound decisions about the school’s future directions.

3 Curriculum

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

The school provides a rich and highly effective curriculum. It aligns well with the New Zealand Curriculum (NZC) principles and school goals. The school vision of empowering students to be confident, connected, actively involved and lifelong learners is reflected in the curriculum.

The school is student-centred. Student engagement in learning is supported by very respectful and positive relationships between teachers and students. Teachers are responsive and inclusive of all students. They know their students and families well. Teacher professional development is continually improving student-centred learning across the school and enabling students to be self managing.

Students across all levels of the school have many opportunities for leadership, to serve others and to contribute to the life of the school. The school culture of caring for all is strongly evident throughout the curriculum.

High quality and informative learning environments provide students with opportunities to experience meaningful learning and encourage them to direct their own learning. School values are well woven through programmes of learning.

The school has developed a ‘thinking culture’. The curriculum continually evolves in response to students’ needs and strengths. Senior leaders and teachers take time to reflect and review on programmes and practices. New teaching tools and strategies have enabled teachers to implement a more student directed curriculum. An initiative to weave the Religious Education curriculum within the ‘Concept Learning’ programme has allowed senior leaders and teachers to share this success with other schools.

The school has 29 Pacific students of Cook Island, Niue, Samoan or Tongan descent. They have positive attitudes to school and learning and achieve well across all curriculum areas. Pacific students are represented in leadership roles within the school and value the school’s commitment to their culture, language and identity.

The school has positively engaged with Pacific families. The Pasefika Fono Group established in the school provides opportunities for students and their families to work together and to be involved in their student learning. Senior leaders and teachers have discussed the Ministry of Education’s plan for Pacific Education and acknowledge the need to continue to develop this area.

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

The school has 29 students who identify as Māori. Senior leaders and teachers are committed to supporting and enhancing Māori success in the school. Māori students achieve well across all curriculum areas. The school has forged relationships with Māori whānau, who now have a strong involvement in the school. The establishment of the Family Whānau Group enhances this relationship. The educational success for Māori is well aligned to the Ministry of Education Maōri education strategy Ka Hikitia-Accelerating Success 2013-2017.

Māori students report feeling valued at the school. They have active leadership roles and enjoy opportunities to be part of powhiri and poroporoaki. Tuakana-teina approaches are evident in school programmes. The Kaiawhina programme is strengthening te reo and tikanga knowledge within the school. A significant art project, Whetumoana, was developed to represent the school and created in the form of a mural. It captures the essence of Star of the Sea School (Howick) and is significantly positioned in the school foyer entrance.

4 Sustainable Performance

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

The school is very well placed to sustain the high quality practices already developed.

The school is very well led. The principal is strategic and collaborative. He works in partnership with very able senior leaders. The team is building shared leadership capability throughout the school and providing opportunities for teachers to lead in various ways. The principal has built sound relationships across all aspects of his position.

Senior leaders and teachers use self review in reflective, unhurried ways to plan for the future. They have established sound processes for implementing and documenting self review. These processes could be further strengthened by documenting the evaluative thinking aspects of self review. Performance appraisal processes have been further developed to provide robust examination of practice, to identify strengths and needs, and to set appropriate goals.

Senior leaders have developed meaningful relationships and notable influence with other schools, networks and organisations. They provide professional leadership for teachers within the state and Catholic education sectors.

The board is well led. Trustees bring a diverse range of skills to school governance and have a good understanding of their governance role. They are well informed and receive analysed data and information that supports and informs their decision making.

ERO agrees with the following areas that the board and senior leaders have identified for further development.

These include continuing to:

  • consolidate and embed good practices to maintain high standards across all areas of the school
  • formalise and make child voice more visible in the learning programme
  • further promote and support Māori and Pacific success within the school.

Provision for international students

Star of the Sea (Howick) is a signatory to the Code of Practice for the Pastoral Care of the 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.

ERO’s investigations confirm that the school’s self review process for international students is robust and that the school complies with all sections of the Code. The school provides very good quality pastoral care and education for international students. They are well supported in their learning and are encouraged to become contributing members of the school community. At the time of this review there was 1 international student 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

Star of the Sea School (Howick) is a student-centred environment where learning for all is embraced and honoured. Students experience high quality education and achievement within an inclusive environment that supports diversity and student leadership. The school’s Catholic values and high expectations are integral to its success. The school is very well placed to sustain and further develop its high quality provision for students

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

Dale Bailey

National Manager Review Services Northern Region

23 June 2014

About the School

Location

Howick, Auckland

Ministry of Education profile number

1514

School type

Contributing (Years 1 to 6)

School roll

520

Number of international students

1

Gender composition

Boys 50%

Girls 50%

Ethnic composition

Maori

New Zealand European/Pākehā

Chinese

Filipino

British/Irish

Korean

Samoan

Indian

Latin American

other European

other Asian

other Pacific peoples

others

6%

40%

11%

6%

5%

5%

3%

2%

1%

6%

6%

3%

6%

Review team on site

May 2014

Date of this report

23 June 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2010

June 2007

August 2003