This review is designed to support schools that were experiencing difficulties at the time of the last review. ERO provides ongoing evaluation over the course of one-to-two years as the school works to improve its overall performance and build its self-review capability.
This report answers key questions about the school’s background and the context for the review. The report also provides an evaluation of how effectively the school is addressing areas identified for review and development and the quality of its practices and systems for sustaining performance and ongoing improvement.
Findings
1 Background and Context
What is the background and context for this school’s review?
St Patrick’s Catholic School (Taupo), is a state integrated full primary school providing education for students in Years 1 to 8. The roll of 279, includes 17% Māori students. The school’s vision is Te Whakapono Me Ana Mahi – Faith in Action.
Since the last ERO review in 2017, the newly appointed principal continues in her role and there have been some changes to the teaching staff. A new board chairperson was elected in 2019. The board is made up of new and experienced trustees.
The 2017 ERO report identified priority areas requiring review and development. This report summarises the progress made in addressing these areas.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
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Internal evaluation focused on raising student achievement.
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The use of achievement information to identify at risk learners and targeted planning for acceleration.
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A strategic focus on accelerating learning for at risk students and regular reporting of their progress and achievement.
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Building teacher capability through a coherent approach to professional learning and development.
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Implementing an appraisal process that meets the requirements of the Teaching Council of Aotearoa New Zealand |Matatū Aotearoa.
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Developing a documented curriculum that sets clear expectations for effective teaching and learning for acceleration.
Progress
There has been significant progress in all areas identified for review and development in the previous 2017 ERO report.
Internal evaluation practices and processes are now embedded across the school. Leaders now systematically evaluate the effectiveness of initiatives and programmes designed to accelerate achievement. The board sets charter targets focused on accelerating the achievement of at-risk learners and receives regular reports on these students’ progress and acceleration.
Teachers have engaged with a range of relevant professional learning to build their capability. Performance management processes were reviewed in 2017. Appraisal processes are now aligned with Teaching Council requirements and contribute to improving teacher effectiveness.
The school has made progress in developing clear expectations for teaching and learning. ERO observed calm and settled classrooms with high levels of student engagement and positive relationships between children and teachers. Teachers use an appropriate range of strategies to support students’ learning. They work collaboratively and make good use of their skills and knowledge to support accelerated achievement. Classrooms are well presented, reflect learning programmes and promote a strong sense of belonging for students.
The school culture enables all students have equitable opportunities to learn. The Catholic community continues to be highly supportive and involved in the school. This provides a strong connection between the parents, whānau and the church. There continues to be a strong focus on fostering inclusion and belonging for all students and their whānau.
Key next steps
The school has identified, and ERO’s evaluation affirms, the following key priorities for further development:
- ensuring a more evidence-based teaching as inquiry process is focused on target students and on reducing disparity of achievement for Māori and boys in writing
- further developing teachers’ understanding and use of learning progressions to plan for the acceleration of at-risk learners and build student agency in developing their own learning goals focused on acceleration
- continuing the development of the localised curriculum in consultation with Tūwharetoa and aligning this with the special Catholic character
- continuing to embed the strategies and knowledge gained from professional learning and development and aligning these with the acceleration of progress for at-risk students
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
St Patrick’s Catholic School (Taupo) is developing its ability to sustain its performance. The following factors contribute to sustainability:
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trustees provide effective governance and are well informed about student achievement and acceleration
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systems for internal evaluation contribute to ongoing improvement
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clear expectations for teaching and learning contribute to settled learning environments
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support from the Catholic community provides a strong sense of inclusion and belonging for students and their whānau.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand-downs, suspensions, expulsions and exclusions
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attendance
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school policies in relation to meeting the requirements of the Children’s Act 2014.
In order to improve practice, the board of trustees should ensure it:
Conclusion
The school is effectively addressing its priorities for improvement in areas of building leadership and teacher capability and collective capacity. Students, families and the wider Catholic community are well supported by teachers, leaders and trustees. The special Catholic character underpins all aspects of school governance and strategic direction.
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of St Patrick’s Catholic School (Taupo)’s) performance in achieving valued outcomes for its students is:
Developing.
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.
Darcy Te Hau
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
22 June 2020
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.