St Joseph's Catholic School (Paeroa)

School Context

St Joseph’s Catholic School is a state-integrated Catholic School located in the township of Paeroa. It caters for students from Years 1 to 8. The current roll of 84 includes 16 students who identify as Māori, and seven who are of Pacific descent.

The roll has grown significantly since the last ERO report in August 2015. The current roll includes a high proportion of students with additional learning needs. The school continues to be led by an experienced principal and there have been some changes to the teaching team. There has been a change to the make-up and structure of the board of trustees with a new chairman elected in 2018 and two new proprietor’s representatives appointed.

The mission statement and values are reflected in the special Catholic character of the school. Its mission states that ‘ St Joseph’s Catholic School is committed to providing a caring Catholic environment and developing each child’s full potential grounded in a tradition of excellence whilst equipped to embrace the future.’ 

The school’s strategic aims focus on learning and achievement, special character, and developing a quality learning environment.

The school is a member of the Ohinemuri Community of Learning|Kahui Ako.

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

• reading, writing and mathematics.

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 equitable and excellent outcomes for all of its students. The 2017 achievement information shows that a large majority of students are achieving at or above national expectations in reading, writing and mathematics. This data also shows that Māori students achieved at similar levels to their Pākehā peers in reading and writing. However, there is significant disparity between Māori and Pākehā in mathematics. A large majority of Pacific students achieved at or above national expectations in reading, writing and mathematics.

The school reports that mid-year analysis of 2018 achievement information indicates improved results in reading, writing and mathematics for all groups of students. This analysis also shows that the level of disparity for Māori in mathematics is reducing.

The progress of students with additional needs is reported to the board. These students make appropriate progress in relation to their individual learning goals.

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

The school is accelerating the progress of some Māori and others who are at risk of not achieving.

The school’s 2017 - 2018 achievement information indicates that approximately half of Māori students at risk of not achieving made accelerated progress in mathematics and writing, and a third in reading. Two thirds of other at-risk learners made accelerated progress in mathematics and lower levels of acceleration were identified in reading and writing.

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?

Leaders provide a supportive learning environment. An emphasis on building trust underpins the strong partnerships for learning and relationships within the school community. Clear school-wide expectations guide teaching and learning practices. Student wellbeing is being prioritised, reflecting the school’s special character. Leaders have responded well to the challenges of a rapidly growing roll and an increase in the numbers of students requiring additional support. Professional learning and development has been prioritised to build teacher capability to support positive student outcomes.

A caring and inclusive culture supports learners. Positive relationships between teachers and students and their whānau are evident and reflect the special character of the school. Teachers know their students and families well and there are established routines that contribute to a culture focused on learning. The school accesses external agencies to support the learning of these students. A wide range of classroom-based interventions is in place to support targeted students. Students are increasingly able to set their own learning goals and identify their next learning steps.

Students benefit from a wide range of learning experiences. Teachers use a variety of teaching strategies and positive guidance to provide meaningful learning opportunities. Aspects of the local curriculum incorporate local iwi history. This continues to be strengthened by the provision of te reo and tikanga Māori in the school to support a growing recognition of the communities bi-cultural heritage. An extensive range of opportunities and experiences supports all learners to fully engage and participate in the life of the school.

The experienced board provides sound governance. Trustees work strategically and collaboratively with the principal. They have a focus on student achievement and base resourcing decisions on information provided to them. The board prioritises improving educational outcomes for students.

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

Aspects of internal evaluation need strengthening. Leaders and teachers need to more effectively:

• monitor rates of acceleration for all at-risk learners

• regularly evaluate and report on the effectiveness of teaching programmes, including targeted interventions

• further refine teaching as inquiry to more sharply focus on all students who are under achieving.

3 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.

4 Going forward

Key strengths of the school

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

• a collaborative culture of education and care that enables a learner-centred environment

• a responsive curriculum that engages students in purposeful learning.

Next steps

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

• strengthening targeted planning to improve rates of progress for students to achieve equity for all groups in the school

• internal evaluation that better identifies what is working well for students’ learning and where improvements are needed.

ERO’s next external evaluation process and timing

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

6 December 2018

About the school