St Mary's Catholic School (Putāruru)

St Mary's Catholic School (Putāruru)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within six months of the Education Review Office and St Mary’s Catholic School (Putāruru) 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 

St Mary’s Catholic School is a state integrated school located in the South Waikato town of Putāruru. It provides education for learners in Years 1 to 8.

The strategic priorities of St Mary’s Catholic School (Putāruru) for improving outcomes for learners are:

  • to continue to strengthen community partnerships while striving for excellence in the Marist Tradition 

  • to implement a culturally responsive localised curriculum

  • to grow student and teacher agency

  • to promote the integration of the new religious education curriculum (Te Whakatupu ma te Mātauranga) across all learning areas.

You can find a copy of the school’s strategic and annual plan on the website of St Mary’s Catholic School (Putāruru).

ERO and the school are working together to evaluate the effectiveness of approaches to teaching and learning in mathematics for equity and excellence.

The rationale for selecting this evaluation is:

  • school achievement information indicates the need to reassess the approach to teaching mathematics

  • to build a consistent approach to the teaching of mathematics across the school, to understand and meet the needs of all learners

  • to build an understanding about the progressions of learning in mathematics in the wider school community.

The school expects to see:

  • an enriched and consistently implemented mathematics programme based on learning progressions that meet the needs of all learners

  • a partnership between whānau and school to support learners to have confidence in their approach to learning mathematics

  • excellent and equitable outcomes for all ākonga.

Strengths

The school can draw from the following strengths to support its goal to evaluate the effectiveness of approaches to teaching and learning in mathematics to support equity and excellence:

  • an established and experienced leadership team who are focused on achieving equity and excellence

  • established systems and processes to support change initiatives

  • established formative assessment practices that guide teaching and learning

  • a strong professional network beyond the school with educational leaders who contribute to, and support the school improvement process.

Where to next?

Moving forward, the school will prioritise:

  • building kaiako understanding and use of learning progressions in mathematics and what they look like in action

  • growing learner understanding and use of the mathematics progressions

  • consulting with whānau to determine the best way to further build partnerships for learning in mathematics.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

22 March 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

St Mary's Catholic School (Putāruru)

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of October 2022, the St Mary’s Catholic School (Putāruru), School Board 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 St Mary’s Catholic School (Putāruru), School Board.

The next School Board 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

22 March 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

St Mary's Catholic School (Putaruru) - 06/09/2016

1 Context

St Mary's Catholic School (Putaruru) is located in Putaruru, and is part of St Patrick's Catholic Parish. It caters for students in Years 1 to 8. The school has a roll of 181 children including 54 Māori children. The school operates under a combined board of trustees with Bishop Edward Gaines School in Tokoroa. School leadership and staffing have remained the same since the 2012 Education Review. The school continues to participate in relevant professional learning and development with a particular focus on culturally responsive teaching and learning.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children include 'striving for excellence in the Marist tradition and Catholic faith, as lifelong learners today, for tomorrow's world.' Values of manaakitanga, whānaungatanga, kotahitanga, and aroha are part of the school's shared vision for children, families and the community. The school aims to 'nurture the whole child - academic, spiritual, physical and emotional - 'Ko au, ko rātou - myself and others'.

In 2015, approximately 10 children were identified as achieving below expectation in reading, writing and mathematics in relation to National Standards.

Since 2013, the achievement of Māori children has improved. The school’s achievement information shows that in 2015 nearly all Māori children achieved at and above the National Standards in reading, writing and mathematics. This information also shows that all Māori children achieved at and above National Standards by the end of Year 8. The school uses a range of systems and processes to accelerate the progress of children at risk of under achieving.

For other children, achievement information shows that in 2015 most achieved at and above National Standards in reading, writing and mathematics. The school is able to show that the progress of these children is being accelerated and they are now on track to achieve National Standards expectations by the end of Year 8.

The school has systems in place and uses a wide range of national and class-based assessment tools as well as teachers' ongoing observations and reflections, to make judgements about each students' achievements in relation to National Standards.

Since the last ERO evaluation, teachers have participated in a range of externally and internally facilitated professional development about:

  • a 'Māori Achieving Success as Māori'
  • culturally responsive teaching and learning
  • accelerating children's achievement in literacy and mathematics
  • strengthening parent partnerships in their child's learning
  • the development of an eLearning framework

This school-wide professional learning and development has contributed to a strong commitment and focus on equity and excellence for every child.

3 Accelerating achievement

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

St Mary's Catholic School (Putaruru) is highly effective in achieving equitable and excellent outcomes for Māori children whose learning and achievement need acceleration.

Teachers work effectively in partnership with whānau with the aim of accelerating the progress of their children. Whānau attend assessment meetings held by the school. Leaders effectively communicate with trustees and whānau about Māori children's achievement and progress. This communication allows teachers to plan programmes that address the individual learning needs of each Māori student.

A 'Māori Achieving Success as Māori' action plan acknowledges and values children's language culture and identity. Expected outcomes for Māori children are established and frequently reviewed. Trustees have co-opted Māori representation to promote whānau views and aspirations. School leaders and whānau support the school's cultural 'journey' of integrating the values of the Catholic faith and Māori tikanga. A strong focus for the school is to continue to build responsive cultural capability and contributions of the school community.

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

The school has effective systems in place to track the progress of students year by year. School leaders are able to show the accelerated progress of all children in relation to National Standards. Successful initiatives and interventions support children's achievement and progress.

In the junior school, the Mutukaroa Programme effectively engages parents and teachers in their child's learning. This programme is strengthening the parent and school partnership, and parents' understanding of assessment. Relevant resources are made available for each child, and shared with parents, so they can positively engage in their child's learning at home.

Teachers design culturally responsive programmes and Individual Education Plans (IEPs) that promote a student-centred relationship focused on the child's learning. These plans are designed to accelerate progress and achievement specifically in literacy and mathematics. Teachers use innovative practices and strategies, such as blended eLearning, to engage and accelerate children’s learning particularly in the senior school.

Senior leaders provide relevant student achievement and progress information to assist the board to identify initiatives and make appropriate resourcing decisions.

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's broad and comprehensive curriculum provides children with a wide range of learning opportunities. It is complimented by meaningful extra and co-curricular activities that engage children in learning. It is timely for leaders to review the curriculum to better align its design and implementation with the school's quality practices.

Leadership effectively promotes positive conditions for equity and excellence. Leaders have established high levels of relational trust at every level of the school community. A culture of high expectations for teaching and learning enables teachers to take risks, try new things, and improve their practice.

High levels of engagement by children, parents/whānau and community, has successfully promoted student-centred relationships within the school. A wide range of communication strategies is used to strengthen this engagement. Collaboration and partnerships also extend beyond the school.

The school has well-developed processes to review and evaluate the effectiveness of programmes and initiatives across the school. The school has regularly gathered relevant information from the community that is used well to make decisions and set priorities for ongoing development. A feature of these reviews is the regular involvement of Māori whānau and the contribution they make to the school community. This involvement has resulted in high levels of student achievement and engagement.

The board is committed to strengthening the school's capacity to enrich and accelerate children's learning pathways. Trustees are effectively resourcing programmes and initiatives throughout the school that are focused on equity and excellence. Trustees receive detailed information about student achievement and scrutinize the work of the school in order to make decisions that improve outcomes for children.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

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.

Factors that contribute to the school being very well placed to achieve and sustain equitable outcomes and high levels of student achievement and engagement are:

  • effective professional leadership, relational trust and distributed leadership, which has established good conditions for equity and excellence
  • Māori learners who are actively engaged in their learning and are experiencing success
  • a school culture that enables a collaborative approach in building teacher capability to develop cultural responsiveness and meet each child's identified needs
  • a coherent and rich school curriculum
  • effective partnerships for learning with parents resulting in high levels of Māori children's engagement and achievement.

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

Leaders at St Mary's Catholic School need to continue to systematically collate and analyse data over time. This should enable trustee's to continue understanding and scrutinising achievement data to make appropriate decisions for accelerating those children at risk of underachieving. 

Lynda Pura-Watson

Deputy Chief Review Officer

6 September 2016

About the school

Location

Putaruru

Ministry of Education profile number

1957

School type

Full Primary (Years 1 to 8)

School roll

181

Gender composition

Boys 52% Girls 48%

Ethnic composition

Pākehā

Māori

Other

56%

30%

14%

Review team on site

June 2016

Date of this report

6 September 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

January 2012

February 2009

February 2006

St Mary's Catholic School (Putaruru) - 25/01/2012

1 Context

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

St Mary’s Catholic School (Putaruru) caters for students in Years 1 to 8 in the context of the Marist tradition. The school’s special Catholic character is clearly evident in its vision and values and underpins all aspects of school life. At the time of this ERO review, in November 2011, the school’s roll was 193, of whom 54 identify as Māori. The board of trustees continue to provide joint governance for St Mary’s and another Catholic school in Tokoroa. Partnerships with parents and the wider community are well established and support ongoing school development.

Since the previous review, leadership and staffing have remained consistent. Teachers have undertaken extensive professional development, using external expertise in literacy, mathematics and e-learning. A strong feature of the school is the high levels of students engagement in class programmes. Strong tuakana-teina relationships among students are clearly evident.

The school has a positive ERO reporting history.

2 Learning

How well are students learning – engaging, progressing and achieving?

Student achievement information for 2011, shows that a significant majority of students achieved above national comparisons in reading and mathematics. The school reports that most students achieved at or above national expectations in writing. This data indicates that many students made better than expected progress over the course of the year in these areas. The same information shows that Māori students achieved at similar levels to their non-Māori peers at the school.

The school uses a range of appropriate assessment tools to monitor student progress and achievement in aspects of literacy and mathematics. This information is used by school leaders to develop achievement targets, monitor the progress of individuals and groups of students, and to inform decision-making.

Teachers use assessment information to group students for instruction and to monitor their progress and achievement. Some teachers are effectively using assessment data to inform their programme planning to meet the individual needs of students. School leaders are aware that there is a need to develop greater consistency in this practice, and are actively working towards this outcome.

The school has reported to parents in relation to the National Standards in reading, writing and mathematics. School leaders have identified the need to further refine these reports by simplifying the format and language used.

How well does the school promote Māori student success and success as Māori?

The school is providing learning opportunities and activities that promote the well-being and sense of belonging for Māori students. This includes the implementation of a sequential te reo and tikanga Māori programme, and a strong Māori dimension within the school’s religious education programme. A school performing kapahaka group provides opportunities for senior students to develop and share their skills and expertise with the wider community. Partnership with Māori families is being strengthened through a whānau support group, which gives whānau an opportunity to share their views and aspirations.

3 Curriculum

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

The school’s curriculum effectively supports students’ learning and engagement. It places emphasis on the development of the whole student through the school’s special Catholic character, extensive opportunities for participation in sporting and culture events, and a commitment to high levels of academic achievement. Senior students have many opportunities to develop their leadership skills and play an important role in mentoring their younger peers.

Students benefit from the school’s strong focus on literacy and mathematics and having increased access to e-learning. Appropriate support programmes are implemented for students with identified learning needs. The school’s curriculum statement provides teachers with clear and useful guidelines for literacy and mathematics teaching and learning. The next step in the development of the school’s curriculum is to identify specific learning pathways for students in other subject areas.

Teachers work together in the best interests of students. They use a range of effective strategies including the use of authentic contexts to engage students in learning. Students benefit from learning in well-organised and resourced teaching environments.

Parents and students spoken to by ERO expressed their strong appreciation for teachers' commitment to providing the widest possible range of opportunities for students outside of the regular class programme.

4 Sustainable Performance

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

The school is very well placed to sustain and improve on its performance. Key factors that contribute to ongoing sustainability include:

  • Highly-effective governance from an experienced board of trustees
  • high-quality leadership that strongly reflects and promotes the school’s values
  • a strong sense of support for the school from parents and wider community
  • wide-ranging, well-embedded and high-quality self-review practices
  • high levels of staff commitment to supporting the school’s vision and values.

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
  • 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 four-to-five years.

Makere Smith

National Manager Review Services

Northern Region (Acting)

25 January 2012

About the School

Location

Putaruru

Ministry of Education profile number

1957

School type

Full Primary (Years 1 to 8)

Decile

4

School roll

193

Gender composition

Girls 56%

Boys 44%

Ethnic composition

NZ European/Pākehā NZ

Māori

Chinese

South East Asian

Other Asian

Other

65%

28%

2%

2%

2%

1%

Review team on site

November 2011

Date of this report

25 January 2012

Most recent ERO report(s)

Education Review

Education Review

Education Review

February 2009

February 2006

February 2003