Findings
The school has made sufficient progress in relation to priorities identified in this report and will transition into the School’s Evaluation for Improvement process.
1 Background and Context
What is the background and context for this school’s review?
St Joseph’s School, located in Hāwera Taranaki, provides education for students in Years 1 to 8. It is an integrated Catholic school adjacent to the Hāwera Catholic parish church. The school’s roll of 251 children includes 29 Māori. A new principal started at the school in Term 1 2021.
The school has been involved in a longitudinal evaluation with ERO since the end of 2019 to support school progress and development.
ERO’s evaluations of progress have involved meetings with the principal and deputy principal, the board of trustees, parents, teachers, and the Limited Statutory Manager (LSM).
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
The priorities for improvement identified in the 2019 ERO report were to:
- continue to implement effective systems and processes for sustainable, improvement-focused school operation
- establish school-wide achievement information that is dependable, consistent and well analysed to promote a more deliberate and responsive approach to achieving equity and excellence
- ensure that robust, consistently implemented processes to support building teacher capability are embedded
- develop a shared understanding and use of internal evaluation.
Additionally, several compliance issues were identified.
Progress
School leaders and trustees are implementing processes that contribute to positive change and improvement in the school. A strong platform is now in place. This platform provides the school with a solid foundation to support planned development.
Relational trust within and amongst the school community is much improved. This is helping the school maintain its focus on teaching and learning.
The board of trustees has consulted with its community to develop a new school charter. The charter clearly identifies achievement targets and achievement information is now shared with the board.
Assessment systems have been substantially strengthened. Assessment information is now used to promote a more deliberate and responsive approach to achieving equity and excellence. Systems support teachers with a consistent approach which is steadily building assessment capability.
More reliable assessment information is used to identify children with learning needs. Target students are identified, their progress is regularly reviewed and, where needed, children are supported with appropriate additional resource. Reporting of achievement information for all students can now be reliably shared with the community. Over time, this information can be used to track the progress of each learner helping the school to better target resources for learning.
Classroom observations show deliberate acts of teaching are contributing to purposeful learning. Children are able to articulate what they are learning and why. They can talk about their learning goals and progress. Learning environments support a diverse range of learner needs and teachers use a range of relational teaching approaches. A positive tone is evident across the school.
Trustees bring a range of expertise and knowledge to their positions and seek opportunities to further develop their governance capabilities. They understand their roles, obligations and responsibilities. Trustees remain committed to governing the school in the best interests of children. Previous compliance issues have been resolved.
A board workplan has been established that will continue to support the organised and systematic review and evaluation of a range of school systems and processes. The board maintains a clear focus on current charter priorities.
A culture of evaluation is developing within the teaching team. More robust assessment evidence is influencing teaching decisions. Embedding the teacher growth cycle should help to develop this disposition further.
Key next steps
- continue to strengthen home-school partnerships to genuinely support learner outcomes
- further embed a consistently understood, school-wide approach to teaching and learning
- nourish and sustain partnerships with iwi.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school has the ability to sustain and improve its performance. Useful systems and processes have strengthened responses to the individual needs of learners.
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
- school policies in relation to meeting the requirements of the Children’s Act 2014.
Conclusion
The school has made sufficient progress in relation to priorities identified in this report and will transition into the School’s Evaluation for Improvement process.
Shelley Booysen
Acting Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
6 December 2021
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.