Findings
The school's Catholic character underpins the positive culture, curriculum learning and shared values. Most students, including Māori learners achieve well. Māori students' culture, language and identity are evident in practice. Inclusive practices support the learning of students identified with additional and complex needs. School leaders continue to strengthen internal evaluation and inquiry.
ERO is likely to carry out the next review in three years.
1 Context
What are the important features of this school that have an impact on student learning?
St Anne’s School is a state integrated school in Whanganui for students in Years 1 to 8. Of the 270 students enrolled, 27% identify as Māori. There are a small number of Pacific learners. The Catholic special character is an integral part of students' life and their daily learning.
The school environment is welcoming and inclusive of students, families and whānau. Individual pastoral needs are well met. Shared values are evident in practice.
Senior students enthusiastically participate in school leadership. These roles are valued and contribute to the positive culture of the school.
The school is involved in three Ministry of Education initiatives. Staff are in their third year of implementing Positive Behaviour for Learning (PB4L). In 2015, a mathematics support programme has been introduced. The Reading Together initiative is providing opportunities for parents and whānau to develop skills to extend student reading at home.
The school has a positive reporting history with ERO. Leaders, teachers and trustees have responded purposefully to the areas for development identified in the previous 2012 ERO report.
2 Learning
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Processes continue to be strengthened to target achievement and promote improved internal evaluation.
Reported National Standards achievement in reading, writing and mathematics at the end of 2014 showed most students, including Māori learners, achieved well. Staff reflect on data during the year. Mid-year achievement showed most students on track to meet the National Standards in priority curriculum areas at the end of 2015. Data shows raising boys' achievement in writing is an ongoing priority for the school.
Leaders suitably track, monitor and discuss student progress and achievement. A useful process has been developed to assist leaders in providing analysis and commentary on next steps for students identified for targeted learning in classrooms. This process has potential to enable leaders to assist teachers in meeting the needs of individual students and for improving reporting to trustees in relation to targets.
Annual achievement targets are developed by leaders and trustees. These show groups requiring improved achievement to meet the National Standards and actions to accelerate progress. Aligning these actions clearly to the needs of learners should enable leaders and trustees to better evaluate student outcomes.
Teachers gather an appropriate range of assessment information to establish achievement levels and determine progress. Collaborative discussion between teachers is increasing their collective capability to use data effectively for teaching and learning.
Staff continue to build their understanding of student learning progressions. External moderation with another local school assists teachers to make reliable overall teacher judgements about students' achievement in relation to National Standards.
Parents receive useful and informative written reports. These support the knowledge of their child’s progress and achievement, and how learning can be assisted at home. Opportunities for conferencing between the teacher, student and parent encourages shared goals for next learning steps. A survey at the beginning of the year is used to gather each child's goals and aspirations. The option of a follow up interview between parents and the teacher in the first month of school usefully promotes the sharing of information to support learning during the year.
3 Curriculum
How effectively does this school’s curriculum promote and support student learning?
The school curriculum successfully promotes positive outcomes for students.
The St Anne’s School vision and values are shaped by the school's Catholic character and clearly demonstrated by staff and students. Students are well engaged in curriculum experiences. They participate in a range of sporting, cultural and academic activities to promote their positive achievement and participation at school.
Priorities in religious instruction, literacy, mathematics, the arts and physical education are well supported.
Curriculum practice demonstrates culturally inclusive practices for Māori learners. Students participate in relevant contexts reflective of their cultural background and iwi heritage.
Recently the school has developed curriculum statements in social science and mathematics. Considering the work to date in these areas, it is now time for teachers to collaboratively document their teaching beliefs and expectations of effective practice in priority curriculum areas. Developing agreed statements, aligned to the intent of The New Zealand Curriculum, should inform a common understanding of effective practice and could be used as a framework for review.
Digital technology is increasingly part of students' experience in Years 7 and 8 to promote their learning. The school is seeking, in time, to extend the use of digital technologies across the school at relevant levels.
The principal demonstrates a clear understanding of teachers’ strengths and areas for ongoing development. Processes to build teacher capability continue to be strengthened to support consistently effective practice across the school.
Appraisal of staff has been strengthened. Goals are aligned to school priorities and specific aspects for individual teacher development. Regular reflection is encouraged. Teachers are beginning to consider strategies and examples of classroom practice that promote improved outcomes for students. School leaders continue to develop teachers’ collective understanding of the evidence required in demonstrating the Practising Teacher Criteria.
A formal process has been introduced to guide teachers’ inquiry into their practice. Useful prompts and questions in this framework support them to reflect on individual student outcomes and focus their thinking on strategies to lift achievement and engagement in learning. As this process becomes more familiar for staff, evaluation of their own practice is likely to strengthen.
The school is highly inclusive of students with additional or complex learning needs. Planned learning recognises student strengths, promoting curriculum adaptation to meet the needs of individuals. Information shared with parents and families is relevant and meaningful to the emerging and developing needs of learners.
The Special Education Needs Coordinator demonstrates highly reflective practice. Strategies and practices to meaningfully include students with additional learning needs are suitably shared and acquired through involvement in a professional network. The principal and trustees provide appropriate support. Increasing the commentary to trustees related to student achievement should support review of their resourcing.
How effectively does the school promote educational success for Māori, as Māori?
The school’s curriculum is responsive to Māori students’ culture, language and identity. Whānau are valued in the school and their knowledge is valued in the curriculum. External professional support has contributed to developing the leadership of students and staff, leading to culturally responsive practices. Understanding of local kawa and reo are evident in contextual learning experience. Shared beliefs have shaped the implementation of Tātaiako: Cultural Competencies for Teachers of Māori Learners to match local contexts and cultural practices in the school.
4 Sustainable Performance
How well placed is the school to sustain and improve its performance?
The school is well placed to sustain and improve its performance. Leaders and teachers continue to strengthen and implement processes to promote further improvement and development of internal evaluation.
Trustees represent and serve their community. They work collaboratively with school leadership to set a shared vision and agreed values as part of their strategic intent and special character. Regular discussion provides reflection against annual goals and considers future priorities. Training to develop governance practice is undertaken and ongoing as required as trustees develop their capabilities. Developing specific actions against priorities established in the annual plan should assist trustees to strengthen internal evaluation.
Parent, families and whānau are valued as contributors to providing positive outcomes for students. Formal and informal opportunities are available to share information about students. Staff know children and their families well. The school is seeking to modify how they gather information from parents, families and whānau and increase the level of response.
Increasing inquiry into practice, extending the use assessment information and building the capability of teachers and leaders across the school are well considered next steps for the school. As these priorities are further introduced and capability developed, it is timely for all staff to develop their collective knowledge and use of internal evaluation in determining ongoing improvement.
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
The school's Catholic character underpins the positive culture, curriculum learning and shared values. Most students, including Māori learners achieve well. Māori students' culture, language and identity are evident in practice. Inclusive practices support the learning of students identified with additional and complex needs. School leaders continue to strengthen internal evaluation and inquiry.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
15 January 2016
School Statistics
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Location
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Whanganui
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Ministry of Education profile number
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2447
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School type
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Full Primary (Years 1 to 8)
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School roll
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270
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Gender composition
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Female 58%, Male 42%
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Ethnic composition
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Māori
Pākehā
Pacific
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27%
72%
1%
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Special features
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Special Catholic character, state integrated
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Review team on site
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November 2015
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Date of this report
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15 January 2016
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Most recent ERO report(s)
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Education Review
Education Review
Education Review
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November 2012
October 2009
February 2008
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