Reignier Catholic School

School Context

Reignier Catholic School, in the Napier suburb of Greenmeadows, has children in Years 1-6. At the time of this ERO evaluation, the roll of 188 students includes 25 who identify as Māori and 38 from a wide range of other ethnic groups. There are four international students attending.

The special Catholic character is upheld through the values of excellence, integrity, justice, community and respect. Manaakitanga and whanaungatanga promote positive relationships in the school and with whānau.

Since the August 2016 ERO evaluation a new principal was appointed. There have been new staff appointed and developments in the way leadership is distributed across the school. Changes in trustees and proprietors’ representatives on the board have recently taken place.

Annual achievement targets are to increase the number of students achieving at or above the curriculum level in reading, writing and mathematics.

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

• reading, writing and mathematics.

The school’s special character has been a major focus for staff development. All teachers are completing papers to strengthen faith and knowledge. Leaders and teachers have engaged in several professional and learning opportunities across a range of curriculum areas.

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?

School achievement information shows consistently positive outcomes for students in literacy and mathematics, as overall most students achieve to expectations across reading, writing and mathematics.

School reported achievement information at the end of 2018 identifies that almost all Māori students achieved at or above curriculum expectations in reading and mathematics, with most achieving at and above in writing.

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

The school effectively identifies, plans for, implements strategies and monitors the progress of those students whose learning needs accelerating in reading, writing and mathematics. Most students who the school identified in 2018 for acceleration in writing did so. Less than half identified for reading and mathematics had learning accelerated. Leaders recognise that moving students to achieve above expectation is an ongoing focus.

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?

The school has a coherent approach to raising student achievement and promoting equity and excellence. Trustees, leaders and teachers have a strong focus on, and a collaborative approach to, improvements to support student’s learning, progress and achievement. Assessment information for reading, writing and mathematics is used well to progress student learning.

The school is clearly focused on student wellbeing and their success as learners. Children identified with additional learning needs are provided with a range of resources to assist them to achieve success. There is a collaborative approach to raising the achievement of all students. Consultation with parents assists leaders, teachers and trustees to determine what is important for students. The parent community contributes to decision making in a range of contexts. They are well informed about school developments.

Trustees demonstrate a good understanding of their stewardship role. Trustee strengths and skills are valued and contribute to building their collective capabilities. Reporting from teachers and leaders ensures trustees are well informed about student achievement when making resourcing decisions.

The school’s continual focus on developing good practice to support Māori learners’ education as Māori is evident in the positive outcomes for these students. The Māori Achievement Collaborative plan provides a base for the school to support Māori success as Māori, so that students can reach their potential in all areas of school. Positive engagement with whānau supports students’ learning. Professional learning is aligned to the ongoing building of teachers’ capacity and capability, with a current focus on strengthening engagement with whānau.

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

The school has yet to clearly define the valued outcomes for students at Reignier Catholic School in relation to the breadth of the curriculum. The current curriculum requires updating and refreshing to reflect how children will become confident, connected, actively involved, lifelong learners as encapsulated through The New Zealand Curriculum. Leaders, staff and trustees need to consider how students will have learning opportunities to experience the breadth of the curriculum. Consideration must be given to how the curriculum can be personalised and localised to reflect what is important at Reignier Catholic School.

The strategic plan and curriculum are aspects of operation that need updating and refreshing to reflect the school’s direction. Integral to this is the use of internal evaluation to drive improvement and assist trustees, leaders and teachers to assess what is and is not working for students’ learning, acceleration, progress and achievement.

3 Other Matters

Provision for international students

The school is a signatory to theEducation (Pastoral Care of International Students) Code of Practice 2016(the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were four international students attending the school.

International students’ welfare needs are well supported, and they benefit from an inclusive environment. They participate in a range of cultural and sporting activities at the school and in the wider community.

4 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 Children’s Act 2014.

Areas for improved compliance practice

To improve compliance practice, the board of trustees should strengthen processes around the review of policies and procedures to ensure all current requirements are met. The school should prioritise reviewing:

• the appointments policy
• the child protection policy to meet the requirements of the Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Reignier Catholic School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

• shared direction and partnership of the board and leadership, informed by community consultation, that focuses on student achievement, wellbeing and community involvement
• identifying students’ learning needs, that enables appropriate individual support to achieve equitable outcomes
• direction setting by the board of trustees, that establishes goals for student achievement and closely monitors progress.

Next steps

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

• curriculum development so that students have a breadth of learning opportunities
• use of evaluation to determine the effectiveness of change and innovation on students’ learning and to adapt practices accordingly.

Phillip Cowie

Director Review and Improvement Services

Central Region

1 August 2019

About the school

1 Context

Reignier Catholic School is a state integrated primary school in Napier, for students from
Years 1 to 6. The school roll of 219, includes 32 students who identify as Māori and three international students.

The special Catholic character is upheld through the values of excellence, integrity, justice, community and respect. Manaakitanga and whanaungatanga promote positive relationships in the school and with whānau. Students are confident in who they are and have a strong sense of belonging.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children, are for an outstanding education achieved through virtue and knowledge in a Catholic community. This will be realised through students:

• participating fully in an active, supportive Catholic culture with many opportunities to live in the Catholic faith
• being recognised and celebrated as a successful learner
• succeeding through a culture of learning, empowerment and leadership
• participating in vibrant learning opportunities as active engaged learners
• being supported by excited committed teachers, peers and whānau
• being flexible, resilient learners, open to change and risk taking.

The school’s achievement information shows that most students achieve at or above in relation to National Standards in reading, writing and mathematics. Māori students achieve slightly above that of their peers. Senior leaders have identified the need to focus on improving writing across the school and further supporting girls in mathematics.

There are strong moderation processes with a robust school wide understanding of assessment to form judgements against National Standards.

Since the previous ERO evaluation the school has been developing:

• depth and purpose in teaching as inquiry
• a school wide approach to sharing data about students with learning needs
• appraisal as a self-driven improvement focused approach, including the coaching model
• understanding of Tātaiako: Cultural Competencies for Teachers of Māori Learners. 

3 Accelerating achievement

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

The school effectively responds to Māori children whose learning needs acceleration.  Leaders and teachers identify improvement targets at the end of the year, for the following year. A wide range of assessment tools are used to form appropriate judgements. Information supports programme planning, initiatives and interventions, both in class and out of class, to improve students' learning.

Data is shared across the school so leaders and teachers can regularly discuss strategies and ideas to best meet the needs of students. Individual achievement is monitored and tracked at class level. Students whose achievement levels signal that they are at risk of poor educational outcomes are identified on data walls.  This information is used by staff to more closely monitor and intensively scrutinise progress, in school wide literacy and mathematics teams.

Te Whānau Tautoko o Reihana hui occurs annually with interested Māori parents and whānau. Data is shared and discussed. Opportunities, experiences and strategies for students are identified, reflected on, and planned.

School leaders have identified that developing this cultural approach, including continuing to seek external and whānau support, is a priority. Clearly identifying and articulating the intended outcomes for Māori students achieving success as Māori, should help to better evaluate the effectiveness and impact of activities. This should also help to further strengthen the approach across the curriculum.

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

Teaching as inquiry is used well by leaders and teachers to recognise effective changes to practice. The process continues to strengthen as the understanding and consistency in application is embedded. Clearly articulating the expected results, in line with research, would strengthen the evaluative aspect and identify the direct impact on outcomes for students. 

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 trustees bring a wide range of expertise to their roles. They are community focused and plan strategically. Relationships between members of the board and the principal are based on trust, integrity and openness. Student achievement data is routinely shared with the board twice each year. Reporting should be further strengthened by sharpening the board's focus on target students.  Setting and evaluating more robust targets should provide more useful information about the impact of resourcing on students most at risk.

Senior leaders are improvement focused. They have built a collaborative team across all staff. A coherent approach to professional learning and practice is highly evident. Leaders model expected practice through a unified approach. They focus on building capability and collective capacity in evaluation and inquiry for sustained improvement and innovation.

Parents, whānau and the community are well informed and highly supportive of events, celebrations and the spiritual foundations of the school. A well-considered transition process is highly evident to support students entering the school, moving through and on to further education.

The school focuses on strengthening learning centred relationships with families. The school has identified the need to further integrate te ao Māori across the curriculum. Whānau books are successful in articulating students' interests, needs and whakapapa. Sharing personal knowledge contributes to a community of learners in each class. Building on this approach to inform the wider school curriculum should support a more authentic integration of place-based teaching and learning.

Leaders and teachers have focused on building students' self-management skills. Consistent learning frameworks, based on the values of Reignier Catholic School, are highly evident. Students understand how well they are learning and their next steps for improvement.

Students participate and learn in a caring, collaborative and inclusive learning community. Holistic wellbeing and development is promoted, nurtured and given priority. Teacher aides support the learning process well.

Teachers' professional learning and development aligns with strategic direction to enhance outcomes for learners. There is a growth mindset for staff, emphasised through the well-considered approach to change. Appraisal has been reviewed and strengthened to be more improvement focused and driven by the individual teacher.

A comprehensive approach to evaluation is beginning to more robustly inform change. Extending and embedding this practice should further strengthen knowledge of impact, to sustain improvement and innovation.

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.

ERO is likely to carry out the next review in three 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
• provision for international students.

7 Recommendation

ERO recommends that trustees, leaders and teachers strengthen internal evaluation to sustain and enhance development. 

Joyce Gebbie
Deputy Chief Review Officer Central

12 August 2016

About the school