St Francis Xavier School (Tawa)

St Francis Xavier School (Tawa) - 28/05/2019

School Context

St Francis Xavier School is a state integrated school in Tawa that caters for an increasingly ethnically diverse population. Of the roll of 155, the two largest groups are Asian and Pākehā. Pacific and Māori students make up approximately one third of enrolments. A significant number of students and families are English language learners.

The school’s valued outcomes for learners are for them to experience educational success and achievement and be part of a welcoming, nurturing and safe environment. The vision is aligned to the values of the Brigidine sisters to provide a Catholic environment where children will be encouraged to develop their spiritual, academic, physical and social potential through strength and gentleness, tu māia, tu aroha. The school is part of the Catholic community of the parish of Our Lady of Hope.

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

  • achievement of students in reading, writing and mathematics
  • attendance
  • religious education.

Ongoing externally provided professional learning and development (PLD) in e-Learning has supported teachers to explore new approaches to teaching and learning.

The school is a member of the Tawa Kāhui Ako.

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?

Most students continue to achieve at or above curriculum expectations in reading, writing and mathematics. In 2018 nearly all children achieved expectations. Māori students achieve well in all three areas and Pacific students achieve well in literacy.

In 2018, disparity between Māori and other groups was reduced in reading and there was improvement for boys in writing. Disparity still exists for boys in writing and for some Pacific learners in mathematics. Achievement targets for 2019 are to accelerate the progress of those students not achieving at or above the curriculum level and to continue to reduce the number of boys achieving below in writing.

Good systems are in place for identifying, supporting and monitoring the progress of learners with additional needs. Staff have a collaborative approach to supporting students through the team of teacher aides and a range of external agencies. Reporting of outcomes and effectiveness of provision for the group of English language learners is a next step.

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

At all levels of the school, there is a clear focus on accelerating the progress of students who are achieving below curriculum expectations.

The majority of Māori students at risk make accelerated progress in reading and mathematics. There is evidence of other students at risk also making accelerated progress.

More clearly reporting the rates of progress for groups of learners during the year in relation to specific targets should assist in better recognising and promoting acceleration for equitable outcomes.

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?

There is a strong emphasis on building leadership and teacher capability and developing a shared vision for teaching and learning. Schoolwide PLD and the sharing of practice is helping to establish a clear direction for curriculum development and improvements. This is promoting consistency of practice and providing teachers with purposeful strategies to achieve equitable and excellent outcomes for learners. Teachers reflect on their practice and identify successful strategies for accelerating learning.

Leaders work collaboratively to promote collective action in relation to school priorities. They foster a culture of relational trust which enables teachers to explore new ideas and be innovative in their practice. Leaders are well supported to learn about and undertake their responsibilities.

Good processes for gathering, analysing and reporting assessment information help teachers, leaders and trustees to:

  • identify the needs of learners
  • inform planning for teaching and learning
  • track and monitor progress and achievement of learners at risk and set priorities for action
  • make decisions about allocation of resourcing.

Students are well supported to be confident and successful learners. Positive, deliberate teaching supports their participation and engagement. There is increasing support for students to know, talk and make decisions about their learning. Environments foster collaborative learning relationships. Teachers know their students well and provide responsive support to promote their learning.

Cultural diversity is valued and celebrated and teachers are supporting children to make meaningful connections to their cultural identities. Community networks and resources are well used to support innovation, enrich the curriculum and support children’s learning pathways. Teachers should continue to develop two-way learning partnerships with families to enhance learning.

Trustees focus on sustaining and promoting improvement and reflect on the effectiveness of their practice. They receive good information about achievement, curriculum and school operations. The board is supportive of leaders and teachers and provides responsive funding to promote equitable outcomes. Well-analysed survey information has been used to inform priorities for improvement, including a focus on promoting students’ wellbeing and partnerships with families.

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

More specific reporting of the rates of progress for at risk learners is needed to better show acceleration in relation to targets.

Continued development of the curriculum should better reflect the vision for culturally responsive teaching and learning and community aspirations for learners, especially for Māori and Pacific families.

Ensuring there is a clear process for robust internal evaluation aligned with strategic priorities, is needed to identify the effectiveness of actions and practices in promoting positive student outcomes and to guide decision-making for improvement.

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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Francis Xavier 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.

5 Going forward

Key strengths of the school

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

  • schoolwide professional learning opportunities and a culture of relational trust that support improvement
  • effective processes for gathering, analysing and reporting assessment information that informs priorities for teaching
  • teachers’, leaders’ and trustees’ knowledge of students that supports their responsive action for promoting students’ learning.

Next steps

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

  • more specific reporting of acceleration in relation to targets
  • continued development of the curriculum to better reflect a shared vision for teaching and learning
  • establishing a clear process for robust internal evaluation aligned with strategic priorities, to identify the effectiveness of actions and practices and guide improvement.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

28 May 2019

About the school

Location

Wellington

Ministry of Education profile number

3007

School type

Contributing Primary (Years 1 to 6)

School roll

155

Gender composition

Girls 54%, Boys 46%

Ethnic composition

Māori 12%
Asian 35%
NZ European/Pākehā 30%
Pacific 20%
Other ethnic groups 3%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

28 May 2019

Most recent ERO report(s)

Education Report October 2014
Education Report October 2010

St Francis Xavier School (Tawa) - 14/10/2014

Findings

St Francis Xavier School provides good quality, holistic education underpinned by its Catholic character and cultural diversity. Students achieve well. The curriculum fosters students’ self confidence and sense of social responsibility. They benefit from the school’s high expectations and effective teaching. Self review sustains and improves performance.

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

1 Context

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

St Francis Xavier School is a state integrated primary school in Tawa. At the time of this review 193 students were on the roll and 11% identify as Māori, 18% as Pacific and 27% as Asian. The roll continues to grow and includes increasing numbers of English language learners.

The principles of the Treaty of Waitangi are embedded in the school's culture. The whakatauki ‘Tu Maia, Tu Aroha – Strength and Gentleness’, underpins all teaching and learning. Well established values and special Catholic character are strongly evident across all aspects of school life. A welcoming and inclusive environment is provided that reflects students' diverse cultural identities.

The focus on service and stewardship encourages students to care for others. Students have many opportunities learn in an environment in which they are supported to develop their spiritual, academic, service, social and physical potential.

There is a strong sense of the school working as a community of learners. Responsibility for holistic student learning is shared. A high level of parent partnership and community involvement and support is evident.

The board and senior leaders responded positively to the October 2010 ERO report. The school has a good reporting history with ERO.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

School leaders, teachers and trustees use achievement information effectively to promote student engagement, progress and achievement.

The majority of students achieve at and above in relation to National Standards in reading, writing and mathematics. Māori students achieve at a similar level to their peers. Senior staff are aware that Pacific students achieve lower in mathematics.

Teachers identify student learning needs well. Detailed analysis of achievement information informs planning and teaching, and the setting of schoolwide targets for improvement. Trustees receive regular in-depth reports about progress. They have a good understanding of trends and patterns over time. High expectations and a shared responsibility for raising the achievement of all students are evident.

The principal regularly discusses assessment information with teachers. This supports them make sound judgements in relation to National Standards. Senior leaders and teachers plan to extend the robust moderation practices in writing to mathematics and reading.

A wide range of good interventions support students’ learning and parents’ involvement as first teachers. Deliberate home-school partnerships support collaboration in students’ engagement, and increased progress. Parents have a variety of opportunities to discuss their children’s learning and achievement in relation to the National Standards. Teachers provide them with useful and timely information about their children’s progress.

3 Curriculum

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

The curriculum effectively promotes student learning and wellbeing. It balances being responsive to students’ interest and strengths while being strongly linked to the school’s special character and cultural diversity. It appropriately integrate the values and key competencies of The New Zealand Curriculum.

Staff have high expectations of students as capable, competent learners. Students experience learning within an inclusive environment that supports diversity and leadership. They know what it means to be a learner at St Francis Xavier School. They are highly engaged and talk confidently and knowledgeably about their learning.

The school has inclusive, responsive systems and practice to support students with special talents and learning needs. Students are involved in a wide range of learning activities in the school and in the wider community. A strong focus on service and stewardship is an integral part of school life. The school works in partnership with families and community to broaden students’ learning experiences.

A deliberate focus on strengthening partnerships with parents of Pacific students has contributed to:

  • increased aiga involvement in their children’s learning
  • improving student engagement
  • a developing sense of belonging and identity.

Teachers actively inquire into the impact of their teaching on learning. They work collaboratively with colleagues to share strategies likely to accelerate progress and provide best outcomes for students. School leaders acknowledge that more deliberately aligning Registered Teacher Criteria with these inquiry processes should further strengthen overall teacher effectiveness.

A well-considered plan informs the direction and ongoing provision of information and communication technologies (ICT) across the school. These are used to supplement teaching, learning and assessment. Teachers support students in using ICT well to enhance their learning and share what they learn with others.

How effectively does the school promote educational success for Māori, as Māori?

St Francis Xavier School effectively promotes educational success for Māori students as Māori. Teachers give priority to building strong relationships with whānau and acknowledge the strength of whānau in supporting their children. Māori students continue to experience high levels of achievement and success.

Trustees and school leaders have consulted with whānau and iwi to determine plans for raising Māori students' achievement. This has resulted in the development of a strategic plan which outlines agreed priority areas. The school actively seeks and uses skills and knowledge of Māori whānau to support staff and students. A strong kapa haka programme supported by the Māori community encourages opportunities for student leadership.

School leaders and trustees demonstrate a strong commitment to further developing culturally responsive practices for Māori. Staff continue to be supported to develop their use of te reo Māori and understanding of te ao Māori.

4 Sustainable Performance

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

The school is very well placed to sustain good practice and continue to raise the achievement of its students. There is clear alignment between school systems, processes, practices and operation.

School leaders, teachers and trustees are improvement focused. The principal provides good information to the board that informs decision making, target setting and resourcing. Trustees have a clear understanding of their governance role. They have consulted with the school community to develop the strategic plan.

Self review is used well to sustain and improve the school’s performance. The board and school leaders have an ongoing cycle of robust self review that:

  • identifies priorities for improvement
  • develops and implements action plans
  • monitors progress against annual plan goals.

Senior leaders acknowledge that incorporating more questions about impact and effectiveness during self review would strengthen existing processes.

The leadership team, actively led by the principal, connect positively with students, teachers and families. Leadership capacity is built through use of teacher strengths and interests.

Performance management and appraisal support improvement. Teachers’ and leaders’ development goals are aligned to school priorities and supported by targeted professional learning and development.

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

St Francis Xavier School provides good quality, holistic education underpinned by its Catholic character and cultural diversity. Students achieve well. The curriculum fosters students’ self confidence and sense of social responsibility. They benefit from the school’s high expectations and effective teaching. Self review sustains and improves performance.

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

Joyce Gebbie

National Manager Review Services Central Region

14 October 2014

Image removed.About the School

Location

Tawa

Ministry of Education profile number

3007

School type

Contributing (Years 1 to 6)

School roll

193

Gender composition

Female 52%, Male 48%

Ethnic composition

Māori

NZ European/Pākehā

Asian

Pacific

Other ethnic groups

11%

40%

27%

18%

4%

Special features

Integrated Catholic school

Review team on site

August 2014

Date of this report

14 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2010

July 2007

December 2004