Summary
At the time of this external evaluation 118 students were enrolled at St Michael’s School. Eight identify as Māori and 101 as Pacific. Most students enter with low early literacy and numeracy knowledge. Approximately a third of the roll is English Language Learners (ELLs).
Since the 2014 ERO evaluation, new trustees have been elected and a new principal started in term 4, 2016. The co-assistant principals/directors of religious studies acted in the principal’s role in term 3, 2016. Staff members are long serving and know the students and their families well.
The school’s National Standards data over the last few years shows fluctuations in progress as children move through year levels, with disparity between boys and girls. Annual targets have been set to accelerate boys’ achievement, with some positive outcomes.
Teachers have undertaken professional learning and development related to: literacy and numeracy with a focus on the achievement of boys; Pacific cultures; positive behaviour for learning; ELLs; and the use of information technologies.
How well is the school achieving equitable outcomes for all children?
Most students make good progress, with examples of accelerated progress for some over time. Teachers clearly identify and plan targeted programmes for those below National Standards. Early intervention is promoted with very good provision for students requiring additional learning support, including ELLs, and those with high needs.
At the time of this ERO review, 74% of the students were at or above National Standards for reading, 70% for mathematics and 64% for writing. School leaders are aware of the need to strengthen moderation to ensure greater reliability of National Standard information.
Trustees plan to gain better knowledge about their role and responsibilities. The school’s curriculum requires reviewing and further developing to ensure it meets the diverse needs of learners.
The school agrees to:
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develop more targeted planning to accelerate learning for all children
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monitor targeted planning, improved teaching, and children’s progress
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discuss the progress with ERO.
ERO will provide an internal evaluation workshop in response to a request by the school.
Gaining shared understandings about, and making better use of, internal evaluation will help the board and leaders gain knowledge about school effectiveness to achieve equitable outcomes for students.
ERO is likely to carry out the next review in three years.
Equity and excellence
How effectively does this school respond to Māori and other children whose learning and achievement need acceleration?
The school is increasing its effectiveness to respond to students whose learning and achievement needs acceleration. Approximately three quarters were at and above the National Standards for reading at the end of 2016, with around two thirds for writing and mathematics. The focus on raising achievement for boys in reading and numeracy resulted in further improvement for them last year.
School leaders want to strengthen moderation practices, within and outside the school, to ensure greater reliability of the National Standards data. Students are regularly assessed using an appropriate range of national tools, however, their use is not yet maximised. Data from a range of assessments informs teaching and learning, reporting to families and to the board.
Very good provision is made for students requiring additional learning support, including ELLs. Their needs are identified early, targeted plans are prepared for each child and interventions put in place. Progress is thoroughly monitored to inform teaching, share with children, families and the board. Further consideration needs to be given to ensuring written reports to families are in plain language.
School tone is positive. This is supported by the special Catholic Character, Christian principles and the strong focus on respect for oneself, others and the environment.
School conditions supporting equity and excellence
What school processes are effective in enabling achievement of equity and excellence?
Key emphasis is given to strengthening the quality of teaching to better respond to the diverse needs of learners. Teachers support each other in syndicate groups and work well as a team. Classrooms are welcoming, settled environments. Students are beginning to take greater responsibility for their learning.
The school’s curriculum appropriately prioritises numeracy and literacy, including oral language. Effective leadership, clear school-wide expectations and support for teachers is provided in these areas. The school continues to develop inquiry-based learning that is integrated across all curriculum areas, including religious education. The curriculum includes a Pacific focus based on students’ needs and interests.
Families are welcomed, involved in school activities and valued as partners in learning. A high level of parent participation in sporting activities and cultural performances is apparent. The school has found that when family members are actively involved in their child’s learning there is a greater likelihood of accelerated progress. Teachers and teacher aides who speak Pacific languages often interpret for families.
Teachers regularly reflect on their practice. They are using inquiry and regularly engage in planned conversations to promote continuous improvement to enhance outcomes for students.
The board is becoming increasingly aware of the expectations for good stewardship. Trustees are presently considering their training needs and have begun to review school policies and procedures.
Sustainable development for equity and excellence
What further developments are needed in school processes to achieve equity and excellence?
The board and school leadership are positive about further developments to improve stewardship, curriculum leadership and internal evaluation practices to achieve equity and excellence. They acknowledge that:
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trustees are beginning to gain a shared understanding of their role and responsibilities. They are presently undertaking a needs analysis to inform decisions about training requirements
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with the appointment of a new principal, school leaders are aware of the need to:
- develop shared understandings about leadership for equity and excellence
- review the school’s curriculum, with input from the school community, to ensure it is culturally responsive and clearly linked to the principles of the New Zealand Curriculum
- develop clear expectations for moderation to ensure greater reliability of judgements made about National Standards
- ensure teaching programmes enable the best possible opportunities for students to achieve at and above National Standards over their eight years of primary schooling
- ensure that appraisal is robust with processes in place for collecting appropriate evidence about teachers’ practice
- continue to find different ways to encourage and support more family members to actively engage with teachers to help improve and accelerate children’s learning
- trustees, leaders and teachers are working towards gaining a shared understanding of effective internal evaluation for evidence-based decision making. They are unsure about the quality and effectiveness of some programmes and other aspects of school operation.
The above developments should aim to ensure: clear alignment between the board’s strategic goals; annual plans and targets to accelerate the progress of students below National Standards; appraisal for school leaders and teachers; and teaching and learning to achieve equity and excellence.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration and certification
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processes for appointing staff
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stand down, suspension, expulsion and exclusion of students
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attendance
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school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.
Going forward
How well placed is the school to accelerate the achievement of all children who need it?
The school has capacity and capability to accelerate learning for all children. However, disparity in achievement remains.
Leaders and teachers:
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know the children whose learning and achievement need to be accelerated
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need to improve the school conditions that support the acceleration of children’s learning and achievement
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need to build teacher capability to accelerate children’s learning and achievement.
The school agrees to:
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develop more targeted planning to accelerate learning for children
-
monitor targeted planning, improved teaching, and children’s progress
-
discuss the school’s progress with ERO.
ERO will provide an internal evaluation workshop in response to a request by the school.
ERO is likely to carry out the next review in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
27 April 2017
About the school
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Location
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Lower Hutt
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Ministry of Education profile number
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3015
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School type
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Full Primary
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School roll
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118
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Gender composition
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Boys, 52% Girls, 48%
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Ethnic composition
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Māori 7%
Pacific 86%
Other ethnic groups 7%
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Provision of Māori medium education
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No
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Review team on site
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February 2017
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Date of this report
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27 April 2017
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Most recent ERO report(s)
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Education Review January 2014
Education Review December 2010
Supplementary Review October 2008
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