Sts Peter and Paul School (L Hutt)

Sts Peter and Paul School (L.Hutt) - 16/05/2019

School Context

Sts Peter and Paul School is an integrated Catholic school located in central Lower Hutt. It caters for students from Years 1 to 8. The school has a diverse ethnic mix with 11% of students identifying as Māori and 4% as Samoan.

The school stated vision for student success is to “nurture independent and collaborative learners who can think creatively and critically, strengthened by our Catholic identity.” The school values of aroha, stewardship, joy and faith underpin the school’s curriculum.  

Key strategic goals include developing well informed and actively engaged students and community; providing a rich curriculum that enables all students to reach their potential; and ensuring the special Catholic character is integrated throughout school life.

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

  • reading, writing and mathematics
  • wellbeing
  • other learning areas and co-curriculum activities.

Since the October 2014 ERO report, there have been significant changes to the teaching, support staff and leadership teams, including the appointment of a principal.

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?

The school achieves equitable and excellent results. Most students achieve at or above expectations in reading, writing and mathematics. There is some variation between year groups but overall there has been a consistent achievement pattern over time. Boys and girls achieve at similar levels in reading and mathematics. There is a small disparity for Māori students in writing.

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

School data shows that a majority of students, including Māori, identified as priority learners at the start of 2018 made accelerated progress over the year.

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?

Leaders and teachers use an appropriate range of nationally referenced and school developed assessment tools to gather sound baseline data. This is well used to inform resourcing and strategic decision making. Students at risk of not achieving are effectively identified and well monitored. Teachers use the information to recognise and respond to students’ interests and learning needs.

Students’ engagement is well promoted by the broad curriculum underpinned by the school’s Catholic character and values. School vision, history and local themes are clearly evident in practice. There are many opportunities for students to participate and celebrate success in academic, sporting, artistic, cultural and leadership activities. Digital technology is extensively accessed to support learning. Student voice is valued. Increasing student responsibility and choice with their learning is evident.

There is a purposeful, school-wide learning environment. Relationships among students and teachers are positive and respectful. There are high expectations for each student’s participation and achievement. Well-considered processes support students’ transition and are enabling students to more easily integrate into the school community and engage in their learning.

Trustees and leaders effectively lead the school’s special character, vision and direction. There are coherent systems and processes from strategic planning, through professional development, appraisal and curriculum, to classroom practices that are designed to improve student outcomes. Leaders have established high expectations for teaching and learning. Extensive professional development is focused on introducing new methodologies and growing teachers’ capability. Teachers have a collaborative approach to inquiring into their practice, planning and assessment, to more effectively respond to the needs of individuals and groups of students.

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 many structures and processes in place to raise children’s achievement, and is well placed to continue making improvements that impact positively on children’s learning.

Next steps are to:

  • continue to develop and embed bicultural practices in consultation with whānau Māori that supports and affirms student’s culture, language and identity

  • review schoolwide target setting to focus on accelerating the rate of progress for individuals, groups and cohorts

  • refine planning to include clear indicators of expected outcomes for learners that will support and enhance internal evaluation and continuous improvement at all levels.

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 Saints Peter and Paul School’s performance in achieving valued outcomes for its students is: Well placed.

5 Going forward

Key strengths of the school

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

  • the broad curriculum that provides extensive opportunities for students to engage in a wide range of activities
  • a collaborative approach and high expectations from trustees, leaders and teachers that promotes improved outcomes for students
  • the positive and respectful learning environment that supports students’ engagement and learning.

Next steps

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

  • continuing to develop and embed bicultural practices in consultation with whānau Māori
  • focusing on accelerating the rate of progress for individuals, groups and cohorts who are at risk of not achieving
  • enhancing internal evaluation by including clear indicators of expected outcomes for learners that will support and refine planning leading to continuous improvement.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

16 May 2019

About the school

Location

Lower Hutt

Ministry of Education profile number

3021

School type

Full Primary (Years 1 to 8)

School roll

427

Gender composition

Female 63% Male 37%

Ethnic composition

Māori 11%
NZ European/Pākehā 61%
Filipino 10%
Samoan 4%
Indian 4%
Other ethnic groups 10%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

16 May 2019

Most recent ERO report(s)

Education Review October 2014
Education Review November 2010

Sts Peter and Paul School (L.Hutt) - 21/10/2014

Findings

Students are positively engaged in learning and achieve at high levels. They experience a rich curriculum that reflects the school’s Catholic character. Teachers have high expectations for students’ academic achievement and maximise learning opportunities. Senior staff model good leadership. Robust self review informs and drives ongoing improvement.

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?

Sts Peter and Paul School is an integrated Catholic school in Hutt City. It caters for students from Years 1 to 8. The school has a diverse ethnic mix with 9% of students identifying as Māori, 5% as Pacific, 12% as Asian and the remaining as New Zealand European.

The overarching value of ‘Stewardship’ underpins relationships and interactions between the school and local community. Students learn in an environment which fosters their spiritual, academic, social and physical potential. They engage in a range of cultural and sporting activities in the school and beyond.

Since the November 2010 ERO report the school has continued to build and strengthen partnerships with Pacific families. Staff have embedded assessment for learning in order to improve outcomes for students. Good performance has been sustained.

2 Learning

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

Achievement information is used well to continually monitor progress and track patterns of achievement. Good data analysis identifies students who need additional support. Appropriate programmes are in place to promote their learning.

Students achieve to a high standard. Most are at or above in relation to National Standards in reading, writing and mathematics. Māori students achieve on a par with their peers. Pacific students are progressing and achieving well, particularly in reading. The 2014 mid-year data shows the large majority of students are on track to meet the required Standards.

Parents have many opportunities to share and celebrate students’ learning. Twice-yearly reports to parents provide comprehensive information on all learning areas, including achievement in relation to National Standards.

Transitions into the school and on to secondary education are well planned and managed. Parents, whānau and aiga are provided with useful information about school processes and operation.

Positive relationships between teachers, parents and outside agencies effectively support the inclusion of students with special education needs. Individual goals are identified in collaboration with parents and students receive appropriate support to achieve them.

3 Curriculum

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

The curriculum is effective in promoting and supporting student learning. It acknowledges the school’s local context and Catholic character. Literacy and mathematics are priority learning areas. The key competencies of The New Zealand Curriculum and Christian values are well integrated. Supporting documents outline very clear expectations and guidelines for good teaching. These are reviewed annually with staff, to monitor consistency and the quality of education experiences for students.

Teachers have high expectations for students’ academic achievement. They engage students and maximise learning opportunities throughout the day, using a range of well-considered teaching strategies. Learning is relevant and purposeful. Information and communication technologies are used successfully to support teaching and learning. Classroom environments reflect school values. Displays of students' work celebrate and support learning.

Students learn collaboratively. They know the purpose of learning and receive relevant feedback. They take responsibility for their own progress by setting goals, and assessing their own and others’ achievement. The senior leadership team is aware of the need to further develop students’ ownership of learning, including having input into curriculum choices.

Students have many opportunities to experience authentic leadership roles and take on responsibilities. Senior students are role models for younger children. Māori and Pacific students promote and share their culture within the school, church and wider community.

The school regularly engages with Pacific parents and aiga, who state that they feel their culture is acknowledged and valued.

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

Māori students experience a learning environment in which their language, culture and identity are recognised and valued. They are achieving well.

An action plan supports and guides teachers to develop their knowledge and understanding of te reo me ngā tikanga Māori. This includes ongoing discussion about Ka Hikitia Accelerating Success and the implications for teachers’ practice.

Senior leaders acknowledge the need to further promote success for Māori as Māori.

4 Sustainable Performance

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

The school is very well placed to sustain and improve its performance.

Trustees bring a wide range of knowledge, skills and experience to their roles. They are well informed and committed to promoting positive outcomes for all students. The board regularly engages in training to support its understanding of governance. A useful manual has been developed to guide board operations and succession planning.

School leadership centres on a strong framework of guiding documents. These support daily operation and strategic direction. Building leadership capacity in the school is planned, deliberate, and modelled well by members of the senior leadership team.

Establishing good working relationships with parents is a key focus. Staff are exploring a range of approaches to engage families and seek their input into decision-making. Senior leaders should review the effectiveness of their partnership with parents, whānau and aiga to support learning and further promote success for Māori and Pacific students.

Teaching as inquiry is well aligned with performance appraisal. Both effectively support teachers’ professional development and growth.

The school is highly reflective at all levels. Robust self review informs and drives ongoing improvement.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (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 was one international student enrolled.

Shared responsibility and regular communication between home and school provides the framework for looking after the international student’s wellbeing and academic progress.

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

Students are positively engaged in learning and achieve at high levels. They experience a rich curriculum that reflects the school’s Catholic character. Teachers have high expectations for students’ academic achievement and maximise learning opportunities. Senior staff model good leadership. Robust self review informs and drives ongoing improvement.

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

Image removed.

Joyce Gebbie

National Manager Review Services

Central Region

21 October 2014

About the School

Location

Lower Hutt, Wellington

Ministry of Education profile number

3021

School type

State Integrated Full Primary (Years 1 to 8)

School roll

441

Number of international students

1

Gender composition

Female 62%

Male 38%

Ethnic composition

Māori

New Zealand European/Pākehā

Pacific

Other ethnic groups

9%

74%

5%

12%

Review team on site

August 2014

Date of this report

21 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

November 2010

September 2007

October 2004