St Bernadette's School (Forbury)

School Context

St Bernadette’s School (Forbury) is a Catholic state integrated school for children in Years 1 to 6. The roll is 184 children, 19% of whom are Māori and 23% are Pacific. The school also a significant number of students (approximately 19%) who are English language learners (ELL).

Since the last review the school has appointed a new principal. It’s vision is shared with the Dunedin Catholic Schools Kāhui Ako: ‘Strengthened by Faith. United for Equity and Excellence.’ The vision is supported by a set of Mercy values;

• Te Tapu o Tangata/Respect - Understanding and appreciation

• Manaakitanga/Hospitality - Welcome, inclusion and acceptation

• Aroha/ Compassion - Love, forgiveness and care

• Rato Awhina/ Service - Helpfulness, sharing and giving

• Panekiritanga/ Excellence - Trying, encouragement and achievement

• Tika/Social Justice - Support, change and improvement

To achieve these outcomes the school has identified the following strategic goals: understand and live out the special character of the school; fully engage all children in their learning; display pride in cultural identity; achieve success; and, to develop effective learning partnerships with whānau and the wider community.

Leaders and teachers regularly report to the board school-wide information about outcomes for students in the following areas:

• progress and achievement in reading, writing and mathematics

• the special Catholic character of the school

• the school’s identified valued outcomes, such as progress and achievement in the arts

• the progress and achievement of children for whom English is a second language.

The school is an active participant in the Dunedin Catholic Schools Kāhui Ako|Community of Learning.

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 is achieving equitable and excellent outcomes for most of its students.

The school’s achievement information over the last three years shows that most students achieved at or above the school’s curriculum expectations in reading and mathematics, and for the majority of students in writing.

However, there was some disparity in achievement for Pacific students in mathematics and reading over the last three years. Disparity in outcomes for reading has been reduced. There was a little disparity in achievement for Māori students and for boys in writing over the last two years and some disparity in achievement for girls in mathematics.

Boys and girls have similar levels of achievement in reading as do students of Pacific and NZ European/Pākehā students in writing. Over the last three years there is a pattern of sustained high achievement for almost all boys in mathematics. The majority of students achieve at curriculum expectation in the visual arts, with a higher proportion of students achieving above those expectations in Years 4-6.

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

This school responds well to children whose learning and achievement need acceleration.

The school recognises the need to increase the numbers of students working at expected levels in writing. To achieve this the school is implementing the long and short-term strategies of:

• school-wide teacher development to increase the professional capability and collective capacity in the teaching of writing

• targeting students in all classrooms to support them to accelerate progress in their learning.

The school is successful in accelerating the learning for the majority of students who need differentiated teaching approaches to achieve at the school’s expectations.

School information reported to the board at the end of 2018 shows that the majority of these students met expectation in reading, writing and mathematics.

School information over the last three years shows that by the end of year 6, almost all students are achieving equitable and excellent 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?

The school has a number of processes and practices that are highly effective in enabling achievement of equity and excellence.

The curriculum is very responsive. The Mercy values underpin an inclusive culture of care and are well integrated through the school’s curriculum. The language, culture and identity of students is valued and is strongly reflected in the design and enactment of learning. Students know about their own progress and are developing ownership over their effectiveness as learners. Students with additional needs experience a collaborative approach to wellbeing and learning for success across the school. Students benefit from a coherent, integrated curriculum that meets their social, cultural, spiritual and academic needs.

Trustees, leaders and teachers are highly focused on student’s wellbeing and learning. They establish intentional partnerships with parents and whānau, with an increasing focus on learning. There is clear alignment between the strategic priorities, actions and positive outcomes for students. The school community is characterised by respect, high relational trust and shared Catholic faith and values.

Leaders have developed effective systems, processes and practices that support an improvement focused culture. Leaders and teachers are increasing using smart tools effectively to know more about the progress, learning and achievement of all students, and to report this regularly to the board and its community. There is a strong focus on collaborative inquiry to build effective teacher practice. Leaders and teachers are supported by experienced teacher aides, together they demonstrate adaptive expertise to better meet the needs of students.

Beyond the school, effective learning partnerships and connections within the Kāhui Ako provide opportunities for leaders and teachers to share ideas about practice and participate in professional learning. Leaders and teachers are positive and proactive in responding to the culturally diverse needs of students in the school. These approaches are being increasingly effective in enhancing children’s learning, engagement and sense of belonging.

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

ERO and the school agree that trustees, leaders and teachers should consider:

• using the learning information already in the school to know more about and report on the sufficiency of progress for all students, especially those students receiving additional support

• strengthening capability and capacity in evaluation.

These developments should enable leaders and teachers to clearly identify the teaching practices that are most effective in promoting positive outcomes for students.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Bernadette’s School (Forbury) 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:

• a school-wide focus on equity and excellence

• effective partnerships for learning at all levels of the school and extending to the parent community

• improvement-focused governance and leadership

• school-wide processes and practices that create a nurturing, responsive and inclusive learning environment for all students

• a responsive, well-integrated curriculum that is effectively supporting the engagement of children in their learning.

Next steps

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

• strengthening capacity to use internal evaluation, that includes inquiry into the impact of teaching approaches designed to improve outcomes for students

• continuing to monitor the impact of interventions on the progress and achievement of all students, in particular, those students identified as needing further support to accelerate their learning.

Dr Lesley Patterson

Director Review and Improvement Services Southern

Southern Region

14 October 2019

About the school

Location	Dunedin
Ministry of Education profile number	3819
School type	Catholic State Integrated (Years 1 to 6)
School roll	184
Gender composition	Girls 56%, Boys 44%
Ethnic composition	Māori 19% NZ European/Pākehā 41% Pacific 23% Other ethnic groups 17%
Students with Ongoing Resourcing Funding (ORS)	Yes
Provision of Māori medium education	No
Review team on site	August 2019
Date of this report	14 October 2019
Most recent ERO reports	Education Review: March 2016 Education Review: August 2012

Findings

Students have a strong sense of belonging at St Bernadette’s school. The diverse social and cultural backgrounds of all children and their families are valued and respected. Students do well in reading, writing and mathematics in relation to the National Standards. The Catholic mercy values underpin the curriculum. The principal needs to review and improve some aspects of the school’s operations.

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?

Students have a strong sense of belonging at St Bernadette’s school. The diverse social and cultural backgrounds of all children and their families are valued and respected. St Bernadette’s is a Catholic integrated school on the grounds of the local church and has close ties to the parish. The trustees, principal and teachers strive to make the mercy values of human dignity, compassion for others, service, hospitality and mutual empowerment living within the school.

Teachers foster a sense of aroha and caring. They know the students very well as individuals and as learners. In conversation with ERO, students said that “you’re never left out, the kids are kind to you and the teachers are encouraging.”

Some families have had strong connections with the school over many years. Students benefit from volunteers who maintain involvement with the school by sharing their time and expertise.

Whilst school leaders have developed the curriculum as recommended in the 2012 ERO review, the recommendations from that review are still key areas to develop and improve. These are now urgent priorities for the school’s improvement.

2 Learning

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

The school’s achievement information shows most students do well in reading, writing and mathematics in relation to the National Standards. Māori students achieve higher than their peers in reading and achieve slightly lower in writing and mathematics. Pacific students achieve well in their learning.

Teachers make effective use of learning information to:

• identify students who need support and extension in their learning
• develop plans to meet students’ learning needs
• report to parents about their child’s learning and provide useful ideas about how to help at home.

Senior leaders have identified that growing students’ involvement in and knowledge of their own learning is a next step. Senior syndicate teachers are strengthening their moderation practices to improve the consistency of judgements about student achievement.

Trustees actively seek information about student learning in relation to the National Standards. They provide resourcing for teacher aides and support programmes for students who need additional help to succeed. Trustees identified that Māori children and boys needed to improve their writing and have provided significant funding to enable teachers to explore ways to improve the teaching of writing.

The annual student achievement targets in the charter are not specific. The wording of achievement targets needs to convey urgency for all students at risk of not reaching the National Standards to make accelerated progress. The trustees do not receive sufficient ongoing information to assure them of the progress and achievement of all students, especially those at risk of not achieving well.

Areas for review and development

The principal needs to gather in-depth student achievement information to:

• better analyse and identify trends and patterns
• with the board, set purposeful school-wide targets
• monitor the progress and achievement of all students, especially those at risk of not reaching the National Standards by the end of the year.

The principal needs to provide trustees with regular and detailed reports of students’ progress and achievement. These reports should include evaluative discussion and include recommendations about how the board can further support students’ learning.

3 Curriculum

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

The school’s curriculum is effective in promoting and supporting student learning.

The Catholic mercy values underpin the curriculum. There is an emphasis on wellbeing and belonging for all students. There are respectful, productive relationships at all levels in the school. Teachers deliberately foster the key competencies of the New Zealand Curriculum (NZC) through the junior discovery programme.

Since the last ERO review, the curriculum documents have been further developed and improved to give better guidance to teachers. There has been community input into developing the curriculum goals. A vision for what a St Bernadette’s student looks like has been developed and it would be now useful for the principal and teachers to monitor, evaluate and report on how well this vision is being met.

Students experience a broad range of interesting learning opportunities, such as sports and cultural activities, including participating in the Polyfest. Students display enthusiasm and motivation in their learning. Teachers value and celebrate children’s diverse cultural backgrounds and include aspects of these in the programmes.

Students are given some choice about inquiry topics and their ideas are respected and used by teachers. Teachers in the senior school have identified that they want students to be more involved in knowing and taking responsibility for their own learning. There is potential for older students to have greater opportunities for leadership in the school. Students enjoy using ICT as a tool for their learning. The trustees and teachers have identified that growing the use of ICT to support learning is a strategic aim.

Teachers involve themselves in professional learning so that they can do their best for their students. A recent initiative is improving students’ motivation in writing, particularly for boys in the senior school.

Area for review and development

Trustees and teachers agree that a schedule of reviews need to be developed and implemented. Reviews should include each curriculum area, as well as other important aspects of teaching and learning. The findings and recommendations need to be reported to the board.

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

Most Māori students achieve well in reading and slightly lower in writing and mathematics in relation to their peers. The concepts of manaakitanga, whanaungatanga and aroha are strongly evident in the culture of the school. Trustees are determined that Māori students achieve success and have identified this as a priority for the school.

4 Sustainable Performance

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

When the areas for review and development in this report are addressed, the school will be better placed to sustain and improve its performance. To support this process, ERO recommends that an action plan is developed outlining how the principal will carry out these improvements and that this is sent to ERO.

Many of the trustees have been in this role for some years. They have worked to get greater representation of their diverse community and are supportive and enabling of new members of the board.

The trustees are very committed to the school. They are growing in confidence with their governance role as they represent and serve the St Bernadette’s school community. Trustees take every opportunity to further develop their knowledge and understanding of their roles and responsibilities. They have high expectations for students’ learning and wellbeing. They are very supportive of teachers by providing resourcing and funding professional learning to improve teaching and outcomes for students.

A new appraisal system is in place as part of the performance-management system. This needs strengthening so trustees have accurate feedback on the performance of the principal in achieving the school’s strategic goals and targets.

Areas for review and development

As the professional leader, the principal needs to ensure that all staff are appraised through the performance-management system. The board needs to be assured by the principal that teachers’ appraisals are rigorous. Trustees need to know how well the principal supports teachers to gather robust evidence in relation to developing rigorous goals linked to strategic and annual plans, targets, practising teacher criteria, professional standards and Tātaiako.

The trustees are aware that the strategic plan could more clearly reflect the key priorities identified by the school. In recent months they have begun work on the plan to ensure that it contains more than ‘business as usual’, which could be better placed in an annual or operational plan. The strategic goals should be reflected in and align with the annual plan, link to the targets and respond to important findings from the school's internal evaluation. Internal evaluation needs to be more rigorous, evaluative and focus on ‘how well?’ rather than ‘what.’

Principal’s reports to the board need to provide trustees with regular, evaluative information and recommendations to support them in their decision making. The board needs to develop a schedule to ensure that there are regular reports about key areas of the school.

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 have a strong sense of belonging at St Bernadette’s school. The diverse social and cultural backgrounds of all children and their families are valued and respected. Students do well in reading, writing and mathematics in relation to the National Standards. The Catholic mercy values underpin the curriculum. The principal needs to review and improve some aspects of the school’s operations.

ERO is likely to carry out the next review in three years. 

Chris Rowe

Deputy Chief Review Officer Southern (Acting)

11 March 2016

School Statistics

Location	Dunedin
Ministry of Education profile number	3819
School type	Contributing (Years 1 to 6)
School roll	158
Gender composition	Girls: 59% Boys: 41%
Ethnic composition	Māori Pākehā Pacific Other	13% 67% 16% 4%
Special Features	Catholic Integrated State School
Review team on site	November 2015
Date of this report	11 March 2016
Most recent ERO report(s)	Education Review Education Review Education Review	August 2012 May 2009 February 2006