Sacred Heart School (Waikiwi)

Education institution number:
4013
School type:
Contributing
School gender:
Co-Educational
Definition:
Not Applicable
Total roll:
64
Telephone:
Address:

435 North Road, Waikiwi, Invercargill

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Sacred Heart School (Waikiwi)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 9 months of the Education Review Office and Sacred Heart School (Waikiwi) working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context 

Sacred Heart School (Waikiwi) is a state integrated, Catholic primary school for children in years 0 – 6. It is located in Waikiwi, a northern suburb of Invercargill. The school’s mission is to ‘provide children with a secure, caring learning environment, helping them to reach their potential (to be confident, connected, actively involved life-long learners); integrating cultural awareness and Christian values and understanding through their Catholic faith.

The school’s strategic priorities for improving outcomes for learners are to:

  • give all students the opportunity to achieve their highest potential in literacy and numeracy

  • grow collaborative and leadership capabilities of staff, students and leaders

  • support equity and excellence by providing a local and responsive curriculum

  • nurture a living Catholic faith community where each person encounters the living God, grows in the knowledge of Christ and His teachings, and responds to the call to give Christian witness.

You can find a copy of the school’s strategic and annual plan on Sacred Heart School (Waikiwi)’s website.

ERO and the school are working together to evaluate how effectively the school’s writing curriculum supports learners to meet the expectations of the Literacy Learning Progressions, which support the New Zealand Curriculum.

The rationale for selecting this evaluation is the school:

  • is part of the Southland Special Character Schools’ Kāhui Ako, which has a focus on Literacy outcomes for life-long learning

  • has recently implemented the Better Start Literacy Approach (BSLA) in two junior classrooms and The Code across the whole school and wishes to evaluate the impact of both

  • has identified a need to improve learners’ handwriting skills and fluency to better meet the writing demands of the curriculum across all learning areas.

The school expects to see increasingly consistent and effective teaching practice, and improved writing outcomes for all learners, particularly those learners who are yet to meet expectations in writing.

Strengths

The school can draw from the following strengths to support its goal to evaluate the writing curriculum:

  • the school has a change and improvement plan with clearly identified priorities that is enhancing collaborative professional practice conversations  

  • the school is developing meaningful partnerships through the Kāhui Ako, which is providing targeted professional learning  for all staff in the effective teaching of writing.

Where to next?

Moving forward, the school will prioritise:

  • professional learning to upskill teachers in high quality teaching practice across the literacy curriculum

  • leaders and teachers building their capability in the collection, analysis and use of literacy assessment information

  • implementing a school-wide scheme to improve learners’ handwriting skills and fluency.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.

Shelley Booysen
Director of Schools

13 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.  educationcounts.govt.nz/home

Sacred Heart School (Waikiwi)

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of April 2023, the Sacred Heart School (Waikiwi) Board has attested to the following regulatory and legislative requirements:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Finance

Yes

Assets

Yes

Further Information

For further information please contact Sacred Heart School (Waikiwi), School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools

13 June 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Sacred Heart School (Waikiwi) - 19/02/2018

School Context

Sacred Heart School (Waikiwi) is a small urban, Catholic primary, Years 1 to 6, school. It is located in Waikiwi, Invercargill. It has a current roll of 114 children, 22% of whom identify as Māori.

The school vision is to integrate the Mercy charism values in to school life. These are fairness and justice, caring for others, trusting in God, being welcoming, serving others and showing compassion. The school’s valued outcomes for students are to be confident, connected and actively involved lifelong learners, and able to integrate their cultural and Christian values into their lives. The school’s learning goals set targets to provide the best quality education for all learners in a secure, caring learning environment where values are meaningfully enacted.

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

  • achievement in reading, writing and mathematics in relation to the expected curriculum levels

  • outcomes for students with additional learning needs

  • outcomes related to the special character of the school

  • progress and accelerated progress for priority learners

  • outcomes related to engagement and wellbeing for success.

The school’s connection to the Catholic Church means that it has a close relationship with that community. The school has a stable and experienced leadership team. There is a mixture of new and longer serving staff and trustees.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is very effectively achieving positive outcomes for almost all students. There are excellent and equitable outcomes for these students.

Achievement in relation to expected curriculum levels for reading and mathematics show a consistent upward trend of high achievement for almost all students. The December 2017 school data shows that over 90% of all students are at or above the expected curriculum level in reading, writing and mathematics.

Students with additional learning needs are very well supported through ongoing careful planning and monitoring of their progress and wellbeing.

There are positive outcomes for almost all students in relation to their wellbeing, sense of belonging to the school community and in being good Catholic citizens.

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school is responding very well to Māori and other students whose learning needs to accelerate. The place of Māori culture, identity and language is valued within the school. There is a strong focus on inclusion in all aspects of school life.

The school is able to show that it is successful in accelerating the progress and achievement of students whose learning needs to be accelerated. Well considered whole school initiatives in writing designed to lift achievement for boys, have resulted in very high achievement for all groups of learners.

Students’ progress and achievement is closely monitored and individual students are provided with support programmes that best suit their particular needs. The school is able to show the levels of progress and acceleration over the year for these and all students.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

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

The school has a clear focus on continuing to support and build effective teaching practice. This includes a strengthening of intentional and differentiated teaching approaches to meet the needs of all students. Achievement for all students shows an upward trajectory as a result of these combined approaches.

The learning community is characterised by respect, empathy, relational trust, cooperation and team work. School leaders are effectively building their own and collective capability within the school to improve learning outcomes for all students. The school’s strategic plan provides clear direction in key areas. Leaders and teachers with the support of the board have:

  • developed a systematic approach to support ongoing, regular monitoring, assessment and reporting of students’ progress and achievement

  • built capability by providing purposeful professional development aligned closely to school priorities and strategic plan

  • a deliberate focus on knowing the learner which is contributing to meaningful learning relationships for students.

Since the 2014 ERO review, leaders and teachers have responded well to the recommendations to improve aspects of curriculum review, develop a progressive te reo Māori programme and improve school-wide policies and procedures.

The curriculum is highly responsive. Students’ learning benefits from programmes that are innovative and responsive to their needs, interests and strengths. Well-considered implementation of play-based learning and reciprocal teaching are innovative features of the school’s curriculum. The special character of this school further enhances students’ knowledge and understanding of the community and wider world. Settled, positive and organised learning environments are provided, which are highly conducive to students’ learning. Students are provided with increased opportunities to experience and value te ao Māori.

Leaders and teachers take a systematic approach to gather, track and share learning information. Robust moderation and assessment processes and practice contribute to effective teacher judgements about students’ learning and progress. Teachers have highly effective practices to support students who need extra support with their learning. They know these students very well as individuals and learners and use a variety of well-considered strategies to lift their achievement.

The board is strongly focused on serving the community and school. Trustees receive reports about student achievement targets, practices and school programmes. They use this information well to ensure the focus remains on equity and excellence for all students.

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

Some areas of the school’s processes need to be strengthened and embedded to sustain the effectiveness in achieving equity and excellence. The board and leaders need to:

  • strengthen internal evaluation capability to build understanding and practice for ongoing improvement and innovation including, evaluating the impact of strategies and initiatives to improve learning outcomes

  • clarify current school values to better reflect valued outcomes for students, and at a later date measure and report against these.

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 Going forward

Key strengths of the school

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

  • a culture of care and collaboration among trustees, leaders, teachers, parents and whānau that maintains high expectations for teaching and learning across the school

  • a responsive curriculum that meets the strengths, needs and interests of students and supports engagement

  • achieving outcomes for students that are equitable for all groups, and show consistently very high levels of achievement

  • the strong learning partnerships with parents, local schools and the wider community.

Next steps

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

  • extending and strengthening understanding of internal evaluation in order to better evaluate what is working well and what could be improved

  • further developing and refining school values to better align to the outcomes for learners at Sacred Heart School.

ERO’s next external evaluation process and timing

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

Dr Lesley Patterson Deputy Chief Review Officer Southern

Te Waipounamu - Southern Region

19 February 2018

About the school

Location

Waikiwi)

Ministry of Education profile number

4013

School type

Contributing Primary Years 1 to 6

School roll

114

Gender composition

Boys: 58%

Girls: 42%

Ethnic composition

Māori: 22%

Pākahā: 64%

Pacific: 4%

Other: 10%

Review team on site

December 2017

Date of this report

19 February 2018

Most recent ERO reports

October 2014

October 2011

Sacred Heart School (Waikiwi) - 14/10/2014

Findings

This school has high levels of achievement against the National Standards. School leaders and teachers are determined that no child slips through the gaps. Students needing extra help are very well supported. Students enjoy their teachers and their learning. Consistent with its Catholic character, the school is a positive and caring place.

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?

Sacred Heart School (Waikiwi) is a Year 1 to 6 Catholic school. The Catholic character is very evident in the respectful and caring ways adults and students relate with each other. Students who spoke with ERO were very positive about their teachers, learning and friendships.

Students achieve at high levels in reading, writing and mathematics. The school is working closely with several local schools to further improve teaching practice and student achievement. School leaders and teachers work constructively with parents to support their children’s learning.

The teachers and principal have worked at the school for a long period of time and know their school and its wider community well. The board has a balance of new and experienced trustees.

School leaders have worked hard to successfully address the recommendations in the 2011 ERO report. Since 2011, there has been a drop in roll numbers.

2 Learning

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

Teachers and senior leaders make very good use of achievement information to support student learning.

Overall, students achieve very well against the National Standards.

Students, especially senior students, have a good understanding of how well they are achieving in reading, writing and mathematics. They regularly discuss their progress with their teachers and set useful next learning steps. Students are appropriately encouraged and challenged in their learning.

Teachers know their students very well as learners. For literacy and mathematics, they gather rich information about each student’s progress, achievement and needs. They use this information in purposeful ways to guide their planning and teaching. In particular, teachers are quick to identify any student who needs extra support with their learning.

Since the 2011 ERO review, senior leaders have developed detailed and well-used assessment progressions for core learning areas. Senior leaders also:

  • carefully analyse school-wide data to identify trends, patterns and teaching needs
  • closely monitor students who are at risk of not succeeding with their learning
  • oversee and report on the impact of interventions to lift student achievement.

The trustees are focused on student achievement. They carefully allocate funds to professional learning and support programmes that are likely to make a difference for students.

Areas for review and development

As there is such a large group of students achieving at the National Standards, the board should consider setting a target to shift some of these students to above the standard. Senior leaders need to report to the board more regularly on the progress of all target groups.

ERO and senior leaders agree that it is time to review their twice yearly written reports to parents. Both reports need to show progress and/or achievement against the National Standards.

3 Curriculum

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

The high levels of achievement show that students in this school benefit from a well-planned, broad and interesting curriculum.

Students learn in supportive and visually stimulating classrooms. Classrooms and the wider-school environment celebrate students’ work, especially art and published writing.

Students benefit from a well-developed school curriculum and good to very good quality teaching. Teachers make learning relevant and interesting, and are responsive to students’ interests and choices.

The teachers challenge and support students to take increasing responsibility for their learning. As a result, senior students show mature levels of self-direction and independence. They are encouraged to follow their personal interests and preferred ways of learning.

The teachers are increasingly integrating a Māori dimension into students’ learning. Recent topics focused on Māori arts and the Matariki celebration. Some teachers are particularly successful in valuing Māori culture in their classroom.

Across the school, teachers and students make effective use of ICT as a teaching and learning tool. ICT is also used in innovative ways to communicate and work with parents to support their children’s learning.

School leaders and teachers are determined that no child falls through the gaps. They have put in place very effective learning support systems and programmes. As a result they can show how students below the National Standards have caught up to their peers.

The school recognises parents as partners in their children’s learning and works closely with them. For example, parents of target students are regularly contacted, meet with the teacher to discuss how they can work together to best support their child, and meet as a group for discussions and information sharing.

Areas for review and development

The school needs to ensure that all curriculum areas and all aspects of teaching and learning are reviewed in a planned and rigorous manner over time. The recent review of science provides a useful model for the future.

The school has identified, and ERO agrees, that it needs to develop a progressive te reo Māori programme and continue to build teachers’ confidence in te reo and te ao Māori.

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

Māori students in this school achieve very well. The board and staff show a genuine desire to better value and acknowledge the language, identity and culture of Māori students. At a recent hui, Māori parents expressed a desire for a more planned approach to the inclusion of Māori language and culture. The school also sees this as a priority.

4 Sustainable Performance

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

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

Trustees are committed to learning about their governance roles and responsibilities and bring a range of relevant skills and experience to the board. They are supported by useful governance resources. Trustees feel well informed about students’ progress and achievement.

The school is led by an able senior leadership team. Senior leaders are strongly focused on student achievement and school improvement.

The school has a very collaborative culture. Staff members share ideas and resources and strongly support each other. Teachers regularly reflect on how they could further improve their teaching and student learning. They show a strong commitment to ongoing professional learning.

Areas for review and development

The board needs to review its strategic and annual plans to ensure these are based on the school’s priorities for future development.

Trustees, school leaders and ERO agree that further work is needed to:

  • ensure that policies and procedures are useful and that practices in the school align well with these
  • build everyone’s confidence in, and understanding of, effective self review.

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

This school has high levels of achievement against the National Standards. School leaders and teachers are determined that no child slips through the gaps. Students needing extra help are very well supported. Students enjoy their teachers and their learning. Consistent with its Catholic character, the school is a positive and caring place.

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

Graham Randell

National Manager Review Services Southern Region

14 October 2014

About the School

Location

Waikiwi, Invercargill

Ministry of Education profile number

4013

School type

Contributing (Years 1 to 6)

School roll

147

Gender composition

Boys: 58% Girls: 42%

Ethnic composition

NZ European/Pākehā

Māori

Pacific

African

Other ethnicities

68%

25%

2%

3%

2%

Special Features

Catholic Integrated School

Review team on site

September 2014

Date of this report

14 October 2014

Most recent ERO reports

Education Review

Education Review

Supplementary Review

October 2011

June 2008

June 2005