Cardinal McKeefry School (Wilton) - 11/08/2016


The school has made good progress to improve priorities identified in the June 2014 ERO report. Leadership and stewardship practices have been strengthened. There is a continuous focus on student achievement and school improvement. Steady progress is being made in the development of a local curriculum.

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

1 Background and Context

What is the background and context for this school’s review?

Cardinal McKeefry School is a Catholic, integrated school that caters for students in
Years 1 to 8. It is located in Wilton, Wellington. In June 2014 students' wellbeing was strongly supported by the school's special character. Students felt a sense of belonging and believed they were respected and valued members of the school community. This continues to be the case.

The majority of staff have been appointed in the past 18 months. This includes the principal, who began mid-2015, and a deputy principal, who began at the beginning of 2016. Approximately half of the previous trustees were recently re-elected along with three new members.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The June 2014 ERO review identified several areas as being of concern or requiring review. The school was required to:

  • further develop documentation for managing curriculum
  • develop processes for monitoring and self review
  • develop teacher understanding of success for Māori as Māori, and the capability for fostering this
  • improve the use of student achievement information for planning and reporting at all levels of operations
  • implement the revised appraisal process
  • develop collaborative practices for working toward school goals.

An action plan to address these key priorities was developed. Teachers have undertaken professional learning and development (PLD) in the areas of writing, mathematics and the connected curriculum. This is continuing throughout 2016.


Progress overall is very satisfactory. Important areas of concern continue to be appropriately addressed. Improving outcomes for students is a key school priority.

The school has undertaken a review of the curriculum. This has been informed by the findings of ongoing consultation with key stakeholders. Teachers have considered the principles of The New Zealand Curriculum and how these will be actioned. Good progress is being made in the documentation of expectations for teaching and learning.

A revision of the assessment schedule has been completed. Assessment guidelines have been developed and the processes for reaching an overall teacher judgement against National Standards in reading, writing and mathematics have been revisited. Internal moderation of assessment in writing was undertaken in conjunction with PLD in writing in 2015. Further work extending moderation to discussions with other schools is an agreed next step identified by leaders.

Students are well engaged in settled classrooms, where they take responsibility for themselves and others. Progress has been made to empower students to take ownership of their learning. Students are involved in setting goals and sharing their progress with their parents. This is a focus for ongoing improvement.

There has been a review and redesign of the process of reporting to parents. More in-depth reporting against key curriculum areas and student goals is now completed mid-year. Written reports are comprehensive and include key next steps for students’ learning and how parents can help with this at home.

Processes to improve student outcomes and teaching practices have been strengthened. There is now better identification of students in need of additional support and modification of teaching programmes to address these needs. Additional programmes are in place to support students with complex needs. Their progress is regularly tracked.

Enhanced collegiality and open sharing of practice among teachers are evident. The re-introduction of teacher professional inquiry in 2015, as a part of writing PLD, is leading to a growing understanding of how to use student achievement information to better inform teaching and learning. There is a growing collective responsibility for students’ progress.

Leaders have developed more robust systems to track, monitor and report student progress. This includes learners who are included in school improvement targets. Trustees now receive useful and timely information to set targets and inform their decisions. They are likely to be better placed to monitor progress towards reaching annual achievement targets and strategic school goals.

There is a more considered approach to the integration of language, culture and identity into units of work and school operations. Leaders acknowledge the need to further grow teacher understanding of and competency in te reo me ngā tikanga Māori in order that this be strengthened across the curriculum.

The school reported at the end of 2015 that most of the students achieve at or above in relation to the National Standards in reading, writing and mathematics. There is a small disparity in how well boys achieve in relation to other students in the school. Historically, some students do not achieve well in their first year at school, however good progress is made by these students in subsequent years. The school has taken steps to address achievement in students’ first year at school.

3 Sustainable performance and self review

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

The school is now well placed to continue to review and improve its performance. There is clear identification of priorities and direction to support school wide improvement.

The good relationships between the board and staff and their commitment to improvement are positive factors for supporting future direction. These relationships are based on trust and open conversations. The newly appointed principal is focused on improvement and leads change in a considered way.

Leadership and stewardship practices have been strengthened. Trustees are clear about their roles and responsibilities. They receive more useful and timely information about student achievement to inform their decision making. They have considered their needs and identified suitable training for incoming trustees.

Systematic processes for employment have been developed. These take into account recent legislative requirements. Although a full cycle of appraisal is yet to be completed, these practices have been strengthened to include regular classroom observations and links to the Practising Teacher Criteria and the school’s strategic goals.

There is a strengthened strategic planning process that is collaborative and consultative. This has resulted in clear goals and steps for ongoing improvement. Goals and targets are now regularly monitored and reported on.

Regular, improved review and evaluation informs school direction and improvements. Good use is made of a range of self-review formats. Review and development of the school policy framework is an identified next step for the new board.

Key next steps

The school is aware of the need to continue to implement planned changes as outlined in the 2016-2018 strategic plan and to fully embed recently introduced practices. 

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.


The school has made good progress to improve priorities identified in the June 2014 ERO report. Leadership and stewardship practices have been strengthened. There is a continuous focus on student achievement and school improvement. Steady progress is being made in the development of a local curriculum.

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

Joyce Gebbie
Deputy Chief Review Officer Central

11 August 2016

About the School 



Ministry of Education profile number


School type

Full Primary (Year 1 to 8)

School roll


Gender composition

47 Females, 44 Males

Ethnic composition

Other ethnic groups


Special Features

Catholic, Integrated

Review team on site

June 2016

Date of this report

11 August 2016

Most recent ERO report(s)

Education Review
Education Review
Education Review

June 2014
November 2010
August 2007