Mt Carmel School (Meadowbank)

Summary

Mt Carmel School is a state integrated school catering for children from Years 1 to 6. The roll of approximately 270 students comprises 62 percent Pākehā, six percent Māori, 10 percent Pacific, and eight percent Filipino. Other ethnicities make up the remaining 14 percent of students.

Since the 2014 ERO review there have been significant changes of school personnel. A new deputy principal and an assistant principal were appointed in 2016. Approximately two thirds of the teaching staff have been appointed since term three of 2016. Many of the current trustees on the board were new to their governance role in 2016.

Publically available achievement information indicates that the school has sustained high levels of student achievement in National Standards. Since 2013 the school has exceeded the Government’s 2017 goal of having 85 percent of students achieving at or above the National Standards.

How well is the school achieving equitable outcomes for all children?

The school responds well to the small numbers of children whose progress needs accelerating in order to meet the National Standards. Their learning needs in reading, writing and mathematics are identified and targeted support is provided. Their progress is closely monitored.

School leaders have high expectations of teaching and learning. They provide very good support and guidance to teachers. The board sets high expectations for the school and takes an active governance role.

Most children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

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?

At the time of this review the school’s curriculum and teaching programmes were effectively supporting children to achieve the valued outcomes identified in the school’s charter and The New Zealand Curriculum (NZC). The school has developed a profile of ‘The Mount Carmel Kid’. This identifies the learning outcomes that are valued for children at the school.

The school reports to parents about their child’s learning in relation to the NZC key competencies. The school gathers learning information beyond the National Standards but does not yet analyse this information to identify trends and patterns.

Between 2013 and 2016 the school has sustained high achievement levels in the National Standards in reading, writing and mathematics for most children, and especially for Māori children as they move through the year levels. The school has identified some emerging disparity in achievement for Pacific children.

Effective processes have been established to identify students whose progress needs to be accelerated. Teachers identify these students through useful assessment processes and establish the learning need of individuals. Teachers then plan specific strategies to support children’s learning and regularly monitor their progress.

The school is able to show that it is successfully accelerating the progress of most children at risk of not achieving the National Standards. This is the result of well targeted support programmes and targeted teaching within classroom programmes.

A suitable range of tools are used to help teachers make overall judgements about children’s achievement in relation to National Standards. Senior leaders monitor teacher judgments. Teachers discuss their assessment with other teachers. Senior leaders should now establish systems for moderating overall teacher judgements with other schools.

School conditions supporting equity and excellence

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

School leadership and stewardship are effectively helping the school to achieve excellence and equity for all children. The board has taken an active and strategic approach to governing the school. Trustees bring a wide range of professional knowledge and skills to their role. They have reviewed the school’s policy framework and engage in regular policy review.

The experienced principal is providing appropriate support and guidance for the deputy principal and the assistant principal in their new roles. Together, they are working successfully to manage the significant staffing changes, and to guide improvements in teaching and learning. They are supporting teachers new to the profession and establishing clear expectations to guide their development and performance. The improved appraisal process could be used to encourage teachers to be more evaluative in their reflections about teaching practice.

The senior leadership team is reflective. Leaders think critically about current practices and understand the importance of establishing systems that will sustain progress and development. They are developing improved ways to analyse and use achievement information to support equity and excellence.

The review of the school curriculum has begun. Teachers are taking part in school-wide professional development in the teaching of mathematics. As well as building their professional knowledge in this curriculum area, new teachers are being inducted into the school’s professional learning culture. This should provide a firm base for ongoing professional development in other curriculum areas. 

Sustainable development for equity and excellence

What further developments are needed in school processes to achieve equity and excellence?

School leaders acknowledge that school processes that require strengthening to sustain and support equity and excellence include the ongoing review of the school curriculum. They are looking at how the curriculum can support inquiry learning and further promote learning about Māori language and culture.

Internal evaluation could be strengthened by ensuring that reviews of school processes are more carefully planned. A planned approach could support greater involvement of the school community in guiding and informing evaluation.

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

• 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.

Going forward

How well placed is the school to accelerate the achievement of all children who need it?

Most children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

• develop internal evaluation processes to guide planned self review

• continue to refine assessment practices including moderation with other schools

• continue to review the school curriculum design and delivery. 

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

Steffan Brough

Deputy Chief Review Officer Northern (Acting)

2 June 2017 

About the school 

Findings

Mt Carmel School is a Catholic state integrated primary school for Years 1 to 6. It provides a rich and balanced curriculum for students. A high number of students achieve at National Standards. School values of strength and kindness are evident in children’s play and relationships.

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?

Mt Carmel School in Meadowbank, Auckland, is a Catholic state integrated primary school for students from new entrants to Year 6. The school’s special Catholic character is reflected in school life through religious education and prayers. School values modelled by leaders, staff and students are based on the school’s motto of strength and kindness. These values are evident in the way students play and learn with each other.

A strong sense of community is evident, with meaningful partnerships between the school and the culturally diverse parent community. The school is inclusive and welcoming for students.

Since the 2011 ERO review the school’s roll has increased. As a result of this growth the school has increased the leadership team, restructured teaching staff into three teams, and appointed new team leaders.

The board has recently been working with an external provider to introduce new self-review processes. This exercise has developed consultation groups and has had a positive effect on the parent community.

2 Learning

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

Mt Carmel School uses achievement information effectively to make positive changes to learners’ engagement, progress and achievement. The senior management team collects and analyses school wide and classroom data and identifies students who need support. They monitor and report student achievement to the board. With the introduction of National Standards, it is timely to reduce the quantity of analysed data in the school assessment schedule. The focus could shift to using testing tools in a more diagnostic way at the classroom teacher level.

A very high number of students throughout the school are reported to achieve at National Standards in mathematics, reading and writing. Senior leaders and teachers identify groups of students who need further support. They set appropriate achievement targets in the school charter to support the progress and achievement of these students. The school is now well placed to further lift student achievement. Senior leaders could set school achievement targets that further extend groups of students to achieve above National Standards.

Students are motivated to learn. They are being increasingly supported to understand and take ownership of their learning. Recent school-wide teacher professional development from an external provider is concentrating on using data to reflect on teaching practices. This professional learning provides teachers with a framework and skill base for using achievement data to plan learning programmes for their own students.

The school is responsive to including students with special needs in classroom programmes. Support is provided in classrooms and this resourcing is seen to benefit all students. The senior management team supports teachers and assistants to promote positive outcomes for students with identified learning needs.

3 Curriculum

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

Mt Carmel School's curriculum supports student learning effectively. The school provides a balanced and rich curriculum that considers the whole person. Learning opportunities include outdoor education, performing arts and sporting initiatives. Parents support and contribute to the daily curriculum with their time, enthusiasm and expertise. Their presence enables the school to deliver its broad and holistic curriculum.

The Wastecare programme has become an extensive part of the school-wide curriculum, providing learning opportunities for students to develop their understanding of environmental sustainability.

The school has given effect to The New Zealand Curriculum (NZC) in a way that complements the special character of the school. Teachers are supported to implement the principles and values of the NZC by very good school planning systems. Teachers deliver the curriculum well. There is a need to keep a greater focus on the teaching of early literacy skills in meaningful and authentic contexts in the junior school.

Senior leaders acknowledge the need to revisit the school’s inquiry model for learning to ensure there is shared ownership by teachers and consistent implementation. This inquiry approach could help provide more for the gifted and talented students within the classroom programme. Students would be able to make more decisions about the direction and the depth of their learning.

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

The school has responded well to the Ministry of Education’s focus on improving the achievement of Māori students. Māori student achievement is tracked extensively and they achieve very well, and at levels similar to those of all other students in the school in relation to National Standards.

School leaders and teachers know their students and whānau well. They continue to build supportive relationships with the Māori community. Recent school self review has resulted in the establishment of a Māori consultation group. Outcomes from consultation are included in the school’s strategic plan.

Kapa haka is strongly evident in the senior section of the school, with all children learning, practising and performing waiata, haka and pōwhiri. Te reo Māori is integrated into liturgy and prayers.

The school environment shows evidence of the use of te reo Māori. Teachers unit planning reflects programmes that celebrate New Zealand’s bicultural heritage.

Teacher professional learning in te reo and tikanga Māori has been identified as a strategic goal. This initiative would help staff to build their confidence in including te ao Māori more inclusively in their daily routines and school practice.

4 Sustainable Performance

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

The school-wide self-review process has set a strong foundation for ongoing responsiveness and a focus on continued improvement. The board has promoted meaningful consultation, strengthening connections with community groups, and allowing the community to be more active in contributing to and setting the direction of the school. This self-review process is likely to help the school develop a more sustainable framework for the future direction of Mt Carmel’s School.

The new school structure supports teachers. Teaching teams have opportunities to collaborate in professional practice with a focus on improving outcomes for children. Safe places for risk taking and for being innovative are evolving.

A cohesive approach to the new leadership structure is yet to be established. The board of trustees and principal agree with ERO that it would be timely for the school to seek external expertise as they carry out a review of the school’s leadership practices, roles and responsibilities.

The board provides effective governance. Trustees are well informed and make strategic decisions to support improved outcomes for all students. Clear alignment between the charter, strategic plan and annual plan is providing a clear direction for 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

Mt Carmel School is a Catholic state integrated primary school for Years 1 to 6. It provides a rich and balanced curriculum for students. A high number of students achieve at National Standards. School values of strength and kindness are evident in children’s play and relationships.

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

Dale Bailey

National Manager Review Services Northern Region

26 June 2014

About the School