New Brighton Catholic School (Chch)

School Context

New Brighton Catholic School (Chch) is a state integrated school for students in Years 1 to 8. The school has a roll of 208 students, representing 20 ethnicities and including 36 Māori and 21 Pacific students.

The school’s mission statement is ‘Through our Catholic faith, and together with family and whānau, we educate, encourage and empower the whole child towards excellence’.The school has a virtues programme with an emphasis on students growing their relationships with God, themselves and globally.

The school states that its values are:

• providing an environment that promotes and nurtures the Catholic faith

• fostering positive relationships between school, families and the community

• accepting, valuing and meeting the individual needs of each student, to support them to realise their potential

• promoting personal success, enjoyment and satisfaction in learning for students to become lifelong learners

• courtesy, common sense and respect being practised by all

• for students to have an acceptance and knowledge of all the different cultures within New Zealand.

The school’s three strategic aims focus on openness to learning, positive healthy relationships and the physical environment.

Leaders identified 2019 annual achievement targets for students in reading, writing and mathematics.

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

• achievement in reading, writing and mathematics
• achievement in religious education and wellbeing.

Since the 2015 ERO review, a new board chair has been appointed and four trustees have been recently elected. There have been minimal changes in teaching staff since that time.

The school is an active participant in the Te Ara Tūhura cluster of local schools. Whole school professional learning has included participation in the Ministry of Education Positive Behaviour for Learning (PB4L) initiative, a digital technology project, and information sessions to support the management of wellbeing and anxiety.

The school is a signatory to the Code of Practice (2016) for the pastoral care of international students. There are no international students currently enrolled at the school.

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 working towards achieving equitable and excellent outcomes for most students. The school’s data for 2017 and 2018 shows that most students achieved at or above curriculum expectations in reading, writing and mathematics.

The school’s 2018 data shows that Māori and Pacific students achieved slightly less well against curriculum expectations than other groups of students in reading, writing and mathematics.

Data in 2018 shows positive shifts at all year levels in relation to religious education.

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

The school is successful in accelerating learning for a number of those Māori and other students who need this.

The school’s 2018 data shows that learning was accelerated for approximately one-third of targeted students in writing and mathematics. The majority of targeted students made accelerated progress in reading.

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 respond thoughtfully and effectively to the wellbeing and learning needs of students. Effective systems are in place for teachers to monitor the learning progress of students, and teacher aides are strategically allocated to maximise benefits for students with additional learning needs. There is a strong emphasis on providing a pastoral care system that is very inclusive of students and whānau. Inter-agency support is effectively utilised to benefit wellbeing.

Leadership is strongly collaborative and strategic, and the school’s values and special character are evident in planning documents and everyday practices. There is alignment between the school’s strategic goals and annual planning. Professional learning opportunities for staff are clearly aligned with school priorities, well managed, and provide a range of internal and external opportunities to build professional capability and reflective practices. Leaders are embedding a whole school approach to teaching, learning and the use of technology through a practice known as ‘learn, create, share’.

Cultural diversity is valued and leaders provide meaningful opportunities for the many different cultures to participate and engage in school life. Te ao and te reo Māori are clearly integrated into religious education documentation and practices. The use of te reo across the school is supported by leaders and teachers with specific te reo expertise.

Student agency and self-management of learning are developing. Students have choice about their learning within a weekly, teacher-constructed schedule for learning. Students who require extension to their learning have the opportunity to move between classrooms and participate in learning with students who are operating at similar levels. The ‘learn, create, share’ pedagogy provides options for the way students present their work. Students reported that they felt well supported by their classroom teachers. They appreciate feedback from their teachers as well as from their peers.

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

School leaders need to determine, through the use of internal evaluation, those processes and practices that are most effective in promoting language, culture and identity for all students, including Māori and Pacific. These identified practices should be embedded in curriculum guidelines and related school documents, and inform professional learning for staff, as appropriate.

Internal evaluation is an area for further development. Current reflective practices need to be extended to be more critical and evaluative. Internal evaluation should include a strong focus on the impact of programmes and practices on outcomes for children’s learning and wellbeing. This includes identifying how well learning is being accelerated for specific groups of students, including Māori and Pacific.

Leaders and the board need to build internal evaluation capability by:

• developing knowledge of internal evaluation at all levels of the school

• using a well understood framework to guide evaluative practice

• refining action planning, as part of internal evaluation process, to include specific outcomes for teachers and students

• monitoring and reporting progress in relation to the outcomes identified in action planning as part of a cycle of internal evaluation.

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 New Brighton Catholic School (Chch)’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success 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:

• strong pastoral care processes and practices that support children and their families
• a collaborative, improvement-focused leadership team that effectively supports teachers to build their capability while maintaining a sustained focus on outcomes for students
• valuing diversity and inclusive cultural practices that support students and their families to engage in learning and the life of the school.

Next steps

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

• identifying and embedding effective, culturally responsive teaching and learning practices across the school
• improving understanding and use of internal evaluation across all key school operations, including continuing to accelerate students’ learning and progress over time.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

10 March 2020

About the school

Findings

The school’s special character is clearly reflected in the family-like culture. Most students achieve at and above the National Standards in literacy and mathematics. Students that do not meet the National Standards are very well supported. Well-targeted pastoral care ensures students and families are continually supported in the school and community, as it rebuilds and reconnects, after the earthquake. The board manages its governance and special character obligations effectively.

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?

New Brighton Catholic School Christchurch is a small integrated primary school. The school is parish based and provides for students in Years 1 to 8. Many of these students come from diverse backgrounds.

The school’s special character is clearly reflected in the inclusive, friendly and family-like culture.

Since the 2012 ERO review, there have been some changes in staffing and board membership. School leaders and teachers have successfully retained and built on the strengths and recommendations that emerged at that time. They have reviewed the core learning areas and have developed extensive guidelines outlining expectations of how the curriculum is to be taught. The board has developed a set of useful guidelines to support new trustees and has detailed plans to guide board operations.

2 Learning

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

The school uses student achievement information very effectively to make positive changes to learners’ engagement and achievement.

School data shows that most students achieve at and above the National Standards in literacy and mathematics. Students that do not meet the National Standards are very well supported within classes, with extra resources and in special programmes.

Teachers regularly evaluate their teaching practice and implement new programmes to accelerate students who need extra support to succeed in mathematics. Senior leaders and teachers agree they need to further refine student achievement targets.

Senior leaders have developed clear and detailed guidelines for teaching and learning. These expectations support consistent practices throughout the school.

Teachers successfully engage students and actively support them to set goals and assess their own learning. Leaders and teachers reflect on their teaching and how students are achieving. They adjust their programme and practices to meet students’ diverse needs.

A successful school-wide buddy system between older and younger students (tuakana/teina) supports students to learn together.

3 Curriculum

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

The school’s curriculum effectively supports and extends students’ learning. The special character and values are central to the way students learn, the positive student/teacher relationships and the inclusive culture of the school.

The curriculum effectively integrates all the learning areas of the New Zealand Curriculum and the Catholic schools’ religious education programme. The curriculum helps students to extend their thinking and problem solving skills.

Students have a wide range of learning opportunities within and out of the classroom. They use a range of resources and have access to digital technology to support and extend their learning. Senior students like the friendly family-like culture and the choices within the curriculum.

Students have a variety of meaningful leadership opportunities. The students’ council successfully organises a range of school events. The council's ideas are often actioned by the teachers and principal.

Parents are welcomed in the school and are well informed of school programmes and expectations. They have strong partnerships with teachers about their children’s learning and have regular updates about progress and achievement.

Teachers are making good progress in using practices that promote student-led learning. The senior leaders are developing a carefully planned approach to further develop the innovative use of learning spaces and practices.

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

The school very effectively promotes educational success for Māori as Māori. Te aō Māori is an integral part of the school curriculum, values and special character.

The school has a well-planned bicultural programme. This includes an overview of Māori in the curriculum and an annual action plan. The action plan includes regular contact with whānau, professional learning, curriculum initiatives including kapa haka and te reo Māori class electives, and whānau social celebrations.

School leaders have strong partnerships with parents of Māori students and Māori in the community. The school whānau group provides school leaders with useful feedback to strengthen learning outcomes for students. This includes the effective use of the skills and knowledge of the community in the school’s programmes. The school leader of Māori has also provided parents with opportunities to learn te reo Māori at school.

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

Pacific students are well supported to achieve educational success as Pacific. Well-established practices and the school values ensure Pacific families are well included and supported in the life of the school.

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.

The board, school leaders and teachers know students and families well. They regularly seek parent and student feedback to ensure students’ wellbeing and learning needs are met.

The principal has been proactive and provided strong leadership to develop close and supportive community links and partnerships.

Well targeted pastoral care has ensured students and families are continually supported in the school and community, as it rebuilds and reconnects, after the earthquake and major changes experienced in the community.

The school is well managed with effective systems and good communication. School leaders make good use of staff strengths and knowledge to support student needs, interests and strengths.

Leaders have developed a robust teacher appraisal system that is well linked to the school’s strategic direction, improved teacher practice and has a strong focus on improving student achievement.

Leaders and teachers have developed a culture of ongoing reflection for improvement to ensure improved outcomes for students. Regular self review supports improvement. The board and senior leaders have acknowledged the next step is to further refine and establish consistent processes for self review.

The board manages its governance and special character obligations effectively. There are strong relationships at all levels of the school. The board and school leaders use trustees’ skills and knowledge, and parent and community input.

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

The school’s special character is clearly reflected in the family-like culture. Most students achieve at and above the National Standards in literacy and mathematics. Students that do not meet the National Standards are very well supported. Well-targeted pastoral care ensures students and families are continually supported in the school and community, as it rebuilds and reconnects, after the earthquake. The board manages its governance and special character obligations effectively.

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

Chris Rowe
Deputy Chief Review Officer Southern

29 October 2015

School Statistics