San Antonio School (Eastbourne) - 24/10/2018

School Context

San Antonio School (Eastbourne) is an integrated Catholic primary school providing education for students from Years 1 to 8. At the time of this ERO evaluation there are 29 students on the roll.

The school’s vision is that ‘with Jesus Christ as our guide in a loving family centred environment, we will produce confident, life long learners who aspire to excellence in all that they do’. ‘Positivity, creativity, kindness, curiosity and resilience’ are the school’s valued outcomes.

Strategic goals for 2018 aim ‘to create a powerful learning culture that supports students to continually improve their learning in a quality, stimulating environment’.

Leaders and teachers report to the board, schoolwide information about outcomes for students in progress and achievement in relation to reading, writing and mathematics.

Since the May 2015 ERO report there have been significant changes in board membership and some staff changes.

Teachers have participated in professional learning and development (PLD) in Incredible Years, inclusive practices and mathematics. Some trustees have undertaken board training.

The school is a member of the Hutt Faith Based Kāhui Ako.

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?

Most students achieve at or above school expectations in reading, writing and mathematics. A higher percentage of students achieve very well in literacy, particularly reading. A focus on mathematics in PLD has led to more students meeting expectations.

A range of strategies and resources are used to support students with additional educational needs. Suitable external support is accessed.

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

School data shows that students who require support to achieve well make good progress over time. Additional learning support programmes contribute to improved student outcomes. Some students make accelerated progress from this targeted focus.

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 recently developed curriculum framework provides a useful platform for ongoing improvements in teaching and learning. Guided by consultation with parents, it reflects the unique place of the school in the community, and the progress made in culturally responsive practices and in te ao Māori.

The principal and staff are highly collaborative. They know their students well and share a holistic approach to their learning and wellbeing. Children’s views and ideas are respected. Students’ progress and achievement is tracked and monitored schoolwide. Strategies for differentiating learning continue to develop. Teachers have a sustained focus on building a positive learning environment. Participation in recent PLD positively contributes to inclusive teaching practices. These include more targeted individual education plans (IEPs) and improved reporting to parents on student progress, achievement and wellbeing.

Trustees and staff develop and grow productive learning partnerships with the school community. Families and whānau are welcome and highly involved in school activities, events and celebrations. They actively contribute to children’s learning experiences. An extensive edible garden, developed and supported by parents, promotes understanding of nutrition, sustainable practices and caring for the environment.

The board represents and serves the school community. Trustees make well-considered resourcing decisions that enhance teaching and learning and enable students to experience success as learners.

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

The principal and teachers continue to build their understanding and use of appraisal, inquiry and evaluation to improve teaching and learning. These key areas require further development to better inform and align systems and processes, strengthen annual improvement targets and the impact on student outcomes. Increased analysis to identify trends and patterns and reporting of assessment information, should enable teachers and trustees to better monitor and evaluate the impact of strategic goals and teaching strategies on student learning.

Teachers and trustees should continue their plan to further develop the curriculum to include shared expectations of effective teaching, assessment and culturally responsive practices. Strengthening statements about how children learn best and the implementation of digital technologies should further enhance students’ engagement and success.

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.

During the onsite stage of this evaluation ERO identified a number of areas requiring attention in relation to health and safety. These were acknowledged and satisfactorily addressed immediately.

To improve current practice, trustees and staff should strengthen their review by more thoroughly implementing and regularly monitoring health and safety policies, procedures and related practices.

4 Going forward

Key strengths of the school

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

  • a shared approach by the board, leadership and staff that grows and contributes to students’ holistic development, wellbeing and learning success

  • strong partnerships with the parent community that support learning and provide opportunities and experiences.

Next steps

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

  • building a shared understanding of appraisal, inquiry and evaluation to improve teaching and learning
    [The school has requested that ERO provide an internal evaluation workshop for trustees, leadership and teachers]

  • strengthening the curriculum so that it clearly states the expectations of effective teacher practice, guides schoolwide learning and promotes the growing independence of the learners.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Director Review and Improvement Services

Te Tai Pokapū - Central Region

24 October 2018

About the school


Lower Hutt

Ministry of Education profile number


School type

Integrated Full primary (Years 1 to 8)

School roll


Gender composition

Female 15, Male 14

Ethnic composition

Māori 2
Pākehā 15
Asian 3
Other ethnic groups 9

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

July 2018

Date of this report

24 October 2018

Most recent ERO report(s)

Education Review May 2015
Education Review April 2012
Education Review March 2010