St Francis School (Thames)

St Francis School (Thames)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within nine months of the Education Review Office and St Francis School (Thames) 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 

St Francis School is located in Thames, providing education for students in Years 1 to 8. The state integrated Catholic school is an integral part of the local St Francis Catholic parish community.

St Francis School’s strategic priorities for improving outcomes for learners are:

  • to implement a rich and relevant curriculum where all children find joy and success in learning

  • to build learning-focused partnerships to support outcomes for the children and community.

You can find a copy of the school’s strategic and annual plan on St Francis School’s website.

ERO and the school are working together to evaluate the effectiveness of targeted actions to increase rates of progress in mathematics for all students. Strengthening partnerships in learning is an ongoing focus for the school.

The rationale for selecting this evaluation is:

  • the priority to raise achievement levels in mathematics to match those in literacy

  • the school’s commitment towards equity and excellence for all students

  • the importance of engaging in strategic partnerships with students and whānau to support learning.

The school expects to see improved progress and equitable outcomes for all students in mathematics.

Strengths

The school can draw from the following strengths to support its goal to increase learners’ rates of progress:

  • the school’s special character and values that enable students to participate and learn in a caring, inclusive environment

  • collaborative leadership with an open-minded approach that is focused on continuous improvement

  • an integrated curriculum that supports high levels of student engagement in learning.

Where to next?

Moving forward, the school will prioritise:

  • developing processes and practices to further strengthen planning, teaching and learning

  • supporting a collaborative approach to increasing students’ rates of progress in mathematics

  • strengthening learning-centred partnerships to improve student outcomes.

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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

13 March 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

St Francis School (Thames)

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of May 2022, the St Francis School (Thames) Board of Trustees 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 St Francis School (Thames) Board of Trustees.

The next Board of Trustees 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region | Te Tai Pūtahi Nui

13 March 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

St Francis School (Thames) - 21/11/2018

School Context

St Francis School (Thames) is a state integrated Catholic school located in Thames. It caters for students from Years 1 to 8. The current roll is 56 including seven who identify as Māori. The school’s mission states that it is a Catholic faith community committed to quality learning. The school is inspired by St Francis’ love of creation. There is a commitment to providing a nurturing environment for each child, focusing on their spiritual, moral, academic, emotional, social and physical needs. Love, respect, responsibility and honesty are the combined school and gospel values. The school recently celebrated its 150th anniversary.

The school’s strategic aims focus on:

  • promoting the teachings of the faith through the religious education programme and special character of the school

  • providing additional support for at-risk students in mathematics and writing

  • providing professional development for teachers in te reo Māori

Since the last ERO report there has been a significant decline in the school roll. There have been several changes in the teaching team and some new trustees appointed. Teachers have undertaken professional learning and development to accelerate learning in writing and mathematics. Digital fluencies along with gifted and talented education have also been a focus. The school is part of the Thames Kauaeranga Kā Community of Learning | Kahui Āko.

Since the on-site stage of the review the principal has taken extended leave.

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

  • reading, writing, mathematics.

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 from 2015 to 2017 shows almost all students were achieving at or above national expectations in reading including Māori. Most students were achieving in writing and mathematics. There is significant disparity for Māori in writing in comparison to Pākehā. Girls are achieving at higher levels than boys in literacy. The pattern of significant disparity for boys has remained consistent over time. Children with identified learning needs are well monitored and are making progress against their individual learning goals.

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

The school is effectively accelerating the progress of Māori and other students whose learning is at risk. Analysed data for 2016 and 2017 shows that many at-risk students made accelerated progress in reading, writing and mathematics. This data also shows that most at-risk Māori students made accelerated progress in all areas with particularly high numbers accelerating in mathematics.

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?

Leadership is strongly focused on building teacher capability. Explicit expectations for teaching and learning have been developed to guide teacher practice. There are effective systems for identifying student needs and monitoring and evaluating their achievement and acceleration. The appraisal system has been reviewed and strengthened and is strongly focused on improving and accelerating learning for identified students. Leaders use school data to guide decision making and professional learning is well-aligned to school goals and targets.

Teachers use deliberate and effective strategies to improve learning. A range of assessment tools are used to accurately identify student learning needs. Specific interventions are developed and implemented to improve outcomes for students. They set goals and work towards achieving these. Students with additional needs are closely monitored and there is appropriate liaison with outside agencies. Calm and well-organised environments and warm respectful relationships are conducive to student learning and wellbeing.

A broad curriculum enables students to learn and achieve. The school’s vision, values and special Catholic character are embedded in all aspects of school life. Every student has the opportunity to experience success in a wide range of areas including leadership, sport, culture and service. Te reo Māori and tikanga are planned for and integrated meaningfully. There are high expectations for student learning and behaviour creating a strong sense of belonging.

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

There is a need to continue build more positive relationships between the school and the wider parent community. Priority should be given to:

  • consulting with parents to gather their views and aspirations

  • developing a shared vision for the future direction of the school

  • continuing to strengthen partnerships for learning

  • accessing external support to assist with this process.

School leaders and the board now need to extend achievement targets to focus on accelerating achievement for all student’s at-risk especially Māori students in writing, and boys in literacy.

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.

Actions for compliance

ERO identified non-compliance in relation to curriculum. In order to address this, the board of trustees must:

  1. Provide appropriate career education and guidance for all students in Year 7 and above
    [NAG 1(f)]

  1. In consultation with the school’s Māori community, develop and make known to the school’s community policies, plans and targets for improving the progress and achievement of Māori students.
    [NAG 1(e)]

4 Going forward

Key strengths of the school

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

  • leadership for learning that is focused on improving outcomes for students

  • effective systems and processes are supporting acceleration and achievement

  • a culture for learning that enables a sense of belonging and wellbeing for students.

Next steps

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

  • consultation and communication to improve school/community relationships

  • accelerating learning to achieve equitable outcomes for all groups, particularly boys.

ERO’s next external evaluation process and timing

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

21 November 2018

About the school

Location

Thames

Ministry of Education profile number

1945

School type

Full Primary (Years 1 - 8)

School roll

56

Gender composition

Boys 22 Girls 34

Ethnic composition

Māori 7
Pākehā 35
Other 14

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

August 2018

Date of this report

21 November 2018

Most recent ERO report(s)

Education Review June 2015
Education Review December 2010

St Francis School (Thames) - 26/06/2015

Findings

Students benefit from a broad curriculum underpinned by the school’s special Catholic character. Overall student achievement is above national comparisons in reading, writing and mathematics. Teachers and leaders are committed to strengthening ways students take responsibility for their own learning, and to developing closer relationships with the local Māori community.

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?

St Francis School is a state integrated Catholic school located in the Coromandel township of Thames. It caters for students from Years 1 to 8. The current roll is 95, fifteen of whom identify as Māori.

A new principal was appointed in term 4 2014. The transition from the previous well-respected and long-serving principal has been well managed, and there has been no disruption to the ongoing improvement of outcomes for students. The long-serving board chairperson is supported by a mixture of both new and experienced trustees who bring a range of skills and experiences to their roles.

The school’s vision and values have been collaboratively developed and are well articulated. They are underpinned by the school’s special Catholic character which guides and influences all aspects of school life. Students’ wellbeing is enhanced by an inclusive school culture, and the effective promotion of values such as love, honesty, respect and responsibility.

The school has a positive reporting history with ERO.

2 Learning

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

The school uses achievement information well to make positive changes to learners’ engagement, progress and achievement. The majority of students are performing at and above National Standards in reading, writing and mathematics. The overall levels of achievement are above national comparisons.

The board of trustees receives regular reports on student achievement which are well understood and used to make appropriate resourcing decisions.

School leaders use achievement information to track student progress and to identify and respond to trends and patterns. They set useful targets which focus on students who are at risk of not achieving, and align these with teachers’ appraisal goals.

The school has effective systems in place for identifying students at risk of poor educational outcomes and for monitoring their progress and achievement. There are a range of interventions in place to meet their needs.

Teachers use student achievement information to identify students’ next learning steps, respond to these, and to monitor progress and achievement. Teacher aides provide in-class support and supervise intervention programmes to effectively assist students with specific learning needs.

Students are supported to take responsibility for their own learning in a number of ways:

  • learning intentions for each lesson are clearly visible
  • there are opportunities for peer and self assessment
  • students set and monitor their own specific learning goals.

Parents receive two written reports per year about student progress and achievement in relation to National Standards. These are supported by parent/teacher interviews. The school has successfully trialled student-led conferences in 2014 and these will be extended to all year levels in 2015. Parents spoken to by ERO appreciated teachers being approachable to discuss their children’s learning.

ERO and senior leaders agree teachers that should continue to:

  • strengthen assessment practices to ensure consistency across the school
  • increase the range and strengthen the consistency of opportunities for students to take responsibility for their own learning.

3 Curriculum

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

The school curriculum effectively promotes and supports student learning.

The St Francis School curriculum is significantly influenced by its special Catholic character and takes advantage of its history for the benefit of current students. The school was established in 1867 and has been led over the years by six different Catholic religious orders. The board and community is committed to maintaining the legacies of those groups for the benefit of current students. Through the tradition of St Francis the school places an emphasis on environmental education and on students being kaitiaki of their local environment. Because of the Mercy and Josephite sisters, the school has a strong emphasis on service to others.

Teachers incorporate local and topical issues in classroom programmes because of their relevance to students’ lives. Teachers effectively integrate literacy into the teaching of other learning areas such as science and social studies.

Students benefit from a range of extra-curricular opportunities in sport, music and performing arts. Camps for various age groups are a significant annual event for both students and parents. There are many leadership opportunities for students. Older students assisting younger ones is a common occurrence in the school.

ERO observed positive relationships and mutual respect between teachers and students. There are high levels of student engagement in their learning. Teachers display sound curricular knowledge supported by regular professional development, particularly in literacy and mathematics.

ERO observed a range of good teaching strategies used by teachers. These include:

  • cooperative learning activities
  • flexible grouping
  • practical learning using hands-on resources
  • effective questioning
  • specific feedback and feedforward.

Teachers have begun exploring more innovative ways of enacting the principles of ‘future focus’ and ‘lifelong learning’ from The New Zealand Curriculum (NZC). They have initiated programmes for the Years 7 and 8 students which encourage self management. Teachers have a considered approach to the use of information communication technologies (ICT). They continue to build on and trial ways ICT can be used effectively to enhance teaching and learning.

Teachers should continue to:

  • strengthen systems to ensure a balanced coverage of the NZC to promote sequential learning
  • strengthen inquiry learning to promote students’ ability to follow their own learning interests and to encourage higher order thinking
  • develop an e-learning plan in collaboration with students and the school community.

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

Teachers have undertaken professional development in te reo Māori and bicultural education since the last review. They have established a tuakana/teina relationship with another local school which has provided them with guidance and support.

Teachers are committed to integrating relevant Māori vocabulary into topics that are being studied. The school’s religious education programmes also introduce students to vocabulary relevant to this area of learning. Teachers are committed to using Māori words and phrases incidentally in everyday classroom situations. Two teachers have undertaken a course in Māori spirituality, and Matariki has been celebrated in the school.

The school is committed to enhancing students’ Māori identity and to increasing bicultural understanding. School leaders agree it is now necessary to:

  • strengthen relationships with the local iwi, Ngāti Maru
  • develop a more systematic and sequential approach to the teaching of te reo Māori
  • seek further ways of integrating local Māori knowledge and tribal history into classroom programmes.

4 Sustainable Performance

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

St Francis School is well placed to sustain and improve its performance.

The new principal, ably supported by an experienced deputy principal, is highly reflective. Teachers report that they are valued and supported by senior leaders who use staff strengths to enhance outcomes for students. Teachers work collegially, and regularly share good teaching practice and ideas about how to assist individual students.

The current board is focussed on improving student achievement. Parents spoken to by ERO are happy with their students’ progress, achievement and general education. There are many opportunities for parents to be involved in their students’ education and the school enjoys the support of the wider Thames community.

The board agrees that it would now be beneficial to strengthen school self review, particularly through deepening board understanding and ownership of the strategic planning process which includes meaningful collaboration with parents.

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

Students benefit from a broad curriculum underpinned by the school’s special Catholic character. Overall student achievement is above national comparisons in reading, writing and mathematics. Teachers and leaders are committed to strengthening ways students take responsibility for their own learning, and to developing closer relationships with the local Māori community.

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

Dale Bailey

Deputy Chief Review Officer Northern

26 June 2015

About the School

Location

Thames

Ministry of Education profile number

1945

School type

Full Primary (Years 1 to 8)

School roll

95

Gender composition

Girls 57

Boys 38

Ethnic composition

Pākehā

Māori

Asian

Other

62

15

11

7

Review team on site

April 2015

Date of this report

26 June 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

December 2010

June 2008

May 2005