60 Derby Street, Feilding
View on mapSt Joseph’s School is a state integrated Catholic school in Feilding catering for students from Years 1 to 8. The roll of 141 students includes 25% who identify as Māori and a small number of students of Pacific heritage.
The vision is for students to be confident, connected, actively involved, lifelong learners. The mission for St Joseph’s School is to: ‘provide a Catholic environment where children receive an education that reflects their dignity and individuality and encourages them to reach their full potential, spiritually, intellectually, socially and physically within the school community’.
Achievement targets for 2018 are aimed at accelerating students in Years 3 and 4 in mathematics and Year 7 students in writing.
Leaders and teachers regularly report to the board, school wide information about outcomes for students in the following areas:
Since the December 2015 ERO report, there have been changes to teaching personnel and trustees.
Since the December 2015 ERO report, there have been changes to teaching personnel and trustees.
The school is currently involved in a digital technology initiative through the Ministry of Education (MoE).
The school is part of the Palmerston North Catholic Kāhui Ako.
The school achieves equitable and excellent outcomes for most of its students. Since the previous ERO report, the school has maintained high levels of achievement. Most children achieve well in reading, writing, and mathematics, with approximately half achieving above curriculum expectations in reading at the end of 2017. Māori children achieve well with similar outcomes to Pākehā.
A disparity in the achievement of boys in writing and girls in mathematics is addressed overtime. Nearly all students achieve at or above achievement expectations in all three curriculum areas by the end of Year 8.
Mid-year 2018 data shows outcomes tracking at similar levels to previous years in reading and writing with a slight increase in the achievement of mathematics.
The school has a comprehensive response to Māori and other children whose learning and achievement need acceleration. Robust processes are soundly implemented to identify, monitor and effectively respond to needs of students. Individuals targeted in 2018 are progressing well with many showing acceleration in their achievement.
The principal, trustees and staff have aligned the school’s vision, values, goals and targets to work towards equity and excellence for students, parents, whānau and its community. Ongoing improvement and innovation is well considered and included in the strategic and annual goals.
Comprehensive processes and practices support equitable outcomes for students requiring additional support or those identified with complex learning needs.
Teachers demonstrate a sound knowledge of students. Assessment information is used to inform an appropriate response to individual learners. Close monitoring of progress ensures strategies used to accelerate achievement are timely and relevant.
Parents are well informed in relation to their child’s goals, supporting learning at home. External agencies are suitably accessed to provide specialist support and advice. Flexible transition practices ensure students and families are well integrated into school life. Board resourcing, including access to additional personnel and programmes, promotes equity and excellence for students.
Design and enactment of the St Joseph’s School curriculum reflects the special Catholic character and promotes the emerging and developing capabilities of learners. Documented guidelines are thorough, supporting the induction of new staff and ensuring teachers are well informed to deliver curriculum expectations. Māori learner’s culture, language and identity are valued and included through the provision of relevant contexts. Teaching fosters positive conditions for learning in the classroom. Digital technologies are accessible and woven through the curriculum to promote student learning.
The inclusive school environment promotes the wellbeing and engagement of students, families and whānau in school life. Students have a strong sense of belonging. Senior students value their opportunity to participate in a range of leadership roles, contributing to the positive culture, and demonstrating responsibility for their peers. Students and staff model shared values, encouraging an environment of care, acceptance and respect. Positive and affirming relationships between staff, students and their peers foster an open and welcoming environment.
Internal review, evaluation and inquiry meaningfully contribute to ongoing school improvement. Performance management systems are robust and well implemented to monitor and guide practice. Professional learning and development is matched to the needs of teachers with clear alignment to curriculum enhancement and student outcomes. Regular discussion between teachers and the principal ensures a cohesive approach to achieve the best possible outcomes for learners.
The school’s internal review and evaluation has identified further development is needed of recently introduced curriculum initiatives and a next step to initiate positive behaviour for learning. ERO’s external evaluation affirms these priorities.
ERO identifies and the school agrees that further development of strategies to support self-regulated learning and promote student agency is a next step. Continuing to build teachers’ knowledge and collective capability should usefully enhance current practice and determine an overarching vision aligned to the promotion of self-directed learning opportunities for students.
Recent changes to both staffing and assessment practices provides the opportunity for teachers to review and revisit their assessment schedule. This includes documenting the range of assessments being gathered, initiating external moderation and extending the range of standardised assessment tools.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
For sustained improvement and future learner success, the school can draw on existing strengths in:
school leadership that provides clear guidance for teachers to ensure positive learning and achievement outcomes for students
processes and practices that are comprehensive and promote equitable outcomes for students requiring additional support or those identified with complex learning needs
a school environment that is inclusive and focused on achieving positive wellbeing and engagement of students, families and whānau
the curriculum that reflects the Catholic character and promotes the emerging and developing capabilities of learners.
For sustained improvement and future learner success, priorities for further development are in:
review of assessment procedures to clearly document the scope and collation of standardised assessment tools and provide further opportunities for external moderation
building the knowledge and the collective capability of staff to enhance practices aligned to promoting student agency and self-directed learning.
ERO is likely to carry out the next external evaluation in four-to-five years.
Alan Wynyard
Director Review and Improvement Services Central
Te Tai Pokapū - Central Region
16 November 2018
|
Location |
Feilding |
|
Ministry of Education profile number |
2451 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
141 |
|
Gender composition |
Boys 50%, Girls 50% |
|
Ethnic composition |
Māori 25% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
September 2018 |
|
Date of this report |
16 November 2018 |
|
Most recent ERO report(s) |
Education Review December 2015 |
The board of trustees, principal and teachers have a clear focus on promoting success and improving outcomes for learners. The majority of students achieve at or above the National Standards in reading, writing and mathematics. Students at risk of underachievement continue to be a high priority for targeted teaching.
ERO is likely to carry out the next review in three years.
St Joseph’s School is an integrated Catholic school in Feilding catering for students from Years 1 to 8. The roll of 144 students includes 37% who are Māori.
The school values of 'CARE', Community, Acceptance, Respect and Excellence and the Catholic Charisms underpin the curriculum. Partnerships with parents, whānau and the local community are valued and promoted.
Students regularly participate in a wide range of religious, cultural and sporting events.
The school has a positive reporting history with ERO and has appropriately responded to findings in the November 2012 ERO report.
Reflective practice and a focus on raising student achievement are evident.
The school effectively uses achievement information to make positive changes to learners’ engagement, progress and achievement.
Achievement data shows the majority of students achieved at and above the expected levels in relation to the National Standards in reading, writing and mathematics. Achievement data is tracked and monitored well. There have been positive gains over time for Māori students. At the end of 2014 they achieved at similar levels to their peers in reading, writing and mathematics. A focus on sustaining accelerated progress for Māori students should be maintained.
The principal leads a sustained, collective focus on raising achievement for all students. Achievement data is regularly discussed and analysed for shifts in progress. Teachers critically examine how their practice impacts on individual student learning. Student achievement information is used to identify areas of focus for teaching and learning.
Moderation of a range of assessment activities and results, occurs regularly within the school and between local schools. Teachers, senior leaders and trustees have confidence in judgements about achievement in relation to National Standards.
Students at risk of poor educational outcomes are clearly identified. Individual student needs form the basis for decision making around the provision of and access to extra learning support. The school evaluates programmes and strategies to determine the impact and level of effectiveness.
Parents receive clear, useful information about student progress and achievement, and how to support learning at home.
The board of trustees regularly receives well-analysed student achievement information. Trustees know about achievement and progress. This information is used to set appropriate achievement targets and to make well-informed decisions about resourcing.
The school’s curriculum effectively promotes and supports student learning. The 2015 topic of ‘A Mātou Whenua – Kotahi Tangata; Our People, Our Place’ recognises the importance of students developing a sense of belonging. Bicultural perspectives within the curriculum have been strengthened. Te ao Māori experiences are meaningful.
Local community resources enhance experiences for students across all learning areas. An emphasis on literacy and mathematics is maintained.
Alignment exists between the values and guiding principles across the school. These include those derived from both The New Zealand Curriculum, and the school’s special character.
The key competencies for learning are evident throughout the school. Teachers and students have developed shared understandings of how the key competencies are manifested.
Teaching teams across the school demonstrate high levels of relational trust and reflective practice.
The appraisal system supports teachers to build capacity and examine the effectiveness their practice. Useful processes include teacher inquiries, peer feedback on observations and opportunities for informed professional learning and discussion. A current schoolwide inquiry by teachers into future-focused teaching and learning is based on research into effective practice.
Professional learning for teachers is led and implemented in a well-considered manner with clear links to improving student outcomes.
These systems support the development of positive conditions for student learning.
Since the previous ERO report, there has been significant development in supporting Māori students to experience success as Māori.
The newly-established whānau roopū is a positive initiative for building partnerships with parents and whānau. Connections with Kauwhata Marae have been re-established.
The school’s Māori Development Plan sets out goals and objectives for building collective capacity, improving acknowledgement of tangata whenua, and continuing to raise Māori student achievement. Ministry of Education guidelines including Ka Hikitia - Accelerating Success 2013-2017 and Tātaiako: Cultural Competencies for Teachers of Māori Learners inform and support the actions within the plan.
This plan is due for cyclical review and ERO affirms this is an opportunity for the school to continue to build culturally responsive practices. The school acknowledges this work is ongoing.
The school is well placed to sustain and improve its performance. The focus on ongoing improvement positions it well in continuing to develop capability and collective capacity to use evaluation to sustain improvement.
The board of trustees is guided in its role by clear governance procedures. Use of the internal evaluation tool, Hautū – Māori cultural responsiveness self review tool for boards of trustees 2015 is in the early stages. This is a positive development which should assist the board to continue to review its performance in promoting success for Māori students.
Current planned review practices allow the board to measure the impact of decisions against expressed outcomes. Senior leaders, teachers and trustees continually evaluate outcomes for students. There is a well-considered approach to change. Perspectives from a range of stakeholders across the school community contribute to review and development.
The principal has a clear vision for leadership and the enactment of the school’s values. Student wellbeing and achievement for success is shared across all layers of the school, including the board of trustees, staff, students and parents.
Parents, whānau and families actively engage with the school to support student learning.
Positive connections with early childhood centres and local secondary schools support student transitions into and beyond the school. These relationships have a deliberate focus on sharing achievement information.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
The board of trustees, principal and teachers have a clear focus on promoting success and improving outcomes for learners. The majority of students achieve at or above the National Standards in reading, writing and mathematics. Students at risk of underachievement continue to be a high priority for targeted teaching.
ERO is likely to carry out the next review in three years.
Joyce Gebbie
Deputy Chief Review Officer Central
9 December 2015
|
Location |
Feilding |
|
Ministry of Education profile number |
2451 |
|
School type |
Full Primary (Years 1 to 8) |
|
School roll |
144 |
|
Gender composition |
Female 51%, Male 49% |
|
Ethnic composition |
Māori 22% Pākehā 78% |
|
Review team on site |
October 2015 |
|
Date of this report |
9 December 2015 |
|
Most recent ERO report(s) |
Education Review November 2012 Education Review April 2009 Education Review September 2005 |