St Joseph’s school (Papanui) is a Catholic School catering for Years 1 to 8. It has a roll of 443 students and is in Christchurch.
Its vision is to empower students to become confident, motivated learners, learning gospel values. The gospel values are in the Mercy tradition.
Strategic goals for 2019 focus on fostering:
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
Since the November 2014 ERO review, a new principal has been appointed and there have been changes within the leadership team and the board of trustees.
The school is a member of the Christchurch Catholic Kāhui Ako|Community of Learning.
The school continues to work towards achieving equitable outcomes for students in reading, writing and mathematics. Most students, including Māori students, achieve at or above school expectations in reading, writing and mathematics. However, over the last three years boys have not achieved as well as girls in writing.
Equitable outcomes are being achieved in the areas of student wellbeing for success and engagement for learning.
Learning information shows the school effectively accelerates the progress of some groups of students who need this. Processes to identify, track and support students at risk of not achieving are well embedded.
Students participate and learn in a caring, collaborative and inclusive environment. Classrooms are settled and managed in ways that support their participation, engagement and agency. Teachers use a variety of effective teaching strategies to support students’ sustained engagement. Leadership ensures an orderly environment conducive to student learning and wellbeing is maintained.
Diversity is valued at all levels. Students from other cultures and for whom English is a second language are welcomed and well supported in their learning. Those with additional/complex needs or special abilities are offered learning opportunities that provide appropriate support and challenge.
Students have a growing understanding of themselves as learners. Teachers and students construct challenging but realistic learning goals together. Assessment information is used well to adjust teaching practice and respond to individual needs. Suitable tools are in place to support teachers to make overall judgements about student learning and progress and understanding progressions of learning in the core subjects. A useful appraisal process builds teacher capability leading to improved student outcomes.
The school has a rich and responsive curriculum that supports students’ interests and community aspirations. Students have opportunities to learn in a range of local, relevant contexts and have access to a broad range of activities in and out of school time. Detailed curriculum guidelines support consistency of teacher understanding of expectations and approach. Special character values are highly evident throughout the curriculum. Concepts of te ao Māori are interwoven in programme planning.
A strong sense of community is evident. Parents and whānau are welcomed and involved in school activities as respected and valued partners in learning. Leaders and teachers recognise the importance of student and community voice and use them as a key resource when deciding priorities for inquiry and improvement.
Trustees have a range of useful skills that support effective governance. They have a shared understanding of their roles and responsibilities and an appropriate focus on measuring the success of the school in terms of agreed values and student outcomes.
Charter targets should focus on accelerating the progress of all students who are below expectations. In addition, leaders need to show and report how successfully the school has accelerated the learning of these students.
Understanding and use of internal evaluation need further development. This should enable leaders and teachers to measure the impact of new learning initiatives on student outcomes.
The strategic plan requires further review and refinement so that it adequately reflects current priorities and identifies suitable direction for school development.
The board and leaders should continue to improve the way change is managed and focus on building relational trust and effective collaboration with staff.
St Joseph’s School (Papanui) is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.
At the time of this review, there were six international students attending the school.
Students receive a welcoming and personalised introduction to the school and the community. The international student department is well resourced. Staff ensure international students’ needs are met throughout their stay. Valued outcomes for students include academic and language learning, special character values, life skills and leadership opportunities.
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:
On the basis of the findings of this review, ERO’s overall evaluation judgement of St Joseph’s School (Papanui)’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.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Dr Lesley Patterson
Director Review and Improvement Services Southern
Southern Region
17 March 2020
|
Location |
Christchurch |
|
Ministry of Education profile number |
3531 |
|
School type |
Full Primary (Years 1-8) |
|
School roll |
443 |
|
Gender composition |
Male 53%, Female 47% |
|
Ethnic composition |
Māori 8% NZ European/Pākehā 60% Filipino 17% Asian 5% Pacific 3% Other ethnic groups 7% |
|
Students with Ongoing Resourcing Funding (ORS) |
Yes |
|
Provision of Māori medium education |
No |
|
Review team on site |
November 2019 |
|
Date of this report |
17 March 2020 |
|
Most recent ERO reports |
Education Review November 2014 Education Review June 2009 |