St Joseph's School (Upper Hutt)

St Joseph's School (Upper Hutt) - 06/05/2019

School Context

St Joseph’s School, located in Upper Hutt, provides education for students in Years 1 to 8. At the time of this review, the roll was 430 of whom 19% identify as Māori and 15% of Pacific heritages. A significant proportion of students are English language learners, and come from a range of cultures.

The overarching vision is for students to have ‘faith in the future, love of learning and love of life’. This is underpinned by the DRIVE values of: determination, respect, creativity, love and excellence which are apparent in the actions around the school.

The school charter, prioritises providing equitable opportunities for all students to successfully access the curriculum. Annual targets focus on raising achievement levels in boys writing.

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

  • achievement in reading, writing and mathematics
  • attendance.

Professional development in 2018 was focused on raising achievement in writing through the ‘. This continues to be a focus for 2019.Accelerating Literacy Learning’ initiative (A.L.L)

There have been significant staff changes in 2018 including the appointment of the principal. Long standing and more recently elected members make up the board of trustees.

The school is a member of the Upper Hutt Cluster of schools.

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 achievement data for 2018 shows most students achieved at or above the school’s expectations in reading. A large majority achieve in writing and mathematics.

By the end of Year 8 most students achieve well in reading and writing and the majority in mathematics.

Addressing significant disparity for boys in writing and some disparity in reading is an urgent priority.The school has yet to achieve equity for Māori children compared to Pākehā in reading, writing and mathematics.

Pacific children’s achievement is comparable to their peers in writing. Further work is required for these students to experience equitable outcomes in reading and mathematics.

Most Asian students consistently achieve well in these subjects.

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

The school’s reported data for 2018, analysed by ERO, shows that a few students accelerated their learning in reading and mathematics. Just under half of children participating in the A.L.L initiative accelerated their progress in writing. 

Learners with additional needs, including English language learners, are identified and supported to progress their learning through appropriate programmes.

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?

Trustees, leaders and teachers are deliberately establishing and strengthening systems, practices and processes to improve equitable and excellent outcomes for all children.

The leadership team is purposefully fostering a positive culture for staff and students and establishing a supportive learning environment aligned to meeting the school’s vision. Respectful, positive relationships and an inclusive and caring community of learning are evident.

An individualised approach to promoting students’ wellbeing and learning is highly evident across all levels of the school. External expertise supports this provision. Authentic opportunities are available for older students to develop leadership capability.

Revised assessment practices support teachers to gather and collate a suitable range of assessment information to inform teaching and learning. Useful systems for identifying, measuring and reporting progress and outcomes for these learners are being embedded. There is a strong focus on promoting consistent teaching practice across the school to enhance the response to student needs.

This collaborative approach and professional learning promotes leadership development and improved teacher capability. Teachers are challenged to continually improve their practice through the recently updated appraisal and inquiry process.The principal has a highly collaborative, strongly improvement-focused leadership approach.

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

Trustees, leaders and teachers should continue to embed systems, processes and practices, in consultation with whānau, to better inform decision making and strategic direction to improve equitable and excellent outcomes for all children.

Improving the use of student achievement information data through ongoing analysis, monitoring and timely reporting of progress and acceleration is required. This should assist trustees, leaders and staff to more clearly know the impact of teaching programmes and interventions on learner outcomes, particularly those at risk of underachieving.

Leaders have identified and ERO’s evaluation agrees that a key next step is to review the curriculum to better meet the needs of students and reflect the aspirations of the community. Continuing to develop expectations for effective teaching practice across all learning areas should better promote positive student outcomes. In consultation with community, ongoing development should include:

  • valued outcomes for Māori learners, as determined by whānau Māori
  • an effective response to Pacific families’ aspirations for their children
  • identification of expectations for effective culturally responsive practices across all learning areas
  • clear articulation of a localised curriculum, that provides guidance and expectations for teaching and learning.

In addition, ERO and leaders agree that play-based practices in the junior school require ongoing development, to better support children to challenge themselves as capable learners.

A comprehensive range of reviews has supported trustees, leaders and teachers to determine schoolwide priorities and inform decision making for ongoing improvement. This has led to well‑considered changes to systems, processes and practices. A key next step is to develop a shared understanding of effective inquiry and internal evaluation. This should enable leaders to measure which initiatives and practices have had the most significant impact on raising achievement, and use these findings to inform strategic direction and decision making.

3 Other Matters

Provision for international students

The school 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 three international students attending the school.

International students are integrated into the school community. They achieve and progress well. There is relevant learning support through English for Speakers of Other Languages (ESOL). Student’s social and pastoral needs are appropriately monitored and responded to.

4 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.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Joseph’s School’s performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

6 Going forward

Key strengths of the school

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

  • leadership that promotes improvements in school performance and achievement
  • relational trust fostering engagement of staff to contribute to schoolwide success
  • systems and processes that focus on responding to individual learning and wellbeing needs.

Next steps

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

  • strengthening analysis of achievement information, by trustees, leaders and teachers, to systematically address in-school disparities, particularly for boys
  • a school curriculum that provides expectations for effective teaching practice and better responds to students’ identity culture and language, and the local context
  • building a shared understanding of internal evaluation practices, to better understand the impact of programmes and initiatives on acceleration and achievement for learners at risk of not achieving.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

6 May 2019

About the school

Location

Upper Hutt

Ministry of Education profile number

3011

School type

Full Primary (Year 1-8)

School roll

430

Gender composition

Boys 58%, Girls 42%

Ethnic composition

Māori 19%

NZ European/Pākehā 34%

Pacific 15%

Asian 23%

MELAA 7%

Other ethnic groups 2%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

March 2019

Date of this report

6 May 2019

Most recent ERO report(s)

Education Review March 2018

Education Review February 2016

St Joseph's School (Upper Hutt) - 01/03/2018

Findings

St Joseph’s School has made good progress in developing systems to support the learning and progress of students at risk of underachieving. Professional development has promoted a collaborative approach to teaching, learning and curriculum development. Further development of leadership and systems to embed changes is required with the pending appointment of a new principal.

ERO will undertake the next full review of St Joseph's School, Upper Hutt, in Term 1 2019, three years from the confirmation date of the previous full ERO review and report.

1 Background and Context

What is the background and context for this school’s review?

St Joseph’s School is located in the centre of Upper Hutt city. It caters for 422 students who are from a diverse range of ethnic groups.

ERO identified areas for improvement in its February 2016 report. These included:

  • deeper analysis and use of achievement information
  • development of a more responsive curriculum
  • raising achievement of Māori students
  • a coherent approach to schoolwide development and improvement, including appraisal.

Since that time, ERO has undertaken an ongoing process of external evaluation of the school's progress in bringing about improvement.

The school has continued to work with a Ministry of Education Student Achievement Function (SAF) practitioner to plan for and monitor improved student achievement. Professional development and learning is supported through involvement in the Upper Hutt cluster of schools.

Changes to leadership and staffing are ongoing. The school is undertaking the process of appointing a new principal to start during 2018. Until a new principal begins, the deputy principal is acting in the role. 

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The previous ERO report identified the need for development in the following areas:

  • effective use of assessment information to accelerate student achievement, particularly for Māori
  • implementing a curriculum which effectively responds to the strengths, needs and cultural identities of diverse learners
  • systems and processes to provide a coherent, cohesive approach to schoolwide development, review and evaluation.
Progress

Effective use of achievement information to accelerate student achievement, particularly for Māori

Good progress has been made in developing systems to identify the learning and progress of students at risk of poor educational outcomes.

Improved identification, specific planning and detailed monitoring of target students is enabling teachers to better focus their teaching and promote learning progress. This is supported by regular learning conversations with targeted students and their families. Teachers work collectively to share their practice and to identify and promote accelerated progress.

The school has improved its use of assessment information to better identify and promote positive outcomes for Māori and Pacific students. Recent information shows accelerated progress for Māori students at risk in reading and writing and for Pacific students, particularly in mathematics. Achievement outcomes for these groups are similar to those of students overall in the school, where the majority achieve at curriculum expectations. Data also shows improved achievement for some cohorts of learners.

Continuing to improve the analysis and inquiry into data at all levels is needed. This should enable leaders and teachers to have a clearer understanding of the effectiveness of strategies on improving outcomes for students and identify areas that need strengthening.

Clarifying expectations for learning and progress in each curriculum area should provide greater cohesion as students move through the school.

Developing and implementing a curriculum which effectively responds to the strengths, needs and cultural identities of diverse learners

A range of curriculum initiatives have been explored through teachers’ professional learning and development, and implemented in classrooms. This is supporting changes to teachers’ practice and a more collective approach to teaching and learning. A schoolwide focus on student agency in learning, supported through local cluster involvement, is evident.

There is a deliberate approach to include aspects of te reo Māori in programmes, together with increased opportunities for children to participate in a range of cultural activities and learn about aspects of te ao Māori.

Involvement of Pacific and Māori families is promoted through the Kaitiaki group. This supports their active engagement in school life and events, and provides a forum for sharing aspirations for success.

This has resulted in plans for improving Pacific success. A Māori education plan has been developed for 2018. Additional leadership of this area is in place to support its implementation. It is too early to determine the effectiveness of these measures.

Teachers work to provide meaningful learning opportunities and are building their culturally responsive practice. Respectful relationships and collaboration in learning are fostered. Children are interested and engaged.

A next step is to continue development of the curriculum to promote a cohesive approach. This should include clear guidelines and expectations for teaching and learning, assessment and culturally responsive practice in relation to valued outcomes for all learning areas. Strengthening leadership of curriculum areas should assist the needed development and promote consistency.

3 Sustainable performance and self review

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

Development of systems and processes to provide a coherent, cohesive approach to schoolwide development, review and evaluation

Some useful systems for promoting teachers’ learning and improving practice are in place. Opportunities for teachers to work collaboratively to reflect on and improve their effectiveness have increased. Teachers are engaging well with appraisal processes to meet requirements. Improving the regularity and quality of feedback from leaders, in relation to expectations for effective practice, should further promote teacher development.

There is an increased focus on promoting equity and excellence of outcomes for all learners through improved review and reporting of student achievement information. Leaders have developed their understanding and use of internal evaluation. A newly implemented process provides a useful framework for reviewing actions and guiding improvement.

Currently the school is undergoing staff and leadership changes. To sustain and continue to improve and review its performance, further development of leadership capability and processes for promoting improvement is required. This includes clarifying expectations for senior leadership roles in promoting consistent practice, inquiry and evaluation. Systems and documentation of school processes should be strengthened to support accountability and robust practice.

Ongoing developments in these key areas will need to be part of consideration by the board of trustees and the new principal once an appointment is made. 

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.

ERO identified non-compliance in relation to principal appraisal. The board of trustees must ensure that:

  • appraisal of the principal is sufficiently robust, documented and aligned to New Zealand Education Council requirements.

[s77c State Sector Act 1988]

ERO identified a lack of clarity about the implementation of policies and procedures. In order to improve practice, the school should ensure:

  • policies and procedures are well known by all staff, responsive to changes in practice and fully implemented
  • documentation of school processes is robust and complete, particularly hazard identification, stand downs and complaints. 

Conclusion

St Joseph’s School has made good progress in developing systems to support the learning and progress of students at risk of underachieving. Professional development has promoted a collaborative approach to teaching, learning and curriculum development. Further development of leadership and systems to embed changes is required with the pending appointment of a new principal.

ERO will undertake the next full review of St Joseph's School, Upper Hutt, in Term 1 2019, three years from the confirmation date of the previous full ERO review and report.

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

1 March 2018

About the School 

Location

Upper Hutt

Ministry of Education profile number

3011

School type

State integrated full primary (Years 1 to 8)

School roll

422

Gender composition

Female 52%, Male 48%

Ethnic composition

Māori
Pākehā
Pacific
Asian
African
Other ethnic groups

18%
31%
16%
22%
   5%
   8%

Review team on site

November 2017

Date of this report

1 March 2018

Most recent ERO report(s)

Education Review
Education Review
Education Review

February 2016
March 2013
January 2010