St Joseph’s School (Central Hawke's Bay)

St Joseph's School (Waipukurau)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within 18 months of the Education Review Office and St Joseph’s School (Waipukurau) 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 Joseph’s School (Waipukurau) is an integrated school offering education with a special catholic character to students from Years 1 to 8. The Gospel Values are the foundation of the curriculum along with values of spirituality, respect, responsibility, and community. These deeply held beliefs are the cornerstone of the Positive Behaviour for Learning Programme.

St Joseph’s School (Waipukurau) strategic priorities for improving outcomes for learners are:

  • leading in faith through authentic encounters with Christ

  • learning for life within an innovative, responsive, inquiry-based curriculum

  • learners who are equipped to actively lead and learn.

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

ERO and the school are working together to evaluate how effectively teaching as inquiry is supporting the implementation of curriculum initiatives and resulting in shifts in teacher practice to further promote equity and excellent outcomes for all learners.

The rationale for selecting this evaluation is:

The school is implementing several new curriculum initiatives, including a revised Religious Education curriculum, and leaders need to know how teachers are using inquiry to improve their teaching practice and promote greater equity, especially for target learners who require additional support.

The school expects to see:

  • teachers utilising individual and/or collective inquiry to transform new knowledge into tangible and achievable steps that result in improved student outcomes

  • a common understanding of effective teaching that is responsive to the unique needs of each student.

Strengths

The school can draw from the following strengths to support its goal to evaluate how effectively teaching as inquiry is supporting the implementation of curriculum initiatives and resulting in shifts in teacher practice to further promote equity and excellent outcomes for all learners: 

  • a staff culture of collaboration and a willingness to enhance teaching practices through inquiry

  • a proactive stance on professional learning and development based on sound progress and achievement data

  • commitment from the Board of Trustees to supporting the professional growth and development of staff.

Where to next?

Moving forward, the school will prioritise:

  • establishing a common understanding of the concept of Teaching as Inquiry and how to apply new knowledge to concrete and achievable actions

  • allocating sufficient time for teachers to engage in professional learning conversations to reflect on new learning

  • enhancing professional development opportunities to improve student literacy 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.

Shelley Booysen
Director of Schools

30 June 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 Joseph's School (Waipukurau)

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of February 2023, the St Joseph’s School (Waipukurau) Board 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 Joseph’s School (Waipukurau), School Board.

The next School Board 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.

Shelley Booysen
Director of Schools

30 June 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 Joseph's School (Waipukurau) - 10/07/2017

Findings

The school has been working with the Ministry of Education and ERO since December 2014. The principal is establishing a basis for sustainable practice by strengthening the quality and consistency of school operation and building community relationships. Continuing to focus on improving overall student achievement is a key next step.

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

1 Background and Context

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

St Joseph’s School is a state integrated Catholic primary school in Waipukurau, Central Hawkes Bay. At the time of this ERO evaluation, the roll is 80 students and nine are Māori.

The December 2014 ERO report identified concerns relating to student achievement, the curriculum and leadership. In March 2015, the Ministry of Education (MoE) instructed the board of trustees to prepare an action plan to address these concerns.

The board worked with an MoE Student Achievement Function (SAF) practitioner to develop the plan. A change team was established to lead implementation. The board reported regularly to the MoE on progress towards meeting the goals. During this time, ERO evaluated the school’s progress.

During 2015 and 2016, there were changes of leaders and teaching staff. The school had acting principals until a permanent appointment was made in Term 4, 2016. A new deputy principal was appointed at the start of 2017.

In Term 2, 2017 the school has reached a time of stability of leadership and staffing.

2 Review and Development

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

Priorities identified for review and development

In December 2014, the following priorities were identified, to:

  • improve student achievement
  • develop the curriculum, including culturally responsive teaching practices
  • improve school leadership, including the appraisal process
  • develop the use of self review to support ongoing improvement.

Good progress has been made in relation to all of these priorities. 

Progress
Student achievement:

At the end of 2016, approximately half of the students were achieving at and above in relation to the National Standards in reading, writing and mathematics. At this time, it was identified that the achievement of some boys and some Māori students was of concern.

In 2017, there are achievement targets for improving achievement in writing. Those students who are at risk of not achieving have been identified and specific teaching strategies implemented to support their learning. The progress of these learners is tracked and regularly discussed. Teachers’ inquiries are focused on how they will use specific strategies to make a positive impact on students’ learning. The inquiry process has become an integral part of teaching and learning at the school.

A cohesive, school-wide approach to assessment is now in place. Teachers follow a clear assessment schedule and the board receives regular student achievement reports. The dependability of achievement information has improved. Teachers moderate their judgements about students’ achievement in writing across the school and with other schools. Regular whole-staff discussions focus on developing shared understanding of the literacy progressions and judgements about student achievement and progress.

Documented systems to support provision for students with additional learning needs require further development. A systematic process for recording their needs, interventions and progress has been established in the past. However, changes of personnel overseeing this area have had an impact on current practice.

Curriculum:

Although development of the curriculum has occurred since the 2014 ERO report, a shared understanding by current staff and updating of documentation are required. The principal has begun to review the curriculum. This review should include consultation with staff, parents and whānau to ensure it reflects the needs and interests of all students and is culturally responsive.

The teacher appraisal process has been strengthened. The principal is also leading a focus on teachers working closely together to increase the consistency of teaching practice across the school.

A clear learning focus, well-established behaviour management strategies and positive interactions between students and with teachers are evident in classrooms. Students are keen to talk about their learning.

Leadership:

The new principal has brought a sense of stability to the school. He is strengthening the consistency of school operation and leading the development of a shared sense of purpose. Building relationships with the school community is emphasised.

The board has guided the school through a period of major change. Now that staffing is settled, it is timely for trustees to refocus on the policy framework. Areas for development relating to two policies identified in the December 2014 ERO report and four policies identified during this evaluation have been actioned. The MoE has offered continued support to the board of trustees to strengthen governance procedures. ERO's evaluation affirms this direction.

3 Sustainable performance and self review

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

The school is well placed to continue to improve and review its performance. The principal is establishing a basis for sustainable practice. He has led a well-structured evaluation of writing that is learner focused and emphasises the importance of improving student outcomes. School leadership is building on a foundation of established values, a positive school climate and relationships.

Key next steps

The school should now:

  • continue to focus on improving overall student achievement
  • further develop the curriculum
  • strengthen board processes, including policy development.

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

The school has been working with the Ministry of Education and ERO since December 2014. The principal is establishing a basis for sustainable practice by strengthening the quality and consistency of school operation and building community relationships. Continuing to focus on improving overall student achievement is a key next step.

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

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

10 July 2017

About the School

Location

Waipukurau

Ministry of Education profile number

2678

School type

Full Primary (Years 1 to 8)

School roll

80

Gender composition

Female 44, Male 36

Ethnic composition

Māori
Pākehā
Filipino
British/Irish

9
59
10
2

Special Features

State Integrated Catholic School

Review team on site

May 2017

Date of this report

10 July 2017

Most recent ERO report(s)

Education Review
Education Review
Education Review

December 2014
October 2011
June 2006

 

St Joseph's School (Waipukurau) - 17/12/2014

Findings

Students enjoy learning in a welcoming, family-like environment. Teachers are developing their use of achievement information to improve learning. Writing has been identified as an area for development. Trustees are improvement focused. Improvement is needed in professional leadership to raise the quality of teaching and learning.

ERO intends to carry out another review over the course of one-to-two years.

1 Context

What are the important features of this school that have an impact on student learning?

St Joseph’s School is an integrated Catholic primary school in Waipukurau, Central Hawke’s Bay. The roll at the time of this ERO review was 91 students in Years 1 to 8.

The special character of the school is reflected in schoolwide values that are integrated into the dayto-day programme and well understood by students.

The Catholic Social Teaching Principles are interwoven and underpin the school curriculum. This is evident in a three-way partnership between the Holy Trinity Parish, family and school.

The students enjoy learning in a welcoming, family-like environment.

Many areas identified in the October 2011 ERO review have yet to be fully addressed. This report contains significant areas requiring review and development, including school leadership.

2 Learning

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

The school is developing its use of achievement information to improve student learning. Teachers are appropriately identifying those students who need additional support and their progress is well monitored. Some moderation of writing assessments has occurred to assist greater consistency in teachers’ judgements about students’ performance. Initial moderation in mathematics has occurred.

The school reports that most students achieve at the National Standard expectations in reading and mathematics. A substantial number are below the expected levels of achievement in writing. This has been identified as an area for development. Māori students and boys are not achieving as well as other groups.

The mid 2014 achievement data reported to trustees did not provide an accurate schoolwide picture of students’ progress and achievement towards the National Standards in reading, writing or mathematics. This data omitted a significant number of students in Years 1 to 3.

Home sample books enable students to share their learning with their families. Students set goals each term and reflect on their progress. Written reports provide clear information about achievement in relation to the National Standards, with useful suggestions for parents to support learning at home.

Students with special education needs who receive funding from the ongoing resourcing scheme are well supported and learn alongside their peers. Processes and systems to identify and monitor students requiring support are not yet established.

A cohesive schoolwide approach to assessment and reporting progress and achievement to the board, led by the principal, is not in place.

ERO recommends that the principal and teachers should:

  • ensure that achievement data reported to the board is valid, reliable and includes all students
  • continue to develop moderation processes in reading, writing and mathematics to support overall teacher judgements about students' learning and to ensure consistency across all classrooms
  • continue to develop and strengthen student ownership of learning
  • strengthen provision for students with special education needs by establishing a register to monitor and report their progress.

3 Curriculum

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

Ongoing, significant curriculum development is needed and this requires the principal to be actively involved.

To date, the school curriculum has been developed by teachers and a cycle of review established. It is clearly linked to the school’s special character and integrates the values and key competencies of The New Zealand Curriculum. It provides a useful framework for teachers to plan programmes. Provision for careers education and second language options for Years 7 and 8 are included. Teachers are beginning to consider the use of information and communication technologies to extend students' learning.

Most teachers use appropriate teaching strategies to support and extend student learning. They model strategies, group for instruction and provide students with useful feedback which contributes to their next stage of learning. However not all students get such good quality teaching, as this varies across year levels.

Teachers have participated in recent professional development in mathematics and assessment. This has contributed to the development of a model for them to reflect on and inquire into the effectiveness of their practice to improve student achievement for targeted students.

ERO recommends that trustees, principal and teachers:

  • strengthen curriculum delivery through review and consultation with parents and whānau to ensure it is responsive to the needs and interests of all students
  • continue to develop and deepen teaching as inquiry.

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

There is a commitment to engaging Māori parents and whānau and listening to their ideas and aspirations. Whānau are regularly consulted in relation to the school’s response toKa Hikitia: Accelerating Success 2013 – 2017. Trustees and the principal should further develop the school’s strategic response to this education strategy. Curriculum development and culturally responsive teaching practices are needed to improve outcomes for Māori learners.

Students participate in the Ngati Whai cultural festival. A school haka is an established tradition. This provides leadership opportunities for Māori students.

All teachers have undertaken courses to strengthen their knowledge of te ao Māori. Three teachers have recently enrolled in an introductory te reo Māori course. This is enabling them to further develop their knowledge and understanding of te reo me ngā tikanga Māori.

4 Sustainable Performance

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

For the school to improve, have sustainable practices and be future focused, leadership of the school needs to improve.

Trustees are improvement focused and bring a range of expertise to their roles. They have been involved in targeted training to develop their understanding about governance. A useful handbook has been developed by the board to guide operation and policy review. Trustees are developing their use of self review to support ongoing improvement.

Recent distribution of curriculum leadership roles is providing some momentum for change. Some progress has been made in developing systems and processes to monitor student achievement. The principal must take the lead to strengthen and implement systems for high quality teaching and improved student learning.

The board has suitably focused on addressing areas for review and development identified in the October 2011 ERO report. Trustees have clear next steps to support improvement of leadership. The board should continue to strengthen:

  • systems to support improved professional leadership, teaching and learning
  • the teacher appraisal process to include regular classroom observations, written feedback and next steps, including culturally responsive practices.

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.

In order to improve current practice, trustees and the principal should ensure that procedures associated with:

  • risk assessment and management for education outside the classroom are strengthened
  • in-committee meetings and keeping of minutes are documented and followed.

Recommendation

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 to improve the principal's capacity to lead necessary curriculum development.

Conclusion

Students enjoy learning in a welcoming, family-like environment. Teachers are developing their use of achievement information to improve learning. Writing has been identified as an area for development. Trustees are improvement focused. Improvement is needed in professional leadership to raise the quality of teaching and learning.

ERO intends to carry out another review over the course of one-to-two years.Image removed.

Joyce Gebbie

National Manager Review Services

Central Region

17 December 2014

About the School

Location

Waipukurau, Central Hawke's Bay

Ministry of Education profile number

2678

School type

Full Primary (Years 1 to 8)

School roll

91

Gender composition

Male 40

Female 51

Ethnic composition

Māori

NZ European/Pākehā

Filipino

Other ethnic groups

11

67

9

4

Special Features

State Integrated Catholic school

Review team on site

October 2014

Date of this report

17 December 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

June 2006

June 2003