Findings
The school continues to need support to grow its capacity to sustain and improve its performance. ERO will continue to work with St Marcellin School as part of the Evaluation for Improvement process and maintain an ongoing relationship with the school to build capacity and evaluate progress.
1 Background and Context
What is the background and context for this school’s review?
St Marcellin School in Whanganui is a state integrated, Years 1 to 8 Catholic primary school. At the time of this review the roll was 51, with 16 students identifying as Māori and eight of Pacific heritage. Students learn in multi-level classes.
The January 2018 ERO report found significant concerns about the school’s performance and indicated that another review would be carried out over the course of one-to-two years. It recommended that the school seek support from the Ministry of Education (MoE) in order to bring about improvements. A Limited Statutory Manager (LSM) was appointed and continues to work with the school as the Commissioner.
Over the past three years the school has participated in an ongoing ERO evaluation process to support improvement. During this time, trustees and staff accessed appropriate external professional learning and development (PLD) to support them in their roles and practice.
Following the previous ERO report, a plan was developed to guide improvements in priority areas. This ERO report evaluates the progress made since 2018 and how well placed the school is to sustain continuous improvement.
In mid 2019, ERO met with the LSM, school leaders, the Diocesan adviser and MoE to redevelop the school action plan to guide improvement and change. Subsequently, ERO has evaluated progress in discussion with the school, MoE and diocesan personnel, trustees and the LSM.
Over 2020 and 2021, Covid 19, interruptions to leadership and changes to the governance structure have had an impact on the school’s response to the identified areas for improvement.
The school is part of the Takitini Kahui Āko.
2 Review and Development
How effectively is the school addressing its priorities for review and development?
Priorities identified for review and development
A plan outlining key priorities for improvement was developed. This outlines and monitors actions taken and outcomes achieved throughout the process.
The overall goal was to improve leadership, governance, school practice and operation to promote
positive learning outcomes and accelerate the progress of all students. Areas of focus to support this
have included:
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understanding, use and analysis of student achievement data
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curriculum development
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building professional leadership and teacher capacity
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trustees’ understanding and undertaking of their governance role
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undertaking policy and procedure development and review
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evaluation, inquiry and knowledge building.
Progress
The 2019 midpoint report noted that progress and development was evident in relation to the following:
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initial teacher PLD had been undertaken, introducing the Progress and Consistency Tool (PaCT) to support moderation practice
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to guide further improvements, MoE was in the process of appointing a LSM to support trustees’ governance and a change team.
School leadership continues to implement processes to support change and improvement in the school.
Students learn in a caring environment where their successes are acknowledged. Staff know children and their whānau well. Students with additional needs work alongside their peers. Support staff work alongside teachers in classrooms to support their learning and wellbeing.
Leaders and teachers continue to access PLD to support them build their capability. This learning has been useful. They are still in the early stages of implementing this learning and building capability.
Staff are still at the early stages of understanding and using assessment to inform teaching and learning. Teacher judgements about progress and achievement in writing are more dependable and moderation has been completed across the school. Teachers have identified that moderating with other schools would be useful.
Teachers identified target students for 2021, based on end-of-2020 data. Accelerated progress and achievement is evident for a few of these students. School reported data for the end of 2021, shows significant underachievement across the school in reading, writing and mathematics.
The school’s curriculum is underpinned by its special character and Positive Behaviour for Learning (PB4L). Developing a responsive, localised curriculum remains a strategic priority. Progress so far has included initial work with iwi and Kāhui Ako. Currently individual curriculum statements and the assessment schedule are under review. Expectations for effective teaching need to be reviewed to align with current practice and reflect recent PLD.
A performance management system supporting building capability for the principal is in place. This is linked to the professional standards for principals, the standards for the teaching profession, the school’s strategic priorities and areas for development identified in the 2018 ERO report. The principal and teachers have worked collaboratively to develop and implement the professional growth cycle to support building effective teacher capability. Teachers’ professional goals are aligned to their target student focuses, the school’s special character and wellbeing.
The school has moved to an online platform to support the management and review of policies and procedures that guide school practice and operation. The board, currently the commissioner, contributes to the review of policies according to the set schedule.
3 Sustainable performance and self review
How well placed is the school to sustain and continue to improve and review its performance?
The school needs to continue to grow its capacity to sustain and improve its performance.
The principal reports regularly to the commissioner about school operation, learning opportunities, student achievement and personnel.
Key next steps
The principal and ERO agree the next steps for the school are to:
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set achievement targets for 2022, that give priority to, and focus on, accelerating the learning for all students at risk of underachieving in reading, writing and mathematics
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build teacher capability – understand what effective teaching practice means and looks like
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build collective capacity to accelerate learning for all students and raise the overall levels of achievement
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understand and use school processes and systems to deliberately plan for, track, monitor, record and report students’ progress and achievement
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complete the review and development of the localised curriculum.
Attention to these aspects should support teachers to have a greater sense of urgency and higher expectations for student learning and achievement.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand-downs, suspensions, expulsions and exclusions
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attendance
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school policies in relation to meeting the requirements of the Children’s Act 2014.
During the course of the review ERO identified the following areas of non-compliance:
In order to address these the board of trustees must:
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comply with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community.
[Section 91 Education and Training Act 2020]
In order to improve current practice, the principal and commissioner should ensure that the:
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principal’s performance management process is implemented consistently
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records of meetings between the principal and commissioner accurately record detailed information about what is discussed and what has informed decision making.
4 Recommendations
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the Secretary for Education consider continuing the intervention under section 171 of the Education and Training Act 2020 in order to bring about further improvements.
Conclusion
The school continues to need support to grow its capacity to sustain and improve its performance. ERO will continue to work with St Marcellin School as part of the Evaluation for Improvement process and maintain an ongoing relationship with the school to build capacity and evaluate progress.
Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui
14 April 2022
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.