St Mary's Catholic School (Rotorua)

St Mary's Catholic School (Rotorua) - 21/11/2018

School Context

St Mary’s Catholic School (Rotorua) located in Rotorua is a state integrated school which provides education for Years 1 to 6 students. The current roll of 444 includes 84 Māori and a significant number of students from culturally diverse back grounds, including 28 Pacific students.

Since the previous review in 2015 the principal and assistant principal have continued in their roles. At the beginning of 2018 the senior leadership structure was reviewed and extended to provide additional leadership opportunities. There continues to be a strong focus on the use of digital technology school-wide to support teaching and learning.

The school is a member of the Rotorua Catholic Faith Based Community of Learning|Kāhui Ako.

The school’s vision is that with Christ at the centre they strive for excellence. They are a community of learners that aim to develop confident, connected, actively involved lifelong learners. The school’s primary values are stated as wonder, respect, excellence and courage. These are closely connected to a secondary group of values which include; integrity, perseverance, curiosity, caring, confidence, passion, resilience gratitude and creativity. The school states that all the values are promoted with consideration to Jesus, others and yourself. (J.O.Y.) The school states that all the values are underpinned by faith.

Leaders and teachers regularly report to the board, school wide information about outcomes for students in the following areas:

  • Reading, writing and mathematics

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 is achieving equity and excellence for almost all of its students.

In 2017 almost all students achieved national expectations in reading, writing and mathematics. This pattern has been consistent in reading over the past three years. Over this time there has been significant improvement in achievement for boys, Māori and Pacific students in writing and mathematics. This data also indicates that girls achieved at similar levels to boys in reading and mathematics, and at slightly higher levels in writing.

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

The school is accelerating learning for many Māori and other students who need this.

Leaders closely track and monitor the accelerated progress of individual at-risk students across the school. They collated 2017 information about school-wide rates of acceleration during the ERO review. This shows accelerated achievement for approximately half of all at-risk students including Māori in reading, writing and mathematics.

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?

Leaders provide effective leadership for learning. The recently restructured leadership team has strengthened learning and teaching in teams across the school and developed a culture of relational trust. Leaders are well supported by knowledgeable trustees. They have high expectations for improving outcomes for at-risk students through:

  • a shared and collaborative approach to planning and targeted action

  • provision of appropriate professional learning and development to build teacher capability

  • facilitating teaching as inquiry that is evidence-based and focussed on accelerating achievement for those students who need this

  • processes that support teachers to track and monitor the progress and acceleration of individual at-risk students.

Teachers provide productive learning environments to raise student achievement. They make good use of assessment information to inform their programme planning and meet group and individual learning needs of students. Teachers work collaboratively to share successes, challenges and effective strategies to accelerate progress for at-risk learners. Digital technology is well integrated in to teaching and learning programmes and initiatives. Teachers have a targeted approach to supporting improved outcomes for students.

Students experience a positive culture for learning. There are respectful and affirming relationships that demonstrate the school values and special character of the school. Well-resourced, settled and orderly classroom environments promote learning and a strong sense of belonging. Students with additional learning needs, including English language learners are clearly identified and catered for through adaptive teacher practice and appropriate interventions. There is a planned approach to integrating te reo and tikanga Māori into programmes and a wide range of rich curriculum opportunities to actively engage students.

Strong partnerships for learning between the school and community are evident. Parents value the wide range of communication strategies that enable them to understand and support their child’s learning. Transition into school has been a focus and is well managed. The school proactively identifies and draws on community resources to enhance student learning opportunities, achievement and wellbeing. Students, parents, culturally diverse groups and the wider community are actively encouraged to contribute and participate in school activities that support improved outcomes for learners.

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

To further strengthen aspects of internal evaluation there is a need for leaders to:

  • review and refine the use of student achievement data to clearly report school-wide rates of acceleration for at-risk students

  • strengthen the analysis of initiatives and programme outcomes to better inform planning and strategic direction

Further development is needed to strengthen student ownership of learning, particularly for students whose learning needs acceleration. This includes a more consistent school-wide approach that supports students to understand their progress and specific next learning steps.

3 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.

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 was one international student attending the school. The school has comprehensive systems and processes to support the wellbeing and learning of international students.

4 Going forward

Key strengths of the school

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

  • leadership that is effective and builds a positive culture for teaching and learning

  • partnerships with the community that respond to students’ needs and promote wellbeing and learner success

  • productive learning environments that support achievement and acceleration of learning for at-risk students.

Next steps

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

  • practices that enable students to monitor and make decisions about their learning progress

  • strengthening evaluation of school-wide practices that show the impact of initiatives and programmes on accelerating student achievement

  • reporting regularly to the board school-wide rates of acceleration for at-risk learners to better inform their decision making.

ERO’s next external evaluation process and timing

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

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

21 November 2018

About the school

Location

Rotorua

Ministry of Education profile number

1958

School type

Contributing (Years 1 to 6)

School roll

444

Gender composition

Boys 50% Girls 50%

Ethnic composition

Maori 19%
Pakeha 44%
Filipino 12%
Indian 7%
Pacific 6%
Other 12%

Students with Ongoing Resourcing Funding (ORS)

Yes

Provision of Māori medium education

No

Review team on site

September 2018

Date of this report

21 November 2018

Most recent ERO report(s)

Education Review March 2015
Education Review June 2011

St Mary's Catholic School (Rotorua) - 02/03/2015

Findings

St Mary’s Catholic School, Rotorua provides inclusive, faith-based education for all students. Effective systems encourage student safety and wellbeing. There are respectful and reciprocal relationships promoting strong home-school partnerships. Students achieve well and there are additional programmes to support students below expected achievement levels and extend those above.

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

1 Context

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

St Mary’s Catholic School (Rotorua) is a state integrated school located in Rotorua, providing education for Years 1 to 6 students. At the time of this ERO review, the roll was 426, 20% of whom identified as Māori. The school has a growing multicultural roll, including families of Pacific Island, Indian and Filipino ethnic backgrounds. In response to the increasing demand for Catholic education, the Ministry of Education has recently approved an increased maximum enrolment of 450 students.

The school values its involvement with the Catholic parish and wider community, and continues to enjoy a high level of parental support for, and contribution to, the life of the school. Students benefit from a safe and inclusive environment, underpinned by an agreed set of Catholic values.

Since the last ERO review in 2011, there has been a strong focus on engaging family/whānau of various ethnicities in their children’s learning. The school recognises and values diverse ethnic groups through cultural events such as noho marae, multicultural dinners and mass. The establishment of the Pacific Island fono, whānau, Indian and Filipino groups are contributing to a strong sense of belonging for these students and their families in the school community. Partnerships for learning are being strengthened through initiatives such as Reading Together, a holiday reading programme and the homework club.

Other areas of focus for the school have been writing, e-learning and mathematics.

The board of trustees is comprised of experienced and newer trustees and continues to provide effective governance for the school. The well-respected principal has maintained strong leadership for the school community. Many members of the teaching staff are long-serving and there has been one appointment in the last three years.

2 Learning

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

The school has sound assessment systems for school-wide management and use of student achievement information. There is an assessment schedule that is reviewed annually and provides clear expectations and timeframes for staff. School leaders manage, collate, analyse and report school-wide achievement, including for level, gender and ethnic groups. This information is then used for:

  • class placement
  • identification of at-risk students
  • generating discussion about student achievement and progress
  • programme differentiation
  • reporting to the board, students and parents.

In addition, senior leaders analyse this information to identify groups of students achieving below expected standards and develop targets to accelerate their progress. Teachers closely monitor the progress of these students and report each term to management. The board makes generous provision for the additional learning support of these priority learners. The Special Education Needs’ Coordinator (SENCO) and school leaders report regularly to the board about the effectiveness of special programmes, initiatives to raise the achievement of these students, and their increased levels of confidence and motivation to work independently.

There is an expectation that teachers will inquire into the effectiveness of their practice using the achievement information they gather to inform this process. School leaders acknowledge the need to work with teachers to strengthen their interpretation of achievement information, leading to more intentional teaching to meet the identified needs and abilities of students. While there has been a considerable amount of work to develop the school’s assessment moderation process, leaders are working with teachers to strengthen the consistency of their judgements about student achievement in relation to National Standards.

Achievement information reported to the board at the end of 2013 indicates that the significant majority of students are achieving at expected National Standards in reading, writing and mathematics. The overall achievement of Māori students is comparable with their peers. The school’s achievement percentages are higher than regional and national figures.

3 Curriculum

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

The school’s well-documented curriculum reflects the principles, values and key competencies of The New Zealand Curriculum, and the school’s special character. There is a strong focus on literacy and mathematics. Curriculum teams review their relevant sections annually and modify these in response to professional development and student achievement. In order to increase the effectiveness of this curriculum, school leaders now need to deepen teachers’ shared understanding of agreed best teaching practice, in this school’s context.

Students experience a broad, Christian-based curriculum. There are many opportunities for students to follow their interests, take responsibility, and contribute to the school and Catholic community. Sporting and cultural activities are well represented in the school’s curriculum. Students are able to interact socially and competitively with their peers in other schools and experience the arts.

Teachers and students work and learn in a well-resourced, purposeful environment. The inclusion of gardens and animals adds interest and provides meaningful contexts for learning. Teachers develop and model empathetic, respectful relationships with students and their families. There has been a strong focus on providing students with clarity about their progress and achievement, in order to better engage them in their learning. ERO observed students effectively engaged when teachers were using the following strategies:

  • appropriate and relevant contexts
  • building on prior learning
  • clear learning intentions.

However, school leaders agree about the need to ensure consistency in the use of a range of formative assessment strategies by providing support and coaching opportunities in professional learning for teachers.

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

There are many opportunities for Māori students to experience success as Māori in the school and wider community. The knowledgeable whānau group is highly committed to providing guidance, support and professional development for senior leaders and teachers to strengthen the presence of Māori language and culture in the school. Teachers value opportunities to learn how best to support Māori learners and gain knowledge about local history and sites of significance to Māori.

A large number of students participate in kapa haka and have opportunities to perform at school and community events. Tuakana-teina relationships between senior and junior students are fostered. Special events such as Matariki and Māori Language Week are celebrated. The school promotes Māori students’ potential, belief in themselves and their ability to learn.

4 Sustainable Performance

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

St Mary’s Catholic School (Rotorua) is well placed to sustain and improve its performance because:

  • trustees effectively use their relevant skills and experience to govern the school
  • the principal builds strong relationships and is focused on implementing the school vision, values and Catholic character. He is well supported by senior management in the day-to-day running of the school, contributing to a calm, ordered environment for learning
  • school-wide self review is leading to considered change that reflects parent and whānau aspirations
  • the school has established respectful and reciprocal home-school partnerships
  • the high level of commitment to and involvement of parents in the school is enriching the curriculum experienced by students.
Next steps

The next steps for ongoing school improvement are to:

  • strengthen leadership of learning by reviewing the roles and responsibilities within the existing leadership structure. This is likely to maximise the capabilities and strengths within the team to support teachers to further develop their practice
  • enhance leaders’ use of student achievement information to critically inquire into teaching effectiveness
  • continue to strengthen teacher appraisal as a process for bringing about continual improvement in teaching and learning. Key aspects include embedding teaching as inquiry and focusing feedback on improving outcomes for students.

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (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 ERO review there was one international student attending the school. The school has effective systems in place to provide pastoral care and education for international students. English as a second language programme is provided as necessary. Regular meetings for diverse ethnic groups within the school provide social support and networking opportunities for parents of international students and opportunities to learn about school life and the curriculum.

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

St Mary’s Catholic School, Rotorua provides inclusive, faith-based education for all students. Effective systems encourage student safety and wellbeing. There are respectful and reciprocal relationships promoting strong home-school partnerships. Students achieve well and there are additional programmes to support students below expected achievement levels and extend those above.

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

Dale Bailey

National Manager Review Services

Northern Region

2 March 2015

About the School

Location

Rotorua

Ministry of Education profile number

1958

School type

Contributing (Years 1 to 6)

School roll

426

Gender composition

Boys 50%

Girls 50%

Ethnic composition

Pākehā

Asian

Māori

Other

Pacific

43%

20%

20%

13%

4%

Review team on site

November 2014

Date of this report

2 March 2015

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

June 2011

June 2008

June 2007