St Patrick's College (Kilbirnie)

Education institution number:
276
School type:
Secondary (Year 9-15)
School gender:
Single Sex (Boys School)
Definition:
Not Applicable
Total roll:
749
Telephone:
Address:

581 Evans Bay Parade, Kilbirnie, Wellington

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St Patrick's College (Kilbirnie)

Te Ara Huarau | School Profile Report

Background

This Profile Report was written within nine months of the Education Review Office and St Patrick’s College (Kilbirnie) 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 Patrick’s College (Kilbirnie) is a Catholic, integrated boys’ college for students in Years 9 to 13. The college endeavours to develop and educate young men in a nurturing environment based on Marist traditions and values.  

St Patrick’s College (Kilbirnie)’s strategic priorities for improving outcomes for learners are:

  • foster an enduring Catholic and Marist character that embraces brotherhood, heritage, tikanga Māori, community and faith

  • provide a flexible, creative, and future focused learning curriculum that empowers young men for tomorrow’s world 

  • be a College/Kura that embraces and maximises teaching and learning opportunities. 

You can find a copy of the school’s strategic and annual plan on St Patrick’s College (Kilbirnie)’s website.

ERO and the school are working together to evaluate the effectiveness of a future focused curriculum as well as a culturally responsive approach on ākonga/learner achievement and engagement.

The rationale for selecting this evaluation is:

  • foster a learning environment where staff are culturally responsive to student/ākonga needs and aspirations and that our practices honour the principles of Te Tiriti o Waitangi 

  • develop and implement learning opportunities through a variety of contextual experiences, with the deliberate use of technology, that will inspire students/ākonga and facilitate learning interactions. 

The school expects to see:

  • that all students feel a sense of belonging and that their cultural backgrounds are acknowledged and valued 

  • students/ākonga are engaged and progressing in their learning and are provided with opportunities to excel in a way that is meaningful for them. 

Strengths

The school can draw from the following strengths to support the school in its goal to develop a curriculum representative of an enduring Catholic and Marist character that embraces brotherhood, heritage, tikanga and te Ao Māori, community and faith.

  • Catholic and Marist charism that underpins all areas of college life, providing a context for change based in faith and values 

  • a diverse community of students from various backgrounds that enrichens the College curriculum

  • relationships with whānau, fono and college partners/stakeholders provide support for student learning and extending learning opportunities.

Where to next?

Moving forward, the school will prioritise:

  • developing relations and engagement with whānau in partnership with Te Tiriti o Waitangi 

  • a localised curriculum reflective of rich diversity of school community, which is fit for purpose and future focused

  • creating classroom environments in which students are fully engaged and are active participants in learning.

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

8 May 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 Patrick's College (Kilbirnie)

Board Assurance with Regulatory and Legislative Requirements Report 2022 to 2025

As of August 2022, the St Patrick’s College (Kilbirnie) 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 Patrick’s College (Kilbirnie), 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

8 May 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 Patrick's College (Kilbirnie)

Provision for International Students Report

Background

The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.

At the time of this review there were three international students attending the school.

The school has in place self-review processes to maintain a quality experience for international students. Effective procedures and experienced personnel ensure that the pastoral care and needs of international students are met. Thorough pre-enrolment and induction processes support students to transition into the school. 

The school seeks opportunities for enrichment and actively engages with each student to enable them to pursue their individualised goals. These include academic, sport, culture, and English language development. Students are encouraged and supported to engage in a range of school and community events. 

Shelley Booysen
Director of Schools

8 May 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 Patrick's College (Kilbirnie) - 21/10/2019

School Context

St Patrick’s College (Kilbirnie) is a state integrated Catholic secondary school for boys, situated in Kilbirnie, Wellington. The roll of 762 is comprised of 15% Māori, 20% Pacific, 18% Asian and 35% New Zealand European. The culturally diverse student population is drawn mostly from the local area with some boys travelling from the wider Wellington region. There are 23 international students at the College, both long and short-term stays. Most international students come from Asian countries.

The College was founded and is owned by the Priests of the Society of Mary. The Marist aim is for ‘each student to be treated as a unique individual who is enabled to grow spiritually, academically, culturally, emotionally, physically and socially in a nurturing Catholic environment’. The College’s vision statement says that it seeks to be a Catholic community that empowers our young men to become the best version of the person God created them to be’. The recently refreshed values of Faith, Manaakitanga, Achievement, Hauora and Integrity are expressed in the phrase ‘keep the faith – do the MAHI’.

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

  • National Certificates of Educational Achievement (NCEA)

  • Years 9 and 10 standardised tests and school-based assessments

  • Wellbeing and engagement.

Teachers have recently participated in Ministry of Education professional learning about positive behaviour for learning (PB4L), culturally responsive relationships and pedagogy, and developing a digital technology curriculum.

Leadership has been generally stable with a change in assistant rector in 2018. Several changes to staffing have occurred over time since the September 2014 ERO report. College staff actively contribute to the wider educational community.

The College oversees the Te Ara activity centre and is a member of the Wellington Catholic Community of Learning | Kāhui Ako. Significant improvements to buildings and earthquake strengthening have been ongoing for several years.

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 College is effective in achieving equitable and excellent outcomes. Nearly all students achieve well. The College is aware of a small difference in achievement between Māori and Pacific students and other students and is taking steps to address this disparity.

High levels of overall achievement in NCEA have been sustained since the 2014 ERO review. In 2018 most students gained NCEA Levels 1, 2 and 3 and the majority gained University Entrance qualifications (UE). Achievement in NCEA scholarships increased in 2018.

Nearly all boys who finish schooling at St Patrick’s College (Kilbirnie) have achieved NCEA Level 2, most leave with at least level 3, and the majority have gained UE. Nearly all achieve numeracy and literacy qualifications at Level 1. Retention of boys beyond their 17th birthday is high.

Students with additional needs are making good progress in achieving their individual goals.

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

The school is continuing to strengthen its effectiveness in accelerating the learning and progress for those students who are at risk of underachieving.

The majority of students entering the college in Year 9 are assessed as meeting curriculum expectations for achievement in literacy and mathematics. Those who are at risk of not achieving curriculum expectations are clearly identified and interventions and support provided. Collated school learning information shows that some of these students are accelerating their progress over Years 9 and 10. The high levels of overall achievement suggest that most of the students entering the school below expectations in Year 9 go on to be successful in NCEA at Level 1 and beyond.

Students with additional and complex needs are making good progress in relation to their individualised learning goals. Most of these students experience success in NCEA.

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?

The College’s curriculum is successfully promoting positive outcomes and high levels of achievement for nearly all boys. The special character is clear and underpins all facets of daily life. A wide range of co-curricular activities provides boys with extensive opportunities to be successful in academic, cultural, sporting, spiritual and social aspects.

The range of curriculum pathways has been extended to better meet changing needs. Courses and programmes are designed and modified to respond effectively to interests and strengths. Education outside the classroom and transition beyond the school are examples of areas strengthened since the previous ERO review.

Relationships across the school are positive and respectful. Pastoral systems are well considered and respond effectively to meet the needs of all students. Wellbeing is valued, promoted and fostered. Wrap around support processes provide effective support for students with additional and complex needs. Whole school involvement in PB4L has clarified expectations for conduct and behaviour. Implementation of the refreshed values is beginning to have an impact on strengthening student engagement in learning. Their voices are increasingly used to inform teacher planning and practice.

Learning focused partnerships with families that support positive student outcomes are evident, underpinned by good communication. Parents, whānau and the community are welcomed and engaged in school activities as respected partners. Pacific parents have good opportunities to contribute to decision making through the ‘home school partnership’ group. Families actively support and facilitate valuable student cultural and sporting activities.

Leadership is collaborative, effective and clearly committed to improving outcomes. Leaders have successfully developed strategies to further strengthen the enactment of the vision and values of the school community. There are good opportunities provided to build leadership capability and practice.

A well-considered and coherent approach to performance management is in place that aligns to whole-school strategic priorities. The sound appraisal framework supports teachers to continue to grow their capability and practice. An appropriate focus on further developing culturally responsive knowledge and skills is promoted through professional learning focused particularly on Māori students. Areas of practice are being further developed that respond more effectively to students needs because of an increased awareness about their backgrounds and context.

Self review and reflection are promoted and lead to some improvements in outcomes for students. Staff are encouraged to think critically about their effectiveness and change their practice to be more responsive to individual students’ needs. Teachers are collaborative and collegial.

Trustees are clear about their roles and responsibilities and sound governance practices are evident that promote effective stewardship. They receive useful information about achievement in NCEA to inform decision making about planning and resourcing. The strategic direction is well considered and emphasises improving holistic outcomes, particularly for Māori and Pacific students.

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

Leaders have identified and ERO affirms that continuing to strengthen the school's curriculum to make it more responsive to students' needs and how it promotes pathways through and beyond the school is a next step. Ongoing review should consider how well teaching and learning is meaningful and beneficial to different groups of students. Consideration should be given to ways to further develop a future focused curriculum that reflects the school’s special character and parent aspirations.

Teachers and leaders need to consolidate and strengthen the implementation of the learning from the culturally responsive professional development to know more about individual learners and design learning programmes that are meaningful and relevant for Māori and Pacific learners.

Strengthening the shared understanding of evidence-based evaluation practices and how they can be used for improvement is required. Refining the use of learning information to better target and show rates of accelerated progress for at risk students, particularly in years 9 and 10, should better measure the difference the school is making to their learning.

3 Other Matters

Provision for international students

The college 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 and meets all aspects of the code.

At the time of this review there were 23 international students attending the school.

Processes for orientation to the school are well considered. Systems for identifying and responding to individual interests and needs are effective. Care is taken to provide courses that reflect the aspirations and interests of students and their families.

Students’ pastoral and wellbeing needs are well supported. Those who set goals for academic achievement experience success in NCEA qualifications.

Students are encouraged to be actively involved in the life of the school and participate in a range of sporting, cultural and social activities both in the school and the wider community. A next step for the school is to increase opportunities for these students to share and celebrate their cultures with others.

4 Board Assurance on Legal Requirements

Before the review, the board and rector 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 Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Patrick’s College (Kilbirnie)’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.

6 Going forward

Key strengths of the school

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

  • high levels of academic achievement sustained over time
  • respectful relationships that promote positive conditions for learning
  • effective partnerships in learning with parents and the community
  • processes that effectively support teachers to improve their capability
  • strong leadership and governance that provides clear strategic direction for school development.

Next steps

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

  • continuing to develop a future focused and culturally responsive curriculum that meets the needs of a diverse range of students and supports pathways through and beyond the school
  • strengthening internal evaluation practices to determine what has the most impact on improving outcomes for students.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

21 October 2019

About the school

Location

Wellington

Ministry of Education profile number

276

School type

Secondary (Years 9-15)

School roll

762

Gender composition

Males 100%

Ethnic composition

Māori                               15%
NZ European/Pākehā      35%
Pacific                             20%
Asian                              18%
Other ethnic groups       12%

Students with Ongoing Resourcing Funding (ORS)

No

Provision of Māori medium education

No

Review team on site

July 2019

Date of this report

21 October 2019

Most recent ERO report(s)

Education Review October 2014
Education Review October 2011

St Patrick's College (Kilbirnie) - 30/10/2014

Findings

The college has a strong focus on students' holistic development through academic, sporting, cultural, creative and spiritual activities. The curriculum effectively promotes and supports student learning. Most senior students achieve well in the National Certificates of Educational Achievement. The college is well placed to sustain and improve its performance.

ERO is likely to carry out the next review in four-to-five years.

1 Context

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

St Patrick’s College (Kilbirnie) is a state integrated Catholic secondary school for boys. It has students from a diverse range of cultural backgrounds, takes pride in and celebrates its multi-cultural community. The college has strong links to the church and the wider community.

The St Patrick’s College Board of Proprietors oversees the college's special character. The Marist charism is evident in values and practices, and permeates college life. There is a strong focus on the holistic development of students through academic, sporting, cultural, creative and spiritual activities. The senior curriculum includes class sharing with nearby St Catherine’s College.

The values of pride, respect, caring and being a ‘good man’ are promoted, and students develop a sense of brotherhood and belonging. They have a diverse range of leadership opportunities. Students’ wellbeing is supported through extensive pastoral care and mentoring.

Parents and whānau are highly involved in school activities and partnerships to support learning. Many families and teachers have a long association with the college, contributing to the continuity of its traditions. Former students play a part in role modelling and mentoring.

A new rector commenced at the college in January 2014. The college has successfully managed the challenge of significant earthquake strengthening and building disruptions and effectively maintaining student learning and achievement. The infrastructure for information and communication technologies has been upgraded.

2 Learning

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

A significant focus on improving teachers’ analysis and use of achievement data has occurred since the October 2011 ERO report. Effective use of reliable assessment tools allows good tracking and monitoring of student achievement and progress over time.

Leaders and teachers are using data more rigorously to make positive changes to learners' engagement progress and achievement. There is greater accountability and increased sharing of good practice within and between curriculum areas.

Departments and teachers are using data more effectively to reflect on their teaching to:

  • identify students who need additional support or are at risk of underachievement
  • review and make changes to programmes
  • group students and respond to individual needs
  • develop appropriate curriculum pathways.

Student voice is making a useful contribution to teachers’ review, and informs their decisions about teaching content and approach.

An emphasis on teachers supporting improvement in students' literacy skills is evident in all learning areas. There is an appropriate focus on improving literacy and numeracy achievement in Years 9 and 10. Many students make good progress and most targeted students make accelerated progress.

Most senior students achieve well in the National Certificates of Education Achievement (NCEAs). As school leavers, they gain the qualifications at levels significantly higher than students overall nationally and in similar schools. Nearly all Māori and Pacific students have gained NCEA Level 2 by the time they leave the college.

Māori students’ achievement has improved since the previous ERO report and is now similar to or better than that of their peers within the college. Pacific students' achievement of NCEAs Levels 1 and 2 is similarly high. Senior leaders have given priority to raising Pacific student achievement of NCEA Level 3 and University Entrance.

More able students are provided for effectively through extension programmes. Many of these students undertake NCEA courses early and there has been an increase in the number of students successfully achieving New Zealand Scholarships.

The college caters well for students with special needs. They are provided with suitable programmes and support that responds to their needs. The college involves external agencies where appropriate.

Parents receive useful and detailed reports twice a year about their sons' progress and achievement. These include information about key competencies and suggest next steps for improvement. Families are well informed and receive useful weekly emails about their sons' levels of engagement in learning.

The board of trustees receives useful and regular reports about student progress and achievement, for both Year 9 and 10 in literacy and mathematics, and for the senior school qualifications. College leaders are using data to inform decisions that set the strategic direction and establish priorities for improvement. As part of this, consideration should be given to establishing school-wide targets for junior students' achievement.

3 Curriculum

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

The college's curriculum effectively promotes and supports student learning. Senior leaders and teachers clearly articulate high expectations for students as successful learners and achievers.

Schoolwide curriculum management documents provide clear direction and guidelines for department practices, about teaching, learning, use of student assessment data and review. Clear expectations promote differentiated teaching and responsiveness to individual student needs.

Curriculum pathways have been developed to enhance student engagement and achievement, and respond to a wide range of student needs. Additional NCEA courses have been created in some learning areas to extend students' opportunities for success. Pathways leading to further learning and vocational courses are well established. Students are provided with comprehensive support and guidance about subject options and career choices.

Students are well supported to set goals for learning through partnerships with parents and teachers. Their goals are regularly monitored and revisited each term. This promotes understanding of students’ progress by parents.

Teachers use a range of effective strategies to engage students in a positive, constructive learning environment. They include:

  • high expectations for learning
  • developing respectful and supportive relationships
  • lesson content that is relevant and interesting
  • lessons that link to prior and future learning
  • well-paced teaching, that maximises use of learning time
  • students leading their learning and providing each other with peer support
  • teaching that is targeted to student needs
  • relevant use of digital technology to enhance learning.

These strategies result in a positive classroom tone with high levels of student participation in learning.

The college has a well-planned and considered approach to the ongoing development of integrated e-learning across the school. This strategy should enable teachers and learners to benefit from the introduction of new digital technologies and improve outcomes for all students.

Teachers' professional learning and development is suitably focused on improving student learning, achievement and engagement. It is responsive to individual teachers' requirements and supports the college’s strategic priorities.

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

The college promotes educational success for Māori students as Māori. Students’ language, culture and identity are acknowledged, valued and celebrated. The college demonstrates a strong commitment to the Treaty of Waitangi.

Te reo Māori learning is available for all students across all levels. Māori students are provided with opportunities for cultural leadership.

Teachers and leaders use achievement data effectively to improve achievement for Māori learners. Trustees are well informed about the progress of Māori students.

The long-established whānau group meets regularly. Group members are committed to supporting success for Māori students as Māori, and to strengthening links with local iwi. They have identified that their next step is to be formally involved in developing the college’s charter and in setting the strategic direction.

Teachers are using more Māori contexts into their teaching. It is timely to strengthen the extent to which the culture, language and identity of students are included in the school’s curriculum expectations.

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

The college actively promotes success for Pacific students, as Pacific. Students’ language, culture and identity are acknowledged, valued and celebrated.

Pacific parents' high levels of involvement in college life are valued by teachers and leaders. Engagement through a Polynesian Parents' Association and the strong Home School Partnership group effectively supports students' learning.

Samoan language programmes and English as a second language support are available for all students. Strong links to local universities and support from Ministry of Education initiatives enhance the curriculum through increased opportunities for students.

Ongoing professional development for teachers and the college's Pacific education plan focuses on further improving student achievement through strengthening the engagement of families and more culturally responsive teaching. ERO affirms these as appropriate next steps.

4 Sustainable Performance

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

The college is well placed to sustain and improve its performance.

Useful self-review processes contribute to improvement. A good framework for departmental annual review and reporting is being used effectively to monitor and track students' progress towards targets and goals. Teachers are reflective and are increasingly examining the impact of their teaching on learning.

Strengthening teaching as inquiry and the evaluative component of whole-school and board-level self review should provide a clearer direction for further, ongoing improvement.

An experienced board of trustees makes appropriate decisions to allocate resources based on assessment and other data to meet identified needs and priorities. Trustees are reflective and are focused on improving outcomes for students.

The new rector has a considered and thoughtful approach to managing change. There is a focus on developing leadership capability across the school. A culture of collaboration is strengthening across the school and is focused on improving outcomes for students.

The appraisal process is improvement focused and is aligned to the Registered Teacher Criteria. Teachers set individual goals linked to school priorities. It monitors teachers' progress and development. Ongoing review and development of appraisal should further strengthen and streamline the process to better support teachers’ professional growth.

Strong partnerships with parents and families are evident. They effectively support and enhance students’ wellbeing and success. Reciprocal and open communication is a feature. Families and whānau have a range of opportunities to engage with and contribute to the life of the college.

Provision for international students

The college 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 college has attested that it complies with all aspects of the Code. At the time of this review there were 11 international students attending the college.

Students are provided with English as a second language learning which is tailored to their individual learning needs based on assessment data. Comprehensive induction information supports students' transition into the college and settling with their host families. Parents received regular reports about boys’ achievement and wellbeing.

College leaders appropriately use self review to make ongoing improvements and change. Student views are used to inform these reviews. Integration into all aspects of college life is promoted and well supported.

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 college has a strong focus on students' holistic development through academic, sporting, cultural, creative and spiritual activities. The curriculum effectively promotes and supports student learning. Most senior students achieve well in the National Certificates of Educational Achievement. The college is well placed to sustain and improve its performance.

ERO is likely to carry out the next review in four-to-five years.

Image removed.Joyce Gebbie

National Manager Review Services Central Region

30 October 2014

About the School

Location

Kilbirnie, Wellington

Ministry of Education profile number

276

School type

Integrated Secondary (Years 9 to 15)

School roll

800

Number of international students

11

Gender composition

Male 100%

Ethnic composition

Māori

NZ European/Pākehā

Pacific

Asian

Other ethnic groups

14%

45%

17%

14%

10%

Special features

Catholic special character

Review team on site

September 2014

Date of this report

30 October 2014

Most recent ERO report(s)

Education Review

Education Review

Education Review

October 2011

September 2008

May 2005