71 Victoria Street, Kaponga
View on mapSt Patrick’s School (Kaponga), is a small Catholic rural school located in a farming community on the southern side of Taranaki Maunga. It is a full primary school catering for students in Years 1 to 8.
Following the July 2016 ERO evaluation, leaders developed a raising achievement plan to accelerate the progress and achievement for learners requiring this. Processes the school aimed to enhance included: improving practice for more dependable assessment; more explicit strategies to accelerate target student’s progress; and strengthening appraisal and internal evaluation.
The vision of the school is to provide a learning environment which supports their Catholic Character and ‘Enthusiasm and Excellence’. The school’s values are based on gospel values and are expressed as ‘We learn, we care, we help and we are respectful. These will be demonstrated through everyday interactions:
The school states its key student achievement targets and actions for 2019 as: improving aspects of teaching and learning in literacy and mathematics; and enhancing learning through the use of digital technologies.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school is a member of the South Taranaki – Hawera Kāhui Ako and the Taranaki Catholic School’s cluster.
The school achieves equitable outcomes for almost all learners.
The school’s student achievement data analysed at the end of 2018 showed all students, including Māori, achieved at or above national expectations in writing and mathematics. Almost all learners achieve expectation in reading. Achievement in reading has remained consistent for some years. In recent years, the gains made in writing and mathematics have led to improved outcomes for almost all.
In 2018, the school successfully accelerated the progress and achievement of all of the students who needed this.
The school’s curriculum encompasses the vision and values of the faith community and reflects the principles of The New Zealand Curriculum. Children experience these as part of their daily school experience.
The broad curriculum and opportunities to learn through contexts of high interest encourages enthusiastic engagement. Promoting student agency and supporting them to know their learning strengths and next steps is consistently promoted. The use of digital technologies is an integral part of teaching and learning. Students have plentiful opportunities to learn through authentic contexts within the school, and the wider Catholic and education communities. Students’ wellbeing, holistic development and personal growth are enriched.
Students’ progress and achievement is enhanced through positive relationships and responsive teaching. Teachers use assessment efficiently for next step teaching and learning. They demonstrate collective responsibility for all students. Teachers adapt classroom teaching to individual’s needs and draw on a range of effective teaching strategies. Ongoing reciprocal communications between teachers and parents contribute positively to continuity of learning between home and the school.
Children identified with additional health or learning needs are well catered for through adaptive classroom practice, additional resourcing and interventions. When appropriate, families and school personnel work collaboratively with external agency specialists to support these children’s wellbeing and learning.
School leaders work collaboratively to enact the school’s vision and progress strategic aims and goals. Targets are set annually to accelerate the learning of all students. Resources are allocated to promote this. Staff professional learning and development provision aligns to and supports school priorities. Teacher appraisal and inquiry is well-considered, rigorously implemented and focused on improving practice and outcomes for all learners. These systematic learner-focused inquiries provide evaluative judgements about the effectiveness of planned actions.
As part of the school’s ongoing curriculum review and development, leaders should make sure there is a programme in place for progressive te reo Māori learning. They also need to ensure the curriculum reflects and responds to the cultures, languages and identities of all students.
Continuing to build the capability of trustees to use effective internal evaluation to know which school practices and systems are working well and for whom, and using this information to inform ongoing decision making is a next step development.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
On the basis of the findings of this review, ERO’s overall evaluation judgement of St Patrick’s School (Kaponga)’s performance in achieving valued outcomes for its students is: Well placed.
ERO’s Framework: Overall School Performance is available on ERO’s website.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
Phillip Cowie
Director Review and Improvement Services
Central Region
24 May 2019
|
Location |
Kaponga |
|
Ministry of Education profile number |
2240 |
|
School type |
Full Primary (Year 1 to 8) |
|
School roll |
16 |
|
Gender composition |
Female 12, Male 4 |
|
Ethnic composition |
NZ European/Pākehā 12 |
|
Students with Ongoing Resourcing Funding (ORS) |
No |
|
Provision of Māori medium education |
No |
|
Review team on site |
April 2019 |
|
Date of this report |
24 May 2019 |
|
Most recent ERO report(s) |
Education Review July 2016 |
St Patrick's School, Kaponga is a small, rural, Catholic school located in a farming community on the southern side of Mt Taranaki. It caters for students in Years 1 to 8. At the time of the review there were 21 students, six of whom identify as Māori.
The school experienced a period of disruption in 2014 due to earthquake strengthening of the school facilities. Some progress towards the next steps identified in the May 2013 ERO report is evident.
There is a caring environment with a family-like feeling. The large grounds increasingly reflect the focus the school places on sustainability and the environment.
The vision and valued outcomes defined by the school for all children are 'to provide a learning environment which supports Catholic Character, Enthusiasm and Excellence.'
The school’s achievement information shows that, in 2015, most students achieve at or above in relation to National Standards in reading, writing and mathematics. The achievement trend for Māori students and boys is slightly lower than their peers. Achievement levels remain stable since 2013.
Teachers use a range of assessment tools to track student progress and gain specific information about the needs of individual students. They take collective responsibility for student achievement and progress. Teachers have begun to moderate their judgements of student achievement internally and plan to begin moderation processes with other local schools in late 2016. This should improve the reliability of National Standards information.
Since the last ERO evaluation the school has employed a kapa haka tutor and teachers have had support from the Resource Teacher of Māori to integrate te reo me ngā tikanga Māori into the curriculum. Trustees have worked with the New Zealand School Trustees Association (NZSTA) to strengthen their understanding of their roles and responsibilities.
The school has taken some key actions designed to accelerate progress for those children at risk of not achieving equitable outcomes. These include:
The school clearly identifies specific students, including Māori, who are at risk of not achieving equitable outcomes. These students are identified as target groups for support in the annual plan. Teachers have improved their focus on these students. Their attendance is monitored and supported. Teachers have begun to use data better to inform their teaching practices. Learning journals communicate levels of achievement to students and their families. In addition parents receive suitable written reports on their child's progress and participate in three-way conferences mid-year.
Some target students made progress in 2015. However their progress needs acceleration in reading, writing and mathematics. Teachers regularly monitor student progress and should now measure the impact of their teaching on lifting student achievement.
More support for target students should include:
These should assist trustees to determine how well they are supporting increased equity and excellence in student outcomes.
Aspects of the school's curriculum and other organisational practices and processes require strengthening to support the school's vision and values for equity and excellence. This includes increased reflection of te ao Māori perspectives and whānau input into the school's strategic direction.
The curriculum reflects the school's special character and prioritises literacy and mathematics. Wider community connections extend the range of experiences for students, including their participation in a range of sports activities and opportunities to develop their leadership skills.
The school curriculum requires further development. This includes:
Good relationships are evident between students, staff and families. There are strong connections to the local parish, sponsors and the wider community. Leaders promote collaboration and community partnerships to enhance learning opportunities and student wellbeing. Transitions to secondary school are well managed.
Teachers support students to learn independently. Learning tasks are differentiated to meet the needs of students. They are encouraged to set goals and to monitor their progress towards these.
The teacher appraisal process requires improvement to support growth in teacher and leadership practices. Some useful aspects are in place such as setting goals, sharing progress and opportunities for feedback and improvement. Accessing Education Council resources should assist with ensuring the process meets requirements for the principal and teachers in relation to the Practising Teacher Criteria.
A cycle of policy review is in place for the board. Internal evaluation is a key next step to determine the impact of school operations on lifting student achievement and increasing equitable outcomes.
Trustees' participation in training is increasing their understanding of their role and responsibilities. They are currently being supported to review and revise the school's policy framework. They are aware of the importance of receiving regular reports on student achievement to monitor progress and to inform decision making.
Leaders and teachers:
Action: The board, principal and teachers should participate in an internal evaluation workshop. They should use this workshop, ERO exemplars of good practice and the School Evaluation Indicators to address the findings of this evaluation and develop a Raising Achievement Plan that includes a significant focus on building teacher capability to accelerate learning and achievement.
As part of this review ERO will continue to monitor the school’s Raising Achievement plan and the progress the school makes. ERO is likely to carry out the next full review in three years.
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 the following:
board administration
curriculum
management of health, safety and welfare
personnel management
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
processes for appointing staff
stand down, suspensions, expulsions and exclusions
attendance
compliance with the provisions of the Vulnerable Children Act 2014
ERO identifies the need for teachers and leaders to:
Joyce Gebbie
Deputy Chief Review Officer Central
22 July 2016
|
Location |
Kaponga |
|
|
Ministry of Education profile number |
2240 |
|
|
School type |
Full Primary (Years 1 to 8) |
|
|
School roll |
21 |
|
|
Gender composition |
Female 11, Male 10 |
|
|
Ethnic composition |
Māori Pākehā |
6 15 |
|
Review team on site |
May 2016 |
|
|
Date of this report |
22 July 2016 |
|
|
Most recent ERO report(s) |
Education Review Education Review Education Review |
May 2013 March 2010 June 2006 |