St Paul's Catholic School (Ngaruawahia)

Education institution number:

1963

School type:

Full Primary

School gender:

Co-Educational

Definition:

Not Applicable

Total roll:

100

Website:

http://www.stpaulsnga.school.nz/

Telephone:

07 824 8603

Address:

Belt Street, Ngaruawahia

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St Paul's Catholic School (Ngaruawahia) - 19/04/2018

19 Apr 2018

School Context

St Paul’s Catholic School (Ngāruawāhia) is an integrated state school, located in the small rural Waikato town. The school provides education for 108 students in Years 1 to 8. Forty six of these students are of Māori descent.

The school’s mission is to provide collaborative, holistic learning founded on Catholic ideals. The vision is to know, love and serve God.

The school’s charter states that we want children to be selfless, trustworthy, proud to be Catholic, adventurous, understanding, loving and striving for excellence.

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

reading, writing, and mathematics
the school’s special Catholic character.

Since the 2014 ERO review, a new principal was appointed and he started at the beginning of 2016. The deputy principal has continued as part of the senior leadership team. Other new members of the wider leadership team include new personnel responsible for early, middle and senior syndicates, director of religious studies and mathematics.

In addition, there have been some changes to the board of trustees. An experienced trustee has been appointed to the chairperson role. Some new trustees have been elected and there is a balance of Māori and Catholic community representation. The board chairperson regularly attends the New Zealand School Trustees Association (NZSTA) conferences, and he, and other trustees and the principal have attended NZSTA training.

The school belongs to the Kāhui Āko o Waikato Catholic, Community of Learning, which has had an achievement challenge endorsed by the Ministry of Education.

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 excellent outcomes for most of its students. Disparity remains for a group of Māori and boys in reading and writing.

The school’s achievement information shows that over the previous three years, most students achieved at or above national expectation in reading and writing.

In 2017, proportionally, Māori students achieved at similar levels to non-Māori peers at the school in mathematics but at lower levels in reading and writing. Boys achieved at similar levels to girls in mathematics, but significantly lower levels in literacy.

A challenge for the school is to reduce the disparity of Māori and boys in reading and writing.

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

The school’s data indicates a good response for a small number of Māori, Pacific and other students whose learning and achievement needs acceleration.

Leaders are developing comprehensive processes to respond more effectively to those Māori and boys who are underachieving. Detailed analysis of school-wide data in 2017 for individual students shows that there has been accelerated progress made by a small number of learners in reading, writing and mathematics. This is most notable for Māori students in reading.

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?

Leadership for learning is collaborative and increasingly effective. Leaders and teachers actively develop strong relationships with whānau and their children. They know the families well and this builds trust and mutual respect. Leaders are working collegially and model high expectations for teaching and learning that focus on promoting better learning outcomes for students. Trustees understand the importance of using the school’s extensive assessment information to support better learning outcomes for students.

The school’s curriculum is engaging and inclusive. It has strong links to The New Zealand Curriculum and Catholic character, promoting the school’s mission, vision, and values. Reading, writing and mathematics are integrated in learning activities and contexts, and learning opportunities that are religious and bicultural. Students have equitable opportunities for learning, where difference and diversity is valued and respected, and in a purposeful, calm and settled environment. Student voice is increasingly promoted in the wide range of activities and their knowledge is used to value the learning that each child brings.

Teachers are identifying opportunities for students to take responsibility for their learning. Assessment activities based on learning progressions and indicators encourage students to understanding their level of achievement and next steps in learning. Stronger parent learning partnerships are developing through the promotion of student-led conferences about their reported learning, achievement and progress.

The school identifies priority students who are not at expected curriculum levels in reading, writing and mathematics. Individual Education Plans are developed and monitored with parents, and school initiatives effectively support students’ progress. An inclusive approach to classroom placements supports a clear sense of belonging for these students.

Catholic, Māori and Pacific identity, values and culture are strongly promoted in the school. A wide range of cultural and religious events and activities take place. Bicultural perspectives are visible in all classrooms as well as the Catholic character. The school values and practices te ao Māori so that all children understand and learn about New Zealand’s bicultural heritage.

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

Targeted planning to accelerate learning and progress for students, who are not meeting expectations, needs strengthening. Leaders need to set inclusive and measurable targets for identified groups of ‘at-risk’ learners.

Internal evaluation needs to focus more consistently on outcomes for those priority learners at-risk of not achieving. Priority should be given to:

scrutinising current individual data and collating this information school wide to track rates of progress over time
collating and analysing all levels of school-wide assessment information to report on effectiveness over time
strengthening consistent school-wide use of the most effective learning strategies identified through the teaching as inquiry process.

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.

4 Going forward

Key strengths of the school

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

highly responsive leadership and teaching practice that encourages high levels of support from parents, including the Catholic and Māori community
professional leadership that is building the capability of teachers to enable learners to achieve success
teacher practices that are informed by a robust inquiry process
learner-centred curriculum that enables students to take increasing responsibility for their learning.

Next steps

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

alignment of achievement targets and more deliberate action planning to respond more effectively to Māori and boys in particular
embedding the three-way learning partnerships for students that involves parent support as well as the school
internal evaluation practices and processes [ERO will provide and internal evaluation workshop for trustees and senior leaders.]

ERO’s next external evaluation process and timing

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

Lynda Pura-Watson
Deputy Chief Review Officer

Te Tai Miringa - Waikato / Bay of Plenty Region

19 April 2018

About the school

Location	Ngāruawāhia
Ministry of Education profile number	1963
School type	State Integrated (Years 1 to 8)
School roll	108
Gender composition	Girls 54% Boys 46%
Ethnic composition	Māori 43% Pākehā 53% Other 4%
Provision of Māori medium education	No
Review team on site	February 2018
Date of this report	19 April 2018
Most recent ERO report(s)	Education Review June 2014 Education Review June 2011 Education Review June 2008

St Paul's Catholic School (Ngaruawahia) - 24/06/2014

24 Jun 2014

Findings

Students benefit from an education where the school’s special Catholic character is well integrated. There is a positive tone for learning at the school. Appropriate priority is placed on literacy and mathematics. Positive partnerships are evident among teachers and parents. The board are supportive of school leaders and teachers.

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 Paul’s Catholic School Ngāruawāhia, is a state integrated primary school catering for students from Years 1 to 8. At the time of this ERO review the school’s roll of 124, included 48 students who identify as Māori.

Since the 2011 ERO review there has been several changes in the teaching team, including the appointment of a new principal at the beginning of Term 4 2013. The school’s roll has remained stable in number. Teachers have continued to be involved in professional learning and development, particularly in areas of literacy as part of a long-standing initiative involving schools in the Ngāruawāhia and Huntly areas.

The school’s vision has in its origins the charism established by the Sisters of the Mission who founded the school in 1928. Its highly-evident special Catholic character contributes to a family-like atmosphere, a strong sense of wellbeing for students and a positive tone for learning. High priority is placed on the Fruits of the Holy Spirits, which outline the values practised and taught by the Catholic Church.

The school has a good ERO reporting history and has responded positively to the areas for development identified in the 2011 ERO report.

2 Learning

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

School leaders have developed useful processes that guide the collection, analysis and reporting of school-wide student achievement information, especially in reading, writing and mathematics. They effectively use achievement information to identify, and monitor the progress of students who require additional support. School leaders regularly report school-wide achievement information to the board of trustees and Ministry of Education (MOE). ERO and school leaders agree that there is a need to further develop guidelines to assist teachers to make reliable judgements in relation to the National Standards.

The board of trustees has a good understanding of school-wide student achievement and use this data to inform their decision making, especially about the allocation of resources. Trustees set appropriate targets in the school’s charter focussed on raising levels of achievement.

Teachers use a wide range of achievement information to group students for instruction. ERO and the principal observed some teachers effectively using this information to plan and implement meaningful learning programmes. Parents are well informed about their children’s achievement and progress in individual learning profiles, written reports and at regular parent/teacher interviews.

The school reports at the end of 2013 that a significant majority of students achieved at or above the National Standard in reading, writing and mathematics. These results are slightly lower than the MOE’s nationwide targets of having 85% of students at or above the standards by 2017. The school’s data indicates that Māori students achieved at higher levels than their non-Māori peers at the school in mathematics and at similar levels in reading. School leaders and the board have identified lower levels of achievement of Māori students in writing and have targeted this as an area for development in the school charter.

3 Curriculum

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

St Paul’s Catholic School is continuing to develop its curriculum to effectively promote and support student learning.

High priority is placed on literacy, mathematics and the school’s special Catholic character. Very useful guidelines have been developed that set clear expectations for the teaching of these areas. There has been a recent focus on integrating computer technology to enhance learning opportunities, especially in the three senior classes.

Other features of the school’s curriculum include:

many opportunities for students to develop their leadership skills
regular celebration of students’ learning and successes
many opportunities for children to experience success in sporting activities and events in the wider community
regular cultural and performing arts events that provide opportunities for students to share their learning and expertise.

The school’s special Catholic character, led by a knowledgeable and respected Director of Religious Studies, is meaningfully integrated into the daily life of the school and is enhanced by strong links with the local parish.

Teachers have developed positive and respectful relationships with students. They have high expectations for student learning and behaviour. There are models of effective teaching practices in the school that reflect the school’s documented expectations for quality teaching. To ensure the consistency of these practices priority should be given to providing:

school-wide professional development for teachers to provide an agreed understanding of the school’s expectations
a robust appraisal process for teachers, with regular and rigorous feedback about their practice.

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

Strong partnerships with whānau and the local marae are contributing to a sense of belonging and identity for Māori students. Regular hui provide whānau with opportunities to share their aspirations with the school and contribute to decision making. Students enjoy participating in regular kapahaka, marae visits and waka regattas. The board of trustees chairperson and kaumātua are tangata whenua and regularly share their knowledge and expertise with school leaders and teachers to promote Māori perspectives. Students and teachers have participated in exploring local history and places of importance for Tainui and the Kingitanga.

To further promote success for Māori as Māori, ERO, the board, school leaders and teachers agree that there is a need to:

implement a sequential te reo and tikanga Māori programme in all classes
increase the visibility of a Māori dimension in the school environment
further incorporate Māori contexts in the curriculum.

4 Sustainable Performance

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

The school is well placed to sustain and improve its performance because:

the recently appointed principal is building positive and meaningful partnerships with teachers, parents, students and the wider community, including the local parish
the knowledgeable deputy principal provides useful professional support and guidance for teachers
the board of trustees is supportive of the principal and teachers and are committed to the ongoing development of the school
teachers work well together in the best interests of students
there are high levels of support from parents and the local parish.

In order to further improve the school’s performance there is a need for the board and school leaders to implement a more robust strategic process of self review. This would enable them to effectively evaluate key aspects of school operations and to inform their decision making.

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

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

Dale Bailey

National Manager Review Services

Northern Region

24 June 2014

About the School

Location	Ngāruawāhia
Ministry of Education profile number	1963
School type	Full Primary (Years 1 to 8)
School roll	124
Gender composition	Girls 56% Boys 44%
Ethnic composition	NZ European/Pākehā Māori Cook Island Māori Other	55% 39% 4% 2%
Review team on site	May 2014
Date of this report	24 June 2014
Most recent ERO report(s)	Education Review Education Review Education Review	June 2011 June 2008 June 2005