St Peter Chanel School (Motueka) - 21/02/2019

School Context

St Peter Chanel is a state integrated, Year 1-8 Catholic school, located in Motueka township. The current roll is 67.

The school’s vision of ‘Founded on faith, living life to the full’, is supported by a set of Gospel values collectively known as CLEAR (Connected, Loving, Excellent, Active, Respectful).

The four strategic goals, which drive planning, are to:

  • further develop the religious education, assessment and reporting systems

  • develop internal evaluation practices and processes

  • develop a visual representation of faith and the school’s multicultural community

  • resource strategically to enhance learning and achievement.

The 2018 targets for reading, writing and mathematics are:

  • for all students to learn and progress to be at or above expectations

  • to identify students who are below expectations and accelerate their progress

  • to extend students who are achieving above expectations.

The school is an active participant in the Motueka Kāhui Ako|Community of Learning (CoL) and the Moutere Hills cluster.

The school has participated in the Ministry-supported Accelerating Literacy Learning (ALL) initiative.

Leaders and teachers regularly report to the board, schoolwide 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 working well towards achieving equitable and excellent outcomes for all its students.

School achievement information for 2018 shows that:

  • most students achieve at or above expectations in reading, writing and mathematics.

A disproportionate number of Māori students are not yet achieving expectations in reading, writing and mathematics. The school has identified this disparity and has put in place a number of programmes and practices to accelerate learning.

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

School achievement information shows that it is successful in accelerating progress for a small number of the students targeted for additional support. The school’s ALL project data shows that a small number of the targeted students made accelerated progress in writing. Similarly small numbers of the target groups of students made accelerated progress in reading and mathematics.

Leaders and teachers have put in place a number of initiatives designed to accelerate learning. These innovations are beginning to have a positive impact on learning.

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 ‘CLEAR’ values are evident in practice, and are contributing to a positive school culture. Teachers work collaboratively and collegially to support student learning. Classrooms are engaging and productive learning environments. Student agency and active involvement in learning is encouraged through teacher-student co-constructed learning, which includes opportunities for students to provide feedback to teachers about learning experiences. Tuakana-teina relationships involve students in learning and creating productive partnerships.

Teacher professional learning is aligned with, and responsive to, identified student need. Regular monitoring meetings provide a forum for teachers to discuss student progress, achievement and teaching strategies. Teachers are involved in a number of professional learning initiatives focusing on effective teaching of writing and mathematics. Changes in practice are aligned with school values, informed by teacher inquiries and emphasise student engagement and relationship-based approaches to learning. The relationship-based approach to teaching and learning is designed to promote and value the language, culture and identity of Māori students.

The board is improvement-focused. Strategic planning and annual planning align well, providing clarity and a shared understanding of school priorities and direction. Trustees have participated in professional development to build board capability.

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

School data needs to be collated and analysed to identify if students, (target students in particular) are making sufficient progress, and to understand the impact of interventions on learning. This information should be presented in a way that clearly shows progress in relation to expectations, and should be regularly shared with the board. The board needs to scrutinise progress and achievement information in order to make informed decisions about planning and resourcing.

Effective internal evaluation is informed by high quality data. To further develop effective internal evaluation and identify which processes and practices are having the greatest impact on learning, school leaders need to:

  • adopt a framework for internal evaluation

  • build knowledge and understanding of evaluative thinking and practice

  • prioritise internal evaluations linked to strategic goals

  • use analysed data to inform internal evaluations.

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:

  • shared values which drive actions and decisions at all levels of school operation

  • the collaborative and innovative approaches to addressing learning needs of students.

Next steps

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

  • managing data in order to identify sufficiency of progress and inform internal evaluation

  • adopting an evaluation framework and building evaluation capability among staff and the board.

ERO’s next external evaluation process and timing

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

Alan Wynyard

Deputy Chief Review Officer Southern

Southern Region

21 February 2019

About the school



Ministry of Education profile number


School type

Full primary (Years 1 to 8)

School roll


Gender composition

Boys 35 : Girls 32

Ethnic composition

Pākehā 41

Māori 22

Other ethnicities 4

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

November 2018

Date of this report

21 February 2019

Most recent ERO report(s)

Education Review May 2015

Education Review December 2011