Sts Peter and Paul School (L.Hutt) - 16/05/2019

School Context

Sts Peter and Paul School is an integrated Catholic school located in central Lower Hutt. It caters for students from Years 1 to 8. The school has a diverse ethnic mix with 11% of students identifying as Māori and 4% as Samoan.

The school stated vision for student success is to “nurture independent and collaborative learners who can think creatively and critically, strengthened by our Catholic identity.” The school values of aroha, stewardship, joy and faith underpin the school’s curriculum.  

Key strategic goals include developing well informed and actively engaged students and community; providing a rich curriculum that enables all students to reach their potential; and ensuring the special Catholic character is integrated throughout school life.

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

  • reading, writing and mathematics
  • wellbeing
  • other learning areas and co-curriculum activities.

Since the October 2014 ERO report, there have been significant changes to the teaching, support staff and leadership teams, including the appointment of a principal.

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 achieves equitable and excellent results. Most students achieve at or above expectations in reading, writing and mathematics. There is some variation between year groups but overall there has been a consistent achievement pattern over time. Boys and girls achieve at similar levels in reading and mathematics. There is a small disparity for Māori students in writing.

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

School data shows that a majority of students, including Māori, identified as priority learners at the start of 2018 made accelerated progress over the year.

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 and teachers use an appropriate range of nationally referenced and school developed assessment tools to gather sound baseline data. This is well used to inform resourcing and strategic decision making. Students at risk of not achieving are effectively identified and well monitored. Teachers use the information to recognise and respond to students’ interests and learning needs.

Students’ engagement is well promoted by the broad curriculum underpinned by the school’s Catholic character and values. School vision, history and local themes are clearly evident in practice. There are many opportunities for students to participate and celebrate success in academic, sporting, artistic, cultural and leadership activities. Digital technology is extensively accessed to support learning. Student voice is valued. Increasing student responsibility and choice with their learning is evident.

There is a purposeful, school-wide learning environment. Relationships among students and teachers are positive and respectful. There are high expectations for each student’s participation and achievement. Well-considered processes support students’ transition and are enabling students to more easily integrate into the school community and engage in their learning.

Trustees and leaders effectively lead the school’s special character, vision and direction. There are coherent systems and processes from strategic planning, through professional development, appraisal and curriculum, to classroom practices that are designed to improve student outcomes. Leaders have established high expectations for teaching and learning. Extensive professional development is focused on introducing new methodologies and growing teachers’ capability. Teachers have a collaborative approach to inquiring into their practice, planning and assessment, to more effectively respond to the needs of individuals and groups of students.

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

The school has many structures and processes in place to raise children’s achievement, and is well placed to continue making improvements that impact positively on children’s learning.

Next steps are to:

  • continue to develop and embed bicultural practices in consultation with whānau Māori that supports and affirms student’s culture, language and identity

  • review schoolwide target setting to focus on accelerating the rate of progress for individuals, groups and cohorts

  • refine planning to include clear indicators of expected outcomes for learners that will support and enhance internal evaluation and continuous improvement at all levels.

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 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Saints Peter and Paul School’s performance in achieving valued outcomes for its students is: Well placed.

5 Going forward

Key strengths of the school

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

  • the broad curriculum that provides extensive opportunities for students to engage in a wide range of activities
  • a collaborative approach and high expectations from trustees, leaders and teachers that promotes improved outcomes for students
  • the positive and respectful learning environment that supports students’ engagement and learning.

Next steps

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

  • continuing to develop and embed bicultural practices in consultation with whānau Māori
  • focusing on accelerating the rate of progress for individuals, groups and cohorts who are at risk of not achieving
  • enhancing internal evaluation by including clear indicators of expected outcomes for learners that will support and refine planning leading to continuous improvement.

Alan Wynyard

Director Review and Improvement Services Southern

Southern Region

16 May 2019

About the school


Lower Hutt

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Female 63% Male 37%

Ethnic composition

Māori 11%
NZ European/Pākehā 61%
Filipino 10%
Samoan 4%
Indian 4%
Other ethnic groups 10%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

March 2019

Date of this report

16 May 2019

Most recent ERO report(s)

Education Review October 2014
Education Review November 2010