Education REVIEW REPORT:
ST PETER'S CATHOLIC SCHOOL
2.The Education Review Office (ERO) Evaluation
5.Board Assurance on Compliance Areas
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Disclaimer Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically.However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington.Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses. |
This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.
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Location |
Cambridge |
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Ministry of Education profile number |
1965 |
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School type |
Integrated Primary School (Year 1 – 8) |
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Decile rating[1] |
10 |
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Teaching staff: |
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School roll |
163 |
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Gender composition |
Boys51% |
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Ethnic composition |
NZ European80% |
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Review team on site |
May 2007 |
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Previous ERO reports |
Education Review April 2004 |
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Date of this report |
13 July 2007 |
Since the last review in February 2004 there have been significant changes in membership of both the staff and board of trustees.A new principal was appointed in mid 2005 and two new deputy principals during 2006.All but two of the seven fulltime class teachers are new since the last review.Membership of the board of trustees, including the chairperson, is also almost entirely new.
The last Education Review report identified areas for improvement and recommendations about assessment practice, the use of achievement information and development of an English implementation plan.Significant progress has been made in addressing each of these matters.The current board and principal have worked hard, in a relatively short space of time, to review and revise the school’s strategic direction as well as many of the policies and procedures, which guide school operations.This includes developing clear guidelines and expectations for literacy teaching and learning and setting appropriately challenging achievement targets.
In addition there has been considerable property development in the school.This includes the recent construction of two new classrooms and a well appointed library with an attached computer suite as well as the provision of covered areas adjacent to some classrooms.Buildings and grounds present an attractive, well-maintained and highly functional working and learning environment for students and staff.
At the time of the previous review there was little achievement information available that would allow the board and staff to determine the effectiveness of classroom programmes.The current principal has extended the use of standardised assessment tools in aspects of literacy and mathematics so that there is now much more effective use of this information to guide planning and decision making.
This data shows that the overwhelming majority of students are achieving significantly above national age expected levels in aspects of literacy and mathematics.In reading, 75% of students are achieving in the higher achievement levels.In addition, the school has set its own high expectations for achievement in reading which are well above age expected levels.Although these targets were only partly met in 2006 they provide evidence of a determination to raise achievement to even higher levels.
This report focuses on the teaching of literacy with a focus on reading.The report also includes evaluation of the quality of health and safety compliance including preparation for a pandemic, improving M�?ori student achievement and improving the achievement of Pacific students.
Teachers are delivering good quality learning programmes in literacy.They are using a range of effective strategies for the teaching of reading that motivate students as readers and writers.Participation in well-organised, whole school professional development, which includes an emphasis on the use of assessment information and the sharing of learning intentions and success criteria with students, is assisting teachers to further improve the quality of teaching and learning in literacy.There is, however, a need to continue to strengthen consistency in the use of these practices across the school.In addition strengthening procedures for reporting on students’ progress and achievement should provide parents with more precise information about their own children’s learning and achievement against national standards.
The schools’ special Catholic character is highly evident in all aspects of school life.This is reflected most notably in respectful, positive and affirming relationships between and among staff and students.High levels of student engagement and participation in learning are a feature of classroom learning environments.Students are confident, articulate and eagerly contribute to events and activities in the school and wider community.
The principal is providing strong and well informed professional leadership for the school.Her leadership is leading to a greater educational focus and stability following a period of significant change.She is ably supported by the two deputy principals who contribute complementary knowledge and leadership skills to the senior management team.
The board of trustees demonstrate a high level of commitment and support for the school, principal and staff.They are strongly focused on the provision of quality education for students and are proactive in seeking appropriate training to increase their knowledge as school governors.
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO will review the school again as part of the regular review cycle.
Student Achievement Overall
ERO’s education reviews focus on student achievement.What follows is a statement about what the school knows about student achievement overall.
At the time of the previous review there was little achievement information available that would allow the board and staff to determine the effectiveness of classroom programmes.The current principal has extended the use of standardised assessment tools in aspects of literacy and mathematics.Information from these assessments has been used to set long term and short term targets for improving student achievement.
The school has set high expectations for student achievement in reading.Data from 2005 and 2006 shows students are showing progress over time.Results of Supplementary Tests of Achievement in Reading (STAR) administered in February 2007 indicate that the large majority of students are reading at or above expected levels for their age, with 75% of student scoring in the higher achievement groups, (ie stanine 6 to 9).Teachers are beginning to use national exemplars to assess writing.
In mathematics, data from Assessment Tools for Teaching and Learning (asTTle) show that in 2006, students in Years 5 to 7 were achieving well above the national cohort in statistics.Those in Year 8 were working at the national level.The Ministry of Education numeracy assessment tool showed students in Years 1 to 4 made significant progress in achievement in the number strand of mathematics in 2006.
The small number of M�?ori students are achieving above expected levels for their age in reading.The school is yet to collate achievement information in other curriculum areas.
School Specific Priorities
Before the review, the board of St Peter's Catholic School was invited to consider its priorities for review using guidelines and resources provided by ERO.ERO also used documentation provided by the school to contribute to the scope of the review.
The detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees.This discussion focused on existing information held by the school (including student achievement and self‑review information) and the extent to which potential issues for review contributed to the achievement of the students atSt Peter's Catholic School.
ERO and the board have agreed on the following focus areas for the review:
·the teaching of literacy with a focus on reading.
ERO’s findings in these areas are set out below.
The Teaching of Literacy with a Focus on Reading
Improving student achievement in literacy is currently a major focus at St Peter’s Catholic School.This objective is reflected in the school’s strategic plan and annual plan.There has recently been a strong emphasis on supporting teachers to make more effective use of student achievement information to guide teaching practice to meet the needs of individuals and groups of students in reading.This report will evaluate progress in the implementation of these developments together with the effectiveness of school wide systems and practices that influence student achievement in literacy.
The school has set high expectations for student achievement in reading.Data from 2005 and 2006 shows students are showing progress over time.STAR testing administered in February 2007 indicated that the large majority of students are reading at or above expected levels for their age, with 75% of students scoring in the higher achievement groups (ie stanine 6 to 9).Teachers are beginning to use national exemplars to assess student achievement and progress in writing.
Strategic direction:The board of trustees and senior management team have established a clear direction for improving student achievement in literacy.The strategic plan, annual plan and achievement targets are well aligned with the school’s recently developed vision, which includes an emphasis on literacy and numeracy.Developing this vision has involved consultation with teachers, students and the school community.A clear strategic direction is helping to ensure a common sense of purpose for literacy development.
Board of trustees commitment:The trustees demonstrate a high level of support for the school, principal and staff.They are strongly focused on ensuring the provision of a quality education for students.They are well informed about student achievement levels and are supporting the current emphasis on improving student achievement in literacy through targeted and generous resourcing.
Leadership:The principal and senior management team are providing effective leadership for improving student achievement in literacy.They are knowledgeable about current theory and practice in literacy teaching and are able to articulate a cohesive plan for school wide literacy development.Senior managers also provide appropriate mentoring and support for teachers in their development as professional practitioners.This strong leadership is a key factor in the improvements evident in classroom literacy teaching.
Guiding documents:The principal and staff have worked collaboratively to develop useful documents that support and guide teaching practice.These include a comprehensive English implementation plan that expresses clear expectations for how literacy programmes are to be designed and implemented.
This coherent documentation is contributing to greater consistency in the quality of literacy teaching.
Professional development:Staff participate in well-organised, ongoing whole school professional development that is designed to improve the quality of teaching and learning in literacy.Use is made of both internal and external expertise to enhance teacher knowledge about assessment as well as the teaching of instructional reading and writing.Effective professional development is contributing to more focused teaching and greater professional sharing and dialogue among teachers.This is developing teachers’ confidence in using a greater range of teaching strategies.
Use of assessment information:Significant progress is being made in the effective use of assessment information at both school wide and classroom levels.A range of literacy assessment tools is used to gather useful information about student achievement in aspects of literacy.Both teachers and the senior management team are becoming proficient in analysing and using this information to inform decision making about classroom practice and professional development.This evidence based approach to teaching and learning is contributing to deliberate and purposeful learning programmes.
Teaching strategies:Teachers use a range of effective teaching strategies to teach reading.These include setting a clear purpose for reading, high level questioning, facilitating genuine conversations about strategies and texts and providing opportunities for revisiting prior learning.Teachers are supporting students to become confident and competent in recognising and selecting strategies that will support them in their reading.Students are developing independence in their reading and a genuine love of books and reading.
Learning environment:Students and teachers work in high quality learning environments that strongly reflect the school’s literacy priority.Classrooms are inviting, well resourced and celebrate student’s work and achievement.A feature of most classrooms is the effective use of information and communications technologies to support literacy learning.Students have access to a new well-designed library and adjacent computer suite.Learning environments within the school encourage student interest and motivate their engagement as readers and writers.
Special character:The school’s special Catholic character is highly evident in all aspects of school life.The values that are inherent in this special character promote a caring, family environment. Relationships between and among staff and students are respectful, positive and affirming.These relationships contribute to high levels of student engagement and a settled learning atmosphere throughout the school.
Literacy support:The school has a number of appropriateprogrammes and interventions to support student achievement in literacy.Procedures for identifying students requiring additional assistance are thorough and timely.Support is provided within classrooms and on a withdrawal basis.Individual support for students is available from a skilled reading recovery teacher and an appropriately trained teacher aide.In addition classroom reading programmes are enriched by the involvement of a dedicated group of parents.Students requiring additional support in literacy are well catered for.
Literacy planning:While most teachers are now effectively using assessment information in their planning for teaching reading and writing, there is a need for all teachers to adopt this practice.Planning that specifically targets the identified needs of individuals and groups of students is needed in all classrooms.Teachers also need to ensure they record planning and assessment information about oral and visual language programmes.Strengthening these areas should further enhance teaching and learning in literacy
Empowering students:Teachers are progressively sharing learning intentions and success criteria with students.Further consistency is needed to embed this practice.In addition teachers need to provide more descriptive feedback to students about how well they are achieving against success criteria.This practice should allow all students to take greater responsibility for their own learning as they identify next steps for improvement.
Reporting to parents:The school has useful processes for reporting to parents on student learning.However with the improvements in teachers’ assessment practice it would be timely to consider strengthening these.The review of the use of portfolios currently being undertaken should include development of a clear and agreed purpose for those documents.Consideration should also be given to linking work samples in portfolios to intended learning outcomes and curriculum achievement levels.Formal written reports could be strengthened by a clearer indication of student performance against national curriculum levels.Strengthening reporting processes should provide parents with more precise information about their children’s progress and achievement in relation to national standards.
Overview
ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement.ERO also provides information about the education sector for schools, parents and the community through its national reports.
To do this ERO decides on topics and investigates them for a specific period in all applicable schools nationally.
During the review of St Peter's Catholic School ERO investigated and reported on the following areas of national interest.The findings are included in this report so that information about the school is transparent and widely available.
The Achievement of M�?ori Students: Progress
In this
review, ERO evaluated the progress the school has made since the last
review in improving the achievement of M�?ori students and in
initiatives designed to promote improved achievement.
Four students at St Peter’s Catholic School identify as M�?ori.This represents two percent of the school’s roll.The school is monitoring the progress of these students and all are achieving at or above expected levels in aspects of literacy and numeracy.Some progress has been made in reflecting a M�?ori cultural dimension within the school environment.
The Achievement of Pacific Students
During the review ERO evaluated the extent to which the school has knowledge of and strategies for promoting the achievement of its Pacific students.
Nine students at St Peter’s Catholic School identify as Pacific, representing 6% of the school’s roll.The school is monitoring the progress of these students and most are achieving at or above expected levels in aspects of literacy and mathematics.Support has been put in place for those identified as achieving below expected levels.
In all school review ERO is currently evaluating the extent to which schools have planned for a potential influenza pandemic in terms of the guidelines provided by the Ministry of Education.
In ERO’s view this school has taken initial steps to prepare for such a pandemic.
Overview
Before the review, the board of trustees and principal of St Peter's Catholic School completed an ERO Board Assurance Statement and Self-Audit Checklist.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; and
·asset management.
During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:
·emotional safety of students (including prevention of bullying and sexual harassment);
·physical safety of students;
·teacher registration;
·stand-downs, suspensions, expulsions and exclusions; and
·attendance.
Compliance
ERO’s investigations did not identify any areas of concern.
In order to improve current practice, the board of trustees should ensure the principal implements systems and practices to monitor and effect adequate coverage of all essential learning areas.
ERO recommends that:
6.1the principal and senior management team continue to implement practices that enhance teachers’ pedagogical knowledge.
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO will review the school again as part of the regular review cycle.
Ian Hill
Area Manager
for Chief Review Officer
To the Parents and Community of St Peter's Catholic School
These are the findings of the Education Review Office’s latest report on St Peter's Catholic School.
Since the last review in February 2004 there have been significant changes in membership of both the staff and board of trustees.A new principal was appointed in mid 2005 and two new deputy principals during 2006.All but two of the seven fulltime class teachers are new since the last review.Membership of the board of trustees, including the chairperson, is also almost entirely new.
The last Education Review report identified areas for improvement and recommendations about assessment practice, the use of achievement information and development of an English implementation plan.Significant progress has been made in addressing each of these matters.The current board and principal have worked hard, in a relatively short space of time, to review and revise the school’s strategic direction as well as many of the policies and procedures, which guide school operations.This includes developing clear guidelines and expectations for literacy teaching and learning and setting appropriately challenging achievement targets.
In addition there has been considerable property development in the school.This includes the recent construction of two new classrooms and a well appointed library with an attached computer suite as well as the provision of covered areas adjacent to some classrooms.Buildings and grounds present an attractive, well-maintained and highly functional working and learning environment for students and staff.
At the time of the previous review there was little achievement information available that would allow the board and staff to determine the effectiveness of classroom programmes.The current principal has extended the use of standardised assessment tools in aspects of literacy and mathematics so that there is now much more effective use of this information to guide planning and decision making.
This data shows that the overwhelming majority of students are achieving significantly above national age expected levels in aspects of literacy and mathematics.In reading, 75% of students are achieving in the higher achievement levels.In addition, the school has set its own high expectations for achievement in reading which are well above age expected levels.Although these targets were only partly met in 2006 they provide evidence of a determination to raise achievement to even higher levels.
This report focuses on the teaching of literacy with a focus on reading.The report also includes evaluation of the quality of health and safety compliance including preparation for a pandemic, improving M�?ori student achievement and improving the achievement of Pacific students.
Teachers are delivering good quality learning programmes in literacy.They are using a range of effective strategies for the teaching of reading that motivate students as readers and writers.Participation in well-organised, whole school professional development, which includes an emphasis on the use of assessment information and the sharing of learning intentions and success criteria with students, is assisting teachers to further improve the quality of teaching and learning in literacy.There is, however, a need to continue to strengthen consistency in the use of these practices across the school.In addition strengthening procedures for reporting on students’ progress and achievement should provide parents with more precise information about their own children’s learning and achievement against national standards.
The schools’ special Catholic character is highly evident in all aspects of school life.This is reflected most notably in respectful, positive and affirming relationships between and among staff and students.High levels of student engagement and participation in learning are a feature of classroom learning environments.Students are confident, articulate and eagerly contribute to events and activities in the school and wider community.
The principal is providing strong and well informed professional leadership for the school.Her leadership is leading to a greater educational focus and stability following a period of significant change.She is ably supported by the two deputy principals who contribute complementary knowledge and leadership skills to the senior management team.
The board of trustees demonstrate a high level of commitment and support for the school, principal and staff.They are strongly focused on the provision of quality education for students and are proactive in seeking appropriate training to increase their knowledge as school governors.
Future Action
ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.
ERO will review the school again as part of the regular review cycle.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues.The aim is to provide information on aspects that are central to student achievement and useful to this school.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Ian Hill
Area Manager
for Chief Review Officer
GENERAL INFORMATION ABOUT REVIEWS
About ERO
ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.
About ERO Reviews
ERO follows a set of standard procedures to conduct reviews.The purpose of each review is to:
·improve educational achievement in schools; and
·provide information to parents, communities and the Government.
Reviews are intended to focus on student achievement and build on each school’s self review.
Review Focus
ERO’s framework for reviewing and reporting is based on three review strands.
·School Specific Priorities – the quality of education and the impact of school policies and practices on student achievement.
·Areas of National Interest – information about how Government policies are working in schools.
·Compliance with Legal Requirements – assurance that this school has taken all reasonable steps to meet legal requirements.
Review Coverage
ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues.The aim is to provide information on aspects that are central to student achievement and useful to this school.
Review Recommendations
Most ERO reports include recommendations for improvement.A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue.There is no direct link between the number of recommendations in this report and the overall performance of this school.
[1] Decile 1 schools draw their students from areas of greatest socio-economic disadvantage,
Decile 10 from areas of least socio-economic disadvantage.
