SUPPLEMENTARY REVIEW REPORT:
ST JOSEPH'S CATHOLIC SCHOOL PAEROA
APRIL 2009
1............ Background
2............ The Education Review Office (ERO) Evaluation
3............ Findings
4............ Recommendation
5............ Future Action
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Introduction
A Supplementary Review is undertaken at the discretion of an Area Manager in the Education Review Office (ERO).
A supplementary review evaluates the extent and effectiveness of actions a school has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.
This supplementary review report was prepared in accordance with standard procedures approved by the Chief Review Officer.
Terms of Reference
This supplementary review is based on an evaluation of the performance of the St Joseph’s Catholic School, Paeroa Board of Trustees and management in relation to areas identified in the February 2008 ERO report or issues identified since that review. The terms of reference for this review are to investigate:
· professional leadership of the principal;
· teaching practice;
· school communication processes; and
· consultation with Māori.
About the School
|
Location |
Paeroa |
|
Ministry of Education profile number |
1951 |
|
School type |
Full Primary (Years 1 to 8) |
|
Decile rating |
4 |
|
Teaching staff:
Roll generated entitlement
Other
Number of teachers |
3.5
0.5
3
|
|
School roll |
43 |
|
Gender composition |
Boys 23
Girls 20 |
|
Ethnic composition |
New Zealand European/Pākehā 30
New Zealand Māori 6
Other 7 |
|
Review team on site |
February 2009 |
|
Date of this report |
8 April 2009 |
|
Previous ERO reports |
Education Review Report February 2008
Education Review December 2004
Accountability Review June 2001
Assurance Audit August 1997
Assurance Audit June 1993 |
2. The Education Review Office (ERO) Evaluation
St Joseph’s Catholic School is an integrated school within the Hamilton Catholic Diocese. It caters for Year 1 to 8 students and is located in the town of Paeroa. Students appreciate the attractive, well maintained grounds, which provide good opportunities for creative play and sporting and recreational activities.
ERO’s February 2008 Education Review Report noted concerns in relation to the professional leadership of the school, teaching practice, school communication processes and Māori consultation. The school attended a post review assistance workshop provided by ERO and produced a detailed action plan that included strategies to address these issues. Staff and trustees are actively promoting the school in order to increase the roll and improve resource funding.
A new principal has recently been appointed and is focused on improvement throughout the school. He has established a positive school climate and gained the confidence of all stakeholders. The principal is demonstrating an understanding and commitment to implementing an effective appraisal process for all teachers. The school is gaining from the clear direction and cohesiveness provided by the principal’s professional leadership.
Teachers are focused on improving teaching practice and their involvement in professional development is having a positive effect on learning and teaching. A team culture is enabling teachers to be involved in professional dialogue and share successful teaching practices. However, in order to develop greater student ownership of their learning, consideration needs to be given to learning activities that enhance purposeful student participation.
A strong working relationship has been developed between the school and parish. The principal and board reviewed communication processes and initiated a range of opportunities for involving the wider community. Staff, trustees and parents spoken to during this review expressed confidence in the communication processes and practices implemented by the school.
Māori families have ongoing opportunities for informal dialogue related to Māori student achievement. A parent with kapa haka expertise implements a school-wide programme and provides a link to the local mārae. Teachers’ strengthened awareness of the importance of te reo and tikanga Māori in classroom programmes is enhancing all students’ learning experiences and developing their understanding of the bicultural dimension unique to New Zealand.
Relationships across the school are positive and unified. Students, staff, trustees and parents express pride in their school. The school’s special Catholic Character is at the forefront of the school’s decision making practices and embedded throughout the school. Board members and staff are working together to enhance the standard of education provided at the school.
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.
Professional leadership of the principal
Background
The 2008 ERO Education Review Report recommended that the principal seek ongoing external professional support in aspects of leadership. Professional leadership, better communication and support for staff and clear expectations for monitoring their performance were areas for improvement. The principal resigned in 2008 and the board appointed a new principal at the end of the year.
Areas of progress
Professional leadership: The new principal is focused on improvement throughout the school. He has established a positive school climate and gained the confidence of all stakeholders. The principal is being proactive in accessing professional support for himself as a new principal. The school is gaining from the clear direction and cohesiveness provided by the principal’s professional leadership.
Monitoring of staff performance: Job descriptions and performance agreements have been established for the principal and all members of staff. A system of performance management for appraising individual staff has been instigated. The principal is demonstrating an understanding and commitment to implementing an effective appraisal process for all teachers. These systems are still in their initial stages.
Teaching practice
Background
The previous ERO report noted that expectations for teaching and learning, including those concerning the use of formative teaching practices and planning for differentiated learning, needed to be more clearly outlined. Clear links between assessment, evaluation of programmes and planning, and better quality written feedback to students about their work were needed.
Area of progress
Teaching practice: Teachers are focused on improving teaching practice and their involvement in professional development is having a positive effect on learning and teaching. They use a range of written and oral feedback, plan group work based on student achievement information and integrate aspects of formative assessment in classroom programmes. A team culture is enabling teachers to be involved in professional dialogue and share successful teaching practices. Students are benefiting from teachers’ ongoing professional development.
Area for further improvement
Student involvement in their own learning: While teachers have been involved in specific professional development related to formative assessment it is important that they continue to increase student involvement in their own learning. Some classroom programmes observed were predominately teacher directed. In order to develop greater student ownership of their learning, consideration needs to be given to learning activities that enhance purposeful student participation.
School communication process
Background
The February 2008 Education Review Report stated that communication processes and practices were in need of review. It recommended that the school work with parents and parish members to review and strengthen communication processes.
Area of progress
Communication: A strong working relationship has been developed between the school and parish. The principal and board reviewed communication processes and initiated a range of opportunities for involving the wider community. Regular and open dialogue between the school, parents and parishioners has built effective two-way lines of communication. The board of trustees has been pro active in promoting links with the priest and parishioners. Staff, trustees and parents spoken to during this review expressed confidence in the communication processes and practices implemented by the school.
Consultation with Māori
Background
The Education Review Report of 2008 noted that there was a need to formalise information gathered from consultation processes and to strengthen teachers’ knowledge and skills about practices related to te ao Māori.
Area of progress
Māori dimension: Māori families have ongoing opportunities for informal dialogue related to Māori student achievement. A parent with links to the local Mārae is involved with weekly kapa haka, te reo lessons and the teaching of waiata. Students’ achievement in kapa haka and te reo Māori is recognised at the school prize giving. Teachers’ strengthened awareness of the importance of te reo and tikanga Māori in classroom programmes is enhancing students’ learning experiences and developing their understanding of the bicultural dimension specific to New Zealand.
ERO and the board of trustees developed the following recommendation:
4.1 that management continues to provide professional development opportunities for teachers related to formative assessment in order to increase student ownership of their learning.
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.
Tom Struthers
Acting Area Manager
for Chief Review Officer
8 April 2009
8 April 2009
This supplementary review evaluates the quality of education received by students and the performance of the Board of Trustees in relation to specific terms of reference.
The Education Review Office [ERO] evaluation of St Joseph's Catholic School Paeroa follows.
St Joseph’s Catholic School is an integrated school within the Hamilton Catholic Diocese. It caters for Year 1 to 8 students and is located in the town of Paeroa. Students appreciate the attractive, well maintained grounds, which provide good opportunities for creative play and sporting and recreational activities.
ERO’s February 2008 Education Review Report noted concerns in relation to the professional leadership of the school, teaching practice, school communication processes and Māori consultation. The school attended a post review assistance workshop provided by ERO and produced a detailed action plan that included strategies to address these issues. Staff and trustees are actively promoting the school in order to increase the roll and improve resource funding.
A new principal has recently been appointed and is focused on improvement throughout the school. He has established a positive school climate and gained the confidence of all stakeholders. The principal is demonstrating an understanding and commitment to implementing an effective appraisal process for all teachers. The school is gaining from the clear direction and cohesiveness provided by the principal’s professional leadership.
Teachers are focused on improving teaching practice and their involvement in professional development is having a positive effect on learning and teaching. A team culture is enabling teachers to be involved in professional dialogue and share successful teaching practices. However, in order to develop greater student ownership of their learning, consideration needs to be given to learning activities that enhance purposeful student participation.
A strong working relationship has been developed between the school and parish. The principal and board reviewed communication processes and initiated a range of opportunities for involving the wider community. Staff, trustees and parents spoken to during this review expressed confidence in the communication processes and practices implemented by the school.
Māori families have ongoing opportunities for informal dialogue related to Māori student achievement. A parent with kapa haka expertise implements a school-wide programme and provides a link to the local mārae. Teachers’ strengthened awareness of the importance of te reo and tikanga Māori in classroom programmes is enhancing all students’ learning experiences and developing their understanding of the bicultural dimension unique to New Zealand.
Relationships across the school are positive and unified. Students, staff, trustees and parents express pride in their school. The school’s special Catholic Character is at the forefront of the school’s decision making practices and embedded throughout the school. Board members and staff are working together to enhance the standard of education provided at the school.
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.
When ERO has reviewed a school we encourage boards to inform their community of any follow-up action they plan to do. You should talk to the board or principal if you have any questions about this evaluation, the full ERO report or their future intentions.
If you would like a copy of the full report, please contact the school or see the ERO website, http://www.ero.govt.nz.
Tom Struthers
Acting Area Manager
for Chief Review Officer
