St Anne's School (Woolston)

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 179 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. July 2019

   147

   Counted while ERO’s review team was at the school. Education Review Office, report of 16 October 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 13 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Context

St Anne’s School (Woolston) is a state-integrated, Catholic school in Christchurch providing education for learners from Years 1 to 8. The school’s vision is for learners is to experience a localised, bilingual and research-based learning environment that supports each learner to show GRIT (Gospel Values, Respect, Inclusion and Team Player Attributes) .

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing

Outcomes for learners are becoming more equitable and excellent.

A majority of learners are achieving at or above expected curriculum levels in reading, writing and mathematics; Māori students achieve at similar levels in reading and writing and outperform others in the school in mathematics .

Pacific learners achieve at similar levels in reading; the school is working to address the disparity in Pacific learners’ achievement in writing and mathematics.

A large majority of learners regularly attend school although the school does not meet the Ministry of Education target; a strategic goal priority is for the school to support increased attendance of Pacific learners and leaders have implemented strategies to increase this.

Conditions to support learner success

Leaders work collaboratively and effectively with teachers to foster and embed a culture of trust, growth and quality teaching.

Leaders and teachers work collaboratively to identify and monitor the progress of target students.

Targeted professional learning for teachers links to strategic goals to strengthen teaching practice and increase success for all learners.

Trust and professional growth is increasingly fostered between teachers to improve outcomes for all learners.

Leaders and teachers continue to develop the local curriculum, and consistently use evidence-based teaching practices to further improve outcomes for all learners.

Classroom programmes are well designed to engage learners in meaningful learning opportunities within the local context.

Leaders and teachers refine programmes to meet the range of identified learner needs and whānau aspirations; this supports learners to continue to progress.

Leaders collaborate with teaching teams, sharing roles and responsibilities across the school, to increase teacher capability.

Key school conditions that support learner success are well established.

The board effectively plans, supports and monitors the school’s strategic goals to make decisions for further improvement . ; strategic goals are designed and implemented to reflect the needs and aspirations of the community.

Teachers’ professional learning is linked with strategic goals to improve teaching practice and learning.

Leaders and teachers engage, collaborate with, and actively encourage the participation of all the school community, to support their child’s learning, wellbeing and understanding of the school values.

Leaders and teachers focus on learners’ wellbeing and nurture learners to grow, achieve and enjoy school through teaching the school’s GRIT Values.

Part B: Where to next?

The agreed next steps for the school are to:

prioritise a school-wide focus on writing to further improve progress and achievement for all learners

strengthen teachers’ knowledge and understanding of Pacific languages, cultures and identities and how to incorporate these in learning to support and improve Pacific students’ attendance, progress and achievement

implement changes in the curriculum, te reo Māori bilingual curriculum and class approaches using localised and research-based learning

use more effective assessment practices to identify learner needs, inform planning and further improve the outcomes for all learners

strengthen the understanding and living of the school values and special character throughout the school and in learning.

The agreed actions for the next improvement cycle and timeframes are as follows:

Within six months:

build on knowledge of assessment for learning to ensure consistency in practices, particularly in writing

Every six months:

meet with key Pacific community members to reflect on the progress of the strategic goals that they helped set

review learners’ progress and achievement in bilingual programmes to inform future learner pathways

evaluate learner progress, achievement and attendance to know if outcomes are improving for all learners

continue to strengthen knowledge of the school values to ensure they are consistently incorporated in learning for all

Annually:

consult with the wider Pacific community to evaluate the progress of strategic goals, refine and re-set

analyse and refine bilingual teaching approaches to further improve learner progress and achievement

evaluate and refine assessment practices to inform strategic goals and teacher practice

evaluate the impact of strategies in place to increase regular attendance for all learners

continue to gather and analyse learner and whānau voice to enhance the wellbeing of all learners.

Actions taken against these next steps are expected to result in:

Pacific languages, cultures and identities incorporated in learning and improved Pacific students’ engagement, attendance and achievement

improved data collection and analysis is used to inform teacher planning to further improve progress and achievement for all learners, particularly in writing

learners actively demonstrating the school’s values.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children

Shelley Booysen Director of Schools

13 September 2024

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home

Read this report on ero.govt.nz →