St Patrick's School (Greymouth)

The same report — the board assurance report of 27 September 2023 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following areas of non-compliance during the board assurance process:

the school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce [Children’s Act 2014] .

the Board needs to have regularly obtained and considered information from New Zealand Police vets for all persons employed or engaged as paid children’s workers [Section 27, Children’s Act 2014, Section 597, Education and Training Act 2020].

The board has since taken steps to address the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

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 216 — 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. March 2019

   154

   Counted while ERO’s review team was at the school. Education Review Office, report of 23 May 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 27 September 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

Background

This Profile Report was written within five months of the Education Review Office and St Patrick’s School (Greymouth) working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz

Context

St Patrick’s School (Greymouth) is a state-integrated, Catholic, primary school located in Westland. It provides education for learners in years 1 to 8. St Patrick’s (Greymouth) aspires for their learners, through faith and excellence to be just, resilient, enterprising, skilled communicators and team players. A first-time principal has led the school since 2021.

St Patrick’s School (Greymouth)’s strategic priorities for improving outcomes for learners are:

teaching and learning will be responsive to student needs and informed by clear, evidence-based student achievement goals which will be monitored, reviewed, and reported regularly

students at risk of not achieving the school’s baseline goals in literacy and numeracy will be identified and supported with responsive teaching and learning plans

to develop and implement strategies to assist students to reach their full potential. This will include identifying and catering for gifted and talented learners

all students will experience successful transition into the school, then between each year level, and onto high school.

A copy of the school’s strategic and annual plan is available on request from St Patrick’s School (Greymouth).

ERO and the school are working together to evaluate the impact of strengthening teachers’ literacy practices to improve student achievement.

The rationale for selecting this evaluation is:

the school has identified that a number of students have yet to meet school-wide expectations in literacy

to build consistent and sustainable literacy practices, including assessment, across the school.

The school expects to see:

improved student literacy achievement throughout the school, with accelerated progress for those identified as needing it

increased teacher knowledge, skills, and consistency of practices for the teaching of literacy.

Strengths

The school can draw from the following strengths to support its goal to evaluate the strengthening teachers’ literacy practices to improve student achievement:

teachers and leaders work collaboratively to promote student achievement and wellbeing

the school systematically uses achievement and wellbeing data to identify students’ needs, including those needing acceleration

achievement data across the school shows that outcomes for learners are becoming increasingly equitable.

Where to next?

Moving forward, the school will prioritise:

using clear, evidence-based student achievement goals so that teachers are increasingly responsive to students’ individual needs

targeted professional learning for support and teaching staff in literacy strategies so that literacy practices are more consistent across the school

refining systems for monitoring, tracking, and reporting student achievement outcomes and progress so that teachers know the impact of their practices.

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

Shelley Booysen Director of Schools 27 September 2023

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 →