St Patrick's School (Nightcaps)

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 17 — 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. April 2015

   14

   Counted while ERO’s review team was at the school. Education Review Office, report of 20 July 2015

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 June 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 six months of the Education Review Office and St Patrick’s School (Nightcaps) 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 (Nightcaps) is a Years 1 to 8 Catholic school; one of three Catholic schools that make up The Trinity. The Trinity is governed by one board and managed by one principal. Each school in the Trinity has its own associate principal located onsite; St Patrick’s (Nightcaps), St Joseph’s (Invercargill) and St Teresa’s (Bluff). The schools’ special character is to ‘Celebrate and rejoice in our unique catholic character to foster spiritual growth and wellbeing’.

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

celebrate the school’s special character

provide each student and staff member with the opportunity, knowledge and skills to co-construct success to the highest level possible in all areas of school life through quality teaching and learning enhanced by the use of appropriate resources, experiences and strategies

create a learning environment which celebrates diversity, providing an inclusive and supportive environment that both challenges and values respect, empathy and engagement through relational trust and co-operation.

You can access a copy of the school’s strategic and annual plan from the St Patrick’s School (Nightcaps)’s office.

ERO and the school are working together to evaluate the schools’ provision for te ao Māori learning with a focus on te reo Māori progressions.

The rationale for selecting this evaluation is:

the school wants to strengthen its responsiveness to whānau, hapū and iwi in terms of their aspirations for te ao Māori learning

leaders and teachers want to formalise a te reo Māori teaching and learning programme that is progressive and able to be tracked and monitored

leaders have identified that extending evaluation knowledge, understanding and practice will strengthen teachers’ professional knowledge and enhance outcomes for learners.

The school expects to see:

strong relationships with whānau and hapū

a progressive te reo Māori learning programme being developed, used and closely monitored

increased use of te reo Māori by students and teachers

robust evaluation being used to determine effectiveness with respect to the te reo Māori teaching and learning programme

internal evaluation practices being extended to other curriculum areas to determine impact.

Strengths

The school can draw from the following strengths to support it in its goal to evaluate the school’s provision for te ao Māori learning with a focus on te reo Māori progressions.

There is rigorous close monitoring of and response to students’ achievement and progress in areas of foundational learning to ensure they get appropriate support for success.

A culture of care, support and effective teaching is well-established for the benefit of all students and their whānau .

School leadership sustains strong relational trust contributing to ongoing organisational capacity building for continuous improvement.

The school has well-established partnerships with external education and health providers which enables staff to better understand and provide the best opportunities for children to learn and thrive.

The compassion staff extend to families supporting community health and wellbeing.

Where to next?

Moving forward, the school will prioritise:

using recognised research tools to identify current te reo Māori teaching and learning within the school

using appropriate resources to document a progressive te reo Māori teaching and learning programme

determining how the school will evaluate the effectiveness of the te reo Māori teaching and learning

comprehensively evaluating the implementation of this programme to determine effectiveness and make any changes for improvement as needed over 2024.

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

13 June 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 →