St Peter Chanel School (Motueka)

The same report — the board assurance report of 3 December 2024 — 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 and the board have identified the following areas of non-compliance during the board assurance process:

Annual assessment of the principal against all the professional standards for principals [NZ Ed Gazette: and relevant employment agreement].

Evidence needed of checking a primary identity document and a secondary identity document, required for safety checking of workforce [Sections 25-27 Children’s Act 2014: Regulations 5 to 8 Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015].

The board has since addressed 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 90 — 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. November 2018

   67

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 February 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 3 December 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 Peter Chanel School ( Motueka ) is a state-integrated Catholic school that provides education for students in Years 1 to 8. The school’s vision is for students to live life to the full through the school’s CLEAR values (Connected, Loving, Excellence, Active, Respectful).

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 most students are increasingly equitable and excellent.

Most students are achieving at or above expected curriculum levels in reading, writing and mathematics.

Increasing equity for all groups of students is evident.

Students express a strong sense of belonging which is well supported by the school’s CLEAR values and inclusive practices.

A large majority of students attend school regularly; the school is yet to meet the Ministry of Education’s target and has strategies in place to prioritise and improve attendance.

Conditions to support learner success

Leaders use evidence effectively to set goals, and plan and monitor ongoing school improvement.

Leaders successfully involve students, staff and whānau in strategic decision making to further improve progress, achievement and wellbeing for all students.

The board and leaders foster a culture of high-quality teaching and target professional learning to strengthen teaching practice to improve outcomes for students.

Leaders and teachers effectively collaborate with parents and whānau to build and sustain high levels of relational trust to support students’ learning.

Teachers effectively use local contexts and evidence-based teaching strategies to provide purposeful learning.

Teachers gather, analyse and use a range of relevant assessments well to inform future planning to further improve outcomes for students.

Students needing additional support are clearly identified and provided with effective support; their progress is regularly monitored, outcomes are improving, and successes are shared with whānau.

The school’s curriculum increasingly reflects local contexts and whānau aspirations; this has a positive impact on engagement and outcomes for students.

School systems and processes are well aligned to enable further improvement for student outcomes.

The board evaluates a range of useful assessment information to identify strategic goals and make effective resourcing decisions that improve outcomes for all students.

Leaders and teachers prioritise targeted professional learning linked to the strategic priorities, including te ao Māori, that support student progress, achievement and wellbeing.

Leaders and staff value partnerships and effective communication with whānau , the community and external providers which is strengthening teacher practice and improving outcomes for students.

Leaders and staff set goals and collaborate to create an inclusive learning environment that reflects the school’s CLEAR values to make sure that students’ learning and wellbeing needs are met.

Part B: Where to next?

The agreed next steps for the school are to:

further improve student progress and achievement in reading, writing and mathematics and align teaching practices and the school’s local curriculum with the New Zealand Curriculum changes

strengthen knowledge and understanding of the school’s CLEAR values by weaving them throughout learning programmes, systems and practices

continue to strengthen teaching and learning practices that recognise and respond to learners’ cultures, languages and identities

continue to implement effective strategies that increase regular attendance.

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

Within six months:

continue to monitor and review student progress and achievement in reading, writing and mathematics

review current assessment tools and reporting to whānau to align with the New Zealand Curriculum changes.

Every six months:

report students’ progress and achievement in reading, writing and mathematics and to the board and plan next steps for learning

review and refine the school’s approach to teaching reading, writing and mathematics

evaluate the impact of strategies for improving attendance.

Annually:

evaluate the impact of strengthened teaching and learning practices to recognise and respond to learners’ cultures, languages and identities

analyse and evaluate students’ progress and achievement in reading, writing and mathematics to further improve outcomes for students

review and evaluate the effectiveness of the school’s local curriculum content on improving engagement and achievement to inform future teaching and learning planning.

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

further improvement in student progress and achievement in reading, writing, and mathematics

strengthened understanding and demonstration of the school’s CLEAR values and enhanced wellbeing

increased student engagement and regular attendance.

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

3 December 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 →