Review 14 March 2024
LatestTe Ara Huarau | School Profile Report
Background
This Profile Report was written within 26 months of the Education Review Office and Pompallier Catholic College 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
Pompallier Catholic College provides education for students in Years 7 to13 and is located in Whāngarei. Since the previous ERO review, the school has had three new appointments to the senior leadership team.
The school’s vision is to ‘Love the Truth’, ‘Arohatia te Whakapono’. This vision is supported by the values of:
- inquiry by thinking critically, creatively and reflectively
- equity, justice and respect for all people and the environment
- compassion and aroha in all relationships.
Pompallier Catholic College’s strategic priorities for improving outcomes for learners are to promote:
- student engagement by reducing barriers to education for all, including for Māori and Pacific learners/ākonga, disabled learners/ākonga and those with learning support needs
- students’ learning through high aspirations for every learner/ākonga, and supporting these aspirations by partnering with whānau and communities to design and deliver education that responds to learner/ākonga needs, and sustains their identities, languages and cultures
- ensuring every learner/ākonga gains sound foundation skills, including language, literacy and numeracy
- collaboration with industries and employers to ensure learners/ ākonga have the skills, knowledge and pathways to succeed in work.
You can find a copy of the school’s strategic and annual plan on Pompallier Catholic College’s website.
ERO and the school are working together to evaluate the effectiveness of teaching on learner progress and achievement.
The rationale for selecting this evaluation is:
- to promote all students’ engagement and achievement in learning
- to support ākonga language, culture and identity
- to promote professional relationships and effective teaching focused on the learning and hauora of students, underpinned by relational and culturally responsive teaching.
The school expects to see improvements in all students’ engagement in learning and achievement. The school also expects that ākonga hauora and language, culture and identity are well supported. In addition, students will develop stronger connections to the school’s special character and local history.
Strengths
The school can draw from the following strengths to support its goal to evaluate the effectiveness of teaching on learner progress and achievement.
- A long-established commitment for all students to experience academic success.
- The provision of specialist staff to support students with additional needs.
- A history of teachers utilising achievement data to inform teaching and learning programmes.
- A collaborative and relational staff who support positive change and have high expectations of students, teachers and the school community.
- Ongoing development and support for staff through a range of professional learning.
Where to next?
Moving forward, the school will prioritise:
- developing teachers’ capacity to provide effective and culturally responsive teaching and learning opportunities for all ākonga to succeed
- supporting all staff to further develop the capacity to be effective teachers of literacy and numeracy to improve the quality of students’ learning.
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
14 March 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