St Peter Chanel School (Motueka)

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 

• 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 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 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.

• 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