Sacred Heart School (Timaru)

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 

Sacred Heart School (Timaru) is located in Timaru and provides education for learners in Years 1 to 8. The school’s values are Heart for Living, Heart for Learning. 

There are three parts to this report.

Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation. 

Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle. 

Part A: Previous Improvement Goals 

Since the previous ERO report of July 2022, ERO and the school worked together to evaluate the levels of progress for learners in Years 4 to 8, by inquiring into the impact of the school developing a structured literacy approach.

Expected Improvements and Findings 

The school expected to see:

• Learners, particularly those in Years 4 to 8 and English Language Learners, continuing to make significant progress in literacy. 
• Most learners are achieving at expected curriculum levels for reading; writing remains a priority for the school to improve for the majority of learners.
• Some English Language Learner students have made significant progress in reading.
• Teachers knowing what is having the greatest impact for learning outcomes and what supports them to maintain progress in achievement over time. 
• Teachers have participated in targeted professional learning development linked to strategic goals, increasing understanding and application of successful approaches and consistent practice for learners.

Part B: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

• Most learners achieve at expected curriculum levels for reading and mathematics; improvement in writing remains the school priority for some learners. 
• Māori achievement consistently exceeds other groups, with most achieving at or above expected curriculum levels in reading, writing and mathematics. 
• Learner wellbeing and learning needs are effectively identified, closely monitored and specifically addressed, evident in improved engagement and learning outcomes.
• The majority of learners attend school regularly, meeting the Ministry of Education attendance target; the school has sound processes to track and monitor this area.

Conditions to support learner success

• Leaders work cohesively focussing on the needs of learners and their families, enhancing learning and wellbeing. 
• Respectful relationships between staff and learners are seen throughout the school, promoting a strong sense of student belonging. 
• Decision making by leaders and teachers is well considered, research based, and ensures consistent, quality teaching and learning across the school. 

• Learners benefit from a well-considered curriculum reflecting the school’s special character and local context. 
• Teachers effective use of target programmes and initiatives meet the individual needs of learners, so they progress and experience successful learning outcomes.
• Teachers are well supported by leaders and professional learning to deliver structured, intentional teaching practices. 

• Highly reflective practices and ongoing review are effectively used by the board, school leaders, and teachers to inform future improvement and direction.
• The board, school leaders and staff prioritise increased knowledge and understanding of Te Tiriti o Waitangi to strengthen school programmes.
• Strong community partnerships support the school in identifying and achieving its strategic goals for learning and achievement.

Part C: Where to next? 

The agreed next steps for the school are to: 

• further develop structured, intentional teaching practices and programmes, particularly in writing, to ensure ongoing quality assessment with positive outcomes and engagement for all learners. 
• continue to strengthen and embed a localised curriculum reflecting the place, community and special character of the school. 
• sustain levels of regular attendance.

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

Within six months:

• continue to review and revise strategic planning to reflect any changes to identified priorities for learning
• plan for appropriate professional learning in writing so staff grow their knowledge and skill to improve outcomes for learners

Annually:

• continue to review attendance and achievement data to determine how progress and learning will be prioritised and resourced 
• plan, monitor and evaluate programmes for individuals and groups requiring additional assistance to achieve equitable outcomes. 

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

• ongoing progress and achievement for those learners identified as requiring additional support in writing through consistent teaching and learning practices across the school 
• regular communication and engagement with the community to ensure the curriculum continues to reflect their aspirations for learners
• sustained levels of 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

13 September 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