St Peter Chanel School (Green Island)

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 (Green Island) is a Catholic state integrated school for students in Years 1 to 6. A new principal was appointed at the beginning of Term 1, 2024. It is a member of Dunedin Catholic School’s Kāhui Ako. The school’s core values are we shine, we share, we care. The school was founded by the order of The Presentation Sisters.

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 learners achieve expected curriculum levels in reading, with a large majority in writing and mathematics.
• Improving equity for groups of learners remains a school priority.
• The school is meeting the 2024 Ministry of Education target for regular attendance at school.

Conditions to support learner success

• Leaders work cohesively to improve planning and programmes that meet the needs of learners; this strengthens learning and wellbeing outcomes.
• Leadership builds and now sustains high levels of relational trust and effective collaboration at every level of the school community; this supports progress towards achieving the strategic vision and improvement goals.
• Leaders are reviewing and improving processes to strengthen teaching practices and delivery of the school's curriculum.

• Students learn in class environments with well-established routines and expectations, they consistently show respect, inclusion, empathy and collaboration.
• Respectful relationships between staff and learners are seen throughout the school, promoting a strong sense of student belonging.
• Teachers effective use of targeted programmes and initiatives meet the individual needs of learners, so that they progress and experience successful learning outcomes.

• Leaders and teachers are strengthening the ways in which they collect, analyse and respond to a range of data to inform classroom and schoolwide decision making.
• Strong community partnerships support the school in identifying and achieving its strategic goals for learning and achievement.
• The board receives relevant and timely information about student progress and achievement, ensuring decisions clearly reflect their collective vision for learner success.

Part B: Where to next?

The agreed next steps for the school are to: 

• develop an understanding of the changes in The New Zealand Curriculum
• gather a relevant and consistent range of long-term data to better understand progress of learning and improvements in wellbeing over time
• continue to refine and strengthen the schoolwide approach to gathering, analysing and using data to build reliability and inform improvements for greater consistency in teaching practice
• build staff and learner capabilities in te reo Māori, tikanga Māori and mātauranga Māori.

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

Every six months:

• leaders monitor teachers’ knowledge and implementation of assessment practices to ensure consistency across the school
• leaders and teachers analyse and monitor achievement data to ensure programmes continue to strengthen equitable and excellent outcomes for all learners
• teachers continue to engage in relevant professional learning opportunities that will help lead to better outcomes for all learners.

Annually:

• leaders evaluate the effectiveness of professional learning to ensure staff are growing their knowledge and skills to improve outcomes for learning, report this to the board and identify areas for ongoing improvement
• leaders plan, monitor and evaluate programmes for individuals and groups requiring additional assistance to achieve equitable outcomes and modify where appropriate
• leaders and teachers regularly gather feedback and ideas from whānau, parents and the wider community to evaluate the impact of actions on strengthening learner engagement and wellbeing at school and identify where to next.

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

• sustained high levels of achievement and attendance 
• consistent use of assessment information that informs programmes so these meet the needs of learners
• teachers’ understanding and use of high quality teaching strategies, that will promote consistency of practice across the school
• regular communication and engagement with the community, ensuring the curriculum continues to reflect their aspirations for learners. 

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

6 November 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