St Francis of Assisi Catholic School

School 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.

About the School

St Francis of Assisiatholic School is in Christchurch and provides education for more than 450 learners in Year 1 to 8. European/Pākehā make up most learners at more than 70%, Asian more than 20% and Māori more than 10%. Students and staff aim to reflect the values of Christ as portrayed by St Francis of Assisi Respect, Compassion, Service and Integrity.

Part A: Parent Summary

Progress since February 2020 ERO report

For sustained improvement and future learner success, the priority for further development was to give prominence to all aspects of bicultural and culturally responsive practice.

Leaders, staff and the board have prioritised the strategic goal of increasing staff capability in te ao Māori. Targeted resourcing to achieve this priority has been allocated. In conjunction with mana whenua, the cultural narrative of the school has been given significance through class programmes and the physical environment.  

How well placed is the school to promote educational success and wellbeing?

Achievement in Years 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Attendance

The school is approaching the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is reducing over time.

Assessment

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

The school has good quality planning to increase the rate of progress for all groups of students.

The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making progress towards Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports 
 

Part B: Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

• Learners are engaged, express a strong sense of wellbeing and belonging, interacting positively with each other and staff.
• Learners enjoy a range of learning and leadership opportunities within the school and the wider community.
• Capable and effective leadership is research based, and data driven, resulting in strategic goals that are carefully set and closely monitored to assist learner progress and achievement while supporting learner wellbeing.
• Board and leaders have strategically allocated resources and time to prepare for curriculum change as early adopters of structured, explicit teaching practices in reading, writing and maths.
• Curriculum opportunities for learners are rich and diverse, strongly connected to the special character and cultural narrative of the school.
• Staff work collaboratively to build collective efficacy in their practice using a mutually supportive, structured approach; well connected to other colleagues and actively tracked through performance growth cycles.
• There is an evaluative focus on continual improvement with data, learning programmes and resourcing carefully analysed to determine future allocation of resources to support next steps. 

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• further develop the coaching model that supports and encourages the professional growth of staff to ensure cohesive, consistent teaching practice for all learners
• take additional steps to sustain and exceed the Government targets with most learners at or above curriculum expectations in reading, writing and mathematics
• formalise a robust self-review framework for the board to further improve the effectiveness of its performance
• continue to prioritise an increase in regular attendance of learners and the decline of chronic absence.

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

Every six months:

• review alignment of the school’s curriculum and assessment practices with national changes focusing on learner progress and achievement in reading, writing and mathematics
• continue to prioritise the understanding and incorporation of Te Tiriti o Waitangi and te ao Māori across the school
• ensure the ongoing development of a structured, formalised self-review process for the board.
• review and refine strategies to increase regular attendance for learner

Annually:

• review the school’s curriculum and assessment framework and content in relation to national expectations and plan for the coming year
• continue to examine data and programmes determining best use of effective resourcing to benefit learners and their progress, checking outcomes for students are equitable and respond with targeted support where needed
• consider further resourcing for next steps in embedding knowledge and understanding of Te Tiriti and te ao Māori for staff and learners
• plan for ongoing self-review in the board workplan to ensure an ongoing focus on school improvement and lifting student achievement
• plan for strategies and resourcing to support increased regular learner attendance. 

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

• resources allocated effectively that assist learner progress, achievement, wellbeing and equitable outcomes
• learners and staff confident and articulate in their understanding and application of Te Tiriti and te ao Māori
• a systematic, evaluative approach being used by the board in reviewing their actions and strategic decision making to ensure effective governance and increasing student achievement
• increased regular attendance and reduced chronic absence. 

Part C: Regulatory and Legislative Requirements

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

During this review the Board has attested to some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

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

Sharon Kelly
Acting Director of Schools

26 March 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home