A summary statement from the School's E.R.O. Confirmed Accountability Report October 2004

NOTE: This is a summary statement taken from the Report. Full, unedited copies of the report are available
from the school office or from E.R.O. [phone 381 6800/Web: http://www.ero.govt.nz

Saints Peter and Paul School is a full primary catering for boys and girls from years 1 to 6 and girls in years 7 and 8. It is situated in the centre of the Hutt City business district. Buildings, including two new classrooms, are tidily presented. The grounds have been attractively developed to maximise space available and to provide safe and challenging areas for play. The new classrooms, designated for new entrant students, support their transition to school.

Since the 2001 ERO report, the school has seen a number of changes. A new Board of Trustees, including proprietors' representatives, has recently been elected, a chairperson appointed and trustees' roles and responsibilities delegated. There have been considerable changes in staffing. The new teaching team is focused on developing literacy and numeracy programmes across the school.

This review evaluates the quality of teaching and learning in reading with particular reference to the provision of reading programmes for students with special learning needs and boys. The report also includes evaluation of health and safety compliance, the achievement of Maori students, the quality of teaching reading and speaking to year 8 students and the quality care for international students.

The board, principal, staff and school community contributed to the development of the school charter and strategic plan for 2004 to 2006. There is a strong community presence in the school. This is evident in the number of parents in the school on a daily basis and through the activities of the Parent Teacher Association in raising funds to the support school initiatives. The involvement of the parish community adds further support to the school. A recently formed whanau group has been established to provide advice and guidance on the learning and welfare of Maori students. Parents are kept well informed about school activities and student progress through school and unit newsletters, written and exercise book reports, formal and informal interviews with teachers and parent information and consultation evenings.

The principal provides strong management and professional leadership. He supports the senior management team and staff in developing current school initiatives in teaching and learning. Staff feel valued and encouraged to incorporate new ideas into their teaching and learning programmes that have potential to impact positively on student achievement.

Teachers are committed to supporting student learning and well being. Many are providing effective programmes in reading within well-managed learning environments. Through focus on guided reading, students are involved in daily interactions with teachers and peers to develop reading skills and understandings. Early assessment data indicates that many students are achieving at expected levels in literacy after their first year of school and are in line with national trends. The school has started to collect valid and reliable information about students' progress and achievement in reading from year 4. This is being used to identify strengths and weaknesses in student learning and as a basis for strategic planning and setting expectations for achievement of groups of students. It also provides teachers with a starting point from which to plan and implement programmes of learning to better meet the identified needs to students.

Students can effectively articulate their involvement in learning and related activities. The are provided with many opportunities to participate in extra-curricular experiences such as excursions to support learning and sporting events. Leadership opportunities in road patrol, the library, peer mediation and assemblies, for example, offer students experiences beyond the classroom. A feature of the school environment is the way in which students demonstrate in their daily interactions the school values of honesty, personal confidence, loyalty, respect and courtesy. Individuals identify strongly as members of the school community.

This report acknowledges a number of areas of good performance in the teaching of reading and identifies aspects of planning, assessment and evaluation that could be strengthened to support student learning. The new board and senior management welcome ERO's findings and have developed recommendations to support continued school improvement.

Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

Therefore ERO will review the school again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

Lane Mohi
Area Manager
for Chief Review Officer