2009 / 10 ERO Report

16 March 2010

To the Parents and Community of Monte Cecilia School (Mt Roskill)

These are the findings of the Education Review Office’s latest report on Monte Cecilia School (Mt Roskill).

Monte Cecilia School provides students with very good standards of education and a welcoming and supportive learning environment.  The school’s vision, values and special Catholic character are clearly reflected in everyday practices.  Teaching programmes, daily routines and religious celebrations foster students’ knowledge and understanding of the Catholic faith.  Positive attitudes to learning are encouraged and emphasis is placed on values such as love, respect and empathy for others. 

As at the time of the 2007 ERO review, students continue to achieve well.  Information gathered about students’ achievement in reading and mathematics shows that most children perform at or above expectations for their age and year level.  The development of a school-wide database of students’ achievement in writing would be a useful next step to provide a more holistic overview of literacy learning and achievement within the school.

School initiatives to further improve teaching and learning have continued to progress.  The 2007 ERO report noted that teachers had been focusing on establishing more child-centred approaches to learning.  This focus remains evident, with staff now working to encourage more independent, self-directed learning through the development of inquiry learning approaches at all year levels.  The school’s strengths in pastoral care, and its emphasis on holistic learning, have been extended through the introduction of a range of programmes to promote improvement in students’ interpersonal relationships, self-confidence, resilience, and readiness to engage in learning. 

Students have responded positively to inquiry learning approaches and pastoral care developments.  Early indications of increased student engagement in, and motivation for, learning provide good signposts to guide teacher evaluations of programme effectiveness.  Planned work to improve the assessment of inquiry-based studies and to extend data analysis of social and emotional programmes should provide further useful information about the impact of these initiatives on student progress and achievement.

The principal and staff are well supported by the board of trustees in their efforts to bring about continuous improvement in teaching and learning.  Trustees bring a wide range of experience and expertise to their governance role.  School strategic plans are well documented and set clear directions for school development.  Priorities outlined in the principal’s performance agreement and annual plans reflect the board’s responsiveness to key findings from school self review.

ERO affirms the good progress the school has made over the last three years and recommends that the senior leadership team and teachers now work to build a unified school-wide approach to the delivery and assessment of inquiry learning studies.  Increased opportunities for classroom teachers to support and reinforce the school’s social and emotional programmes are also recommended.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report.  ERO is likely to carry out the next review in three years.

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.

If you would like a copy of the full report, please contact the school or see the ERO website, www.ero.govt.nz.