Our Lady of the Assumption School (Chch)

Equity outcomes declined significantly between 2016 and 2020. In 2016, the school was 'responding well to Māori children whose learning and achievement need acceleration' with a score of 80. By 2020, despite overall success for most students, the score dropped to 65 and ERO identified 'Disparity in reading and mathematics outcomes for Māori and Pacific learners since 2016' and noted the school 'is not yet effectively accelerating learning for all Māori and Pacific students who need this.'

2016-09 → 2020-05 diff source

Achievement for Māori learners declined between 2016 and 2020. The 2016 report noted the school was 'responding well to Māori children whose learning and achievement need acceleration,' while the 2020 report identified a 'disparity in reading and mathematics outcomes for Māori and Pacific learners since 2016' and stated the school 'is not yet effectively accelerating learning for all Māori and Pacific students who need this.' The 2020 report also flagged the need to 'strengthen culturally responsive practices and ensure te ao Māori is visible and sustained.'

2016-09 → 2020-05 diff source

Overall achievement improved from a score of 70 to 82, with the 2020 report confirming the school is 'successful in achieving equitable and excellent outcomes for a large majority of students.' However, a new concern emerged: despite this progress, a 'disparity in reading and mathematics outcomes for Māori and Pacific learners' has developed since 2016, indicating inequitable progress across student groups.

2016-09 → 2020-05 diff source

Both reports affirm the school's strong curriculum reflecting vision and values, but the 2020 report reveals emerging concerns about equity gaps for Māori and Pacific learners and calls for strengthened culturally responsive practices. The 2016 report praised the school's response to Māori children's learning acceleration, while 2020 notes disparity in outcomes and that acceleration is "not yet effectively" reaching all Māori and Pacific students needing it.

2016-09 → 2020-05 diff source

Both reports rate leadership as well placed with consistent overall scores. The 2016 report emphasizes leaders' capacity to 'achieve and sustain equitable and excellent outcomes for all children,' while the 2020 report refines this to highlight leadership's 'strong focus on student and staff wellbeing and learning' with a 'considered, research-informed and well-paced approach to change,' suggesting a more deliberate and measured leadership approach to addressing emerging equity gaps.

2016-09 → 2020-05 diff source