St Joseph's School (New Plymouth)

The curriculum shifted from being described as 'clearly defined and purposefully promoting student learning, progress and engagement' (2013) to one where the school has 'identified the need for ongoing development of the curriculum to further promote student agency, cultural responsiveness and e-learning' (2018). While foundational curriculum delivery remained sound, the later report identified student agency as an area requiring development, representing a move from established strength to acknowledged developmental priority.

2013-10 → 2018-09 diff source

Between 2013 and 2018, St Joseph's School shifted from describing Māori students as achieving well overall to identifying specific achievement disparities. The 2013 report noted 'Māori students achieve well in the school' with valued language and culture, while the 2018 report identified 'Disparity between girls and boys in literacy and for Māori students in writing' as a concern, though it noted 'Many Māori and other students below expected levels made accelerated progress in 2017.'

2013-10 → 2018-09 diff source

Both reports affirm the school's commitment to equity, but the later report identifies specific achievement disparities that were not explicitly highlighted in 2013. While 2013 praised 'responsive approach to supporting achievement of Māori and Pacific students,' the 2018 report documents concrete gaps: 'Disparity between girls and boys in literacy and for Māori students in writing,' though it also notes accelerated progress for many Māori and other below-level students.

2013-10 → 2018-09 diff source

Overall achievement performance declined slightly from a score of 85 in 2013 to 80 in 2018. While the 2013 report emphasized 'highly effective processes' and the school being 'well placed to sustain and improve,' the 2018 report shows most students still achieving at expected levels but reveals emerging disparities between girls and boys in literacy and for Māori students in writing, representing a shift from the earlier emphasis on comprehensive support to identifying specific achievement gaps.

2013-10 → 2018-09 diff source

Both reports maintain a strong focus on effective teaching, with the 2013 report emphasizing teachers' use of assessment data to plan learning, while the 2018 report describes 'A well-considered approach that guides effective teaching' alongside emerging development needs. The 2018 report introduces student agency as 'an ongoing area for development,' suggesting a shift in teaching priorities toward greater student engagement and curriculum responsiveness.

2013-10 → 2018-09 diff source