St Teresa's School (Riccarton)

The school's achievement_overall score declined from 78 to 70 between 2012 and 2016. While the 2012 report emphasized strong use of achievement information to set clear targets and monitor progress, the 2016 report noted variation in achievement in literacy over two years attributed to roll changes and English language learners, though it maintained that leaders are 'well placed to achieve and sustain equitable and excellent outcomes.'

2012-12 → 2016-05 diff source

Between 2012 and 2016, St Teresa's School maintained strong cultural initiatives and pride for Māori students, but ERO identified a gap in strategic planning. The 2012 report highlighted effective use of achievement data to monitor Māori progress, while the 2016 report, despite noting that 'Māori learners demonstrate significant pride in their culture,' explicitly recommended that 'A more specific plan for accelerating Māori student progress would help to build on existing practices.'

2012-12 → 2016-05 diff source

Both reports affirm strong governance, but the 2016 report provides more specific detail about trustee oversight. The 2012 report noted 'a strong partnership exists between the board, the principal and staff with good governance practices,' while the 2016 report explicitly states 'The board performs its role effectively. Trustees are kept well informed through regular reports,' indicating more transparent communication systems.

2012-12 → 2016-05 diff source

Both reports demonstrate strong equity commitment, but the 2016 report shows more systematic approaches to identifying and responding to diverse learning needs. However, the 2016 report identifies a gap: while bicultural integration improved, a "more specific plan for accelerating Māori student progress" was still needed, suggesting existing practices, though positive, lacked targeted acceleration strategies that were present in the 2012 report's monitoring approach.

2012-12 → 2016-05 diff source

Both reports affirm strong teaching practices, but the 2016 report emphasizes professional development's role in extending teachers' pedagogical range, while the 2012 report highlighted existing effective practices and growing use of staff strengths. The 2016 report also notes teachers' adaptive use of achievement data for programming adjustments, showing evolution in data-informed practice.

2012-12 → 2016-05 diff source