Catholic Review 2011

Catholic Community

 ‘The school is a community where the gospel values are central, where faith is nourished and where Christian celebration in the Catholic tradition is highly valued.’

Special Character Review Document 2003

 

Spirituality

St Joseph’sCatholicSchool, Whakatane offers all members of their school community regular opportunities to develop an awareness of their relationship with God. Through a Catholic culture of worship, prayer, tradition and celebration, and the quality delivery of the religious education curriculum, teachers and trustees promote and nurture individual and communal spirituality throughout the school, encouraging students and staff to think deeply how this can be applied to everyday life.

  • Staff meet each morning for prayer. Meetings begin with an appropriate prayer.
  • Every class begins and ends each day in prayer plus recited grace before going out to lunch.
  • Students assist in organizing a range of prayer styles in their classrooms.
  • Altars/prayer tables are a place of respect in most classrooms.
  • School wide meditation on Fridays takes place in most classes.
  • Year 8 students attend spiritual retreats annually.
  • Virtues assemblies on Mondays and Fridays start with prayers and readings.
  • All inservice courses open with a meaningful reflection.
  • Board meetings start with a prayer.
  • The board view is that Catholic Character is every board member’s responsibility.
  • All job descriptions have a Catholic Character section.
  • The board chairperson has a job description in the governance manual stating her key responsibility is to sustain and develop the Catholic Character of the school.

 

 

Evangelisation

The school recognizes its responsibility to uphold the teaching mission of the Catholic Church and ensures this is appropriately reflected in its policies, procedures and practices. There is a strong commitment to live faith through word and witness on a daily basis.

  • The school proclaims theMissionand Gospel of Jesus Christ in a number of ways. Teachers do their best to be role models and are proud to be teaching in a Catholic school and to proclaim the Good News.
  • The Church’sMissionand the Gospel are evident in the school motto, morning prayer and the virtues prayer assemblies. The school charter, mission statement and vision also reflect this.
  • New families meet with the principal to discuss Catholic practices and the RE curriculum.
  • A school/parish group (led by a teacher) meets fortnightly to discuss the Catholic Faith including the Sacramental programmes.
  • Meet the teacher evenings in term one promote Catholic Character, outline RE learning focii and serve to remind parents of baptismal promises and obligations as first educators of their children in the Catholic Faith.

 

 

Partnership

AtSt Joseph’s school the broad perspective of Catholic Special Character is encapsulated in a very warm and tangible way.  Home, school and parish form a united community with very strong relationships evident and enjoyed at all levels.

  • The school has open communication with principal, board, staff, students and families and is very welcoming to all.
  • Parents’ meetings assist communication between home and school.
  • Promotional evenings encouraged from the Catholic secondary schools.
  • Parish and school come together to celebrate the Catholic faith, eg: Catholic Schools’ day Mass and concert, Holy Days of obligation.
  • Sacramental programmes are organized and delivered jointly by parish and school.
  • Many staff members take an active role at Sunday Masses, eg: music, readers. Eucharistic ministry, children’s liturgy.
  • Children’s homelink books include a special character section detailing school Masses for the year, traditional prayers and a history of the school paying tribute to the founding order of Sisters.
  • Participation in Passionist family groups and faith formation groups.
  • Board of trustees Proprietor’s representatives meet regularly with the principal on matters of pastoral care of the staff and students.
  • New parents morning teas are held at the beginning of each term to welcome families.
  • Local kindergartens visit the junior class.
  • Parents appreciate that the school supports what they teach at home.

 

 

Values

The teaching and living of Gospel Values on a daily basis is clearly identified as a key element in the overall Catholic education atSt Joseph’s school. Students interviewed during this review spoke confidently of the values and virtues  and how they impacted on their everyday lives.

  • Virtues come from the fruits of the Holy Spirit and are identified by staff as a particular need in the school.
  • Significant school documents reflect the special character. Catholic values are regarded  with utmost importance when documents are reviewed.
  • The Mission statement “Faith, Excellence, Success, laying the foundations for life” is an integral part of the life ofSt Joseph’s school.
  • Children are encouraged to follow Catholic teaching and values when making decisions.
  • Teaching and learning programmes integrate Catholic values where possible.
  • Excellence in learning is acknowledged and celebrated through the student of the week and principal’s awards.

 

 

School Culture

The school’s charism and core values are very well articulated throughout the school in its daily operations, excellent documentation and welcoming, vibrant atmosphere.St Joseph’s school goes to great lengths to provide a very broad range of learning and recreational activities and pursuits to create a busy, purposeful yet positive and joyous tone.

  • St Joseph’s school has a high profile in the wider community and is very well regarded in Whakatane.
  • There is no doubt that this is a Catholic school and the environment proudly proclaims this Catholicity. eg; prayer tables in every classroom, religious artwork, symbols of the Josephite charism, crosses and other religious icons are obvious throughout the school environment.
  • Students are polite and friendly and warmly greet all visitors with confidence.
  • Positive interaction between staff, students and parents is a strength ofSt Joseph’s Catholic school.

Quote from parent: “I consider myself very lucky that my children are able to attend such a fabulous school, with inspiring and supportive teachers while maintaining and providing a wholesome Catholic education.”

 

 

Leadership

The Board of Trustees Chairperson, Principal, Ms Jodie Brady and DRS/DP Miss Helen McGuigan provide effective leadership in ensuring the Catholic Character of St Joseph’s school is upheld and strengthened.  Ms Brady positively supports her staff and is very aware of the needs of the school and parish community.

  • The principal is willing to listen and has open and strong relationships with all stakeholders. She provides clear direction and positive support.
  • She is a very knowledgable, hands on leader, actively involved in the community.
  • The principal is ably supported by her leadership team.
  • The principal and DRS have a positive and strong working relationship and actively promote the school’s special character.
  • There is an excellent, positive relationship with the parish priest, Fr Demetrio, which enhances parish – school harmony.
  • There are high expectations of pupil behaviour in class and playground.
  • It is noteworthy that the Ministry of Education and the Education Review Office have recognized the school’s successes and the Principal’s high standard of curriculum leadership.

 

Stewardship

St Joseph’s school , as part of the Catholic parish of St Peter Chanel, has a long and proud history in the coastal settlement of Whakatane. They know the school’s founding order, the Sisters of St Joseph, and maintain this heritage effectively through teaching, and artworks about the school environment.

  • The newly renovated ICT/Library facility was blessed and dedicated to St Mary of the Cross (Mackillop) and the Sisters of St Joseph who established this school.
  • Mary Mackillop andSt Joseph’s days are celebrated and otherSt Joseph’s schools are invited.
  • Retired Sisters and priests are welcome in the school.
  • Staff and Trustees demonstrate a clear awareness of their responsibilities for the maintenance of the Catholic Character of the school.

 

 

Worship

Prayer and worship in the Catholic tradition is at the heart of school life atSt Joseph’s. This dimension is a feature of the staffroom and classrooms on a daily basis and the school community capitalizes effectively on having the parish church and centre within the immediate environment.

  • Classes are rostered to attend Mass at least twice a term.
  • Classes and their teachers work in consultation with Fr Demetrio to plan and prepare the liturgy.
  • Children’s participation in Eucharistic celebrations and liturgies through music, dance and prayer is a feature of the school.
  • The school attends the monthly Maori Mass in the parish church.
  • Full school Sunday Masses introduced in 2010 promote regular attendance and a positive experience.
  • Social justice Masses held with children dressed in national costumes to celebrate the many cultures in the school.
  • Baptisms have been integrated into school Masses.
  • Full school liturgies are held for significant events, eg:Christchurchearthquake, Anzac remembrance.
  • New parts of the Mass displayed on powerpoint to encourage active participation in the Mass responses.

 

Recommendation

1)      That the school continue with the Sunday Mass once a term as a popular and powerful instrument of evangelisation

 

 

Service

Children are encouraged to think of others less fortunate than themselves by participating in a variety of service activities that help them appreciate living the Catholic Character of the school authentically.

  • Students support World Vision and World Day of Prayer.
  • Fundraising takes place for various charities and parish causes.
  • Young vinnies active in the school.
  • Students are responsible for church and school road frontage litter collection and tidiness.
  • Music group visits local rest homes to entertain the elderly.
  • Support and sharing with neighbouring Catholic schools.
  • Children are taught about doing their part to help mankind, eg Red Cross, Caritas.
  • School provides entertainment for annual senior citizens’ luncheon.
  • Senior students show servant leadership in providing lunchtime programmes for younger students.    

 

 

Collaboration with Parish

The school and parish of St Peter Chanel enjoy a positive relationship and both parties are committed to upholding and protecting this. The principal and DRS have a very positive relationship with the Parish Priest and the school and parish secretaries also work well together.

  • Teachers take an active part in church liturgies.
  • Sacramental programmes organized collaboratively by Fr Demetrio, church music and liturgy groups, parish council and the school.
  • Children involved as altar servers, liturgy helpers, music ministry, projectionists and readers.
  • Combined school and parish effort during advent with nativity scene.
  • Senior students contribute to the parish’s quarterly publication of “Chanel Capers”.
  • Parish and school celebrate liturgical events together, eg Ash Wednesday, Holy Days.
  • Parish finance team has begun liaising with the school for strategic planning.

 

 

 

Pastoral Care

 

‘The school community nurtures, supports and cares for individuals’

Special Character Review Document 2003

 

Relationships

Caring cooperative relationships based on the Gospel values epitomizes the pastoral care atSt Joseph’s school. Parents appreciate the friendly and inclusive atmosphere of the school and it was clear that both outside and inside classrooms relationships are extremely positive. This positive atmosphere was pleasingly obvious in the staffroom where staff are relaxed and much good humour is shared.

  • Very positive and active parish school relationship evident.
  • Senior students understand their role modeling responsibilities in the eyes of the juniors.
  • Students interviewed showed a commendable understanding of the importance of relationships across the school.
  • Children feel valued and at ease when sharing thoughts and opinions in class.
  • Support staff are valued and feel supported in their various roles.
  • St Joseph’s is a school strong on evangelization. eg; high number of Baptisms, and  3 staff entering the Catholic faith.
  • Very inclusive of the cultural diversity of the school community.
  • Uniforms and stationery provided for needy families and PTFA fund extra curricula activities for disadvantaged families.

 

 

Safety

The school exhibits a calm yet busy family atmosphere where students and staff are emotionally and spiritually secure.

  • The children have a sense of belonging and they feel safe in their classroom and playground.
  • There are high expectations that senior students will be role models.
  • The uniqueness of each individual is recognized and celebrated.

 

 

Behaviour Management

Virtues awards acknowledge servant leadership and Gospel values in student conduct and behaviour.

  • The school’s behaviour management system is known as “The Golden Rules” and positively affirms Gospel values and the school’s mission statement.
  • Children interviewed were positive about “The Golden Rules” and the rewards and consequences of the system.
  • This system is standardized and applied consistently throughout the school.
  • There is a modelling of forgiveness in behaviour management application.
  • “Guidelines for Enhancing our School Climate” is an excellent document that aims to provide clear consistent behavioural guidelines and methods of dealing with behavioural problems at St Joseph’s.

 

 

Cultural Awareness

St Joseph’s draws its students from several ethnic backgrounds who relate very well cross-culturally.

There is excellent inclusion of the Maori dimension and this manifests itself in classroom displays and RE curriculum delivery, oral language and in liturgical events and spirituality.

  • Maori parents invited into school for hui and elders invited to school productions.
  • ESOL students are given special lessons to help them with learning English.
  • Large Filipino and Indian groups are actively involved in school and parish.
  • Te Reo Maori in addition to several other languages offered to year 5& 6 students.
  • Kapa haka group led by staff member.

 

 

Organisation

The Board of Trustees, Principal and staff have a range of structures and processes in place to provide a safe physical and emotional environment and support for their students and families. Routines are clearly understood and contribute to the overall active yet safe atmosphere that pervadesSt Joseph’s school.

  • An RE committee of teachers and a specialist group of children meet with the DRS regularly.
  • Teachers assist and/or lead the First Communion, Confirmation and RCIA programmes.
  • Meet the teacher evenings outline pastoral care available to support families.
  • St Joseph’s offers a wide variety of educational opportunities and as such is a well organized school to implement this range of experiences successfully.
  • There are four house groups named after Saints and Blessed people –Chanel, Pompallier, MacKillop and Viard.

 

 

Recommendation:

2)      As there is a vacancy for a Proprietor’s representative on the Board of Trustees this position can be filled as soon as a suitable candidate is found.

 

 

 

Pastoral Care of the Principal

The board chairperson and the principal enjoy a very open and relaxed relationship. They communicate regularly either in person or electronically. This frequent liaison enables both parties to be fully aware of school happenings and enables any issues to be openly dealt with. The board chairperson regards the principal as their key employee and as such recognizes she has an important responsibility to look after her well being.

The board of trustees is providing funding for the principal to take part in a professional mentoring programme by a visiting educational consultant. Ms Brady is taking part in this alongside a fellow principal from a nearby school. This added professional support is an excellent development opportunity for Ms Brady, already a successful and very intuitive principal.

 

 

Religious Education

 

‘The school helps to fulfil the teaching mission of the Church by living and teaching the values of Jesus Christ’

Special Character Review Document 2003

 

 

Leadership

The DRS, Miss Helen McGuigan, who is also one of two Deputy Principals, provides enthusiastic and effective leadership in the area of religious education. She is well supported by the principal and parish priest in her role. She has worked collaboratively with the principal to provide clear guidelines to teachers to ensure school wide alignment and consistency to planning and delivery of the religious education programme. This consistency in planning is the result of much hard work and is to be commended.

  • Good systems and structures are in place to support the effective delivery of RE.
  • The principal and DRS are strong witness at parish level.
  • Excellent self review documentation provided in Catholic Character for this review.
  • There is a strong emphasis on Catholic Character from the management team.
  • Two focused RE staff meetings held each term.

 

 

Religious Education Curriculum

 

St Joseph’s Catholic school is loyal to the National Religious Education programme and it is being well taught across all levels by dedicated and committed teachers. Religious education is grounded within the school’s culture and is obviously an educational priority.

 

  • The teaching of the scriptures and the Catholic church are promoted throughout the day.
  • Virtues assemblies integrate the scriptures.
  • 21st century learning integrates faith and Jesus values. (What would Jesus do? thinking perspective) eg; formative assessment, thinking tools, ICT tools and inquiry based learning.
  • RE teaching is given high status atSt Joseph’s.
  • The school is to be commended on its very effective and consistent planning and assessment of Religious Education.

 

 

Integrated Curriculum

RE is successfully integrated throughout the curriculum and consequently is delivered in a meaningful way in all classes. As a consequence all aspects of the curriculum reflect the Catholic Special Character perspective.

  • Many staff have begun making their own digital resources and sharing.-eg; powerpoints and interactive whiteboard tasks.
  • Introduction/use of computer blog to inform parents of RE in one classroom.

 

Resources

The Board of Trustees makes appropriate funding available in the annual budget for special character development and resources and the principal and DRS allocate this wisely.

  • The library has an extensive collection of RE books for use by children and teachers.
  •  Classrooms are well resourced for RE delivery and celebration.
  • Catholic Special Character activities are part of the school’s RE budget.
  • Teachers have worked hard to introduce the digital resource and are using it to enhance the delivery of RE very effectively.

 

 

Professional Development

The principal and board are committed to ensuring all teachers are working towards attaining appropriate qualifications in religious education

  • RE professional development is made a school wide priority and the school day is adjusted to enable staff to attend PD opportunities.
  • The middle and senior school staff underwent “Understanding Sexuality” training in 2010.
  • CFLE trained teachers have been brought in to model and assist teachers new to this programme.
  • Teachers undertake accreditation study papers in alternate years.
  • In 2011 two staff members are applying for accreditation at leadership level and one for endorsement at leadership level.
  • The DRS has attended the 10 week Alpha in 2010 plus the revised Roman Missal 3hour course.

 

 

Communication

The board of trustees and staff at St Joseph’s Catholic school have put in place a range of processes and strategies to communicate with parents and ensure they are kept well informed about aspects of special character, the delivery of the RE curriculum and children’s achievements in RE.

  • Newsletters reflect the school’s Catholicity and include a section from the DRS detailing Mass times, liturgical celebrations and reflections.
  • All documentation and publications within the school acknowledge the special character dimension.
  • The school has an open door policy and is most welcoming toward all visitors.
  • With the principal, DRS and several staff having a regular presence in the parish church, this facilitates excellent school-parish communication and cooperation.

 

 

Progress with recommendations in last review.

 

1)”Fill the vacant Proprietor’s position……”

An elected parent representative transferred to become a Proprietor’s Representative. This person is active in Parish ministry having previously been the Chairperson of the Parish leadership team. At the time of this 2011 review there is a further vacancy on the board for a Proprietor’s representative.

 

2)”Continue to try and recruit teachers for tagged positions”

In 2009 one untagged non Catholic teacher converted to Catholicism. She has now become a tagged teacher in a permanent position. In 2011 two more staff members have joined the Catholic Church. This is a commendable situation.

 

3) “Teachers who hold tagged positions need to be made aware of their special obligations through their job descriptions and the appraisal systems.”

The appraisal and attestation systems now have Catholic dimensions. In the appraisal book teachers have the opportunity to fill in an RE summary which includes how they have helped the school to achieve its RE targets, how they have contributed to the Catholic Character and also their own participation in Parish life and service ministries.

 

4) “Good models of planning and assessment to be discussed and implemented throughout the school.”

A school wide planning template was devised and related to the school’s curriculum principles, values and key competencies. Teachers also need to consider how they will include the affective domain aspects of RE strands (if applicable) when planning. 21st century teaching methods and materials also feature. Unit assessment pages with teacher analysis and evaluation now used. Teachers are encouraged to seek parent feedback through student RE books and portfolio entries. Teachers use a variety of teaching strategies to make the RE programme come alive in their classrooms.

 

5)”Assessment of RE is reported on a regular basis to the Board of Trustees by the DRS.”

In 2009 the DRS developed school wide assessments at each year level for the Easter aspect of the Liturgical year. Data was collated and analysed and an aggregated report with recommendations was presented to the board.

In 2010 it was planned to aggregate responses to the “Parts of the Mass”. However, with the advent of the revised Roman Missal this was put on hold and the focus has gone into learning the new Mass responses with the Parish community.

 

6) “That the connection between virtues and Gospel values be clearly defined so that the whole school community understands that the scriptures are the basis of their actions.”

The scriptures form the basis for virtues assembly presentations. The Sunday Gospel and/or related scriptures underpin school wide prayer gatherings. The DRS makes connections between virtues and scriptures in the “DRS News”slot in the school newsletter. Teachers also make connections between Gospel values and the virtues in their teaching and learning programmes –formally and informally. The school’s behaviour management programme is underpinned by Gospel values as well.

 

7) “Consideration could be given to housing RE resources in a central location to provide easy access by all staff.”

Liturgical year resources are brought out by the DRS and located alongside the photocopier central to the administration area. A large shelved area in the resource room is dedicated to storing RE text resources.

Electronic resources are stored on the school server where all staff can easily access them.

Resources received by post and email are shared with the staff by the principal and DRS.

All teaching staff are familiar with RE resource location and storage.

 

Summary of recommendations in this review

 

3)      As there is a vacancy for a Proprietor’s representative on the Board of Trustees this position can be filled as soon as a suitable candidate is found.

4)      That the school continue with the Sunday Mass once a term as a popular and powerful instrument of evangelisation

 

 

 

 

Statutory Special Character Compliances

 

 

In relation to the terms of the Private Schools Conditional Integration Act (1975) and its Integration Agreement, the special character compliances required of Boards of Trustees of New Zealand Catholic Integrated School was attested to by the full board of St Joseph’s Catholic School Whakatane and signed  on 31st March 2011.

 

Conclusion

 

We thank the Principal, Director of Religious Studies, Staff, Board of Trustees, PTFA, Parish Priest , students and all who are part of the community for the welcome we received during the course of this Catholic Character Review. As stated in the school’s last ERO review, the Special Character of St Joseph’s is a key strength within the school. There is a supportive, positive environment for all and the Catholic Faith permeates every aspect of the school’s operations. This creates a most positive Catholic learning environment for the pupils ofSt Joseph’s school, a school that is indeed authentically Catholic where high quality teaching of Religious Education is taking place in a Catholic community with very effective pastoral practices in place. The uniqueness of every individual is respected and celebrated in a safe and caring environment.

Trustees, parents, staff and children can justifiably be proud of theirCatholicSchoolcommunity and what they have achieved.

 

 

……………………………

L G Day

Catholic Character Review Coordinator.