Community Page
Villa Maria College is an integrated school for girls in Years 7 to 13. It is situated in Upper Riccarton, Christchurch. At the time of this review in Term 2, 2009, it had a roll of nearly 800 students, including 70 Māori students and 34 international students. The special character reflects Catholic values, and the legacy of the Sisters of Mercy religious order, which founded the school in 1918. The board has also established strong relationships with Ngāi Tahu through its kaumātua and a trustee with links to the runaka.
The culture of the school fosters high achievement in a supportive, caring environment. The mission statement states that students are empowered to determine their potential, live Gospel values, confidently embrace life-long learning, and as Mercy women be inspired to make a difference. These aspirations are evident in the school. Senior students told ERO that important values for them were respecting themselves and others, and being concerned about issues of social justice.
Students achieve well academically. Results for students in Years 11 to 13 have improved steadily in the last three years. The students have higher rates of success in achieving National Certificates in Education Achievement (NCEA) than girls in similar schools. Māori students generally achieve as well as their peers and the school's information shows that they make good progress as they move through the school. The number of Pacific students is too low to make statistical comparisons reliable but the progress of each student is monitored closely. The board has set a challenging target for senior students to achieve more scholarship awards and more certificates with excellence endorsements. The senior leadership team monitors the progress of students as they move through the school. This information indicates that the school is making a difference for students. Students in most year groups report high levels of satisfaction with the school.
The quality of teaching is generally good with some high quality practice observed. The teachers have been working together on ways to engage the students more in their learning, and to help them to become more independent and self-managing. Some teachers are more advanced than others in achieving this aim. Not all teachers are using information about students' progress, and feedback from students, to evaluate and improve the quality of teaching and learning they provide.
The pastoral care of students is a strength of the school. The teachers know the students and support them well, both in class and around the school. The people, systems and management of this area are very effective in continuing to improve students' wellbeing. The school takes all reasonable steps to ensure that students are emotionally and physically safe.
Some aspects of curriculum management need further improvement. Variation exists in the way faculties are reviewing and reporting on their performance. Some programmes in the school have not been fully evaluated, for example, the school's provision for gifted and talented students and for international students. Better links could be made between goal-setting at board level and at senior and middle management. The appraisal process is not always effective in supporting teachers' professional development. The senior leaders agree that they need to communicate their expectations more clearly to staff in some aspects of curriculum development and review, especially as they prepare to implement the revised New Zealand Curriculum.
The board governs effectively. Strategic and annual planning provides clear direction for ongoing schooling improvement. The board is an experienced group representing parents and the proprietor, and reflecting different groups in the school community, including Māori and Pacific students, past pupils of the college and the Mercy heritage. The board receives useful reports about the progress and achievement of groups of students that it uses to make decisions about resources and programmes.
Future Action
ERO is confident that the board of trustees can govern the school in the interests 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
Isabell Sinclair Irwin
Area Manager
for Chief Review Officer