Education Review Office Report

The Education Review Office (ERO) Evaluation - Summary 2009

Previous ERO reports have commented on the sound, nurturing relationships between students and staff. These positive relationships continue to characterise the supportive environment of the school. The school’s holistic approach to boys’ education includes the spiritual, intellectual, physical, emotional and cultural dimensions of their development. The Marist and Champagnat traditions, which form the basis of the school’s special character, underpin management and governance decisions and operations. The presence and involvement of the Marist Brothers helps to foster the Christian spirit of the school.

Students affirm the inclusive nature of the school, where cultural differences are acknowledged and celebrated. Strong pastoral systems promote an ethos of caring and emotional support for students. The values of respect, sharing, trust, tolerance, self-discipline, loyalty and pride are emphasised and celebrated throughout the school. These values contribute to students’ development of positive social attitudes and provide a sound foundation for their learning and achievement.

Senior leaders and staff have high expectations of students. Many students attain high levels of sporting achievement and achieve success at regional, national and international levels in a variety of sporting codes. School results in National Certificates of Educational Achievement (NCEA) continue to improve. The boys achieve at levels that are significantly higher than national averages and are above average achievement levels at similar schools. Excellent achievement results in 2008 for NCEA include twenty-four scholarships.

Reliable and nationally normed student achievement data indicate that most students in Years 7 to 10 achieve at or above national expectations in reading, mathematics and writing. Teachers monitor the achievement of Mâori students and provide good support where necessary. School achievement data in junior literacy and numeracy and in NCEA indicate that Mâori students are achieving above national averages. Teachers and senior leaders could now extend the usage and reporting of junior student achievement data to further improve teaching and learning.

Staff work collegially and show genuine interest in and care for the students. Whole-school professional development over the past three years has promoted teacher awareness of current best teaching practice. The current focus on the implementation of the New Zealand Curriculum in 2010 should further assist teachers to equip students with the necessary skills and strategies for successful new learning so that they develop as active, enquiring learners.

The new principal, appointed in 2006, has led the senior leadership team and board in curriculum review that informs current strategic planning and promotes student achievement. Effective strategic planning has resulted in several key improvements in curriculum, sports, pastoral care and the arts.

Trustees continue to be reflective in their governance role. They support teaching and learning initiatives that contribute to student achievement. Effective board self-review practices continue to improve facilities, resources and teaching and learning opportunities. As a result of these good practices, which are evident at all levels of the school, Sacred Heart College provides students with a high quality education in a safe physical and emotional environment.

Future Action ERO is very confident that the board of trustees can manage 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 four to five years.