Kristin School

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On the basis of the information obtained during the review, ERO considers that Kristin School meets the criteria for registration as a private school set out in the Education Act 1989.

1 Background

The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.

Section 35I of the Education Act 1989, requires the Education Review Office (ERO) to review fully registered private schools, and to report to the Ministry of Education on whether each school continues to meet the criteria for full registration.

This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

2 Criteria for Registration

Kristin School continues to meet the registration criteria as a private school as set out in the Education Act 1989. The school has suitable premises, staffing, and equipment. It provides high quality education and care for students in Years 1 to 13.

Kristin School is owned by the Kristin School Charitable Trust. It is governed by trustees and governors appointed from both the school and the wider community. The board is highly supportive of leaders, teachers and students, and committed to the realisation of the school vision. The school welcomes students from all cultures and backgrounds. Students flourish in the attractive and generously resourced learning environments.

Students experience success in a family-like atmosphere that balances academic, sporting and cultural activities. The school’s emphasis on preparing students to be responsible global citizens includes numerous aspects of service to the wider community. They benefit from a values-based curriculum underpinned by traditional Christian values.

Respectful relationships are evident at all levels of the school. Students and teachers have high expectations of themselves and each other. Students appreciate the ways teachers promote their learning and wellbeing. The comprehensive performance management system supports teachers to maintain a high level of professionalism, and enables them to inquire deeply into the effectiveness of their practice.

School leaders and staff have built a culture of teaching and learning that is responsive to students’ aspirations and needs. The specialised learning spaces and skilled staffing offer students diverse ways to explore ideas, perform and succeed in a wide variety of curriculum areas. Education outside the classroom (EOTC) is a strong feature of student learning.

The school curriculum is designed to develop confident achievers. It is based on a combination of The New Zealand Curriculum and the International Baccalaureate (IB) programmes. The school promotes a seamless IB programme consisting of the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the two-year IB Diploma Programme (DP). The flexibility of the Senior School (Years 11 to 13) curriculum enables students to choose between the dual qualification of National Certificates of Achievement (NCEA), and IB. High levels of student achievement continue to be a feature of the school.

Ongoing self review and evaluation help to promote teaching and learning that is responsive to students’ interests, needs and abilities. Students have frequent input into decision making about the school curriculum and resourcing. Co-curricular events and activities complement a very broad academic school curriculum. Information and communication technologies (ICT) are well used to enhance student engagement in learning, both through Bring Your Own Device (BYOD) and the school’s commitment to resourcing digital and other technologies.

The school’s curriculum is well documented and shared with parents. Strategic staffing appointments enable teachers and leaders to make good use of individual expertise in leading and managing the school. The school has shown increased understanding of the importance of bicultural appreciation and implementation since ERO’s 2010 review. ERO and school leaders discussed the value of enhancing the school curriculum by deliberate strategic planning that enables students to develop deeper understandings about te ao Māori. Further opportunities for students to learn te reo Māori would complement the school’s commitment to promoting biculturalism.

The principal, appointed in February 2015, continues to build on the strong foundations that have been acknowledged in ERO’s previous reports. A recent external review has clearly identified new priorities for strategic planning. These priorities include a focus on consistency and continuity in student learning across the three schools, student wellbeing, effective communication and the implementation of a strategic ICT plan. Strong systems of reporting and accountability help to assure the board of the quality and effectiveness of school roles and responsibilities.

The school’s managers have attested that they comply with the provisions of section 35G in respect to their being fit and proper persons to manage the school.

3 Other Obligations

There are good systems in place for the school’s managing body to be assured that its other statutory obligations are met.

4 Other Matters

Provision for international students

The school is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. The school has attested that it complies with all aspects of the Code.

At the time of this review there were 73 international students attending the school, mainly from China and Korea.

The school provides its international students with a very high standard of education. It includes English language tuition. Students are warmly welcomed and enjoy many opportunities to participate in school activities and cultural celebrations. The school provides high quality pastoral care for international students and ensures that these students are well integrated into the life of the school.

5 Conclusion

On the basis of the information obtained during the review, ERO considers that Kristin School meets the criteria for registration as a private school set out in the Education Act 1989. 

Graham Randell
Deputy Chief Review Officer Northern (Acting)

14 August 2015

About the School 


Albany, Auckland

Ministry of Education profile number


School type

Private Composite (Years 1 to 15)

School roll


Number of international students


Gender composition

Boys      53%
Girls       47%

Ethnic composition

NZ European/Pākehā
other European
other Asian


Review team on site

June 2015

Date of this report

14 August 2015

Most recent ERO report(s)

Private School Review
Private School Review
Private School Review

December 2010
September 2007
October 2004

1 Background


The Chief Review Officer has a statutory duty to report on the performance of private schools throughout New Zealand.

Under section 35A of the Education Act 1989, private schools are required to be “efficient”. The Act defines “efficient”, in relation to a private school as -

(a) Having suitable premises, staffing, equipment, and curriculum; and

(b) Usually providing tuition for 9 or more students who have turned 5 but are under 16; and

(c) Providing suitably for the inculcation in the minds of students of sentiments of patriotism and loyalty; and

(d) Giving students tuition of a standard no lower than that of the tuition given to students enrolled at…schools of the same class.

This report focuses on the extent to which the school meets this requirement and other statutory obligations.

This review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

2 Efficient

Kristin School is a private co-educational school located in the suburb of Albany on Auckland’s North Shore. The school was founded in 1973 by a dedicated group of parents who had a vision of building an outstanding school in which each student experiences a balance of academic, sporting and cultural activities within a disciplined atmosphere of Christian living. At the time of this ERO review the school had a roll of 1638 students and 47 international students.

The school’s curriculum successfully supports student achievement. Students in the Senior School (Years 11 to 13) achieve very well in National Certificates of Educational Achievement (NCEA) on the New Zealand Qualifications Framework. Similarly, students achieve highly in the International Baccalaureate Diploma Programme (IB) at Years 12 and 13. These results reflect the sound foundations laid for student achievement in the Junior School (Years 1-6) and Middle School (Years 7-10). The learning programmes in the three schools are derived from The New Zealand Curriculum and International Baccalaureate programmes. High levels of student achievement are also evident in the rich variety of sporting and cultural activities and in the many leadership opportunities that form an integral part of the school’s holistic curriculum.

Well structured and well planned learning programmes are indicative of the determination of the school leaders and teachers to achieve excellence, to be innovative and to inspire students to want to learn. The use of current local and international educational research in reviewing learning programmes and teaching practices reflects the openness of staff to new ideas to improve their teaching.

Self review to support the continuation of good practice and to inform continuous improvement underpins teaching and learning programmes. Consideration is being given to extending formative teaching practices that encourage students to make independent decisions about their learning, and to increasing the place of Māori language and culture in the school curriculum. Good use is made of external evaluation, including that of the International Baccalaureate Organisation, and of student and parent surveys, to inform programme reviews.

Deeply held core values underpin the school’s aspirations of enabling each student to achieve personal excellence. Traditional Christian values, including respect for self and others, are fostered within learning programmes and are reflected in the warm, respectful relationships that characterise the school. Students report that every teacher supports them in their learning and is interested in their welfare. Students, parents, staff and trustees uphold a strong loyalty to, and pride in, the school.

Strategic and distributive leadership is a significant factor in the school’s success and high levels of student achievement. The executive principal and school principals work effectively together. Collegiality, professional trust and unity of purpose characterise the leadership and management of this student-centred school. Teacher professional learning is strategically managed to promote ongoing innovation and high quality teaching. Performance appraisal processes continue to be refined in keeping with the emphasis placed on the school being a community of learners.

The effective governance and leadership of the school, and strong community support, are reflected in the high quality facilities and equipment provided for teaching and student learning. Since the last ERO review in 2007, two major building projects have been completed for the Middle School and teaching of humanities and commerce. A hockey clubroom and all-weather turf have also been completed. The review and development of digital technologies to advance student learning and teaching is ongoing.

Students and staff appreciate the school’s academic, cultural and sporting achievements, well equipped teaching and learning facilities, attractive gardens and grounds and settled, family-like atmosphere.

3 Statutory Obligations

Kristin School meets its statutory obligations and requirements.

4 Other Matters

Provision for International Students

Compliance with theCode of Practice for the Pastoral Care of International Studentsand the Provision of English Language Support

Kristin School is a signatory to the Code of Practice for the Pastoral Care of International Students (the Code) established under section 238F of the Education Act 1989. This is a requirement of all schools that enrol international students in terms of the Act. Schools are also required to provide English language support for their international students.

The school has attested that it complies with all sections of the Code. ERO’s investigations confirmed that the school’s self-review process for international students is thorough.

Kristin School is supportive of its international students, the majority of whom are Korean or Chinese. Students report that they feel valued and are very much a part of the fabric of the school. They receive high quality pastoral and English language support and are involved in many of the numerous school activities. Internationalism and intercultural awareness are key elements of the International Baccalaureate programmes and international students at Kristin School are valued and respected.

5 Conclusion

Kristin School is deemed to be efficient, as defined within section 35A of the Education Act 1989.

Richard Thornton

National Manager Review Services

Northern Region

13 December 2010

About the School

School type

Private School – Composite (Year 1-15)

Number of teachers


School roll


Number of international students


Ethnic composition

New Zealand European/Pākehā 63%

Māori 1%

Chinese 10%

Korean 5%

British/Irish 10%

other 11%

Gender composition

Girls 52%, Boys 48%

Review team on site

October 2010

Date of this report

13 December 2010

Previous three ERO reports

Private School Review, September 2007

Private School Review, October 2004

Accountability Review, September 2001