2 Lydia Street , Northcote-Christchurch, Christchurch
View on mapTēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Marian College is a Catholic state integrated secondary school for girls in Years 9 to 13. After the Christchurch earthquakes, the school was in temporary sites for over a decade. At the end of 2023 Marian College moved into a purpose-built new site in Papanui, Christchurch – Marian College at Māhutonga.
The school’s vision is to be a Catholic community with a love of faith, learning and service for the common good. The school’s values are Courage, Kia māia, Lototele; Commitment, Kia ū, A'afiaga; Perseverance, Kia manawanui, Onosai i mea tiga; Respect, Whakaute, Fa'aaloalo.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
The following findings are to inform the school’s future priorities for improvement.
| Learners are engaged, make good progress and achieve very well. |
| Leaders work strategically and collaboratively with a strong focus to improve outcomes for all learners. |
| Leaders and teachers sustain a learning culture that is positive and strongly relational. |
| Conditions that underpin effective schooling are well-embedded and contribute positively to school improvement. |
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly
Director of Schools (Acting)
6 May 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of March 2025, the Marian College Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Marian College, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Sharon Kelly
Director of Schools (Acting)
6 May 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
At the time of this review there were two international students attending the school.
The school has effective, well established and regularly reviewed systems to ensure the ongoing progress, achievement and wellbeing of its international students. The learning and pastoral care for international students is of a high standard. The school provides a wide range of cultural and faith-based opportunities for international students to take part in during school and out of school for them to experience success and a sense of belonging.
Sharon Kelly
Director of Schools (Acting)
6 May 2025
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within nine months of the Education Review Office and Marian College working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Marian College is a Catholic state integrated secondary school for girls providing education for students in Years 9-13. There is a genuine commitment to the values inherent in the traditions of the religious orders of the Sisters of St Joseph of the Sacred Heart and the Sisters of Mercy. Currently located in central Christchurch, the new school campus is under construction in Papanui and is currently expected to be operational from mid-2023.
Marian College’s strategic priorities for improving outcomes for learners are to:
promote high educational achievement outcomes for every student at Marian College
enable students to access a responsive curriculum that meets all learning needs.
You can find a copy of the school’s strategic and annual plan on Marian College’s website.
ERO and the school are working together to evaluate how the curriculum can be developed to be more responsive to the needs and aspirations of learners, taking into account the opportunities offered by the new school site.
The rationale for selecting this evaluation is to:
develop shared understandings across the school community about how to provide a junior curriculum responsive to the aspirations and needs of students and parents and whānau
prepare students for the changes to the senior curriculum in relation to NCEA, Literacy and Numeracy
provide a curriculum that is enhanced by the school environment as the school transitions to a new site.
The school expects to see students effectively supported and empowered by its curriculum to achieve equity and excellence.
The school can draw from the following strengths to support the school in its goal to provide a responsive curriculum that meets all learning needs:
a new school campus designed to offer new opportunities for learning and collaboration
established relationships with contributing schools moving forward as communities of learning
work underway with curriculum leaders and teachers to develop a broad and meaningful curriculum
an environment of consultation with the broader school community that responds to student and whānau voice.
Moving forward, the school will prioritise:
gathering information to understand what is working well for students, whānau, leaders and teachers
understanding what is happening for groups of learners such as those who are not making sufficient progress
evaluating and supporting the aspirations, strengths, and achievements of a group of Year 8 students as they transition into and through the school in order to understand what works for learners
identifying ways of delivering the curriculum that are collaborative, culturally responsive, and complimentary to the special nature of the school.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 July 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of May 2022, the Marian College Board of Trustees has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Marian College Board of Trustees.
The next Board of Trustees assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 July 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
The school Marian College has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
27 July 2022
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Marian College is a Year 9 -13 Catholic girls’ school in Christchurch with a roll of 405 students. The school remains focused on its key values of courage, perseverance and commitment.
A new principal and senior leadership team have been appointed since the last ERO review in 2014.
Leaders, Heads of Learning areas and teachers regularly report to the board school-wide information about outcomes for students in the following areas:
Marian College is a member of the Christchurch Catholic Community of Learning Kāhui Ako |Community of Learning (CoL). The school is also involved in three clusters: the Catholic Cluster, the East Christchurch Cluster and the Ōtākaro Cluster.
The school shares some facilities and programmes with Catholic Cathedral College.
The school’s achievement information generally shows equitable and excellent outcomes for its senior students over the past three years.
The overall patterns of achievement in NCEA show students achieve very well. Over the last three years:
Overall achievement for Māori learners in NCEA Levels 1 and 2 is very good. In 2017, all Māori and Pacific students achieved NCEA Level 2. In 2017 almost all Pacific students gained NCEA Levels 1 and 2. The achievement of Māori and Pacific students at NCEA Level 3 remains an area for ongoing improvement.
Senior students are well supported to remain at school and engage in meaningful pathways to achieve appropriate leavers' qualifications.
The school has suitable processes and practices for assessment and moderation, and provides useful guidelines for teachers about this. The school’s practices in managing national assessment for senior students are robust.
The school is responding very effectively to Māori, Pacific and other students in Years 11, 12 and 13 whose learning and achievement needs acceleration.
There have been positive achievement outcomes for students with additional needs.
The school is developing systems to respond to students in Years 9 and 10 whose learning and achievement need acceleration. There is a range of information on individual students’ achievement. However, the school is not yet reporting clearly to the board on the extent to which students are making accelerated progress.
The school’s Catholic character is strongly evident in the culture of care that underpins the sense of belonging students experience at the school. Trustees, leaders and staff have created a culture of learning based on positive relationships and the school’s values of courage, perseverance and commitment. The core Māori values of manaakitanga, whanaungatanga and tuakana teina are highly evident.
The school’s curriculum is responsive to students’ needs, interests and aspirations. Students learn in positive environments that are highly conducive to their learning and the development of self-management skills. They have a good understanding of their progress, achievement and next learning steps. Teachers maintain a deliberate focus on linking students’ abilities and skills with flexible and adaptive opportunities to learn. They make good use of learner views to inform curriculum planning and enactment. Students with additional needs are very well supported.
Meaningful integration of Māori and Pacific curriculum concepts and contexts promote student engagement and learning-centred relationships.
There is strong professional leadership at Marian College. The leadership has a clear focus on building collective responsibility for students’ learning and wellbeing. Teachers are provided with targeted professional learning opportunities, including ongoing building of culturally responsive teaching practices. This is supporting the ways teachers respond to identified learning needs. A robust appraisal process and targeted professional learning development opportunities are supporting a culture of ongoing improvement.
Leaders and teachers take a systematic approach to gathering, tracking and sharing learning information. Robust moderation and assessment processes are contributing to effective teacher practice. Key staff carefully monitor each student’s attitude, engagement and achievement with learning. As a result, students, staff and parents benefit from timely and effective sharing of learner information.
The board is strongly focussed on serving the community and school in its role. Trustees receive reports about student achievement, practices, programmes and the school’s special character. They use this information to ensure the focus remains on equity and excellence for all students.
The board and senior leaders are strongly focused on meeting the language, culture and identity needs of Māori and Pacific students and their families.
Some aspects of school’s processes need to be strengthened and embedded to increase effectiveness in achieving equity and excellence for all students. The board and leaders need to:
Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
The school is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (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 no international students attending the school.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
ERO is likely to carry out the next external evaluation in three years.
Dr Lesley Patterson
Deputy Chief Review Officer Southern
Te Waipounamu - Southern Region
2 May 2018
|
Location |
Christchurch |
|
Ministry of Education profile number |
343 |
|
School type |
Secondary (9 -15) |
|
School roll |
405 |
|
Gender composition |
Girls 100% |
|
Ethnic composition |
Māori 14% Pākehā 62% Pacific 9% Asian 8% Other Ethnicities 7% |
|
Provision of Māori medium education |
No |
|
Review team on site |
February 2018 |
|
Date of this report |
2 May 2018 |
|
Most recent ERO report(s) |
Education Review November 2014 Education Review September 2009 Education Review August 2006 |