St Albans Catholic School (Christchurch)

St Albans Catholic School (Christchurch)

Te Ara Huarau | School Profile Report 


This Profile Report was written within 12 months of the Education Review Office and St Albans Catholic School (Christchurch) 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.


St Albans Catholic School (Christchurch) is situated in the suburb of St Albans in Christchurch and caters for students from years 1 to 6. The school’s vision is, ‘Together we excel, we live our faith and celebrate learning and life.’ The special character of the school integrates family values and the Catholic faith across learning contexts.

St Albans Catholic School (Christchurch)’s strategic priorities for improving outcomes for learners are:

  • to provide learners with the support they need and motivation to achieve success and reach their full potential
  • to maintain and foster the home-school partnership where parents are aware of their child's needs in literacy and numeracy, and the deliberate acts of teaching that are taking place to support their children.

You can find a copy of the school’s strategic and annual plan on St Albans Catholic School (Christchurch)’s website.

ERO and the school are working together to evaluate the effectiveness of the New Zealand Aotearoa curriculum refresh for improving outcomes for learners.

The rationale for selecting this evaluation is: 

  • it is timely to consider the content and sequence of the refreshed curriculum so that the school can be assured of expectations for progress for all learners. 
  • teachers are already engaged in teaching mathematics in the refreshed curriculum context
  • the school is committed to supporting and upskilling teacher knowledge around New Zealand Aotearoa Histories through related professional learning opportunities. 

The school expects to see: 

  • students engaged in their learning 
  • students making progress against the expectations in the refreshed curriculum 
  • teachers maintaining current knowledge around teaching and engaging in new curriculum content.


The school can draw from the following strengths to support it in its goal to evaluate the effectiveness of the New Zealand Aotearoa curriculum refresh for improving outcomes for learners.

  • There are clear expectations for learners to be active participants as Kaitiaki supporting the school and each other.
  • Teachers are continuing to develop strong learner centred relationships to respond to learners cultural, academic and emotional needs.
  • The school staff are all invested in strengthening the school community culture and give of their time and resources for the good of all.
  • A strong, effective and engaged Board of Trustees that is focused on learners’ achievement and provides support for all learners to make progress.
  • An active community that demonstrates high levels of interest and participation in contexts across the school.

Where to next?

Moving forward, the school will prioritise:

  • supporting the school community to be aware of and understand changes across the refreshed curriculum including To Tātou Whakapono, so that all community members can engage in an informed way amidst these changes 
  • consulting with the school community to understand what knowledge parents and whānau think is  important for their tamariki to learn, which will enable them to confidently contribute to their future aspirations
  • supporting teachers and students to strengthen their learning centred relationships within an increasingly diverse climate, while ensuring a safe and respectful environment for all.

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. 

Shelley Booysen
Director of Schools

13 February 2024 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

St Albans Catholic School (Christchurch)

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026 

As of March 2023, the St Albans Catholic School (Christchurch) Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact St Albans Catholic School (Christchurch), 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.

Shelley Booysen
Director of Schools

13 February 2024 

About the School 

The Education Counts website provides further information about the school's student population, student engagement and student achievement.

St Albans Catholic School (Christchurch)

Provision for International Students Report 


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.   

No international students were enrolled at the time of the ERO review. 

Shelley Booysen
Director of Schools

13 February 2024

About the School

The Education Counts website provides further information about the school's student population, student engagement and student achievement. 

St Albans Catholic School (Christchurch) - 27/11/2019

School Context

St Albans Catholic School is a special character school catering for students in Years 1 to 6. The school has a roll of 102 students.

The school’s vision is ‘Together we excel, we live our faith and celebrate learning and life’. The school’s virtues are ‘compassion, humility, social justice, service and forgiveness’. The mission statement focuses on quality education, and developing the dispositions of 21stcentury learners and global citizens within the special character of the community.

In 2019, the school has annual achievement targets for students in religious education, writing, mathematics and science.

Since the April 2016 ERO review, there have been significant changes in school personnel. These changes include the appointment of a new principal, several changes in teaching staff, and new trustee appointments.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • reading, writing, mathematics

  • religious education.

St Albans Catholic School is an active member of the Catholic Kāhui Ako | Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effective in achieving equitable and excellent outcomes for most of its students.

Achievement information for 2017 and 2018 shows a consistent pattern of achievement. Most students achieve at or above curriculum expectations in reading, writing and mathematics.

Most Māori students achieve at the expected curriculum levels for reading and writing, and the majority of Māori students achieve at the expected curriculum level in mathematics.

There is a small disparity for boys in writing which the school has identified and now needs to address.

The school’s 2018 achievement information for religious education shows that students in Years 3 to 6 are making significant positive gains in their understanding of key concepts in this aspect of learning.

1.2 How well is the school accelerating learning for those students who need this?

The school is more effective in accelerating the reading progress of students with additional learning needs. Achievement information for 2018 shows that approximately half of these students made accelerated progress in reading, and less than a third made accelerated progress in writing and mathematics.

Leaders and teachers now need to extend this progress to writing and mathematics for all students whose learning needs to be accelerated.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

School leaders are building professional learning partnerships and connections within and beyond the school. Whānau involvement in their children’s learning is actively valued and well supported. Leaders and teachers benefit from participation in the wider education community through the Kāhui Ako. These are helping to build collaborative teacher practice and a culture of critical reflection and inquiry that is focused on learner outcomes.

Leaders and teachers are responsive to students who require additional support for learning and wellbeing. In collaboration with parents, teachers identify and develop plans to address specific needs. Progress in relation to support plans is well monitored. The school provides support for the wellbeing and care of students. The principal actively sources appropriate assistance from specialist support agencies and external experts to meet the needs of students and whānau.

Learning environments are calm and purposeful. The school’s virtues are evident in the classrooms and playground, in children’s interactions with each other, and in the positive relationships between teachers and students. Students have opportunities to learn and participate in a broad range of academic, cultural and sporting activities. The science curriculum is well led and assists students to deepen their understanding of science concepts. Students are developing voice and agency in their learning. This is evident in their leadership of Mass, kapa haka and school assembly.

Bicultural practices are developing well. The school has recently undertaken consultation with Māori whānau to gather the views and aspirations they have for their child’s learning. Led by the principal, teachers are building knowledge of te ao Māori and capability in te reo Māori.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

The principal has identified, and ERO confirms, that the curriculum, including assessment practices, requires review and development. Curriculum documentation does not reflect current teaching and learning practices. Clear expectations for teaching and learning need to be identified and aligned to assessment practices. This is likely to assist consistency of teachers’ expectations for learning and practices for assessment and planning.

The principal has identified, and ERO confirms, that current data management processes do not fully capture students’ learning progress and sufficiency of progress. School leaders need to continue to develop their systems and processes for moderating, collating, analysing and reporting student progress and achievement information. This will assist leaders and teachers to identify those students whose learning requires acceleration, and regularly inform the board about their progress over time.

Internal evaluation was identified as an area for development in ERO’s previous report. It remains as an ongoing area for improvement at all levels of the school. Leaders, trustees and teachers need to:

  • build knowledge and capability in relation to internal evaluation
  • adopt a framework to guide evaluative thinking and practice
  • use internal evaluation strategically to identify those processes and practices that are most effective in supporting learning and achievement, including the effectiveness of governance
  • scrutinise evaluative information, particularly in relation to achievement of strategic goals and the impact of interventions on student outcomes.

3 Board Assurance on Legal Requirements

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:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Albans Catholic School (Christchurch)s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • consistently positive achievement trends in reading, writing and mathematics
  • supportive relationships and collaborative learning partnerships between students and teachers, and with whānau
  • approaches to teaching and learning in science that provide a positive model for other learning areas.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • developing clear curriculum expectations that reflect current best practice and local context to guide teaching and learning
  • developing assessment and data management practices that align with curriculum expectations, and clearly show and report the progress that all students are making over time
  • developing robust internal evaluation practices that identify those programmes, interventions and initiatives which are most effective in supporting student learning and progress.

During the onsite stage of the review, ERO found that some aspects of the school’s appraisal process did not meet Teaching Council requirements. Since that time, the school has provided further evidence to ERO that confirms compliance with appraisal process requirements.

Dr Lesley Patterson

Director Review and Improvement Services Te Tai Tini

Southern Region

27 November 2019

About the school



Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 50%, Girls 50%

Ethnic composition

Māori 10%

NZ European/Pākehā 89%

Other ethnicity 1%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

September 2019

Date of this report

27 November 2019

Most recent ERO report(s)

Education Review April 2016

Education Review December 2012

Education Review September 2008