Holy Cross School (Miramar)

School Report

Tēnā 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. 

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved. 

About the School  

​​Holy Cross School (Miramar) educates learners from Years 1 to 8. Of the 176 students currently enrolled, approximately 42% identify as New Zealand European/Pākehā, 32% as Pacific, 20% as Asian, and 15% as Māori. The school upholds three core values: Whānau – Be Inclusive, Aroha – Be Kind, YES! – Be Brave and Take Risks. 

​In 2024 the school Board appointed a new principal.​ 

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress  

This section is about the progress the school has made since the ​November 2022​ ERO report. It includes an explanation of the expected improvements and findings. 

Expected improvements 

​​The school focused on evaluating how effectively teachers’ intentional acts of teaching in writing empowered and sustained learning, progress and achievement. The school expected to see improved teachers’ analysis of assessment information through the consistent use of the PACT tool and students having confidence and the ability to talk about their learning progress and next steps (student agency).​ 

Findings 

​​Until the end of 2024, the school used the PACT tool to analyse assessment data. In 2025, leaders introduced new assessment tools. The tools are being reviewed to ensure alignment with the refreshed curriculum.​  

School-wide expectations for effective teaching practices are yet to be developed, and students are just beginning to talk about their learning, showing early signs of student agency.  

The current strategic plan focuses on improving student achievement and building teacher capability in assessment and curriculum delivery. 

What we know about learner success 

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation. 

How well are learners succeeding? ​​The school is working towards high levels of success and progress for all learners.​ What is the quality of teaching and learning? ​​The school is improving teaching and learning.​ How well does the school curriculum respond to all learners needs? 

Learners have ​sufficient​ opportunities to learn across the breadth and depth of the curriculum. 

There is ​an increasingly consistent​ focus on supporting learners to gain skills in foundational skills in ​literacy and mathematics.​ 

Learners with complex needs ​are well supported​ to achieve their education goals. 

How well does school planning and conditions support ongoing improvement? ​​The school is establishing planning and conditions that support improvements in the quality of education for learners.​ How well does the school include all learners and promote their engagement and wellbeing? ​​The school reasonably promotes learners’ engagement, wellbeing and inclusion.​ How well does the school partner with parents, whānau and its community for the benefit of learners? 

The school ​reports usefully and accurately​ to parents / whānau about their child’s learning, achievement and progress. 

​​The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.​ 

Student Health and Safety ​​The school board is taking reasonable steps to ensure student health and safety.​ 

Achievement in ​Years 0 to 8​ 

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills. 

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33% 

34 to 49% 

50 to 64% 

65 to 79% 

80 to 90% 

Over 90% 

Reading 

​​A large majority of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Writing 

​​A small majority of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Mathematics 

​​A large majority of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

​​A​ttendance 

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance. 

• ​​The small majority of​ ​learners​ attend school regularly.
• The school is ​behind​ the target of 80% regular attendance.
• The school ​is developing a suitable plan​ to improve attendance.
• Regular attendance ​is​ improving towards or beyond the target. 

Assessment  

This section is about how the school assesses learner progress and achievement. 

• ​​The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.​
• ​​Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.​

Progress 

This section is about how well the school supports all learners to make sufficient progress. 

• The school ​is developing​ good quality planning to increase the rate of progress for all groups of students.
• The school ​has not​ improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school ​has not​ extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is ​making​ progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority. 

Next steps for improvement 

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement. 

Areas of Strength 

• ​​The school fosters an inclusive environment where staff embrace shared commitment to support students with additional needs. Classrooms provide a calm and focused learning environment that reflects the school’s values.  
• ​Learner’s culture, language, and identity are valued and respected reflecting the school’s celebration of its multicultural community.
• ​Leadership opportunities and tuakana-teina relationships help students contribute positively to school culture. Strong relationships with mana whenua ensure the school’s tikanga and kawa reflect shared aspirations.
• ​Leaders align strategic and annual plans to prioritise student achievement and take coordinated action toward achieving school goals.
• ​Active partnership with parents and whānau contributes to improved learner engagement and wellbeing by ensuring the families are meaningfully involved in their children’s education.
• ​The school’s curriculum design prioritises daily instruction in reading, writing and mathematics. The structured approach is contributing to improved foundational literacy and numeracy outcomes for students.​ 

Key priorities 

• ​​Implement the attendance plan.
• ​Engage in professional learning to effectively deliver the refreshed curriculum.
• ​Establish a structured process to evaluate the impact of teaching practice and professional learning.
• ​The school Board strengthens capability and knowledge to better perform its stewardship function. ​

Actions to bring about improvement  

Within three months: 

• ​​leaders and teachers implement the attendance plan to improve regular attendance toward the Government target of 80%
• ​the School Board seeks support to strengthen capability and governance knowledge to drive the strategic plan to improve outcomes for all learners​ 

Within six months: 

• ​​leaders and teachers monitor student attendance and make changes to the attendance plan as necessary
• ​leaders and staff undertake professional learning to develop consistent teaching expectations and understand the refreshed curriculum
• ​leaders and teachers analyse end of year data and report student achievement to the Board, including gender and ethnicity breakdowns
• ​leaders and the school board systematically analyse student achievement data to inform targeted strategic planning and optimise resource allocation for improved learner outcomes​ 

Annually: 

• ​​leaders and the school Board review and evaluate the impact of the attendance plan to improve regular attendance
• ​leaders and staff evaluate the impact of professional learning to develop consistent teaching expectations and understand the refreshed curriculum
• ​the school Board evaluate the effectiveness of their governance and stewardship role to bring about improvement. ​ 

Expected outcomes 

• ​​Increased regular student attendance and reduced chronic absence.
• ​Consistent high quality teaching expectations across the school.
• ​Enhanced teacher capability and understanding of the refreshed curriculum.
• ​Strengthened governance to drive the school’s strategic plan.​

Regulatory and legislative requirements 

This section of the report is about how the school meets regulatory and legislative requirements. 

Board Assurance with Regulatory and Legislative Requirements 

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing. 

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas: 

Board Administration 

​​Yes​ 

Curriculum 

​​Yes​ 

Management of Health, Safety and Welfare 

​​Yes​ 

Personnel Management 

​​Yes​ 

The next public report on ERO’s website will be a School Report and is due within four 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​ 

​​18 November 2025​