Review 26 May 2025
LatestSchool 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.
About the School
St Claudine Thevenet School is an integrated catholic school caters for students from Years 1 to 8. The school roll is 202 made up of 45% Pacific, 21% Māori, 26% Asian and 7% European. The school’s values of Respect (Whākaute), Compassion (Ngākau Aroha), Integrity (Ngākau Tapatahi) and Service (Ringa Āwhina) reflect the faith and aspirations of the community.
Part A: Parent Summary
How well placed is the school to promote educational success and wellbeing?
| How well are learners succeeding? | Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups. |
| What is the quality of teaching and learning? | Learners benefit from excellent quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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? | School planning and conditions to support high quality education for learners are driving excellent school performance. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
| Mathematics | Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners. |
Attendance
The school is approaching 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.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly 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 and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
An explanation of the terms used in the Parent Summary can be found here:
Reporting | Education Review Office
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
A rich, innovative and connected curriculum reflects the school’s culturally diverse context and faith values. Learning programmes are engaging and extend students’ strengths, interests and knowledge.
Student achievement is high, with equitable outcomes for all groups, in reading, writing and mathematics.
The school is using a systematic approach to literacy and mathematics with Structured literacy well embedded across the school. A mathematics programme has been developed and is supported by targeted professional learning.
Strong, collaborative and stable leadership fosters high expectations for quality teaching practice and equitable learner outcomes.
Learners have a strong sense of belonging and connection to the school values. There is an embedded, school-wide culture of inclusion, care and acceptance. Learner voice is encouraged, and students are given a variety of leadership opportunities.
Planned and targeted professional learning builds strong teacher practice focused on improving student achievement and equitable outcomes for all learners.
There is a school-wide, planned evaluative focus on continual improvement with data, learning programmes and resourcing carefully analysed to determine future allocation of resources to support next steps.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- resource and implement the revised mathematics programme
- further develop and prioritise next steps in continuing the school’s journey in giving effect to Te Tiriti o Waitangi and Te Ao Māori
- implement an attendance plan to increase the regular attendance of learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- resource and implement the mathematics curriculum school wide
- establish connections with the wider Māori community to guide the strengthening of Te Ao Māori initiatives across the school
- implement the draft attendance plan to improve regular student attendance at school.
Every six months:
- strengthen the integration of Te Tiriti and Te Ao Māori, including Te Reo within classrooms and across the wider school
- review and report on the success of attendance strategies and adjust accordingly
- analyse learners’ progress and achievement information to inform next steps and respond with targeted interventions for identified groups of students.
Annually:
- evaluate school wide consistency of classroom practice for the mathematics curriculum
- evaluate the effectiveness of te reo Māori, tikanga Māori and mātauranga Māori across the school to identify areas for improvement
- analyse and report attendance, achievement and wellbeing outcomes to the board and community, in partnership with whanau, students and teachers.
Actions taken against these next steps are expected to result in:
- revised mathematics curriculum fully embedded across the school with improved and equitable outcomes for student achievement
- learners and staff confident and articulate in their understanding and application of Te Tiriti and te Ao Māori
- improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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)
26 May 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home