Shirley Boys’ High School - Nga Tama o Oruapaeroa

School Evaluation 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 

Shirley Boys’ High School - Ngā Tama o Ōruapaeroa is a state secondary school in Christchurch that shares a purpose-built site with Avonside Girls’ High School. The school roll is 1247. The largest group of students at the school are NZ European/Pākehā (81%), followed student who identify as Māori (21%), Pacific heritage (8%) Asian (7%). 

The school is guided by the motto “In everyone’s interest to act rightly”, the school upholds values of Respect, Character, Better than Before, and Belonging.

Te Ahu Ferndale School has a satellite class on site. 

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

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.

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% 

Learner Success and Wellbeing

This section provides a summary of learner success and wellbeing.

Most students are engaged, making good progress and achieving at the expected levels.

• The large majority of students achieve National Certificate of Educational Achievement (NCEA) Level 2 and 3. Less than half achieve University Entrance (UE). The school is taking specific steps to improve Māori and Pacific students’ achievement across all levels of NCEA and UE.
• The small majority of students in Year 9 and 10 are working at expected curriculum level in literacy and mathematics.
• School survey data shows that learners feel a strong connection with the school and believe that they are valued and supported by their school.
• Regular attendance remains below the Government 80% target for 2030; the school has suitable systems to continue to address attendance and engagement. 

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

High quality school leadership sets clear priorities to strengthen systems, process and practices to improve outcomes for learners.

• The school has a strongly committed senior leadership team with clearly defined roles, responsibilities and accountabilities, aligning with the strategic direction of the school.
• Student involvement in leadership is actively encouraged and opportunities for student leadership have been deliberately supported and expanded.
• Opportunities are provided for staff to become involved in a range of leadership of initiatives linked to the school’s key priorities.
• Middle leaders are supported to build their capability through targeted professional development and clear expectations.  

The school is taking steps to provide a responsive curriculum and consistently high-quality teaching practice.  

• Building consistent and effective schoolwide teaching strategies has been identified as a key priority for to continue to enhance achievement and engagement.
• The school offers a wide curriculum that is designed to meet the needs of all students; to improve this further, a curriculum review, aimed at better meeting the needs of junior boys, is being undertaken.
• Learner feedback shows learners appreciate staff commitment to supporting their learning and the respectful relationships that exist in the school.
• Comprehensive learning support and pastoral care networks closely monitor achievement and wellbeing, ensuring timely and appropriate interventions where necessary to support learners.    

Well-established organisational systems and processes support ongoing improvement and student success.

• A student mentor system, Shirley Man Programme, proactive student leadership, the vertical form structure and a well-planned induction programme for Year 9 learners support provides a foundation for s to develop strong sense of belonging and pride in the school.
• Student feedback is valued, regularly sought and acted on schoolwide. Students feel supported by staff and their peers to try new things and get involved in school activities.
• The school provides a range ways that parents and whānau can connect with the school and share their aspirations. Fortnightly communication keeps whānau and families well informed. 

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.

Key priorities 

• Develop a student-centred curriculum that meets the needs of boys, particularly in Years 9 and 10.
• Create an understanding of, and implement, effective schoolwide teaching and learning strategies.
• Ensuring all groups of learners have access to meaningful pathways, be supported in their wellbeing, achieve well and experience success.
• Improve regular attendance to support improved student outcomes.
• Create teaching spaces that support and enhance effective teaching and learning within the school’s curriculum.

Actions to bring about improvement 

Within three months:

• leaders plan, communicate and begin the curriculum review, including consideration of the suitability of teaching spaces in supporting the curriculum
• leaders ensure that progress of developing effective teaching and learning strategies is on track against planned outcomes
• school leaders measure progress of consultation and planning to improve outcomes for Māori and Pacific learners
• leaders and teachers review and adapt attendance procedures for effectiveness in raising regular attendance 

Every six months:

• leaders monitor progress of the curriculum review against stated outcomes and consideration for improved teaching spaces
• leaders monitor and progress the plan to create schoolwide effective teaching and learning strategies
• leaders and teachers review and monitor improvement of outcomes for Māori and Pacific learners against the key milestones
• the school Board and leaders review and report on progress in improving regular attendance and reset improvement actions

Annually:

• leaders and teachers evaluate effectiveness of the curriculum in meeting the interests and needs of all students and the impact on school teaching spaces
• leaders and teachers evaluate outcomes for learners of effective teaching practices the impact of specific supports for student wellbeing
• the school Board and leaders evaluate the effectiveness of the school’s annual planning in improving outcomes for Māori and Pacific learners
• the school Board and leaders evaluate the effectiveness of attendance strategies and reset actions for the following year.

Expected outcomes 

• A more responsive and student-centred curriculum.
• Improved attendance, engagement and achievement for all students.
• Improved learning and wellbeing outcomes for Māori and Pacific learners.
• Improved regular attendance levels that support improved learning opportunities and outcomes.

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 

27 November 2025