Review 24 October 2025
LatestSchool 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
Christchurch Girls’ High School - Te Kura o Hine Waiora provides education for students in Years 9 to 13. The school roll is 1283. The school provides boarding at Acland House, for 127 boarders. The school’s values are Manaakitanga, Whanaungatanga, Aroha, Rangatiratanga and its motto is Sapientia et Veritas | Wisdom and Truth.
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 is a summary of learner success, which guides the school board’s future strategic direction, including any education in Rumaki/bilingual settings.
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 learners are engaged, make good progress and achieve very well. |
- Almost all Year 9 learners and a large majority of Year 10 learners achieve at or above expected curriculum levels in literacy and numeracy.
- A large majority of learners achieve the National Certificate of Educational Achievement (NCEA) at Level 1. Almost all learners achieve NCEA in Levels 2 and 3 and most students achieve University Entrance. Achievement outcomes are equitable for Māori learners.
- Comprehensive wellbeing and pastoral support programmes respond well to learner needs, reflecting the school’s values and creating a positive culture and a strong sense of belonging.
- A small majority of learners attend school regularly. The school is not yet meeting the Government target for regular attendance.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
| School leadership works collaboratively with clear purpose to strategically improve outcomes for learners. |
- Leaders model strong relational practice. They refine systems and processes to best meet the needs of learners and staff and work well towards achieving strategic priorities.
- Leaders effectively consider multiple sources of evidence to coherently plan, implement and review strategic and annual plans to sustain improvement.
- Leaders at all levels focus on the design and delivery of well-coordinated, responsive learning programmes and consistent teaching approaches in all classes to support success for all learners.
| The school’s learning programmes and teaching practices are increasingly responsive to learners’ needs, interests and cultural identities. |
- Learners benefit from settled classrooms with teachers increasingly using evidence-based teaching strategies, including learning-focused relational practices, tailored to meet learners’ different needs.
- Learners experience programmes that provide for a wide range of learning opportunities, interests, and pathways in and beyond school, and that increasingly cater for the school’s diversity of learners.
- Teachers and leaders work together to strengthen literacy and numeracy in Years 9 and 10, laying the foundation for students’ continued success across the curriculum.
| The foundations for effective school performance are firmly established and actively support ongoing school improvement |
- The School Board actively represents and serves the school in its stewardship role with learner and staff wellbeing, and learner progress and achievement being key priorities.
- Strengthening staff capability in internal evaluation informs approaches within the school that increased learning progress for the school’s diversity of learners.
- A consistent focus on Māori learners’ wellbeing and inclusion by leaders and teachers results in sustained academic progress and achievement.
- Leaders and teachers prioritise the induction of new staff and targeted professional development to support high-quality teaching and learning across the school and curriculum.
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.
Key priorities for the school
- Refine the schoolwide framework for responsive and consistent teaching and learning.
- Further promote learner choice, wellbeing and achievement.
- Further strengthen evaluative capabilities throughout the school to drive and sustain ongoing improvement.
Actions to bring about improvement
Annually:
- school leaders seek feedback on specific initiatives from whānau, staff and students to inform future direction
- the School Board and school leaders further evaluate the impact of the school’s initiatives, inform strategic and annual planning, and set improvement targets.
Expected outcomes
- The school has built a culture of collective evaluation where staff regularly use evidence to refine approaches that sustain learner engagement and achievement and drive ongoing improvement.
- Improved levels of regular attendance.
The next public report on ERO’s website will be a School Evaluation Report and is due within the next 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
24 October 2025