St Thomas of Canterbury College

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 stage 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

St Thomas of Canterbury College is a state-integrated Catholic school in the Edmund Rice tradition, providing education for boys in Years 8 to 13. The school is in the process of phasing out the provision of education at Years 7 and 8.

The school’s vision is to be a community that leads through educating hearts and minds, and its values are Brotherhood, Manawa, Compassion and Legacy.

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

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

Expected improvements and findings

This section is about the progress the school has made since the April 2023 ERO report. It includes an explanation of the expected improvements and findings.

ERO and the school have been working together to evaluate the impact of strategies to accelerate achievement in the National Certificate of Educational Achievement (NCEA) for Māori learners to above 90%.

Expected Improvements 

The school expected to see an increased attendance, achievement and engagement of Māori learners at all levels of NCEA and improved levels of NCEA Level 1 and 2 merit and excellence endorsements for all students.

Findings

• Regular attendance rates have improved.
• Since 2021, Māori achievement has, with some minor variability, improved, and over 80% of Māori learners achieve NCEA at their level.
• The achievement gap between groups of learners has narrowed and, in some areas, has been eliminated. The school is now focused on sustaining and embedding these results to ensure consistent improvement.
• The number of students achieving NCEA endorsed with Merit and Excellence has been variable; however, over the past three years, it has surpassed national averages.
• There has been an upward trend in the number of Merit and Excellence endorsements achieved at NCEA Level 2. Continuing to enhance these outcomes remains a key priority for the school.

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. 

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

• Most learners achieve NCEA levels 1, 2 and 3, and almost all learners meet literacy and numeracy requirements.
• Most learners in Years 8 to 10 achieve at the expected curriculum levels in reading, writing and mathematics.
• Students regularly report feeling safe, valued and supported and comment particularly on the sense of brotherhood.
• The small majority of learners attend school regularly. The school is yet to reach the Government’s target of 80% regular attendance by 2030.

Conditions to support learner success

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

• A consultative and considered approach by leaders to change and capacity building supports the achievement of strategic priorities and ongoing improvement in student learning and wellbeing.
• Leaders and staff at all levels engage in professional development and staff are encouraged to take up opportunities to lead.
• Leaders carry out effective evaluation of all aspects of school organisation.

• The classroom learning culture is well-established and characterised by respect, inclusion, high expectations and collaboration between teachers and learners.
• Teachers are supported to develop strategies and programmes to promote engagement and success for students at all levels.
• Learners benefit from a curriculum that provides a wide range of learning opportunities both within and outside the classroom.
• The use of data and information by leaders and teachers across the school helps inform and direct teaching practice.

• The school vision and values are evident in all aspects of the school, underpinning decision making and actions of leaders, staff and students.
• A new mentoring system and the use of vertical form time contributes to every boy feeling supported, valued and involved on his own wellbeing and learning.
• Learners are encouraged through a range of ways, formal and informal, to have a voice about their learning and their school, and surveys show a high degree of learner satisfaction.

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 identifies key priorities and actions for improvement.

Key priorities

• Develop a responsive and engaging curriculum for Years 9 and 10.
• Develop a schoolwide approach to graduate profiles at Years 10 and 13 that reflects the school’s values and learner journeys.
• Review and strengthen the mentor programme throughout the school.
• Continue to evaluate and refine attendance processes to achieve the Government target of 80% regular attendance by 2030.

Actions to bring about improvement

Within three months:

• leaders and teachers complete planning for development of the Years 9 and 10 curricula
• leaders and teachers progress actions to develop graduate profiles
• leaders and teachers continue to monitor and report against the key milestones and expected outcomes of the mentor programme
• leaders and teachers continue to evaluate and refine attendance processes to achieve the Government attendance target

Every six months:

• leaders and teachers continue development of the Years 9 and 10 curricula for implementation
• leaders and teachers continue to develop graduate profiles and their implementation
• leaders monitor progress against key milestones and the expected outcomes of the mentor programme
• leaders continue to evaluate, report and refine attendance processes

Annually:

• leaders and the Board use reported evaluation information about the implementation of the Years 9 and 10 curricula to inform ongoing changes as required
• leaders evaluate the effectiveness and appropriateness of the graduate profile
• leaders and the Board use reported evaluation information about the effectiveness of the mentor programme against expected outcomes to inform next steps
• leaders and the Board use reported evaluation information about approaches to improving attendance to inform steps to further improve regular attendance levels.

Expected outcomes

• Improved engagement, progress and achievement in Years 9 and 10.
• Learners are formally recognised for a wider range of achievements in line with the school’s stated vision.
• Increased student attendance.

The next public report on ERO’s website will be a School Evaluation 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

10 October 2025