Christ The King School (Burnside)

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

Christ The King School (Burnside) is located in Christchurch and provides education for learners in Years 1 to 8. The current school roll is 321. 38% of learners identify as Pākehā | New Zealand European, 37% as Asian, 10% as Māori, 4% as of Pacific heritage, and 4% as Middle Eastern, Latin American and/or African.

The school’s ‘High 5’ sacred heart values are faith, intellect, action, growth and community.

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 

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. 

Attendance

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 approaching the target of 80% regular attendance.
• The school has a suitable plan in place to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is not yet reducing over time. 

Assessment

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

• 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

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

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent 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 is likely to meet them by 2030.

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 achieves and sustains high outcomes for learners, including equitable outcomes for Māori students.
• The School Board and leaders regularly consult with the school’s community, using well-established partnerships to inform strategic priorities for school improvement.
• Internal expertise and strategically aligned professional learning and development develop and strengthen teacher capability and improve outcomes for learners.
• Students, teachers, leaders, and the community maintain strong relationships.
• The school prioritises structured approaches to literacy and mathematics and continually enhances teaching knowledge and capacity through ongoing professional development.
• Leaders and teachers work collaboratively, utilising their individual strengths to lead the implementation of the school’s strategic priorities and foster expectations for high quality teaching and equitable, excellent outcomes for all learners.

Key priorities 

• Embed and strengthen structured approaches to teaching and learning in mathematics and literacy to support improved outcomes for all learners.
• Evaluate and extend strategies to improve regular attendance.
• Strengthen teaching and learning approaches to increase engagement and achievement of all learners.

Actions to bring about improvement

Within six months: 

• leaders and teachers review strategies and monitor progress towards improving regular rates of attendance and learner outcomes in reading, writing and mathematics

Every six months:

• leaders report to the Board on student progress and achievement in reading, writing and mathematics to show the impact of actions and intended responses to emerging trends
• leaders and teachers review responsive teaching practices within the school and identify areas for further development, with a particular focus on acknowledging the diverse range of cultures in the school

Annually:

• the Board, with input from the school community, use of student attendance, progress and achievement information to develop strategic priorities and resourcing decisions
• leaders and the Board evaluate the school’s responsive teaching approaches and initiatives that impact positively on learner engagement, progress and achievement.

Expected outcomes

• Consistent and structured approaches for teaching literacy and mathematics improve equity of outcomes for all learners.
• Improved rates of regular attendance.
• Responsive teaching practices enhance student engagement, progress and achievement.

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 some 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 (Acting)

2 September 2025