Our Lady of Victories

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 4 years to evaluate what is working well for learners and what needs to be improved.

About the School

Our Lady of Victories School provides education for learners in Years 1 to 8. The school roll is 250. 18% are Pākehā / NZ European 32% are Filipino, 26% are Indian and 5% are Māori. The school’s ’Mercy’ values underpin its mission to nurture faith, to grow community, and to achieve excellence. A new principal was appointed in 2021.

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.

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 high 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 foundational 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 SafetyThe school board is taking reasonable steps to ensure student health and safety.

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.

Less than a third

Less than half

Small majority

Large majority

Most

Almost all

0 to 33%

34 to 49%

50 to 65%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

Most learners meet or exceed the expected curriculum level.

Results are becoming more 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

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The large majority of students 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 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 significantly 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 meeting the Governments reading, writing and mathematics targets set for 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

• High quality teaching leads to high levels of achievement and targeted interventions impact positively on learners’ progress.
• Learners have a strong sense of belonging and pride in their school. Students experience a positive, inclusive learning environment that celebrates their cultures, languages and identities through a broad and rich curriculum. The school’s Mercy values are well embedded.
• The School Board and leadership prioritise the improvement of student learning and outcomes through strategic planning and targeted initiatives to extend positive outcomes for all learners.
• Learners are gaining strong foundational skills in literacy and mathematics. The teaching of mathematics has been a focus of professional development for several years and significant improvement in achievement outcomes for learners is evident. Structured literacy is being embedded across the school.
• Teachers have increased understanding of Te Tiriti o Waitangi and are embedding it in school systems, processes and in the curriculum.
• Strong partnerships with parish, whānau, families, community, and external agencies benefit learning and teaching programmes. An effective, collaborative partnership with the South-West Catholic Kāhui Ako enhances professional learning across the school.

Key priorities

• Building on current assessment practices.
• Developing a schoolwide approach to gathering, analysing and using data to inform teaching practice and planning.
• Developing a shared understanding of the school curriculum, including the new literacy and mathematics requirements that promote high levels of learner progress and achievement.
• Implementing strategies to increase and monitor regular attendance based on the Stepped Attendance Response (STAR) approach.

Actions to bring about improvement

Within six months:

• leaders and teachers review assessment and reporting tools, strategies and processes
• leaders provide professional learning opportunities for staff to strengthen understanding and delivery of the new curriculum requirements
• leaders and teachers review the school’s current attendance actions and implement a plan to increase regular attendance

Annually: 

• leaders and the Board review and evaluate the school’s curriculum and assessment practices to ensure current requirements are met
• the School Board use evaluative information from leaders on strategies that have been successful in improving attendance and progress and achievement of learners to inform future priorities and resourcing decisions
• the School Board gather and use whānau and student voices to inform annual planning.

Expected outcomes:

• The effective use of assessment tools and achievement information to inform teaching and learning programmes.
• An embedded curriculum and shared understanding of responsive teaching and learning practices that support positive outcomes for all learners.
• Improved and sustained levels of regular attendance that meet or exceed the Government’s target.

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 meeting 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 4 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

 15 September 2025