St Kevins College (Oamaru)

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

St Kevins College (Oamaru) is a co-educational state integrated Catholic school for students in Years 9 to 13. It is located in the North Otago town of Oamaru. The school has a roll of 484 students, 72% of whom identify as Pakeha|New Zealand European, 18% as Asian, 11% as Māori and 5% as Pacific heritage. 

The college’s vision is to provide education focused on excellence, values and diversity and which supports challenge and engenders Christian citizenship. 

A co-educational on-site hostel is operated by St Kevin’s College Hostel Trust Board. The St Kevin’s College Board operates an alternative education programme for students needing an individualised programme to support engagement in education and an equine studies programme in partnership with the Primary Industry Trades Organisation. 

St Joseph’s School, the local Catholic special character primary school is being rebuilt on site and is due to open in 2027. 

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

Improvement and progress 

This section is about the progress the school has made since the June 2022 ERO report. It includes an explanation of the expected improvements and findings. 

Expected improvements

The school focused on improving levels of literacy achievement for learners in Years 9 and 10 through a focus on equitable access to high quality teaching and learning opportunities.  

Findings

The school introduced a new international curriculum and qualifications (Cambridge International Curriculum) with the aim of raising student engagement and motivation and providing a sound foundation in core secondary subjects. Teachers participated in professional learning and development with a focus on supporting diverse learners to access the curriculum. Leaders and teachers promote consistent writing processes across learning areas. School information shows a raised number of learners achieving literacy and numeracy requirements for national qualifications, particularly in writing.

What we know about learner success 

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and 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.

A large majority of students are engaged in learning and achieve well.

• A large majority of Yr 10 students achieve the reading and writing requirements for National Certificate of Educational Achievement (NCEA), a small majority achieve the numeracy requirement; nearly all achieve NCEA literacy and numeracy requirements by the end of Year 12.
• A large majority of students achieve NCEA Levels 2 and 3 and less than half achieve University Entrance (UE). There is disparity for some groups of learners. 
• An increasing number of students are sitting Cambridge International examinations. The school is yet to build a picture of achievement over time in these qualifications.
• A small majority of learners attend school regularly. The number of students attending school regularly is improving. The school has appropriate processes for promoting regular attendance.

Conditions to support learner success

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

Leadership fosters a positive, inclusive learning culture focused on relevant school improvement goals

• Leadership fosters relational trust and effective collaboration across the school community to achieve the strategic vision and improvement goals.
• Leaders, together with teachers, recognise, affirm and value the diverse identities, languages, cultures and abilities of students and actively support access to learning for all.
• Leaders work collaboratively to build and sustain orderly school conditions that support effective delivery of curriculum, teaching and learning and pastoral care for students. 

Learning programmes and teaching practices are increasingly responsive to student needs.

• The school delivers a wide range of vocational and academic learning programmes that respond well to students’ abilities, interests and aspirations. 
• Senior students participating in vocational programmes are well-supported to make successful transitions to work and further training throughout the year.
• Teachers know students well as learners and individuals and adapt their teaching to address barriers to learning and support student success in learning.
• Teachers increasingly provide explicit instruction and use learning strategies that support students to develop confidence and independence in their learning.

The school engages effectively with its community to improve learning, student wellbeing and transition outcomes.

• Students report that the school’s values of family, integrity, respect and excellence are actively promoted and contribute to a strong sense of belonging, inclusion and connection.
• Students have meaningful opportunities to learn about and enact the school’s special character Catholic values through participation and service in the wider community.
• Leadership is working constructively to engage with and involve members of the school’s diverse community, including Māori, Pacific and Filipino communities, to contribute to decision-making and support the learning of their students.
• The school has well established partnerships with local industries, employers and training providers to support positive transitions to work and further learning.

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

• Effectively implement and evaluate the school’s new international curriculum and assessment pathways. 
• Further develop strategic and annual goals to clearly identify intended outcomes for learners to more effectively support evaluation of school improvement goals. 
• Extend analysis of progress and achievement information to know about equity for all groups of learners. 
• Establish a regular cycle of policy review and assurance reporting to be better assured the St Kevins College Board is meeting legal and regulatory requirements. 
• Further improve regular attendance. 

Actions to bring about improvement 

Within three months:

• the school Board and leadership identify and develop success indicators connected with annual goals and appropriate reporting requirements 
• the Board establish a regular policy review cycle 

Every six months:

• the Board and leaders use the success indicators tied to annual goals to evaluate progress toward those goals and adapt planning to improve outcomes for students
• leaders report to the Board about the engagement, progress and achievement for all groups of students to better support scrutiny of equity and inform strategic decision-making
• leaders and teachers monitor the effective implementation of the college’s international curriculum drawing on student, teacher and parent feedback and progress and achievement information
• leaders and Board review attendance data to know about the effectiveness of strategies to promote regular attendance and to inform future planning

Annually:

• leaders and Board use reporting against these priorities to inform strategic and annual planning.

Expected outcomes

• Equitable engagement, progress and achievement outcomes for all groups of students.
• An increasing proportion of students have success in the college’s international qualifications.
• Teachers, parents and students have clear, shared understandings of and confidence in the college’s learning programmes and qualifications and know how to navigate these to achieve their aspirations.
• Evaluation of progress toward the school’s improvement goals is strengthened and contributes to strategic decision-making.
• More students attend school regularly, maximising their opportunity to learn and succeed.

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

23 March 2026