Hamilton Christian School

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.

Context 

Hamilton Christian School is an integrated Years 1 to 13 school located in the western districts of Hamilton city. The special character of the school is built around the Christian faith.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings. 

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

A large majority of students make good progress and experience academic success.

• A large majority of students gained the National Certificate in Education Achievement (NCEA) Level 2 and University Entrance, most gained Level 3; NCEA Level 1 is not offered.
• Most students in Years 1 to 10 achieve at or above expected curriculum levels in reading, writing and mathematics.
• Students demonstrate a strong connection to the school and are well supported by teachers in their wellbeing and academic needs.
• A large majority of students attend regularly; the school is not yet meeting the Ministry of Education target for regular attendance.

Leaders are effective in strategically leading change for ongoing improvement to support learner success.

• Strategic planning provides clear direction and future focused priorities; cohesion in realising strategic goals is through thorough annual planning that details specific action for senior secondary, junior secondary and primary sections of the school.
• The school’s organisational structure fosters effective, confident leadership across the school.
• Leaders proactively promote and model expectations for a positive school culture and respectful relationships underpinned by the school’s values.

Teaching practice is consistent across the school and effectively responds to the learning needs of students.

• Teaching practice is relational and affirming between students and teachers; classrooms have clearly established routines and expectations for learning.
• Collaborative and consistent school wide planning ensures smooth student transition from one year level to the next.
• Different teaching practices are evident at the various year levels, meeting the needs of groups of learners.

The board, leaders and teachers are embedding schoolwide conditions to support student outcomes.

• Students are offered a wide range of learning opportunities through The New Zealand Curriculum, Trades Academies and extra-curricular activities; high levels of engagement are evident in students’ successful outcomes.
• The school has established strong connections with the local community, including growing relationships with iwi, who have assisted in strengthening tikanga Māori that complements the school’s special character.
• Regular reporting to the board from school leaders ensures members have relevant analysed data and information to make well informed decisions about resourcing and future priorities.
• Analysed achievement data is used well to monitor student progress, identify and respond to those students requiring additional support. 

Part B: Where to next? 

The agreed next steps for the school are to: 

• continue to develop the school’s curriculum, including for changes in English and mathematics, and for senior courses, to meet the learning needs of students
• continue to address attendance issues so that more learners attend regularly
• ensure appropriate planning and resourcing are in place to manage and sustain the anticipated growth of the school roll, to ensure effective teaching and learning and positive student outcomes are sustained.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months:

• begin to review the senior school curriculum and ensure teachers are prepared to deliver the refreshed English and mathematics curriculum
• explore and investigate strategies to increase attendance for all students and incorporate this in the school’s strategic and annual plans
• develop an action plan to ensure that appropriate resources are in place to effectively manage the projected roll growth of the school, to sustain high quality teaching and learning and positive learning outcomes

Every six months:

• evaluate the progress made in implementing curriculum changes in English and mathematics, and review of the senior school curriculum, to identify further actions needed
• continue to monitor student attendance data and to identify strategies that are working and what further steps need to be taken

Annually:

• provide an update on the progress made in implementing curriculum changes and identify next steps for the following year
• report attendance data to the board, scrutinise to identify trends and patterns and further actions needed
• present to the board current and projected roll numbers for the following year and how changes are managed to maintain high quality teaching and learning.

Actions taken against these next steps are expected to result in:

• sustained and improved outcomes for all learners
• a well embedded curriculum that meets the needs of all learners, including in the senior school
• improved regular student attendance
• effective planning and resourcing to manage roll growth that sustains high quality teaching and learning.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Acting Director of Schools

24 February 2025

About the School

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