Liston 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. 

Context  

​​Liston College​, a Catholic boys’ school in the Edmond Rice Tradition, is in Henderson, West Auckland. The multiethnic college provides education for students in Years 7 to 13. The school vision is Growing men of presence, love, courage and excellence.  

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

• Achievement information overtime shows almost all students achieve at National Certificate of Educational Achievement (NCEA) Levels 1 to 3; almost all Year 13 students achieve University Entrance. 
• By the end of Year 10, most students are at or above expected curriculum levels in reading, writing and mathematics; in Years 7 to 10, student achievement in reading, writing and mathematics is given priority to enhance success in a broader curriculum in the senior school.  
• Learners have a strong sense of belonging and benefit from an inclusive and mutually respectful school community where their language, culture and identity are valued. 
• Attendance is a priority for school leaders and most students attend regularly; the school is exceeding the Ministry of Education targets. 

Conditions to support learner success

• Leaders set and relentlessly pursue coherent, student-centred improvement goals that explicitly align with the school’s values.  
• Leaders use a range of robust evidence to evaluate and report on initiatives that improve learner outcomes and wellbeing.  
• Leaders attract, retain and grow successful teaching teams, focussed on achieving excellent and equitable outcomes for all learners.

• Students experience a calm and orderly environment underpinned by structured, well-prepared lessons and high expectations for achievement and personal progress. 
• Teachers and leaders use effective systems and processes for monitoring and reporting on student engagement that enhance home school partnerships and ensure students participate in meaningful learning.  
• Teachers and leaders are taking deliberate steps to integrate mātauranga Māori and te reo Māori more consistently throughout the curriculum to enhance learning opportunities.

• Professional learning for staff is well planned, meaningful and aligned to school and government priorities; teachers work collaboratively to strengthen the quality of teaching across the school.  
• The school’s values are well understood by students and the school community; they are embedded in all aspects of daily school life, systems, processes and documentation.  
• The school board actively represent the community and regularly receive comprehensive reporting; all decision making is strongly underpinned by the school values and special character to support student success.  
• Student voice is valued and responded to by school leaders; collecting information from specific groups of learners is a next step to further strengthen this practice. 

Part B: Where to next?  

The agreed next steps for the school are to:  

• continue to make the most of the school’s robust internal evaluation systems and processes for continuous improvement, focused on student engagement for equity and excellence 
• develop and implement a plan to increase consistency of te reo Māori and mātauranga Māori throughout the school curriculum. 

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

Every six months: 

• evaluate the relevance and effectiveness of the school curriculum to ensure the consistent integration of te reo Māori and mātauranga Māori 
• provide meaningful professional learning to staff to further enhance their understanding of their role in giving effect to Te Tiriti o Waitangi. 

Annually: 

• continue to evaluate the effectiveness of approaches used to realise the school vision 
• continue to track and monitor student achievement initiatives to ensure equity and excellence 
• prioritise the collection and use of Māori student and whānau feedback as part of the established internal evaluation systems and processes to ensure equity is maintained.  

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

• further enhanced attendance, wellbeing, engagement and achievement outcomes for all learners  
• strengthened partnerships with Māori whānau and mana whenua to ensure an authentic Māori lens is applied to strategic planning; mātauranga Māori is consistently integrated into the curriculum 
• teachers and learners demonstrate increased confidence in the use of te reo Māori and understanding their role in authentically giving effect to Te Tiriti o Waitangi. 

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 

Shelley Booysen 
Director of Schools 

​​19 November 2024​ 

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