Suzanne Aubert Catholic School

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 

Suzanne Aubert Catholic School provides education for learners in Years 1 to 6. The school’s roll of 200 includes 62% of student who identify as Pākeha / NZ European, 14% identify as Māori students, 10% as Asian and smaller numbers of students from diverse cultural backgrounds. The school vision is to lead leading in a future focused Catholic community by engaging, inspiring and empowering our learners through Christ. The school’s values encourage students to be Christ-like, compassionate, connected, collaborative, curious, creative and courageous.

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?Success and progress for all learners is increasing.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 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 ongoing improvement to the quality of education for learners are well established.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 64%

65 to 79%

80 to 90%

Over 90%

Reading

Most learners meet or exceed the expected curriculum level.

Results are becoming more 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. 

• Most learners attend school regularly.
• The school is exceeding 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.

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 meeting Government 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

• Wellbeing data shows almost all students have a strong sense of belonging, experience caring relationships with teachers and peers and uphold the school’s vision and values.
• Most students are achieving highly and equitable outcomes for all learners are evident in mathematics. Students with additional learning needs are clearly identified and support programmes improve learning and progress.
• Leadership fosters and maintains high levels of relational trust at all levels of the school community and works collaboratively to develop and achieve the school’s strategic vision and improvement goals.
• The School Board actively serves the school community and makes well informed decisions to enable equitable opportunities for students to learn.
• A structured approach to the teaching of literacy and mathematics is fully implemented across the school and supports a strong focus on foundation skills for learning.
• Students have a wide range of opportunities to participate and learn in a broad and rich curriculum. The school’s special Catholic character and an increased focus on te reo Māori, tikanga Māori and local iwi stories promote positive student engagement in authentic and meaningful contexts for learning.
• Provision of professional learning, clear guidelines and expectations for teaching builds and strengthens collective capability to improve outcomes for students.
• Leaders and teachers collaboratively inquire and regularly reflect on programmes and practices to further develop effective strategies to meet the needs of their learners.

Key priorities 

• Sustain high levels of overall achievement.
• Enhance opportunities to challenge students to excel and achieve excellence.
• Implement further strategies to accelerate learning and increase equitable outcomes for identified groups of students.

Actions to bring about improvement

Every six months:

• leaders and teachers review and monitor school targets focused on increasing the number of students achieving above expected curriculum levels, particularly in writing and mathematics
• leaders extend the analysis of school wide assessment data to report on rates of accelerated progress to further inform targeted action

Annually:

• leaders evaluate and report to the Board on the effectiveness of actions, programmes and teaching practices to accelerate student learning and improve progress and achievement
• the School Board and leaders review student progress, attendance, engagement and achievement to identify future priorities for continuous improvement.

Expected outcomes

• Increased and sustained levels of equity and excellence for all learners.
• Strengthened data-informed decision making and high-quality internal evaluation for continuous improvement.

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

Actions for Compliance 

ERO has identified the following areas of non-compliance during the board assurance process:

• obtaining a Police vet for every person whom the board appoints or intends to appoint to a position at the school before the person’s employment or engagement at the school begins
  [s104 Education and Training Act].

The board has since addressed the areas of non-compliance identified.

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

3 November 2025