ERO Report

Education Review Office Report

The Education Review Office (ERO) is the New Zealand government department that evaluates and reports on the education and care of students in schools and early childhood services. The Chief Review Officer formally designates individual review officers to carry out reviews in schools in accordance with the Education Act 1989. This Act gives the Chief Review Officer the power to initiate reviews, investigate, report and to publish findings on the provision of education to all young New Zealanders. The ERO generally carries out reviews every three years. However, at the two past reviews of Sacred Heart College (2009 and 2014), it advised that it would not be returning for four to five years. This is a high endorsement of the College's performance.

ERO Confirmed Report  - Excerpts 2014

The purpose of ERO's reviews is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question "How effectively is this school's curriculum promoting student learning - engagement, progress and achievement?" Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Maori students, Pacific students and students with special needs. ERO also reports on the quality of the school's systems for sustaining and continuing improvements. Below are some excerpts from the 2014 report, for the full report please click on the link in the Resources panel.

The findings fall into four categories:
1. Context - What are the important features of this school that have an impact on student learning?
"The school continues to benefit from the stable and strategic leadership of the principal, senior team and board of trustees. They value external review, and use recommendations provided both by ERO and the Catholic diocese to further promote learning opportunities for students"

2. Learning - How well does this school use achievement information to make positive changes to learners' engagement, progress and achievement?
"Teachers and leaders have high expectations for all students to succeed well. Students throughout the school make very good progress and achieve to high levels. Teachers use student achievement information very well to design learning programmes that cater for students' individual learning needs and to accelerate the progress of different groups of students"

3. Curriculum - How effectively does this school's curriculum promote and support student learning?
"The school's broad curriculum is increasingly focused on students' interests, talents, strengths and needs. It promotes and supports student learning very effectively. In classrooms, students are settled, appropriately challenged and engage actively in their learning. They have positive relationships with each other and their teachers. Students in the senior area of the school enjoy smaller class sizes and good opportunities for individualised teacher support"

4. Sustainable Performance - How well placed is the school to sustain and improve its performance?
"The board of trustees is well led and committed to the continued success of students and staff. Trustees support the school's strategic direction. They provide effective financial management and high quality facilities. In keeping with the Champagnat Marist tradition, trustees work to ensure that all students have equal opportunities"

Future Action

"ERO is likely to carry out the next review in four to five years."