Carmel College

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 1100 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. September 2019

   969

   Counted while ERO’s review team was at the school. Education Review Office, report of 25 November 2019

2. May 2015

   1027

   Counted while ERO’s review team was at the school. Education Review Office, report of 15 June 2015

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 10 April 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Carmel College is a Catholic girls’ school in Auckland that provides education for students in Years 7 to 13. The school’s core values are Service | Āwhinatanga , Respect | Whakaute , Justice | Tika , Care | Manaakitanga and Courage | Māia . These values are underpinned by the vision of Empowering young women through a Catholic education in the Mercy tradition to pursue personal excellence and to challenge and shape the future .

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

Students are engaged, progress and achieve well.

A large majority of students in Years 7 to 10 achieve at or above the expected curriculum levels in literacy and mathematics.

The school has identified disparity in the achievement of Year 7 to 10 Pacific students and has plans in place to address this.

Almost all students achieve the National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3, with most achieving University Entrance.

A small majority of students attend school regularly and the school is improving towards the Government’s target for regular attendance; thorough school processes for monitoring and following up on unexplained absences are evident.

Conditions to support learner success

Leadership continues to foster a culture committed to high quality teaching and equity and excellence in learner outcomes.

Leaders ensure effective planning, coordination and evaluation of the curriculum and teaching practice through implementing and systematically monitoring expectations for high quality, consistent teaching and learning.

Collaborative leadership across the school supports a shared understanding of the school’s strategic direction; the school’s values system provides a cohesive approach to improving student wellbeing schoolwide.

Leaders appropriately use the individual skills and expertise of staff to further strengthen consistency of practice, with specialist teachers placed at all year levels.

Student learning is effectively supported through an inclusive and responsive curriculum.

Positive relationships between teachers and students help promote a calm and inclusive culture for learning.

Teachers establish well-structured and supportive class environments where time is optimised and students encouraged to engage in collaborative, responsive learning.

Students requiring additional support are clearly identified and interventions put in place to address their needs and minimise barriers to learning.

Coherent schoolwide systems and processes are embedded and well aligned.

All staff take shared responsibility for improving student outcomes and conditions for learning, strengthening teaching practices that increase achievement.

Leaders and teachers work in collaboration with parents and whānau of learners with additional and complex learning needs to support their progress and achievement.

Leaders provide comprehensive student engagement and achievement information to the board that ensures resourcing decisions are aligned with identified priorities for learner success.

Part B: Where to next?

The agreed next steps for the school are to:

respond to analysed patterns in attendance and introduce stepped responses to increase the rates of regular attendance for all learners

further support Pacific students to achieve equitable and excellent outcomes through targeted actions

refine effective teaching practice, implementing changes in The New Zealand Curriculum to improve student progress and achievement

enhance student wellbeing through continuing to strengthen pastoral care practices.

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

Every six months:

monitor and review attendance strategies and communicate expectations to students and families

track, analyse and monitor the academic progress of Pacific students and engage with students and their families to inform priority actions

provide ongoing professional learning opportunities for staff to enhance their teaching practice and curriculum knowledge

gather, analyse and use information from surveys to enhance student wellbeing.

Annually:

review and report to the board on student attendance, wellbeing, progress and achievement information to inform ongoing strategic decision making and planning

evaluate the impact of targeted actions to raise achievement for Pacific students.

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

increased rates of regular attendance for all learners

increasingly equitable and excellent achievement outcomes for all students, with a lens on Pacific learners

engaged and confident learners who demonstrate the ability to take risks and persevere to achieve personal success.

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 Director of Schools (Acting)

10 April 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

Read this report on ero.govt.nz →