Elim Christian College Henderson

What ERO wrote in its latest report

This is ERO’s report of 20 February 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

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

Elim Christian College Henderson is a state integrated special character school in West Auckland. The school opened in Term 1 2024. It provides education for learners in Years 1 to 8. Of the 129 students on the current roll, 58% are Asian and 21% New Zealand European / Pākehā , with a smaller number of learners from diverse cultural backgrounds. The school’s vision is to empower all students to learn and achieve, arising to a hope and a future.

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? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 1 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. Comprehensive equity data was not available.

Writing A small majority of learners meet or exceed the expected curriculum level. Comprehensive equity data was not available.

Mathematics Most learners meet or exceed the expected curriculum level. Comprehensive equity data was not available.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

The large majority of learners attend school regularly.

The school is approaching the target of 80% regular attendance.

The school is developing a suitable plan 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

The school is improving the use of assessment information 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 experienced significant roll growth since it opened in 2024. This has an impact on schoolwide progress and achievement information.

The school is developing good quality planning to increase the rate of progress for all groups of students.

The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

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

The principal and leadership team demonstrate a clear focus on improvement and actively implement strategies to achieve the school’s strategic vision and goals.

Leaders promote collaboration and relational trust across the wider school community, creating conditions that support the ongoing growth and development of the school.

Teachers plan and implement a well-considered curriculum that integrates the school’s culturally diverse context, faith-based values and family / whānau aspirations within The New Zealand Curriculum.

Learners experience well-established daily routines and positive and respectful relationships in settled and inclusive classrooms.

Learners benefit from the implementation of structured approaches to teaching and learning in literacy and mathematics.

Learners have a sense of pride in their school and high expectations for their own learning.

Key priorities

Integrate curriculum and assessment changes aligned with requirements of The New Zealand Curriculum.

Strengthen systems and practices across the school to track and monitor learner progress and achievement to inform planning and interventions.

Establish a structured process to evaluate the impact of teaching practice, programmes, initiatives and professional learning .

Continue to work with families to increase and sustain the rates of regular attendance of all learners.

Actions to bring about improvement

Within three months:

leaders share expectations for regular attendance with the school community through the school’s attendance plan

Within six months:

leaders and teachers review curriculum guidelines and assessments and ensure alignment with updates to the curriculum and reporting requirements

leaders provide professional learning for all staff to develop the knowledge and skills required for the effective use of data

Every six months:

leaders provide ongoing staff professional learning to enhance schoolwide teaching, learning and assessment practices

teachers and leaders systematically collect and analyse learner progress and achievement information to inform next steps in teaching and learning, and report to the school Board, parents and families / whānau

leaders and teachers evaluate the effectiveness of current programmes and initiatives, including those to monitor regular attendance for all learners

Annually:

leaders monitor the integration of new curriculum and assessment requirements, and identify future priorities for professional learning opportunities

leaders and the Board evaluate learner attendance, progress and achievement outcomes and use this information to report to parents and families / whānau and to inform goal setting and resourcing decisions.

Expected outcomes

Well integrated curriculum and assessment changes aligned to government priorities.

Leaders and teachers use achievement data effectively to inform teaching and learning.

Robust evidence, review and evaluation guide strategic decision making and sustain ongoing improvement for learners.

School attendance meets or exceeds the Government target of 80% regular attendance.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students .

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

Provision for international students

This section is about the quality of the provision of education for international students enrolled at the school.

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review.

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

20 February 2026

Read this report on ero.govt.nz →