Faith City School

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 157 — 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 2018

   131

   Counted while ERO’s review team was at the school. Education Review Office, report of 17 October 2018

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 19 November 2025 — “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

Faith City School, located in Whanganui city, provides education for students in Years 1 to 8. The school’s roll is 158. The school is multi-cultural, including 56% New Zealand European/ Pākehā ; 28% Māori ; 18% Asian; 11% Middle Eastern, Latin American or African and 9% of Pacific heritage. The vision of the school t o learn grow and serve the lord is underpinned by its values, respect for God, respect for others, respect for self and respect for the environment .

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 Safety The 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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more 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.

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.

Chronic absence is reducing over time.

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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets 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

Learners achieve well in literacy and mathematics; students requiring additional support with learning are identified and receive targeted support focused on literacy and numeracy. Students demonstrate a strong sense of wellbeing and belonging.

Leadership continually prioritises the improvement of student learning outcomes through relevant strategic planning and initiatives.

Structured literacy and mathematics are well embedded in the school curriculum. Staff have undertaken professional learning to strengthen their teaching practice in these core subjects.

Learners experience meaningful opportunities to engage with learning across the curriculum. Leaders and staff worked with local mana whenua to create place-based learning opportunities that reflect and value all learners' cultures, identities and languages.

Teachers regularly use student achievement information and evidence to inform their teaching approaches, monitoring the impact of their actions.

There is a planned evaluative focus on continual improvement with data, learning programmes and resourcing carefully analysed to determine future allocation of resources to support next steps.

Faith City School has a strong relationship with whānau, mana whenua and the school community. Learners demonstrate a strong sense of identity, connection and belonging .

Teachers intentionally plan for all students to experience te reo Māori and te ao Māori , giving effect to Te Tiriti o Waitangi .

Key priorities

Further integrate the new reading, writing and mathematics curriculum requirement.

Enhance progress and achievement for all learners, particularly for boys in literacy.

Distribute leadership responsibilities to further strengthen systematic evaluation to inform effective decision making, supporting improved, equitable outcomes for learners.

Work with the local community to implement a plan to improve regular attendance.

Actions to bring about improvement

Within six months:

school leaders and the school Board develop an attendance plan in conjunction with the community

Every six months:

leaders evaluate and report on learner progress outcomes in literacy and mathematics to the community to identify next steps

leaders and teachers monitor the effectiveness of the attendance plan

Annually:

leaders evaluate student achievement information to identify initiatives that have been most successful and use this information in schoolwide strategic planning

leaders monitor the integration of the new curriculum requirements for reading, writing and mathematics, with a particular focus on the impact on boys' achievement in literacy.

Expected outcomes

Enhanced student progress and achievement, with a particular focus on boys in writing.

School leaders and teachers confidently use student progress and achievement information to inform learning design.

Improved rates of attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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

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

19 November 2025

Read this report on ero.govt.nz →