Sacred Heart School (Timaru)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 227
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 54 Heaton Street, Timaru
- Territorial authority
- Timaru District
- Phone
- 03-6888188
- office@sacredhearttim.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
All students wear our Sacred Heart School uniform.
- Required
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- We have a rich history based on our founders’ values:
- - Help others in need
- - Everyone matters
- - Aspire to make a difference
- - Respect God in everyone
- - Take God’s love with you
- All members of our community are expected to model these values as part of our commitment to developing well balanced students equipped to succeed.
- Special character
- As an integrated Catholic primary school for 5 to 13 year olds our overarching Catholic character framework is integral to every element of the school and its interactions with students and community.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 145
- Māori
- 35
- Pacific
- 20
- Asian
- 64
- MELAA
- 7
- Other
- 2
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 4 | 1 | 13 | 1 | 0 | 22 | 0 | 36 |
| Year 02 | 9 | 3 | 9 | 0 | 0 | 27 | 0 | 41 |
| Year 03 | 5 | 3 | 12 | 1 | 0 | 17 | 0 | 31 |
| Year 04 | 3 | 3 | 7 | 0 | 0 | 14 | 0 | 20 |
| Year 05 | 6 | 1 | 5 | 0 | 1 | 13 | 0 | 22 |
| Year 06 | 3 | 3 | 3 | 2 | 0 | 9 | 0 | 17 |
| Year 07 | 4 | 3 | 10 | 0 | 0 | 22 | 0 | 34 |
| Year 08 | 7 | 3 | 5 | 1 | 1 | 26 | 0 | 29 |
| Total | 41 | 20 | 64 | 5 | 2 | 150 | 0 | 230 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 1 | 11 | 1 | 0 | 22 | 0 | 34 |
| Age 06 | 8 | 3 | 11 | 0 | 0 | 26 | 0 | 41 |
| Age 07 | 6 | 3 | 10 | 0 | 0 | 18 | 0 | 30 |
| Age 08 | 3 | 3 | 8 | 1 | 0 | 14 | 0 | 22 |
| Age 09 | 6 | 1 | 6 | 0 | 1 | 13 | 0 | 23 |
| Age 10 | 3 | 3 | 2 | 2 | 0 | 8 | 0 | 16 |
| Age 11 | 3 | 3 | 10 | 0 | 0 | 21 | 0 | 31 |
| Age 12 | 6 | 3 | 4 | 1 | 1 | 24 | 0 | 28 |
| Age 13 | 2 | 0 | 2 | 0 | 0 | 4 | 0 | 5 |
| Total | 41 | 20 | 64 | 5 | 2 | 150 | 0 | 230 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Sacred Heart School (Timaru) | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Sacred Heart School (Timaru) | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Sacred Heart School (Timaru) | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1885
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 13 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (13 September 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 13 September 2024 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What ERO wrote in its latest report
This is ERO’s report of 13 September 2024 — “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
Sacred Heart School ( Timaru ) is located in Timaru and provides education for learners in Years 1 to 8 . The school’s values are Heart for Living, Heart for Learning.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of July 2022, ERO and the school worked together to evaluate the levels of progress for learners in Years 4 to 8, by inquiring into the impact of the school developing a structured literacy approach.
Expected Improvements and Findings
The school expected to see:
Learners, particularly those in Years 4 to 8 and English Language Learners, continuing to make significant progress in literacy.
Most learners are achieving at expected curriculum levels for reading; writing remains a priority for the school to improve for the majority of learners.
Some English Language Learner students have made significant progress in reading.
Teachers knowing what is having the greatest impact for learning outcomes and what supports them to maintain progress in achievement over time.
Teachers have participated in targeted professional learning development linked to strategic goals, increasing understanding and application of successful approaches and consistent practice for learners.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learners are engaged, most make appropriate progress in their learning and have a strong sense of belonging.
Most learners achieve at expected curriculum levels for reading and mathematics; improvement in writing remains the school priority for some learners.
Māori achievement consistently exceeds other groups, with most achieving at or above expected curriculum levels in reading, writing and mathematics.
Learner wellbeing and learning needs are effectively identified, closely monitored and specifically addressed, evident in improved engagement and learning outcomes.
The majority of learners attend school regularly, meeting the Ministry of Education attendance target; the school has sound processes to track and monitor this area.
Conditions to support learner success
Strategic and effective leadership promotes a collaborative learning environment for teachers and students.
Leaders work cohesively focussing on the needs of learners and their families, enhancing learning and wellbeing.
Respectful relationships between staff and learners are seen throughout the school, promoting a strong sense of student belonging.
Decision making by leaders and teachers is well considered, research based, and ensures consistent, quality teaching and learning across the school.
Effective teaching and a responsive curriculum meet the individual needs of learners.
Learners benefit from a well-considered curriculum reflecting the school’s special character and local context.
Teachers effective use of target programmes and initiatives meet the individual needs of learners, so they progress and experience successful learning outcomes.
Teachers are well supported by leaders and professional learning to deliver structured, intentional teaching practices.
Effective governance, meaningful partnerships and an inclusive approach to the diverse community strengthens ongoing improvement.
Highly reflective practices and ongoing review are effectively used by the board, school leaders, and teachers to inform future improvement and direction.
The board, school leaders and staff prioritise increased knowledge and understanding of Te Tiriti o Waitangi to strengthen school programmes.
Strong community partnerships support the school in identifying and achieving its strategic goals for learning and achievement.
Part C: Where to next?
The agreed next steps for the school are to:
further develop structured, intentional teaching practices and programmes, particularly in writing, to ensure ongoing quality assessment with positive outcomes and engagement for all learners.
continue to strengthen and embed a localised curriculum reflecting the place, community and special character of the school.
sustain levels of regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
continue to review and revise strategic planning to reflect any changes to identified priorities for learning
plan for appropriate professional learning in writing so staff grow their knowledge and skill to improve outcomes for learners
Annually:
continue to review attendance and achievement data to determine how progress and learning will be prioritised and resourced
plan, monitor and evaluate programmes for individuals and groups requiring additional assistance to achieve equitable outcomes.
Actions taken against these next steps are expected to result in:
ongoing progress and achievement for those learners identified as requiring additional support in writing through consistent teaching and learning practices across the school
regular communication and engagement with the community to ensure the curriculum continues to reflect their aspirations for learners
sustained levels of regular attendance.
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
Shelley Booysen Director of Schools
13 September 2024
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 the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).