Southcity Christian School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 237
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 137 Collins Road, Glenview, Hamilton
- Territorial authority
- Waipa District
- Phone
- 07-8433258
- office@southcity.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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
Uniform should be worn at all times, including on arrival and departure from school.
- 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
- To provide high quality, Biblically based education, in partnership with parents, to develop children to their full potential.
- At Southcity we show A.R.O.HA
- -Attentiveness
- -Respect and and Resilience
- -Obedience
- -Humility
- -Achievement
- Special character
- The Special Character of Southcity Christian School is determined by the Statement of Faith and the Guiding Principles for Education as contained in the Proprietors’ Trust Deed, and defined in our agreement with the Crown.
- The Southcity Educational Charitable Trust shall have the right to determine from time to time, what is necessary to preserve and safeguard the Special Character.
- International students
- Not accepted, as stated
Southcity Christian School is unable to enrol international students.
- Not accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- netball
Currently we have teams for both netball and basketball.
- basketball
Currently we have teams for both netball and basketball.
- Southcity Kapa Haka Roopu
This year we start of Southcity Kapa Haka Roopu which is led by Mrs Jacina Stapleton.
- choir
At other times we will have choir and kapa haka practices.
- netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 50
- Māori
- 21
- Pacific
- 8
- Asian
- 167
- MELAA
- 15
- 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 | 28 | 2 | 0 | 8 | 0 | 39 |
| Year 02 | 2 | 0 | 20 | 1 | 0 | 4 | 0 | 25 |
| Year 03 | 1 | 1 | 23 | 1 | 0 | 9 | 0 | 31 |
| Year 04 | 5 | 1 | 17 | 3 | 0 | 12 | 0 | 33 |
| Year 05 | 1 | 0 | 17 | 0 | 0 | 7 | 0 | 24 |
| Year 06 | 4 | 1 | 17 | 0 | 0 | 11 | 0 | 28 |
| Year 07 | 3 | 2 | 8 | 1 | 0 | 9 | 0 | 19 |
| Year 08 | 0 | 0 | 11 | 0 | 0 | 3 | 0 | 13 |
| Total | 20 | 6 | 141 | 8 | 0 | 63 | 0 | 212 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 1 | 24 | 2 | 0 | 7 | 0 | 33 |
| Age 06 | 3 | 0 | 20 | 1 | 0 | 4 | 0 | 25 |
| Age 07 | 2 | 1 | 25 | 1 | 0 | 9 | 0 | 34 |
| Age 08 | 5 | 1 | 18 | 3 | 0 | 12 | 0 | 34 |
| Age 09 | 1 | 0 | 17 | 0 | 0 | 8 | 0 | 25 |
| Age 10 | 4 | 1 | 16 | 0 | 0 | 11 | 0 | 27 |
| Age 11 | 3 | 2 | 9 | 1 | 0 | 9 | 0 | 20 |
| Age 12 | 0 | 0 | 12 | 0 | 0 | 3 | 0 | 14 |
| Total | 20 | 6 | 141 | 8 | 0 | 63 | 0 | 212 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
40.5%
| Southcity Christian School | 40.5% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 101.3% |
| Māori | 221.1% |
| Pacific | 0% |
| Asian | 33.8% |
| Other | 0% |
| European/Pākehā | 55.3% |
| Total | 40.5% |
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%
| Southcity Christian School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Southcity Christian School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 380
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 July 1978
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
- 2
- Last reviewed
- 16 December 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 16 December 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 237 — 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.
October 2019
148
Counted while ERO’s review team was at the school. Education Review Office, report of 11 February 2020
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 16 December 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
Southcity Christian School is in Glenview and provides education for learners in Years 1 to 8. The school roll is about 220 students, 62% of learners identify as Asian, 35% as NZ European/ Pākehā and 10% as Māori . Smaller numbers of learners identify as having Pacific heritage. 87 learners receive English for Speakers of Other Languages (ESOL) funding.
The school’s vision is: To know, love and serve God. Kia mohio, kia aroha, kia mahi ki Te Atua and its A.R.O.H.A. values are Attentiveness, Respect and Responsibility, Obedience, Humility and Achievement.
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 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? 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 Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are not yet 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.
Most learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place 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 is improving its approach and the reliability of its practices to accurately 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 meeting Government reading, writing and mathematics targets set 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
Leaders and teachers sustain high levels of achievement in literacy and mathematics. Making better use of school systems to track and monitor accelerated progress and achievement is an identified next step.
The school’s special character and AROHA values are well-known and enacted to promote positive behaviour, wellbeing and engagement for learning. Students report a strong sense of belonging in the school.
School leaders work collaboratively, are improvement focused and place learners at the centre of decisions they make. Formal processes such as professional growth cycles and development programmes support building teacher capability.
Students requiring additional support with their learning are identified, closely monitored and provided with effective assistance to access the school curriculum and experience success. External agencies are involved when appropriate.
A well embedded consistent approach to teaching and learning is evident across the school with structured mathematics. The school is very well placed to fully implement structured literacy. These approaches support a strong focus on foundational skills.
School leaders and staff actively integrate te reo Māori and te ao Māori as part of the school curriculum. Learners are well-supported to develop deeper understanding of language, culture and identity.
The School Board strategically prioritises ongoing improvement. Parents are consulted with to support school developments including holding Whānau Māori hui . Wider networks with other Christian schools and Kahui Ako enable cross-school professional learning, resource sharing and improved partnerships.
Key priorities
Accelerate progress and achievement and reduce disparity for identified groups of learners in literacy and mathematics.
Review and align the school’s current teaching and learning practices with the new literacy and mathematics curriculum and assessment requirements.
Strengthen evaluative capability across the school by formalising evaluation practices to measure the impact on learner outcomes and support strategic decision making.
Actions to bring about improvement
Within three months:
leaders and teachers develop clear expectations to monitor, track and report on the progress of priority learners
Within six months:
leaders explore and make use of internal evaluation resources to determine a school wide process to improve review, analysis and inquiry
Every six months:
leaders and teachers review the alignment of teaching and learning approaches in literacy and mathematics with curriculum and assessment developments to identify further staff professional learning priorities
leaders evaluate targeted interventions and support to accelerate the progress of learners in literacy and mathematics
Annually:
the School Board and leaders evaluate the impact of targeted interventions to accelerate learning, and of curriculum implementation and use this to inform further decision making.
Expected outcomes
High quality teaching and learning aligned with the curriculum.
Excellent and equitable outcomes for all learners.
Embedded schoolwide evaluation processes.
Regulatory and Legislative Requirements
This section of the report is about how the school meets 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
16 December 2025
Read the full report on ero.govt.nz →
All 2 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).