St Andrew's School (Timaru)

What ERO wrote in its latest report

This is ERO’s report of 21 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

St Andrew’s Timaru is located in the Canterbury region. The school provides education for students in Years 1 to 8. The school’s roll is 88. The majority of learners are New Zealand European| Pākehā , 13% are Māori and some are of Pacific heritage and Asian. The school’s vision is We know, We Care, We Can and this relates to the school values of Co-operation, Respect, Courage and Excellence intertwined with Mana .

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

Improvement and progress

This section is about the progress the school has made since the July 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school’s focus has been to create a learning environment that actively identifies and reduces barriers to learning for students.

Findings

Through targeted professional development, teachers have reviewed and refined teaching practices to align with curriculum changes and structured approaches to literacy and mathematics. This approach has led to more explicit teaching. Assessment information for targeted learners is used more effectively to inform decisions for improved learner outcomes.

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 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 reports usefully and accurately 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 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 becoming more 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 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.

Less than half of all learners are attending school regularly.

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

The school has a suitable plan in place to improve attendance.

Regular attendance is improving towards 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.

Teachers are developing their 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 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 writing and mathematics targets set for 2030.

The school is making progress towards meeting Government reading 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

Leadership prioritises student learning and achievement through strategic planning and targeted initiatives that contribute to improved outcomes for all learners.

Leaders and teachers demonstrate a deep understanding of their learners. Students with different learning needs are identified and receive targeted support that progresses their learning and helps them to achieve personalised goals.

A well-established culture of collaboration across the school, supports leaders and teachers to critically reflect and adapt their practice, resulting in improved teaching and learning and enhanced outcomes for learners.

Structured literacy approaches are embedded in the junior school. Structured Literacy is beginning to be embedded in the senior school. Ongoing professional development in structured mathematics continues to build teaching capability and deepen subject knowledge, contributing to improved learner outcomes.

Key priorities

Implement the school’s attendance plan to increase regular attendance.

Increase achievement for boys in writing.

Implement cohesive schoolwide systems and processes to support continuity of teaching and learning as students transition through year levels.

Strengthen the use of data to identify strategic priorities, set measurable outcomes, and evaluate the impact on learner achievement.

Strengthen culturally responsive approaches and practices in the school, to increase attendance, engagement and achievement for learners.

Actions to bring about improvement

Within six months:

leaders develop a strategic approach to ensure curriculum coverage and progression of learning is monitored

leaders and teachers identify practices and approaches to improve boys’ achievement in writing

leaders and the Board share the school attendance plan and current statistics with its community

leaders consult with the school’s cultural community, for ways to build responsive practices in the school environment that support learners to achieve and improve engagement

Every six months:

leaders and the Board review school attendance data for trends and patterns and adjust the attendance plan as required

leaders analyse and report to the Board the progress of all learners, to identify those groups that require further support in literacy and numeracy, and include specific commentary on improvements for boys in writing

leaders and teachers monitor the delivery of teaching and learning practices, to ensure consistency of teaching approaches across the school

leaders and teachers review culturally responsive practices in the school and identify areas for further development

Annually:

leaders and the Board analyse attendance data looking for trends and patterns and effectiveness of the attendance strategies, identify next steps and share with the school community

leaders and teachers review how well different teaching approaches have helped boys improve their writing, find what works best, and plan what to do next

leaders review and evaluate teaching practices to ensure consistency; identify teaching approaches that increase achievement for all learners

leaders and the Board review progress of school achievement processes and expectations; identify initiatives that have been most successful and use this information in schoolwide strategic planning

leaders and the Board evaluate the school’s response to culturally responsive approaches and initiatives, to identify practices that impact on learner engagement, attendance and increased achievement.

Expected outcomes

All students regularly attending school.

Improved and equitable outcomes for boys in writing.

Consistent schoolwide systems and processes including teacher practice across the school.

Culturally responsive practices across the school improve engagement and 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

21 November 2025

Read this report on ero.govt.nz →