St Peter's College (Epsom)

The same report — the board assurance report of 11 December 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

ERO has identified the following area for improvement:

ensure staff overseeing Education Outside the Classroom (EOTC) receive appropriate training to support the enactment of Policy Guideline 22. This includes inservice training to ensure all staff involved in EOTC are adequately prepared in first aid, risk management, hazard identification and protective measures for student safety.

ERO has identified the following areas of non-compliance during the board assurance process:

maintain adequate employment records for staff appointments including safety checking, sighting of certified or original identification checks and regular risk assessments [Section 31 (2) (c) Children’s Act 2014; Section 127 of the Education and Training Act 2020, which requires boards to act as good employers].

The Board has since taken steps to address the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

What ERO wrote in its latest report

This is ERO’s report of 11 December 2025 — “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.

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 Peter’s College (Epsom) is a Catholic boys’ school for students in Years 7 to 13 in central Auckland. The school provides education for 1312 learners from the wider Auckland region. 39% of students identify as Pākehā /New Zealand European, 27% as Asian, 18% as having Pacific heritage, 14% as Māori and 3% as Middle Eastern, African or Latin American. The school’s motto is To love and to serve and its values are Faith, Respect, Excellence, Service, Heart and Presence.

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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school evaluated how well they transition learners into St Peter’s College and their learning pathway through Year 7 to 10.

The school expected to see clear planning and implementation of transition processes for incoming students with programmes tailored to meet the diverse needs and strengths of all Year 7 entrants. The school focused on the development of a cohesive Year 7 to 10 curriculum that effectively prepares students for future qualifications and enhanced student sense of belonging and engagement with school values and outcomes.

Findings

Improved transition processes are evident at Year 7 and 9. The school have a more targeted use of data to inform teaching enabling early identification of learning support needs. Additional support from a junior level Academic Dean provides a stronger family-partnership approach during induction.

Year 7 programmes are now better at meeting students’ diverse needs. Staff provide more targeted literacy support and enhanced extension opportunities. Strengthened leadership of learning support and staff professional learning foster inclusive practices and a deeper understanding of learner behaviours.

Student connection to school culture is strengthening through improved buddy systems, a values-focused Y7 retreat, strong parent partnerships, active student voice collection, and the implementation of a positive peer relationships programme.

Students are feeling more connected to the school through improved buddy systems, a Year 7 retreat focused on values, strong partnerships with parents and a new programme that encourages positive relationships with peers.

The Year 7 to 10 curriculum is becoming more connected and purposeful. Teachers work together to embed the knowledge and skills to prepare students for both senior learning and a new school-based qualification being developed for Year 11.

Other Findings

School leaders are strategically coordinating curriculum, wellbeing, and inclusion efforts to enhance the Year 7 to 10 experience. The integrated approach creates clear pathways that support students success and preparation for further study.

The greatest shift that occurred is that students are increasingly well prepared for future study through targeted teaching, responsive programmes, and a more coherent Year 7 to 10 curriculum aligned with senior learning pathways.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

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%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Outcomes for learners are equitable and excellent.

Almost all learners achieve National Certificate of Educational Achievement (NCEA) at Level 1, 2 and 3 or Cambridge Advanced Level, Advanced Subsidiary or International General Certificate of Secondary Education qualifications. Almost all learners achieve University Entrance.

A large majority achieve at or above expected levels in reading and writing, and most do so in mathematics in Years 7 and 8. The school has a clear understanding of student progress and achievement in Years 7 to 10.

Almost all learners achieve NCEA literacy and numeracy. There is no disparity in achievement for Māori or Pacific learners across all NCEA, UE and Cambridge qualifications.

A large majority of learners attend school regularly.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leaders set high expectations and drive continuous improvement in systems and processes.

Leaders construct strategic planning through extensive consultation, align it with the aspirations of the school community, and ensure annual plans are purposeful, enacted across the school, and regularly monitored.

Experienced leaders at every level work together to drive success and support the school’s strategic goals and ongoing improvement.

Leaders use achievement data to inform planning. They implement well-considered initiatives, and measure success through outcomes, with broader evaluation measures beginning to be incorporated.

Curriculum and teaching effectively supports excellent learner outcomes.

Teachers establish calm, orderly learning environments. They build effective relationships with students, ensuring they are focused, engaged and on-track for success.

Learners with additional needs are included and supported through targeted interventions and teaching strategies that foster equity and promote success.

The school’s curriculum provides learning opportunities that cater to diverse learner needs and interests including dual qualification pathways, and extensive co-curricular and personal development programmes.

Key conditions that underpin successful schooling are strongly embedded and well-aligned.

Student wellbeing and inclusion are strongly supported through a cohesive network of systems, and approaches that ensure students are known, valued, and empowered to achieve.

The school actively builds strong partnerships with whānau , ensuring families are well informed about pathways and supporting student learning through academic mentoring conversations with staff.

Leaders and Academic Deans maintain a robust system for tracking and monitoring student progress, ensuring every learner is identified and supported to achieve their academic potential and future aspirations.

The school Board routinely examines data on progress and achievement to identify strategic priorities and further opportunities to strengthen student outcomes and success.

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 identifies key priorities and actions for improvement.

Key priorities

Increase regular attendance.

Embed a shared language of learning for teaching and learning initiatives through staff professional learning and development.

Implement a comprehensive framework for scheduled evaluations of key areas.

Actions to bring about improvement

Every six months:

leaders and the Board review attendance data, identify patterns or barriers, devise targeted plans, and strengthen support and interventions for students with low attendance

leaders and teachers work together to define and agree on a clear, shared language of learning and embed these through all professional learning sessions, coaching, and lesson observation feedback

Leaders evaluate agreed key areas, gather evidence, and adjust improvement actions as required

Annually:

leaders and the school Board evaluate the impact of attendance strategies, celebrate improvements, and set new targets to keep raising overall attendance

leaders evaluate the impact of the shared language of learning on teaching consistency and student learning and review the professional learning plan to build whole-school alignment

Leaders and the Board set key priority areas, plan cyclical schedule, assign tasks, and integrate into annual improvement plans.

Expected outcomes

Improved regular student attendance.

Improved consistency, coherence and impact of professional learning across the school.

A consistent, evidence-based evaluation cycle that strengthens leadership accountability, ensures planned improvement, and aligns school development with strategic priorities.

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

11 December 2025

Read this report on ero.govt.nz →