The Education Review Office (ERO) visited us in March of 2017. Their report was published in May 2017. Please read the summary statement here and follow the link beneath to see the full report.


Marist Catholic School (Herne Bay) is a state integrated school catering for children from Years 1 to 6. The roll of approximately 200 students includes 55 percent Pākehā, six percent Māori, 28 percent Pacific, five percent Filipino and a variety of other ethnicities.

Since the 2014 ERO review, a new principal has been appointed and the senior leadership restructured. Half of the teaching staff have been appointed since the beginning of 2015. Two-thirds of the current board of trustees were new to their governance role in 2016.  School leaders and the board are successfully building on the connections and relationships established with the school community, and the wider Catholic education community, to support educational improvement.

The school has benefited from guidance from the Ministry of Education (MoE) to help leaders and the community establish a new vision and strategic plan. Teachers have taken advantage of MoE professional learning and development related to innovative approaches to teaching and learning. They are  exploring different ways to support children to lead their own learning.

Publicly available achievement information indicates that since 2013 the school has sustained high levels of student achievement, with more than 85 percent of students achieving at or above the National Standards. All Māori students achieved at or above the National Standards in 2015 and 2016.

How well is the school achieving equitable outcomes for all children?

The school is making good progress towards achieving equitable outcomes for all children. At the time of this review most students were achieving very well. In addition, evidence indicates that most students whose progress needs acceleration are being well catered for.

School personnel are working collaboratively to sustain a school culture that supports all learners to succeed. School leaders and teachers know the children and their learning levels in relation to the National Standards. Relevant classroom-based initiatives and other support programmes are provided for children whose learning needs acceleration.

Processes are in place to improve the school curriculum and its delivery. Partnerships with parents are being strengthened. School leaders recognise the need to embed and sustain the improvements that have been introduced. Strengthening internal evaluation to monitor the impact of these improvements would support sustainability and ongoing development.

Most children are achieving well. The school demonstrates strong progress toward achieving equity in educational outcomes, supported by effective, sustainable processes and practices.

Agreed next steps are to:

  • continue to develop strong internal evaluation processes to guide planned self review
  • evaluate progress towards strategic goals to identify areas for on-going improvement
  • continue to develop teaching practices that support children to take ownership of their own learning
  • continue to refine assessment practices including through moderation with other schools.

ERO is likely to carry out the next review in three years.

Please follow this link to the full ERO Report