St Bede's College - 30 Oct 2025
Board Assurance with Regulatory and Legislative Requirements Report 2024 to 2027
As of October 2024, the St Bede’s College Board has attested to the following regulatory and legislative requirements:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Finance
Yes
Assets
Yes
Further Information
For further information please contact St Bede’s College, School Board.
The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.
Information on ERO’s role and process in this review can be found on the Education Review Office website.
Sharon Kelly
Director of Schools
30 October 2025
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
St Bede's College - 30 Oct 2025
Hostel Report
Background
The Chief Review Officer has the authority to carry out reviews (which may be general or in relation to particular matters) of the provision of a safe physical and emotional environment that supports learning for students accommodated in hostels under section 470 of the Education and Training Act 2020. This function is delegated to review officers who have the powers to enter and carry out review of hostels under section 472 of the Act.
Findings
The hostel manager and the hostel owner has attested in the Hostel Assurance Statement that they meet the requirements of the Hostel Regulations 2005.
Boarders are well provided with a physical and emotional environment that supports their wellbeing, learning and development. Hostel provisions reflect the school’s central vision and values.
Regular and well targeted communication approaches ensure that both the school and the hostel work effectively together to support students and their parents and whānau.
Sharon Kelly
Director of Schools
30 October 2025
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
St Bede's College - 30 Oct 2025
Provision for International Students Report
Background
The Education Review Office reviews schools that are signatories to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self review of its implementation of the Code.
At the time of this review there were 21 international students attending the school, and no exchange students.
The school’s annual review processes are extremely thorough and effective, utilising the New Zealand Qualifications Authority (NZQA) self review documentation in addition to their own comprehensive system of annual review. This includes a specific and detailed analysis of variance against the school’s International strategic goals, and the school’s own and legislative requirements.
International students participate fully in all aspects of the life of the school and are well supported academically, pastorally and socially. Their progress, achievement and wellbeing are closely monitored
and responded to where necessary.
Sharon Kelly
Director of Schools
30 October 2025
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
St Bede's College - 30 Oct 2025
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 Bede’s College a state integrated school located in Christchurch, provides education within the Marist and Catholic traditions for boys in Years 9 to 13.
Residential boarding facilities for local and international students are provided onsite.
Four key priorities are woven through, and underpin, all aspects of the school: Faith and Leadership, Growing Young Men, Real World Learning, and Community. The school has the aim of developing young men of outstanding character and has a deliberate focus on the whole person.
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.
The school has worked to build its own internal evaluation capacity to sustain its achievement and improvement pathway.
Expected Improvements and Findings
The school expected to see every learner engaged and learning to their full potential throughout their education, leading to equitable and excellent outcomes at the National Certificate of Educational Achievement (NCEA) Level 3.
The school developed and effectively uses a comprehensive schoolwide system of review, accountability and evaluation, based on ERO’s School Improvement Framework. This enables regular tracking and monitoring of learners’ academic progress, wellbeing, spiritual and personal development. This monitoring sits alongside a rigorous research-based approach to inform decision making to improve achievement, engagement and wellbeing.
Learner feedback shows high levels of engagement. Outcomes are in the main equitable throughout the school with almost all learners gaining NCEA Levels 1 and 2 and most gaining Level 3. The majority of Year 9 and 10 learners make expected or better progress in reading and mathematics with writing identified as an area for further improvement.
Other Findings
The greatest shift that occurred in response to the school’s strengthened internal evaluation is from a curriculum review, that resulted in that led to the development a new and innovative junior curriculum to further improve engagement and outcomes for boys.
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.
| Overall, outcomes for learners are equitable and excellent. |
- Almost all students achieve at or above their expected curriculum levels due to an unrelenting focus on supporting learners’ academic progress, wellbeing, spiritual and personal development.
- Ongoing evaluation and capable use of data, research and community feedback, supports a schoolwide commitment to sustain and improve learning outcomes and student wellbeing.
- A large majority of students attend school regularly and the school is progressing towards meeting or exceeding the Government’s attendance target.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
| Strategic and effective leadership successfully grows young men through a sustained focus on supporting their wellbeing and engagement in meaningful learning. |
- Leaders model transparent, consultative decision-making for improvement based on high level analysis of data and evidence as part of an ongoing cycle of review.
- High expectations and values that reflect the school’s ethos are clearly and consistently communicated across the school community.
- Leaders recognise and seek to extend staff leadership opportunities and build capability, and student leadership is actively developed, celebrated and valued.
| High quality teaching practice and a rich curriculum effectively enable learners to achieve success. |
- A cohesive and thoughtfully targeted curriculum engages learners and supports the development of their skills, knowledge and confidence; ongoing strategic curriculum review enables the school to provide breadth and depth in academic and personal learning.
- Well-resourced and targeted school facilities provide effective and wide-ranging support for learners’ wellbeing and learning extension.
- Staff are encouraged and well supported to pursue their professional learning to build their capability; a sustained strategic improvement focus further extends effective teaching practices and learning schoolwide.
| Strong organisational conditions and well-developed partnerships recognise and celebrate students’ cultures and supports their academic, social, emotional and spiritual growth. |
- The school works with a wide range of external agencies to provide extensive support and opportunities for learners.
- A tangible commitment to Te Tiriti o Waitangi is embedded in all documentation and school practices so that Māori students’ culture is celebrated.
- A strong, cohesive pastoral team provides individual support and holistic whole school programmes.
- A culture of enacted school values and respectful relationships enables students to be leaders, have pride in the school and experience a strong sense of belonging.
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
- Strengthen evidence based effective teaching strategies to ensure consistent and effective schoolwide practice.
- Review and develop an approach to further build sustainable, effective middle leadership.
- Further understand and use culturally responsive practices across all aspects of the school community.
- Continue to work towards achieving the Government regular attendance target for 2030.
Actions to bring about improvement
Every six months:
- ongoing strengthening of schoolwide teaching strategies
- ongoing strengthening of sustainability and capacity of middle leaders
- ongoing strengthening of cultural capacity and responsiveness across the school community
- ongoing monitoring and analysis of attendance procedures and outcomes to further improve regular attendance and engagement in learning
Annually:
As part of the school’s planned monitoring and evaluation cycle:
- evaluate the consistency and effectiveness of teaching strategies against desired outcomes
- review the effectiveness of middle leaders to build consistent and sustainable leadership across the school
- evaluate the effectiveness of the school’s cultural capacity in ensuring equitable access and outcomes
- review the effectiveness of the school’s attendance procedures to meet the Government target.
Expected outcomes
- Further improvements in the consistency and effectiveness of teaching practices, engagement, attendance and outcomes.
- Increased sustainable and effective middle leadership for ongoing improvements in student outcomes.
- Greater cultural capacity and responsiveness that enhances the school culture and improves outcomes for all learners, including Māori learners.
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
30 October 2025