Aquinas College

The 2015 report highlighted Aquinas College's developed curriculum with te reo and tikanga Māori programmes for all Years 7-9 students. By 2019, while the school maintained a diverse curriculum, ERO identified that a key next step was to 'increase te ao Māori presence in curriculum,' suggesting the Māori curriculum integration had not been substantially expanded or deepened across all year levels and achievement gaps for Māori students at Level 3 and UE had emerged as a concern.

2015-09 → 2019-01 diff source

A significant concern emerged between 2015 and 2019 regarding Māori achievement at higher NCEA levels. While the 2015 report highlighted strong overall achievement and comprehensive te reo and tikanga Māori programmes for all Years 7-9 students, the 2019 report explicitly identified a disparity where "Māori students achieve less well than their Pākehā peers" at NCEA Level 3 and University Entrance, identifying this as a key area requiring strengthened response.

2015-09 → 2019-01 diff source

Both reports describe strong overall student achievement, but the 2015 report emphasized exceptional results with 96% of leavers above Level 2, while the 2019 report noted more modest performance with "most students achieve well" but revealed emerging disparities, particularly for Māori students at Level 3 and University Entrance where they "achieve less well than Pākehā peers."

2015-09 → 2019-01 diff source

Both reports commend distributed leadership and trustee expertise, but the 2019 report places greater emphasis on trustees' professional learning in culturally responsive leadership and Treaty of Waitansi understanding, reflecting an evolution toward more explicit equity focus. The 2015 report highlights trustees' commitment to developing student strengths within the school's special character, while 2019 emphasizes their role in strategic decision-making for continuous improvement.

2015-09 → 2019-01 diff source

Both reports affirm distributed leadership and a collaborative approach at Aquinas College. The 2015 report emphasizes the principal's well-informed educational leadership with distributive support, while the 2019 report expands this to highlight trustees and leaders working collaboratively to develop the school's vision, with stronger emphasis on shared ownership and staff capacity building across the organization.

2015-09 → 2019-01 diff source