Marist College
31 Alberton Avenue, Mount Albert · Auckland — Central
Latest ERO review
2024-02-07 · Shelley Booysen, ERO
- Engaged learners and whānau work in partnership with the school to ensure excellent outcomes for all learners
- Flexible and adaptable teaching and learning programmes and modes of assessment are responsive to individual learning needs
- Comprehensive systems of support focused on pastoral and academic needs are grounded in Catholic faith and minimise barriers to learning
- Leadership consistently prioritises and plans for school improvement and equitable and excellent outcomes
- School will focus on implementing NCEA changes and Te Mātaiaho curriculum refresh in a meaningful and responsive way
"leadership consistently prioritises and plans for school improvement and for equitable and excellent outcomes"
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Marist College's approach to Pacific student achievement shifted from broad celebration of success to identification of a significant equity gap. The 2014 report noted Pacific students as "amongst the highest achievers in the school, with achievement levels exceeding national results," while the 2019 report revealed a stark disparity: Pacific students achieved University Entrance at less than 36% compared to Pākehā students at 88%, despite overall strong NCEA performance.
2014-06 → 2019-08 diff source
The 2014 report identified the school's curriculum as "a clear strength that is broad, varied and promotes learning very effectively," whereas the 2019 report does not explicitly address curriculum as a distinct dimension. Instead, the 2019 report emphasizes "high standards of teaching and learning" and participation in professional learning through kāhui ako, suggesting a shift in focus from curriculum breadth to teaching quality and collaborative practice.
2014-06 → 2019-08 diff source
Governance shifted from being described as 'very well led and governed with strong principal leadership' in 2014 to a situation where new principal and deputy principal were appointed in 2019, creating 'opportunity to reflect on coherence of schoolwide leadership roles in relation to equity and excellence goals.' This suggests a leadership transition and an identified need to reassess governance structures.
2014-06 → 2019-08 diff source
Equity outcomes deteriorated significantly between 2014 and 2019. While Māori students remained high achievers in both reports, a major concern emerged: Pacific students' University Entrance achievement dropped to less than 36% by 2019, compared to 88% for Pākehā students, despite the school's earlier strategic focus on Pacific students' success. The 2019 report also noted that new leadership presents an opportunity to "reflect on coherence of schoolwide leadership roles in relation to equity and excellence goals," suggesting equity alignment had become fragmented.
2014-06 → 2019-08 diff source
Leadership composition changed significantly between reports. The 2014 report praised existing principal leadership as 'very well led' with 'strong principal leadership and capable senior leadership team.' By 2019, new principal and deputy principal were appointed, with the ERO noting this as an opportunity to 'reflect on coherence of schoolwide leadership roles in relation to equity and excellence goals,' suggesting leadership transition and potential recalibration of priorities.
2014-06 → 2019-08 diff source