PROSPECTUS
At St Paul’s I have been encouraged to reach my full potential. St Paul’s Collegiate School has a reputation for getting the best from its students and for consistently achieving some of New Zealand’s highest academic results. We make no apologies for setting high expectations. We want each and every one of A UNIQUE STRUCTURE our students to achieve personal bests in all areas of their school life. More than often, these expectations are set much higher than other secondary schools – and our students deliver. While our strongest focus is ensuring our students are achieving their potential in We prepare their academic studies, so too is our focus on developing good character in every young man students for and woman. Through our Character Education programme, ‘Over the Fence’ community service life beyond initiative, chapel programme and our promotion of an understanding of the importance of high school. emotional intelligence, we are striving to prepare St Paul’s students to be resilient, agile and contributing members of society. In a school with just under 750 students, boys are welcomed from Years 9-13, as day or boarding students. The senior years at St Paul’s offer co-ed learning while the junior school, Years 9 and 10, remain a single-sex boys’ school. Through teachers who are enthusiastic and passionate about teaching; a pastoral care system that recognises the highs, lows, strengths and weaknesses of each student; and peer support that forms a sense of belonging only a small educational environment can provide, we believe boys thrive at St Paul’s.
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At St Paul’s we offer a of integrity and empathy unique structure of a through community and boys-only junior school and service initiatives. We foster co-educational senior school mateship and lifelong Our boys that allows boys to develop friendships through our into young men during their vertical house system and crucial developmental years boarding houses. enjoy an (Years 9-10), without the Our staff are enthusiastic, distraction of the opposite sex. committed and hardworking education We understand that boys and genuinely enjoy the develop and learn in different challenges associated with that extends ways to girls, so by offering working with teenage boys. this structure we can provide They are experts in teaching a learning environment that boys both inside and outside beyond the best accommodates what the classroom, and are boys need in those junior committed to transforming classroom. years. Our Tihoi programme them into fine young men provides a unique journey of upon graduation and into TEACHING WAYS THAT BOYS LEARN BEST BOYS THAT WAYS TEACHING self-discovery and one that positive highly functioning encourages boys to develop adults in later life. self reliance, independence But it’s not really about what and skills they can apply to I have to say … take a read of their everyday life. this booklet to hear what our While the school’s primary boys think about their own focus is academic, we development and time here encourage our boys to enjoy at St Paul’s. success through active involvement in sports and GRANT LANDER culture, as well as learn Headmaster to become young men
4 ACHIEVING ACADEMIC EXCELLENCE
“St Paul’s has helped I received awards for my boarding staff for help me be the best I can be NCEA Level 1 and 2 results, if I need it. academically. which were presented to My teachers are great me at assembly. That was My parents and I chose this when I need help too. really cool – it was nice to school for this very reason There is rarely more than Academic be rewarded for my effort. and because academic 20 students in my class so success is celebrated, not As a boarder, I am really my teachers can spend success is shamed. glad we have supervised one-on-one time helping prep (homework) each me and they offer extra Here, I am not an outsider day because I don’t think tutorials before school, celebrated if I do well in class. I’m not I would be motivated to during lunchtime and labelled a ‘nerd’ or an ‘over do the work at home by after school where I can achiever’. Instead, my peers myself. At prep, I am able to seek more guidance on a here. encourage me and I am put aside any distractions, subject if I need it.” rewarded for my successes. focus on my work and ask
2019 BOYS’ RESULTS 2019 OVERALL RESULTS
Qualification St Paul’s National Decile 8-10 NZ Scholarship (passes) 26 University Entrance 70% 40% 53% NZ Scholarship (outstanding) 2 NCEA Level 1 93% 64% 70% Cambridge (Year 11) 98% NCEA Level 2 94% 73% 80% Cambridge (Year 12) 88% NCEA Level 3 84% 60% 68%
At St Paul’s, each student is given the opportunity to achieve their very best in the classroom. In the junior years, students are ‘streamed’ based on their academic strength. This ensures they are learning at a pace suited to their ability. All students receive the opportunity for one-on-one support from teachers and extra tuition before and after OLIVER SAUNDERS school. This personalised approach to education is a proven formula for success. St Paul’s Year 13, boarder students consistently achieve some of the best University Entrance, NCEA, Cambridge International and NZ Scholarship examination results in the country year-on-year and rank well above the national average. For a full list of senior subjects on offer at St Paul’s go to stpauls.school.nz/academic
7 8 JUNIOR ENRICHMENT PROGRAMME make costumes. and props own our build a script, to We prepare amonth had judges. of to apanel creatively it to present have You and achallenge given are competition for teams of students. – problem-solving an external project Tournament (TOM) Minds of a around based was work the of Most answers. better produce to thinking ways of two these combine and us to think creatively encourages it time, the all logically thinking of Instead us. extend to is designed programme The it. worth been definitely has it but involved, be would what sure as Iwasn’t start the at scary alittle was It programme. the of part to be approached I was years. senior in the scholarships for stead good in you sets it and it of part to be aspire should students other which something It’s programme isscholarship brilliant. of“Being part the junior pushes the students to step to step students the pushes GATE programmes. It really other secondary extension and hands-on and holistic than approach, personal, more a offers programme “The work. project the for well very us prepared and to do we had what clear it made has She supportive. been has who and mentor is our who teacher We have adedicated complete the project. to task on other each keep and together to work we had meant that in groups, our unsupervised were given independence to work We important. is also ateam in well to work able Being effectively. work your to manage able to be have is you programme the of part being for criteria the of One Junior enrichment programme Charge, in Teacher zone.” comfort their of out HEIDI LEWIS practice the skills the students develop in the programme. the in develop students the skills the practice into to put opportunity is an competition external The thinking. creative include leadership, teamwork, research skills, problem-solving and Key areas school. senior success the in academic and development personal for essential deemed key are that areas certain to enhance who have shown exceptional academic promise. The programme looks Year is for 10 9and programme St Paul’s enrichment students junior scholarships in the senior It setsyou It stead for in good in good Year 10, student day GUSTAV JOOSTE years.
GAINING INDUSTRY KNOWLEDGE
“My parents own a small Fieldays young inventor prize The work orchard, so growing up I for a product we developed in always spent time outdoors. class that removes old gate-latch staples from posts. We have Originally, I thought I would be a made beer and cheese and had is not farmer one day and when I came a go at beekeeping. The work is to St Paul’s I wanted to study not limited to the classroom. limited agriculture. The teachers are great too; they Then the Agribusiness really understand the industry programme was introduced and and have experience working to the I realised I was more drawn to in it. the business side of it and how classroom. it tied in well with Accounting My ultimate goal now is to – another subject which I was own a farm, but to get to that really starting to enjoy. stage I know I need to gain management and business What I like about the programme experience, possibly through is that it’s not limited to just ROBERT MORBEY farm consultancy work. Year 13, boarder a farm or an orchard, but the whole primary industry. It’s a lot I’m going to Massey University broader and more interesting to complete a Bachelor of with the different paths you can AgriCommerce – something that take. I might not have considered had I not taken Agribusiness at Through the course, I have been St Paul’s.” part of the group that won the
At St Paul’s, students can study NCEA Level 2 and 3 Agribusiness. The course was pioneered by St Paul’s in collaboration with Dairy NZ, Beef + Lamb NZ and a number of key industry leaders. It is currently being rolled out progressively to schools throughout the country. It provides students, who excel in science and/or commerce, with the opportunity to learn more about the primary industries. This will give them a competitive edge when entering New Zealand’s agribusiness sector, which has a skills shortage. Agribusiness students learn agri-science, agri-marketing, agri-innovation and agri-management and finance.
To find out more about agribusiness at St Paul’s visitstpauls.school.nz/agribusiness 11 “I was happier within the first Keeping fit and eating well week of being here. is a great part of boarding life and this has helped me All the boys in your boarding with my hockey and rowing house are like your brothers, training. A private nutritionist you can rely on them and they plans our meals and during always have your back. the summer, we take part in Boarding was hard at the start. early morning runs. The boys My parents sent me to St Paul’s I’ve definitely grown in because I’d gotten in with the confidence since I’ve been wrong crowd at my local high are like your boarding at St Paul’s. We
GAINING INDEPENDENCE school. I was pretty homesick regularly have in-weekends at first and found it difficult where we all get involved with brothers, getting used to living with inter-house competitions. around 20 other boys. These weekends have been they always One of the senior boys really great for building strong bonds helped me adjust, as well as within the boarding house. my housemaster. By the end of have your I really like being a boarder my first year I was doing much now, the good times definitely better, I got used to the fact outweigh the bad.” back. that I was staying here and I started to make friends. “Brad is a changed boy since Since coming to St Paul’s, I boarding at St Paul’s. He is a lot have improved in my academic more independent and doesn’t work. As a boarder, not only are need to rely on us as much the teachers a short walk away, anymore – he has grown up to BRAD EDWARDS but all boarding houses have be a wonderful young man.” Year 13, boarder teachers in them as staff. This is great for when I need extra TANYA EDWARDS (Brad’s mother) help with my studies.
St Paul’s is one of New Zealand’s leading private day and boarding schools for boys (Years 9 to 13) and girls (Years 11 to 13). St Paul’s small community and modern boarding facilities offer the perfect home-away- from-home for students who choose to complete their secondary education living away from home. We provide a well-structured and supportive environment where our students feel safe and comfortable. Each boarding house is vertical in structure, with an even number of students from each year level, and staffed by a housemaster, deputy housemaster, assistant housemaster, matron and residential assistants.
12 To find out more about boarding at St Paul’s visit stpauls.school.nz/boarding A journey of self discovery. TIHOI VENTURE SCHOOL
Exclusive to St Paul’s, Tihoi Venture self-managing. They develop self- School – located on the western esteem and personal motivation; learn side of Lake Taupo and nestled on to meet challenges and work with the edge of the Pureora Forest – is others; acquire the motivation and New Zealand’s only 18-week back- desire to extend their limits; live with to-basics outdoor programme, others and learn to tolerate different free from electronics and designed personalities; improve their fitness; specifically for Year 10 boys. learn to appreciate the outdoors and make life-long friendships. During the 18-weeks, the boys experience academic, social and A unique life-changing experience, outdoor challenges that help them Tihoi is often described by parents as become independent, resilient and ‘the making of my boy’.
To find out more out Tihoi Venture School visitknowtihoi.co.nz and stpauls.school.nz/tihoi
15 TIHOI | A JOURNEY OF SELF DISCOVERY
“Pastoral care is a very internally assessed. I think important part of the Tihoi it is the perfect place to be programme. introduced to NCEA, due to the nurturing and support of As a Mum, I understand it is our teachers. a big step sending your son away, so we have an excellent Boys need to become care system in place. independent and their time at Tihoi is a good time for them Each house has a house tutor to do just that. They grow up who gets to know each boy. a bit and learn to appreciate These house tutors and I live their families a lot more. The right beside the houses so we personal growth is significant. are there and available 24/7. The teachers all work with The boys write home once a I’ll look after CYN SMITH the students in the outdoors, week and many parents really so the relationships that are treasure the open and frank Director built are really substantial and correspondence they receive Tihoi Venture School your son the the students all find someone from their son. Parents value they can relate to. tremendously the letter the boys write to themselves on way I’d expect As part of the English the 44-hour solo towards the curriculum, the boys write end of their Tihoi journey that my son to be in their journals, which is an outlines what they want to important communication achieve from life. We post this tool between themselves and looked after. letter to them on their 20th me. I gain a good sense from birthday. reading these journals on how they are feeling and coping. I will look after your son the same way I’d expect my son The Tihoi academic to be looked after and that is programme is quite vigorous. with a lot of care and good We introduce NCEA level 1 communication.” at Tihoi with the students completing 20-25 credits
12 17 TIHOI | A JOURNEY OF SELF DISCOVERY
“Tihoi taught me a lot It’s definitely not like home, about myself and what but you have to get used I am capable of. If I to it. There is no TV, phone If I could, could, I would definitely or laptop, so you have to do it again. get outside or read a book. I would It’s like going back to the I knew it was going to be old-fashioned days. hard, but I was looking definitely forward to giving it a go. I already knew some of the It’s a rite of passage that all basics of cooking but I’m St Paul’s boys have to go not the best at it. I learnt a do it again. through. Tihoi is one of the lot from Tihoi’s head chef, reasons my parents sent as we would get to help me to St Paul’s. in the kitchen. I would observe what he does and There were many it helped me to perfect my challenges – like the runs. own cooking in my house. I thought we would run on a road, but instead The Tihoi staff are all really you have to run in the helpful and you think of bush on a track that is them as one of your house uphill and downhill. The members, especially your runs definitely tested my house mentor. They get endurance. At the end, involved with your group you have the challenge and become a part of it, of running 21km of which which was really cool. I ran 14km – a good One of the biggest lessons HAWAIKI TE RUKI achievement for someone I learnt was – structure and Year 11, day student who never ran before. keeping a routine. I had I also had to get used to never structured my days living with a house of eight before, but Tihoi taught me boys, having no parents how to organise my day around and needing to better. This helps me a lot think for myself. now with my study.”
18 “I’ve taken my sports to The indoor cricket nets and new heights since being gym at St Paul’s are great at St Paul’s. for practice and training. One of the coaches In Year 13, I was selected for has created a special the New Zealand under-18 strength and conditioning cricket side – the team programme for me so that named in preparation for the I can get stronger and fitter 2018 under-19 World Cup. during off-season, ready I’ve taken I was also selected to train THE VALUE OF SPORT VALUE THE to perform well when the with the Northern Knights season begins. senior training squad. my sports to St Paul’s has showed me Both have been that I can balance my awesome opportunities new heights academic work with my to play cricket at a more sports. It’s been easy to professional level, as well as since being manage my schoolwork meet other cricketers from when I’m away at training around the country. camps, as the teachers are at St Paul’s. I’ve always played cricket really supportive. and rugby growing up, but I’m going to study law and it wasn’t until Year 11 at St either arts or commerce at Paul’s when I made the first Otago next year, but I will team for cricket instead of also be continuing on with rugby, that I started to take cricket. One of my goals cricket more seriously. I’ve is for a Northern Districts MATTHEW FISHER also since been part of the first class debut – so I’ll be Year 13, day student Northern Districts under-17 training hard towards that.” and 19 teams.
Sport is an essential part of student development at St Paul’s, with participation in both summer and winter sport a compulsory part of school life. St Paul’s sports programme caters to students of all abilities – from those less sporty to those who are hopeful of pursuing sport as a career through St Paul’s High Performance Sports Programme. Participation in sport allows students to experience individual success, to develop a better understanding of their own and others emotions, recognise the power of teamwork, personal discipline and how to cope in a healthy competitive environment.
20 To find out more about sport at St Paul’s visit stpauls.school.nz/sport “My love for playing the assemblies and in the annual saxophone started at music showcase. St Paul’s. My first solo performance was I started playing as part of St Adele’s Skyfall. I was nervous Paul’s Year 9 band programme. but because all my band It’s a compulsory programme members were there with me, that requires each student to I felt a lot more confident. I felt Playing in choose an instrument they have a real sense of pride afterwards, never tried before. my friends all said it sounded really cool. front of a I found the saxophone reasonably easy and liked the Most of the music we play is sound and the way it felt, so I classical. It wasn’t really my decided to keep on with one- thing at first but I have learnt big crowd CULTURE & ARTS RECOGNISING on-one lessons and join the to appreciate it and I have a Big Band and Orchestra after few favourite songs like Tuxedo was a big the programme finished. Junction. I wouldn’t consider myself At the moment I use a deal for me. very confident, so playing saxophone I rent but I plan to in front of a big crowd was a buy my own and start a band big deal for me. We perform when I go to university.” at competitions, open days,
TOM WATSON At St Paul’s, we help our students discover talents they never Year 13, day student knew existed by encouraging them out of their comfort zones to try new things. For those students who are passionate about the arts, St Paul’s offers a cultural playground of music, drama, Kapa Haka, visual art, public speaking, debating, Trinity College music exams, annual productions and music showcases, 48-hour film challenges, choir, bands, and much more. Students who participate in cultural activities at St Paul’s get the experience of performing in front of their peers and to public audiences through ticketed events. To find out more about culture at St Paul’s visit stpauls.school.nz/culture 23 “When it came to choosing decent and have developed subjects for Year 11, I started huge respect for Māori culture. thinking about my future. I have I believe any business I I studied Māori in Year 9 and work for in the future will 10 and decided to continue benefit from knowing I can developed with this because not only understand the culture and will it further my career speak the language with huge respect opportunities, but also Māori confidence. culture is a very important part Admittedly, I am still building of New Zealand.
EMBRACING TRADITION EMBRACING that confidence, taking Te for Māori The protocol is very different Reo has been hard. Māori from my everyday life so I have isn’t spoken at home but I culture. learnt a lot while at St Paul’s have managed to achieve a through the Kapa Haka group reasonable level of fluency and by learning Te Reo. and I plan to take a few Māori language papers at I have slowly grown my university too.” understanding, learnt how to connect with those of Māori HEATH CAMPBELL Year 13, boarder
Māori culture is an integral part of St Paul’s and every student is encouraged to learn about its tradition and protocol through the House Haka competition, Kapa Haka group, pōwhiri services and NCEA levels 1-3 Te Reo. The school haka competition is a moving and anticipated annual event on the school’s calendar. Students participate in their school houses and compete against each other for the title of ‘Best House Haka’. Karakia and waiata is incorporated into assemblies and chapel services. 24 “I have had many leadership to lead my house in House opportunities at St Paul’s and Music and make us better than I am felt encouraged to step up. we had been before. I was quite shy when I first I applied as a full school prefect started, but as time went by, in Year 13 because I not only so glad I I became more comfortable to wanted to help others in my be myself. house but also around the school, as well on the sports made the The vertical house system field and in the classroom. works really well because as a junior you look up to your I was instead appointed Deputy decision to LEADERSHIP EMBRACING senior peers – the Year 13s in Head Boy – which was even your house. When I first came better! As part of the student step up. into Clark House, one of the leadership team, we make the school’s three male boarding rosters for the other school houses, the seniors showed me prefects and outline their around and helped me if I didn’t duties, as well as train the new know something, like where to prefects who are appointed put my laundry. during the year. I have always wanted to My application was self- help others and in Year 12, motivated but my mum always the opportunities started to said to try the best at school arise. You can step up within and to take advantage of the your house by leading house opportunities presented to me. chants and helping the junior I am so glad I made the decision students. I took responsibility to step up.”
MATTHEW JAYASURIA At St Paul’s, students are given every opportunity to become a Year 13, boarder respected leader of their peers. Each student will address the whole student body at least once at a chapel service. Every student has the opportunity to become a House or full school prefect, mentor group leader or sports captain. They can also attend leadership training programmes including St Paul’s leadership camp for Year 12s or the World Vision and Anglican leadership conferences. 27 “I know this sounds cliché but trip with. We want to continue our St Paul’s service programme has work there, on a personal level. It’s about been an eye opening experience Our ‘Over the Fence Ministry’ is for me. another service initiative where connecting Going to Cambodia was one of we visit local decile one primary the best things I have ever done. schools in Hamilton during our on a personal We weren’t just there as tourists lunch break. We read to them, play or to donate money; we went into games with them and teach them level with the slums, interacted with and music. supported the locals, and helped I was really taken back when paint community centres. GIVING BACK TO OTHERS TO GIVING BACK those less I first visited a school. Seeing I had seen this type of devastation kids who haven’t had breakfast and poverty on television but and who don’t have shoes was fortunate. when I got there and had my feet really confronting. It was really on the ground it really hit me; I challenging to know this level realised how fortunate I am and of poverty exists in my own that these people aren’t just ads backyard. on television – poverty is real. The thing with St Paul’s service It brings you to terms with the programme is it isn’t all about whole idea that there is a lot of giving money or fundraising; it’s suffering in the world and we are about making a difference and so lucky to live where we are and connecting on a personal level have the privileges we do. with those less fortunate. There is nothing more rewarding than the I’ve made plans to go back with feeling of helping someone who the students who I went on the really needs it.” MICHAEL TURNBULL Year 13, boarder All students are encouraged to take part in a number of activities as part of the school’s three-tiered service programme to give back and help those less fortunate. The programme promotes a transformational (as opposed to transactional) style of service that creates relationships and builds character. More than 300 students have chosen to volunteer for the ‘Over the Fence Ministry’, one of the service tiers that involves students giving up their spare time on a regular basis to help out in local low decile primary schools. The other two tiers involve working with local charitable organisations and international service trips.
28 To find out more about service at St Paul’s visit stpauls.school.nz/service EMOTIONAL INTELLIGENCE
“Learning about We do quizzes that help Emotional Intelligence determine what our own (EI) has helped me to level of EI is. The higher understand my own your EI is, the better you EI has feelings towards certain can react in different situations, as well as others. situations. Through this programme, I learnt I have helped me This is particularly reasonably high EI. beneficial especially when working in groups, An example of how we understand as you have a better cover the topic in class is we understanding of why watched a clip from the TV my feelings some people work one show The Big Bang Theory way, and others another. to analyse the way in which one of the characters, Our Year 11 EI sessions are toward Sheldon Cooper, reacted run by our housemasters in a particular situation. We at various times are also asked questions certain throughout the year. relating to EI and have to The programme covers discuss them as a class. situations. what EI is – that it’s I’ve found learning about your compassion, your EI beneficial, and our understanding of how housemaster is very good others feel and your at encouraging discussion understanding of how and getting us to open up.” you feel.
Emotional Intelligence (EI) is a new programme at St Paul’s designed to teach Year 9, 10 and 11 students a set of skills that will help them to interact and build better relationships with each other. These skills help our students to perceive, understand, express, reason and FRITZ JOOSTE manage their own emotions; recognise emotions in others; Year 11, day student and learn how to adjust their behaviour to act accordingly. This life skill is commonly used for training in the workplace, but St Paul’s believes this is a skill best taught before entering the workforce. Currently we are the only secondary school in the country offering it to students. 31
“Through doing the and upgrading existing construction class, I have classrooms. a building apprenticeship We work one full day per lined up for next year. week under the supervision During my time at St Paul’s, of the school builders, ...giving us a I have always taken as well as other building woodwork classes where I companies who come taste for what worked on various building onsite during the year. We projects like making oil also get to see what other stone boxes, tables and contractors do such as working in furniture. electricians and plumbers. CONSTUCTING A CAREER A CONSTUCTING I had the option of moving It’s cool because they treat the industry into the construction class us like actual staff, rather in Year 13 and, while I did than students, giving us a would have other ideas for what taste for what working in I would do when I finished the industry would be like. school, building has always As the year has gone on, be like. been in the back of my we have been given more mind. responsibility to manage tasks and tools on our own In the construction class, and gain independence. we learn what being a builder is all about and get The skills I’ve picked up in QUINN BOWIE the opportunity to work the class have also been Year 13, boarder on construction projects great for back home on the within the school, such as farm, as Dad now gets me building new classrooms to give him a helping hand.”
St Paul’s and key industry builders have enabled students to gain hands-on experience in the construction industry as part of a programme aimed at Year 12 and 13 students. Students in the construction class work on-site for one full day each week as apprentice builders under the guidance of qualified builders. The focus of the course is predominantly building but students can also learn plumbing, electrical work and other trades. Roughly 50 percent of the construction class students are now working in the construction industry having landed jobs
32 straight after graduation. A SENSE OF BELONGING
“My wife and I were looking for an All of the assurances we were given at environment where our son wasn’t the start about Matthew receiving a going to get lost. We wanted Matthew to customised education and one-on-one He isn’t attend a school where he would succeed time with his teachers has been delivered. academically. The house system is a real gem too. Each just a For us it was going to be through house has students from Year 9 through personalised teaching within smaller class to Year 13 so they mix with students of sizes so that he would receive the support all ages and of different strengths and number... he needed. St Paul’s does exactly that. passions. The kids form a unity. There is of course competition but it is good, friendly The support Matthew gets in the competition with the other houses. they really classroom is phenomenal. He isn’t just a number; the teachers really know our We couldn’t be more pleased with our know our son. Every fortnight we receive an email decision to send Matthew to St Paul’s. progress report which tells us how he is Every day he comes home and says “I’ve performing in the classroom. His teachers had a good day” or “I’ve had a great day” son. know his good points, they know areas he and as a parent you can’t really ask for needs to work on and they know how to much more than that.” get the best out of him.
PAUL FORWARD Father of Matthew Forward (Year 12)
The division of our school into houses provides a smaller group in which our students can find friendship and support at St Paul’s. The vertical house system and house competitions build community spirit, teach the importance of teamwork and help younger students integrate into secondary school life through social interaction and bonding. Older students have the opportunity to learn important leadership skills that can be used later in their tertiary education and/or workplace.
35 GROWTH THROUGH FAITH
“We wanted a school for Ollie Having an education underpinned that reflected the values and by the Christian faith was another We can attitudes we uphold at home; important consideration for us. The to be compassionate, honest, have importance of service to others integrity and aspire for excellence. and learning about empathy often give our We also wanted a school that forms the basis of stories Ollie has would grow our fine young boy learnt at school. These stories have into a fine young man. made an impression on him and children he shares these with us at home For us, St Paul’s ticked all these around the dinner table. boxes and the Tihoi experience the gift of was ‘the icing on the cake’. We look at Ollie’s St Paul’s education as an investment in his Ollie was engaged with his an excellent future. An excellent education is a learning at St Paul’s from the gift we can give our children to set outset, coming home saying his them up for what’s ahead. teachers were fantastic. Having education. your child engaged and happy We have not been disappointed with an inspiring teacher at the with our decision for Ollie to front of the classroom is exactly come to St Paul’s as we feel he is what we wish for as parents. receiving an education that is both relevant and meaningful.”
As an Anglican school, faith plays a big role in life at St Paul’s. Chapel KAREN O’MEEGHAN services are held twice weekly for the whole school and on Sunday Mother of Oliver O’Meeghan (Year 12) evenings boarding students attend a service of night prayer. The strong presence of faith teaches students to accept responsibility, serve others 36 and be aware of the spiritual and moral dimensions of life. A BRIGHT FUTURE
Aditya Sakalkale Jack Davies Tom Yarrall Aditya was head boy of Jack was head boy of Tom was head boy of St St Paul’s in 2014. Aditya St Paul’s in 2015. An Paul’s in 2016. Having MORE INFORMATION has been awarded aspiring doctor, Jack been awarded a $6,000 stpauls.school.nz a scholarship at the was awarded a $45,000 future leaders scholarship University College Cork academic excellence for Otago University, Tom Enrolments – stpauls.school.nz/enrol in Ireland, where he is scholarship to study headed south to study a Scholarships – stpauls.school.nz/scholarships nearing the end of his third health science at Otago Bachelor of Commerce year of study towards a University. He is now in with plans to complete a Fees – stpauls.school.nz/fees Where Bachelor of Medicine. He his third year of studying double major in accounting was also awarded the title medicine at Otago and and finance. While at St For enrolment enquiries contact: of College Scholar for the flatting with some of his Paul’s, Tom was a talented 07 957 8889 second year running. former St Paul’s Clark sportsman. He was a [email protected] are they Aditya completed his first House roommates. Still member of the 1st XV rugby and second years with first passionate about sport – team, 1st XI cricket team class honours. While at during his time at St Paul’s and athletics team. Tom has now? St Paul’s, Aditya was an all- he was involved in rugby, continued to play rugby and round strong sportsman cricket, athletics and was selected as a member and he has continued cross-country – Jack would of the Otago U19 rugby on with his sports as a love to end up in a career team. Post-university, Tom founding member, public that combines the health is aiming to get involved in relations officer and short sciences with sport such investment banking with stick midfielder for UCC as, orthopaedics or sports the hopes of travelling and Close to 20% of St Paul’s Lacrosse and during his medicine. working overseas. students receive tertiary first year of university, scholarships upon he was the starting graduation each year. goalkeeper for Ireland’s Fresher Football team.
38 SECONDARY SCHOOL, HAMILTON
77 Hukanui Road, Private Bag 3069, Waikato Mail Centre, Hamilton 3240, New Zealand Tel +64 7 957 8899 | Fax +64 7 957 8833
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