Concord School
Contributing · State
- Year levels
- 1–6
- Total roll
- 63
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 5 Thoreau Street, Concord, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-4882204
- office@concord.school.nz
- Website
- http://www.concord.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
The uniform is compulsory and can be ordered online or purchased from Promo-X in Hillside Rd.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 46
- Māori
- 17
- Pacific
- 5
- Asian
- 9
- MELAA
- 1
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 2 | 2 | 1 | 1 | 0 | 6 | 0 | 8 |
| Year 02 | 2 | 1 | 1 | 0 | 0 | 7 | 0 | 8 |
| Year 03 | 2 | 0 | 0 | 0 | 0 | 5 | 0 | 6 |
| Year 04 | 6 | 3 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 05 | 4 | 2 | 2 | 0 | 0 | 7 | 0 | 14 |
| Year 06 | 3 | 2 | 0 | 0 | 1 | 10 | 0 | 14 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 19 | 10 | 4 | 1 | 1 | 47 | 0 | 62 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 2 | 1 | 1 | 0 | 5 | 0 | 7 |
| Age 06 | 3 | 1 | 0 | 0 | 0 | 8 | 0 | 8 |
| Age 07 | 2 | 0 | 1 | 0 | 0 | 5 | 0 | 7 |
| Age 08 | 6 | 3 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 09 | 4 | 2 | 2 | 0 | 0 | 7 | 0 | 14 |
| Age 10 | 2 | 2 | 0 | 0 | 1 | 8 | 0 | 12 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 19 | 10 | 4 | 1 | 1 | 47 | 0 | 62 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
567.6%
| Concord School | 567.6% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 381.6% |
|---|---|
| Male | 724.6% |
| Māori | 864.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 682.8% |
| Total | 567.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Concord School | 0% |
|---|---|
| Otago Region | 4.6% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Concord School | 0% |
|---|---|
| Otago Region | 2% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 498
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1914
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 23 January 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 January 2025)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 23 January 2025 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What ERO wrote in its latest report
This is ERO’s report of 23 January 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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.
Context
Concord School is situated in a suburban area on the outskirts of south Dunedin. It provides education for students in Years 1 – 6. The school vision is ‘together we learn and grow’. At the time of writing the current principal had resigned.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the Previous ERO report of April 2023, ERO and the school have worked together to evaluate how effectively the school’s phonics programmes improved literacy outcomes across the school.
Expected Improvements and Findings
The school expected to see:
Improved literacy outcomes for all learners, particularly those identified as target students.
Achievement rates in literacy have improved across the school.
Assessment information shows most students are progressing and achieving well and that most of those students requiring additional support have made accelerated progress in literacy.
Refined teaching strategies to strengthen students’ knowledge, skills and confidence in phonics.
Leaders and teachers have developed a better understanding of how to deliver effective, responsive programmes for literacy learning.
Teaching evaluations show increasingly consistent and effective teaching strategies are being implemented across the school.
High quality assessment information is used to inform ongoing improvements in planning, programmes and teaching practice to accelerate progress and achievement for all learners.
Literacy assessment information is used effectively by teachers to identify next learning steps for individuals and groups of learners.
Leaders and teachers increasingly evaluate together to refine teaching strategies and consider their impact on outcomes for learners.
Other Findings
The greatest shift that occurred in response to the school’s action is the implementation of a coherent approach to literacy teaching across the school. This has improved clarity, consistency and effectiveness of teachers’ professional practice, improved the use of achievement information in response to learners’ needs and led to improved outcomes in literacy.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes are improving for most learners and show increasing equity for groups of learners.
Achievement information shows most students achieve curriculum expectations in reading, writing and mathematics; improvements have been sustained over time.
Strategies to achieve more equitable outcomes for Māori learners have been successful.
The majority of students attend school regularly; the school is not yet meeting the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Leadership is intentionally building a culture committed to high quality teaching.
Leadership uses evidence well to plan and monitor key aspects of the school’s strategic improvement cycle and evaluate the effectiveness of strategies designed to improve learner outcomes.
Leaders and teachers are strengthening their analysis and interpretation of data; this is increasingly used schoolwide to inform decision making for school improvement.
Leaders and teachers engage in performance management processes that are aligned with strategic curriculum goals.
The school is embedding a coherent curriculum, that increasingly responds to learners’ needs.
Leaders and teachers collaborate effectively to strengthen teacher practice and refine consistent approaches to teaching literacy.
Literacy assessments are used well to plan for, evaluate and report the progress and achievement of learners and to adapt teaching practice in response to learners’ strengths and needs.
Reading interventions effectively target additional support to those learners who need this.
Key conditions that underpin successful schooling are strengthening.
Leaders increasingly gather useful evidence to evaluate and report to the board the impact of strategies on school improvement.
Leadership is strengthening policies, programmes and practices to promote learners’ wellbeing, inclusion and engagement in learning.
Te reo Māori, tikanga Māori and mātauranga Māori are increasingly integrated into aspects of the school curriculum; this is broadening learners’ experiences.
Part C: Where to next?
The agreed next steps for the school are to:
strengthen schoolwide curriculum planning and teaching practice in mathematics
increase the range of strategies used to improve students’ regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
develop curriculum delivery plans for mathematics to strengthen teacher practice and build an increasingly coherent approach to teaching strategies
engage with parents and whānau to gather their feedback and ideas for improving rates of attendance
implement a range of strategies to bring about improvements to regular attendance rates
Every six months:
scrutinise schoolwide achievement information in mathematics to monitor the impact of changes to the mathematics curriculum
evaluate and report to the board and community on the effectiveness of attendance strategies and identify next steps
Annually:
report to the board the impact initiatives and strategies have had on improving outcomes for learners including attendance, engagement, progress and achievement to inform responsive decision making
report to the board on improvements in rates of regular attendance and prioritise goals accordingly.
Actions taken against these next steps are expected to result in:
increasingly excellent and equitable learning outcomes for all students in reading, writing and mathematics
more students attending regularly
consistent approaches to teaching mathematics schoolwide.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
23 January 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
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).