Dunstan High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 590
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Enterprise Street, Alexandra
- Territorial authority
- Central Otago District
- Phone
- 03-4488595
- office@dunstan.school.nz
- Website
- http://www.dunstan.school.nz
- Directions
- Get directions
Other schools nearby: 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.
- How to enrol
- https://www.dunstan.school.nz/enrolment
- Online Enrolment Portal: [Enrolment Portal](https://www.dunstan.school.nz/enrolment)
- https://www.dunstan.school.nz/enrolment
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- International students
- Accepted, as stated
As an International Student at Dunstan High School, we ensure that you have a caring environment which will help you to adjust to life in a new country.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- large active choir (Dunstanza)
the school has a strong choral tradition with a large active choir (Dunstanza)
- annual House Music Competition
The annual House Music Competition provides the opportunity for everyone to participate
- specialist music tutors are employed for instruction in a number of different instruments
- Kapa Haka
Other disciplines that give students the chance to develop their skills and initiatives include Kapa Haka, Debating, Public Speaking and Dance.
- Debating
Other disciplines that give students the chance to develop their skills and initiatives include Kapa Haka, Debating, Public Speaking and Dance.
- Public Speaking
Other disciplines that give students the chance to develop their skills and initiatives include Kapa Haka, Debating, Public Speaking and Dance.
- Dance
Other disciplines that give students the chance to develop their skills and initiatives include Kapa Haka, Debating, Public Speaking and Dance.
- biennial major musical production
students have the opportunity to take part in the biennial major musical production
- large active choir (Dunstanza)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 529
- Māori
- 120
- Pacific
- 22
- Asian
- 37
- MELAA
- 9
- Other
- 10
- International
- 4
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 09 | 28 | 7 | 8 | 1 | 1 | 123 | 0 | 135 |
| Year 10 | 28 | 1 | 9 | 1 | 2 | 125 | 0 | 134 |
| Year 11 | 25 | 8 | 7 | 4 | 1 | 110 | 0 | 124 |
| Year 12 | 22 | 4 | 1 | 0 | 2 | 91 | 1 | 97 |
| Year 13+ | 16 | 2 | 6 | 0 | 0 | 79 | 1 | 100 |
| Total | 119 | 22 | 31 | 6 | 6 | 528 | 2 | 590 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Age 13 | 24 | 6 | 6 | 0 | 0 | 96 | 0 | 105 |
| Age 14 | 28 | 2 | 6 | 2 | 3 | 118 | 0 | 127 |
| Age 15 | 26 | 5 | 9 | 4 | 1 | 128 | 1 | 143 |
| Age 16 | 18 | 6 | 2 | 0 | 0 | 81 | 0 | 86 |
| Age 17 | 20 | 3 | 5 | 0 | 2 | 80 | 1 | 99 |
| Age 18 | 3 | 0 | 1 | 0 | 0 | 22 | 0 | 25 |
| Age 19+ | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Total | 119 | 22 | 31 | 6 | 6 | 528 | 2 | 590 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
93.9%
| Dunstan High School | 93.9% |
|---|---|
| Otago Region | 90.7% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 94.4% |
|---|---|
| Male | 93.6% |
| Māori | 91.3% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 92.7% |
| Total | 93.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
88.6%
| Dunstan High School | 88.6% |
|---|---|
| Otago Region | 84.8% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 88.9% |
|---|---|
| Male | 88.5% |
| Māori | 82.6% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 87.3% |
| Total | 88.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
62.1%
| Dunstan High School | 62.1% |
|---|---|
| Otago Region | 65.5% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 70.4% |
|---|---|
| Male | 56.4% |
| Māori | 56.5% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 59.1% |
| Total | 62.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
23.5%
| Dunstan High School | 23.5% |
|---|---|
| Otago Region | 20.4% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 35.2% |
|---|---|
| Male | 15.4% |
| Māori | 30.4% |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 24.5% |
| Total | 23.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
90.2%
| Dunstan High School | 90.2% |
|---|---|
| Otago Region | 85.3% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 92.6% |
|---|---|
| Male | 88.5% |
| Māori | 82.6% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 90% |
| Total | 90.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
17.1%
| Dunstan High School | 17.1% |
|---|---|
| Otago Region | 36.8% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 9.3% |
|---|---|
| Male | 23.6% |
| Māori | 11% |
| Pacific | 0% |
| Asian | 0% |
| Other | 63.2% |
| European/Pākehā | 18.9% |
| Total | 17.1% |
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%
| Dunstan High School | 0% |
|---|---|
| Otago Region | 4.6% |
| Secondary (Year 9-15) | 4% |
| 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%
| Dunstan High School | 0% |
|---|---|
| Otago Region | 2% |
| Secondary (Year 9-15) | 1.7% |
| 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)
- 445
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 5 February 1962
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
- 8
- Last reviewed
- 12 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (12 December 2024)
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 12 December 2024 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 12 December 2024 — “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
Dunstan High School is a co-educational Years 9 to 13 school in Alexandra, Central Otago. The school draws its students from throughout the local region. Its vision is to engage, inspire and empower students to be successful participants in the world. The school is currently implementing curriculum change to realise its vision and to enhance student engagement. A new principal was appointed in 2024.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) published report and subsequent evaluation.
Part B: An evaluative summary of learner outcomes and school conditions to inform the school board’s future strategic direction, including 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 report in May 2023, ERO and the school have worked together evaluate the impact of Dunstan High School’s curriculum and pastoral initiatives to support learner engagement and achievement in Years 9 and 10.
Expected Improvements and Findings
The school expected to see:
Significant developments in junior curriculum and pastoral structures through the implementation of semester courses and whānau ora initiatives.
The school’s whānau ora pastoral structure is increasing positive relationships between students and whānau ora teachers ( kaiārahi ); students report their kaiārahi knows them well as a person and as a learner.
Changing to shorter, semester courses has improved learner engagement, interest and effort.
A cohesive school wide approach to developing global learning competencies in the junior school, with a corresponding lift in boys’ engagement and achievement.
Some improvements in boys’ engagement and achievement have been observed, including for Māori ; these improvements indicate the beneficial impact of boys’ connections with their kaiārahi and their increased interest levels in the shorter, semester courses.
Most learners have developed a sense of citizenship through building connections with and offering service to the community.
Effective monitoring and mentoring to both track and support progress, particularly for priority learners.
Teachers continue to monitor learner progress fortnightly and have established links between students’ personal excellence grades and success in the National Certificate of Educational Achievement (NCEA); this link is used effectively as motivation for senior learners to improve achievement.
Leaders and teachers regularly track learners’ progress towards their academic and self-management goals and implement timely interventions for learners to ensure that they achieve these goals.
The greatest shift that occurred in response to the school’s actions is a commitment to continue to strengthen the mentorship introduced through the whānau ora pastoral structure. This has improved students’ learning and wellbeing outcomes and more effectively involved parents and whānau in supporting their child’s engagement in school.
Part B: Current state
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable.
The majority of Year 9 and 10 learners achieve at or above expected curriculum levels in literacy and mathematics; most learners achieve NCEA standards in literacy and mathematics in either Years 10 or 11.
Most Year 11, 12 and 13 learners achieve NCEA at Levels 1, 2 and 3.
Improving levels of attendance are approaching, but not yet at, the Ministry of Education’s national target; the majority of learners attend regularly.
Conditions to support learner success
Leaders set and monitor goals that effectively drive school improvement.
Senior leaders are strengthening the way they collect and analyse data to know how well the school is improving learner engagement, progress and achievement at all year levels.
Senior leaders respond effectively to feedback from staff and the school community to improve students’ engagement in learning, create a supportive environment and connect with the community.
Curriculum and pastoral leaders are monitoring and responding to student feedback about curriculum and pastoral initiatives to improve learning and wellbeing programmes to meet students’ needs and interests.
Curriculum design and teaching practices are increasingly responsive to the different needs, interests and aspirations of students.
Curriculum design, including shorter semester courses, is increasingly responsive to students’ interests, resulting in improved student engagement.
Leaders initiate professional learning for teachers to better engage boys and respond to learners’ languages, cultures and identities to create inclusive learning environments.
Teachers and leaders increasingly collaborate with contributing schools to prepare students transitioning from primary schools for successful learning at secondary school.
The school has established effective partnerships with its community that benefit outcomes for learners.
The board effectively supports and resources strategic priorities for improving learners’ wellbeing and learning progress.
Kaiārahi oversee learners’ progress through the school and make increasing connections with parents and whānau to create improved academic, engagement and wellbeing outcomes for learners.
The school continues to strengthen connections with businesses and employers, leading to many opportunities in the local community for senior learners to access appropriate and meaningful vocational pathways as their next steps beyond school.
Part C: Where to next?
The agreed next steps for the school are to:
further embed the school’s pastoral system to strengthen learner and whānau connection with kaiārahi to improve wellbeing and learning outcomes
further develop teaching practices leading to improved academic outcomes and increased engagement for all learners
embed strategies to improve and sustain regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months
leaders and teachers further develop pastoral systems that increase engagement, attendance and improve learner achievement
leaders and teachers develop an effective teaching profile that builds on current teaching practices to improve learner engagement and achievement.
Every six months
leaders evaluate pastoral initiatives to determine consistency of implementation and how effectively they are improving attendance, learning and wellbeing outcomes
leaders and teachers implement and use the teaching profile and provide feedback on its suitability to identify effective teaching practices and recognise shifts that might be needed to improve learner engagement and achievement.
Annually
leaders monitor learners’ wellbeing, attendance and sense of connection to school, then use findings to further develop positive kaiārahi -learner relationships which improve outcomes for learners
leaders provide evaluative reports to the board on the impact of pastoral and teaching developments on learner attendance, engagement and achievement and use findings to inform strategic planning.
Actions taken against these next steps are expected to result in:
increased connection of learners and whānau with kaiārahi , resulting in improved students’ learning and wellbeing outcomes
increased learner engagement and achievement, gained through improvements to effective teaching practices
improved and sustained levels of regular attendance.
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
12 December 2024
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 8 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).