Fiordland College

What ERO wrote in its latest report

This is ERO’s report of 25 May 2026 — “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

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

Fiordland College is a co-educational school in Te Anau and provides education for learners in Years 7 to 13. The school roll is 313. 77% of learners are Pākehā /New Zealand European, 16% identify as Māori , 5% as Asian and 2% as Pacific. The school’s vision is A place where all can thrive.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

Improvement and progress

This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on evaluating the extent to which all students feel empowered in their learning.

The school expected to see students engaged in all aspects of their learning supporting equity and excellence, a stronger partnership to support learning between the students, their families and the school and connections extended between the community and school.

Findings

The school has made progress in empowering students as learners. Learners have increased opportunities to explore their interests and follow a range of curriculum choices as they move through the school. Learner engagement has strengthened and is reflected in a growing number of learners choosing to remain at school through to Year 13. The school’s recently revised strategic goals that are in response to community feedback, and place emphasis on learner agency, authentic curriculum choices and clear pathways.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Success and progress for all learners is increasing.

A large majority of learners in Years 7 to 10 achieve at or above curriculum expectations in reading and writing, with a small majority in mathematics. By the end of Year 10, most learners have achieved the National Certificate of Educational Achievement (NCEA) Level 1 in Literacy and Numeracy.

Most learners achieve NCEA Level 2, with a large majority at Level 3. The school does not offer NCEA Level 1. A small majority achieve University Entrance (UE). Outcomes are not yet equitable for males at NCEA Level 3 and for UE.

Māori learner achievement is increasingly equitable across Years 7 to 13.

A large majority of learners attend school regularly. Regular attendance is not yet improving towards or beyond the Government’s target of 80%. Chronic absences are decreasing.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leaders continue to embed a range of appropriate strategies that improve learning outcomes for students.

Leaders increasingly draw on staff, learner and parent voice to review school operations and curriculum, informing improvement priorities.

Leaders foster relational trust and collaboration across the school and community to help achieve the school’s strategic vision and goals.

Strategic and annual planning, and the setting of achievement targets, are evidence informed. Leadership continues to improve clarity, coherence and responsiveness, strengthening support for continuous improvement.

Curriculum programmes and teaching practices are increasingly responsive to learners’ needs.

Learners benefit from settled, purposeful classroom environments that support their learning.

Teachers use a variety of teaching strategies that promote learner engagement.

Teaching programmes across the Years 7 to 10 curriculum increasingly support learners to develop sound foundation skills in literacy and numeracy.

Leaders and teachers are extending the range of programmes to meet learners’ interests and strengthen pathways to further learning and employment.

The school is strengthening the conditions needed for ongoing improvement.

Positive partnerships between the school, parents, and the wider community increasingly support learners’ engagement, wellbeing and progress.

Staff professional learning is strategically aligned to the school’s improvement goals, annual focus areas and learner needs.

The School Board is continuing its work to actively represent and serve the school in its stewardship role.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It identifies key priorities and actions for improvement.

Key priorities

Increase achievement for all groups of learners through implementing a schoolwide focus on literacy across the curriculum.

Strengthen learner pathways and guidance through the Kaiarahi pastoral structure and processes.

Increase regular learner attendance.

Actions to bring about improvement

Within six months:

leaders identify and provide evidence-based professional learning for staff to further improve learner progress and achievement in literacy

staff work with learners to set goals and develop learning plans, supporting clear pathways and transitions through and beyond school

Every six months:

teachers analyse learner achievement data in literacy and adapt teaching and learning strategies to improve effectiveness and accelerate progress

staff regularly monitor and review with learners their goals and learning plans to ensure appropriate guidance and learning pathways

leaders systematically review attendance data and the school’s attendance plan, identify trends, and enhance support and interventions for learners with low or irregular attendance

Annually:

leaders and teachers review the impact of literacy teaching and learning strategies on learner progress achievement and use findings to refine and strengthen practice

leaders and teachers evaluate the impact of learner pathways and guidance frameworks on improving transitions through and beyond school, using learner and staff voice to prioritise next steps

leaders evaluate the impact of the attendance plan and use findings to strengthen overall attendance.

Expected outcomes

Increasingly equitable and excellent literacy achievement.

Improved transitions for learners as they move through and beyond school, resulting in enhanced wellbeing and learning outcomes.

Increased regular attendance.

The next public report on ERO’s website will be a School Report and is due within four 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

Sharon Kelly Director of Schools

25 May 2026

Read this report on ero.govt.nz →