Kaikorai Valley College
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 434
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kaikorai Valley Road, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-453 6035
- office@kvc.school.nz
- Website
- http://kvcollege.co.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
Not stated on the school’s website.
- Where to buy the uniform
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.
- In their words
- At Kaikorai Valley College, our culture is shaped by five core values that form the foundation of our PRIDE system — Whakahī o te Kura. These values underpin everything we do, both in and out of the classroom.
- International students
- Accepted, as stated
a proud history of over 30 years of hosting international students from around the globe. International students make up approximately 6% of our school roll.
- 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
- Petanque
Petanque is run by Dunedin City Petanque Club situated at 81 Eglinton Road Mornington. It is held on Tuesdays for yrs 7-13 from 3.30pm to 5.30pm.
- athletics
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- badminton
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- basketball
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- cricket
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- cross country
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- curling
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- football
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- handball
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- hockey
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- ice hockey
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- judo
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- laser tag
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- miniball
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- minivolley
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- netball
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- rugby
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- smallbore rifle shooting
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- softball
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- table tennis
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- tennis
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- touch rugby
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- volleyball
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- water polo
Students at KVC take part in an impressive variety of sports, including athletics, badminton, basketball, cricket, cross country, curling, football, handball, hockey, ice hockey, judo, laser tag, miniball, minivolley, netball, pétanque, rugby, smallbore rifle shooting, softball, table tennis, tennis, touch rugby, volleyball, and water polo.
- Golf
| Golf | Yr 7-13 | KVC | Friday Lunchtime |
- Pool (8 ball)
| Pool (8 ball) | Yr 9-13 | Boweys Lounge | Tuesdays |
- Petanque
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 332
- Māori
- 76
- Pacific
- 28
- Asian
- 42
- MELAA
- 26
- Other
- 2
- International
- 20
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 07 | 8 | 4 | 3 | 3 | 0 | 35 | 0 | 47 |
| Year 08 | 10 | 6 | 8 | 3 | 0 | 60 | 1 | 74 |
| Year 09 | 16 | 3 | 2 | 3 | 1 | 49 | 1 | 62 |
| Year 10 | 10 | 2 | 3 | 2 | 0 | 46 | 0 | 56 |
| Year 11 | 19 | 5 | 9 | 3 | 0 | 72 | 4 | 89 |
| Year 12 | 9 | 3 | 2 | 1 | 0 | 35 | 9 | 51 |
| Year 13+ | 3 | 0 | 2 | 1 | 2 | 47 | 8 | 61 |
| Total | 75 | 23 | 29 | 16 | 3 | 344 | 23 | 440 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 6 | 2 | 3 | 2 | 0 | 29 | 0 | 37 |
| Age 12 | 10 | 6 | 7 | 2 | 0 | 51 | 1 | 65 |
| Age 13 | 16 | 5 | 2 | 3 | 1 | 54 | 1 | 67 |
| Age 14 | 11 | 2 | 3 | 3 | 0 | 47 | 0 | 59 |
| Age 15 | 18 | 5 | 6 | 3 | 0 | 71 | 3 | 83 |
| Age 16 | 8 | 2 | 6 | 1 | 0 | 37 | 7 | 54 |
| Age 17 | 6 | 1 | 0 | 2 | 1 | 39 | 9 | 54 |
| Age 18 | 0 | 0 | 1 | 0 | 1 | 12 | 2 | 16 |
| Age 19+ | 0 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Total | 75 | 23 | 29 | 16 | 3 | 344 | 23 | 440 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
74.3%
| Kaikorai Valley College | 74.3% |
|---|---|
| Otago Region | 90.7% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 82.6% |
|---|---|
| Male | 70.2% |
| Māori | 46.2% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 78% |
| Total | 74.3% |
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
57.1%
| Kaikorai Valley College | 57.1% |
|---|---|
| Otago Region | 84.8% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 52.2% |
|---|---|
| Male | 59.6% |
| Māori | 23.1% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 61% |
| Total | 57.1% |
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
50%
| Kaikorai Valley College | 50% |
|---|---|
| Otago Region | 65.5% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 43.5% |
|---|---|
| Male | 53.2% |
| Māori | 23.1% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 52.5% |
| Total | 50% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
18.6%
| Kaikorai Valley College | 18.6% |
|---|---|
| Otago Region | 20.4% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 4.3% |
|---|---|
| Male | 25.5% |
| Māori | 7.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 22% |
| Total | 18.6% |
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
65.7%
| Kaikorai Valley College | 65.7% |
|---|---|
| Otago Region | 85.3% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 60.9% |
|---|---|
| Male | 68.1% |
| Māori | 23.1% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 67.8% |
| Total | 65.7% |
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
100.8%
| Kaikorai Valley College | 100.8% |
|---|---|
| Otago Region | 36.8% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 98.7% |
|---|---|
| Male | 102.3% |
| Māori | 115.9% |
| Pacific | 207.4% |
| Asian | 22.2% |
| Other | 0% |
| European/Pākehā | 99% |
| Total | 100.8% |
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
9.2%
| Kaikorai Valley College | 9.2% |
|---|---|
| Otago Region | 4.6% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 6.5% |
|---|---|
| Male | 11% |
| Māori | 7.8% |
| Pacific | 54.1% |
| Asian | 0% |
| Other | 35.3% |
| European/Pākehā | 4.6% |
| Total | 9.2% |
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
7.8%
| Kaikorai Valley College | 7.8% |
|---|---|
| Otago Region | 2% |
| Secondary (Year 7-15) | 2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 3.9% |
|---|---|
| Male | 10.4% |
| Māori | 8.8% |
| Pacific | 29.4% |
| Asian | 0% |
| Other | 44.9% |
| European/Pākehā | 3.7% |
| Total | 7.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 502
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 1 February 1958
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
- 7
- Last reviewed
- 30 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 July 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 30 July 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.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 434 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
August 2016
509
Counted while ERO’s review team was at the school. Education Review Office, report of 17 October 2016
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 30 July 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
Kaikorai Valley College is a Year 7 to 13 co-educational school in Dunedin. The core values of participation, respect, inquiry, diversity, and environment (PRIDE) underpin the school’s relationship-based philosophy. It is an Enviroschool and has its own urban farm. A new principal began at the start of 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 October 2022, ERO and the school have worked together to evaluate the impact of culturally responsive pedagogy on promoting student engagement in learning.
Expected Improvements and Findings
The school expected to see:
Enhanced student motivation and engagement.
Students like the increased curriculum choices available, resulting in greater levels of student interest and positivity.
School leadership is continuing to monitor and evaluate the impact of curriculum developments on student engagement, informed by student and staff voice.
Improved Māori learner performance across all year levels, along with improved outcomes for all groups of learners.
Feedback indicates that Māori students and whānau feel that culture and identity is valued and respected by the school.
The introduction of mentors for Māori and Pacific students has led to a positive increase in these students’ engagement with school.
Levels of school community involvement have significantly increased, with higher levels of whānau participation and input.
Growing levels of teachers’ confidence and capability speaking te reo , as well as understandings about tikanga and mātauranga Māori in teaching and learning practices across the school.
Teachers have expressed increased levels of confidence in te reo and tikanga , resulting in the greater use of te reo and tikanga in a range of school settings.
Teaching and learning resources are continuing to be further developed to include and support mātauranga Māori.
The greatest shift that occurred in response to the school’s actions is the commitment to student, whānau and staff voice meaningfully driving school improvement.
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 number of students achieving National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3 has increased over the last three years; this includes increasing parity for Māori students.
The majority of Year 7 to 10 students are achieving at national expectations for literacy and mathematics.
The school’s vertical whānau group structure is an effective pastoral support strategy for wellbeing, with a majority of students reporting in surveys over several years that staff know them well as a person and as a learner.
In relation to the Ministry of Education’s target, the majority of students attend school regularly.
Conditions to support learner success
Leaders build a consultative culture where student, whānau and teacher voice informs school improvement.
A biennial process to gather and respond to student, whānau and staff voice informs curriculum initiatives which school leadership evaluates for effectiveness and impact.
Leaders use a considered and strategic process in working with the school community to build a collaborative approach to school improvement.
Curriculum design and teaching practices is increasingly responsive to the different needs, interests and aspirations of students.
The school’s approaches to Years 9 and 10 curriculum development have resulted in courses designed to appeal to students’ interests, with increased levels of student engagement.
Priority learners needing additional support are identified and are provided with increasingly effective support to learn and progress at an appropriate pace.
Teachers design personalised programmes to suit students’ aspirations and interests as they move through the senior school to meet students’ future vocational or academic pathways.
Leaders are prioritising cross-curricula literacy and numeracy learning as a next step in school curriculum development.
Conditions that underpin school operations are well aligned and focused on developing learning partnerships.
Students and their whānau are involved with staff in planning relevant and personalised pathways beyond school, including a different range of academic and vocational options.
The school is continuing to develop its relationship with te Rūnanga o Ōtākou to further integrate Māori perspectives and mātauranga Māori into learning programmes.
The board continues to evaluate student performance, including monitoring attendance, engagement, achievement and cultural responsiveness in order to measure improvement.
The school has developed productive partnerships with a wide range of tertiary and training providers, businesses and employers across Dunedin.
Part C: Where to next?
The agreed next steps for the school are to:
refine curriculum initiatives and evaluate how well these are responding to students’ needs at Years 7 to 10
embed bicultural understandings and practices to improve student engagement and achievement
strengthen literacy and mathematics teaching practices across all learning areas to improve student achievement at all year levels.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months
learning area leaders develop approaches for the effective integration of school-wide literacy and mathematics strategies into programmes of learning
professional learning occurs to support staff in developing approaches to integrate mātauranga Māori within their learning areas.
Every six months
school leaders gather student and staff perspectives in order to evaluate the effectiveness of curriculum initiatives to improve student engagement and learning outcomes.
Annually
leaders develop viable and sustainable curriculum initiatives, informed by ongoing student, whānau and staff voice
leaders verify the increased integration of mātauranga Māori across learning areas
leaders and teachers ensure that literacy and numeracy approaches are integrated into curriculum delivery across the school and are leading to improvements in student achievement
leaders report to the board about the impact of strengthened literacy and numeracy practices and curriculum initiatives on learner attendance, progress and achievement.
Actions taken against these next steps are expected to result in:
the further development of curriculum structures that improve student engagement through providing choice, relevance and interest at Years 7 to 10
further shifts in using deliberate, culturally responsive teaching practices to improve student engagement and progress at all year levels
continued improvements in literacy and numeracy outcomes at all year levels.
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
30 July 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 7 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).