St Brigids School (Tainui)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 73
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 57 Bayfield Road, Andersons Bay, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-454 3477
- office@stbrigidsdn.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 37
- Māori
- 1
- Pacific
- 13
- Asian
- 27
- MELAA
- 2
- 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 | 1 | 1 | 6 | 0 | 0 | 8 | 0 | 15 |
| Year 02 | 0 | 1 | 8 | 0 | 0 | 4 | 0 | 13 |
| Year 03 | 0 | 2 | 0 | 0 | 0 | 3 | 0 | 5 |
| Year 04 | 0 | 4 | 1 | 0 | 0 | 5 | 0 | 10 |
| Year 05 | 0 | 1 | 6 | 1 | 0 | 8 | 0 | 13 |
| Year 06 | 0 | 1 | 3 | 0 | 0 | 1 | 0 | 4 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 1 | 10 | 24 | 1 | 0 | 32 | 0 | 63 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 6 | 0 | 0 | 8 | 0 | 15 |
| Age 06 | 0 | 1 | 6 | 0 | 0 | 4 | 0 | 11 |
| Age 07 | 0 | 2 | 1 | 0 | 0 | 3 | 0 | 6 |
| Age 08 | 0 | 4 | 2 | 0 | 0 | 4 | 0 | 10 |
| Age 09 | 0 | 1 | 4 | 1 | 0 | 8 | 0 | 12 |
| Age 10 | 0 | 1 | 5 | 0 | 0 | 2 | 0 | 6 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 1 | 10 | 24 | 1 | 0 | 32 | 0 | 63 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Brigids School (Tainui) | 0% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| St Brigids School (Tainui) | 0% |
|---|---|
| Otago Region | 4.6% |
| Contributing | 3.5% |
| State : Integrated | 1.6% |
| 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%
| St Brigids School (Tainui) | 0% |
|---|---|
| Otago Region | 2% |
| Contributing | 1.5% |
| State : Integrated | 0.5% |
| 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)
- 399
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1939
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
- 3 April 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (3 April 2023)
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 3 April 2023 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 73 — 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.
November 2016
102
Counted while ERO’s review team was at the school. Education Review Office, report of 14 March 2017
September 2013
109
Counted while ERO’s review team was at the school. Education Review Office, report of 8 November 2013
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 3 April 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 18 months of the Education Review Office and St Brigid’s School ( Tainui ) working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
St Brigid’s School ( Tainui ) ’s is a contributing Year 1-6 primary school located in Dunedin. The school’s values of Respect, Care and Responsibility are taken from the Mercy values.
St Brigid’s School ( Tainui )’s strategic priorities for improving outcomes for learners are to ensure that:
the wellbeing/ hauora of all students/ ākonga and staff will be prioritised and reflected in all interactions.
new students and staff will be welcomed to the school.
all students/ ākonga will be able to articulate their learning objectives and next steps
a new principal will be recruited, welcomed, and supported to lead the school
You can find a copy of the school’s strategic and annual plan on St Brigid’s School ( Tainui )’s website.
ERO and the school are working together to evaluate how well the school, through a change in leadership and a more collaborative whole-school approach, is gathering, analysing, using and reporting high quality assessment information to improve/monitor student progress and achievement.
The rationale for selecting this evaluation was that:
a focus on data literacy and assessment practice was identified as important as the systems and practices that provide the 'evidence' trustees, leaders and teachers use to know about the effectiveness of school programmes and interventions were not strong
staff and leaders needed to effectively monitor the progress of all students
there was a need for a more collaborative, whole school approach to the gathering and analysing of data
the principal needed to take a strong lead in facilitating this process
The school expects to see:
leaders ensuring all staff are fully supported by having effective systems and processes in place
that relevant professional development is provided to deepen teacher knowledge
through informed programmes of learning students increasingly progressing and achieving in relation to their age and stage in the New Zealand Curriculum
a strengthening of collective capability to gather, analyse and use data at a school wide level to support planning and decision-making for continuous improvement
Strengths
The school can draw from the following strengths to support the school in its goal to ensure a consistent and learned approach in analysing and reporting on student progress and achievement.
an effective data collection and collation process that is appropriate for the age and stage of students
a better understanding of what is required by staff through targeted support from the Ministry of Education, which has seen an improvement in student achievement across the school
a committed, supportive board that works alongside leaders, staff and outside agencies to develop better systems for useful reporting of learner progress and achievement
Where to next?
Moving forward, the school will prioritise:
sustaining the momentum from the professional development that has been put in place to improve leadership of learning and grow teacher capability
to continue to build capability in analysis and use of data to inform improvements to programmes for learning
the Board of Trustees playing an active role in ensuring the new principal is aware of the immediate priorities of the school and on appointment given effective support to deal with these priorities
ERO has concerns about
The quality and sustainability of leadership of learning to:
continue to build the capability and capacity of effective assessment practices for learning
effectively gather, use and analyse achievement information to inform curriculum programmes
report high quality achievement information to trustees to support scrutiny and informed decision making
Recommendation
The school continues to focus on improving assessment practices and valued outcomes for learners while embedding effective leadership and Governance during this time of leadership change. To bring about the improvements identified ERO recommended that the Ministry of Education provide statutory intervention to support the school.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Kathy Lye Acting Director Review and Improvement (Southern) Southern Region | Te Tai Tini
3 April 2023
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).