Trinity Catholic College
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 867
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 340 Rattray Street, City Rise, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-4773408
- admin@trinity.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
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.
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.
- Special character
- Trinity's four core values are drawn from the charisms of the founding religious orders. They are the guiding principles that influence our relationships within the College and the delivery of the curriculum.
- International students
- Accepted, as stated
Our international students live within well selected, police vetted homestay families who ensure that our students have a real family experience within our Dunedin community.
- 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
- Music Squad
At Trinity there is a multi-level whānau group for musicians in Years 11-13, also known as the Music Squad
- The Trinity Choir
The Trinity Choir meets regularly throughout the year and is open to all students with a passion for singing.
- The Trinity Jazz Band
The Trinity Jazz Band rehearses throughout the year to prepare for school events such as open day, prizegivings, the annual spring concert, Trinity’s Got Talent and the Dunedin Youth Jazz Festival.
- Chamber Music
Chamber Music Students who are having instrumental lessons are often encouraged, once they reach a certain level of performance, to join with others in small groups for the annual Chamber Music Competition.
- The Big Sing
The Big Sing is a high-profile event that happens nationwide.
- The Trinity Showband
The Trinity Showband is the crème de la crème of the musicians at school. They provide the musical accompaniment for the major production each year.
- Sing Out 4 Justice Songwriting Competition
Sing Out 4 Justice Songwriting Competition Caritas annually runs a songwriting competition that involves writing a song about a social justice theme set each year by the charity. The Trinity Year 10 Music class enters this competition, but all songwriting students are encouraged to take part.
- BandQuest
BandQuest is a live band competition for musicians in Year 8 and below.
- RockQuest
RockQuest is nationwide, live music event for youth.
- Bishop’s Shield Team
A huge congratulations is in order for the marvellous Bishop’s Shield Team of 2026 – students and staff – who took out this year’s title
- Music Squad
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 565
- Māori
- 116
- Pacific
- 48
- Asian
- 239
- MELAA
- 35
- Other
- 13
- International
- 28
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 | 13 | 10 | 27 | 6 | 1 | 80 | 0 | 120 |
| Year 08 | 20 | 12 | 23 | 2 | 2 | 89 | 1 | 123 |
| Year 09 | 17 | 6 | 32 | 5 | 4 | 87 | 3 | 130 |
| Year 10 | 17 | 5 | 19 | 5 | 3 | 77 | 4 | 111 |
| Year 11 | 19 | 9 | 20 | 3 | 2 | 74 | 5 | 111 |
| Year 12 | 15 | 7 | 23 | 3 | 0 | 66 | 10 | 105 |
| Year 13+ | 5 | 1 | 18 | 4 | 1 | 48 | 3 | 73 |
| Total | 106 | 50 | 162 | 28 | 13 | 521 | 26 | 773 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 11 | 9 | 7 | 17 | 4 | 0 | 57 | 0 | 82 |
| Age 12 | 21 | 11 | 28 | 4 | 3 | 94 | 1 | 134 |
| Age 13 | 16 | 7 | 28 | 4 | 4 | 82 | 2 | 122 |
| Age 14 | 17 | 6 | 24 | 5 | 2 | 90 | 2 | 126 |
| Age 15 | 17 | 8 | 21 | 2 | 3 | 64 | 7 | 106 |
| Age 16 | 20 | 8 | 15 | 5 | 0 | 74 | 9 | 105 |
| Age 17 | 6 | 2 | 20 | 1 | 1 | 51 | 3 | 75 |
| Age 18 | 0 | 0 | 7 | 1 | 0 | 8 | 2 | 18 |
| Age 19+ | 0 | 0 | 2 | 2 | 0 | 0 | 0 | 4 |
| Total | 106 | 50 | 162 | 28 | 13 | 521 | 26 | 773 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
95.6%
| Trinity Catholic College | 95.6% |
|---|---|
| Otago Region | 90.7% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 97.7% |
|---|---|
| Male | 93.8% |
| Māori | 86.7% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | 83.3% |
| Other | Too few to report |
| European/Pākehā | 96.9% |
| Total | 95.6% |
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
87.9%
| Trinity Catholic College | 87.9% |
|---|---|
| Otago Region | 84.8% |
| Secondary (Year 7-15) | 83.3% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 90.7% |
|---|---|
| Male | 85.4% |
| Māori | 73.3% |
| Pacific | Too few to report |
| Asian | 94.4% |
| MELAA | 50% |
| Other | Too few to report |
| European/Pākehā | 89.1% |
| Total | 87.9% |
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
70.3%
| Trinity Catholic College | 70.3% |
|---|---|
| Otago Region | 65.5% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 79.1% |
|---|---|
| Male | 62.5% |
| Māori | 40% |
| Pacific | Too few to report |
| Asian | 88.9% |
| MELAA | 50% |
| Other | Too few to report |
| European/Pākehā | 70.3% |
| Total | 70.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
8.8%
| Trinity Catholic College | 8.8% |
|---|---|
| Otago Region | 20.4% |
| Secondary (Year 7-15) | 14.7% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 14% |
|---|---|
| Male | 4.2% |
| Māori | 20% |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | 0% |
| Other | Too few to report |
| European/Pākehā | 12.5% |
| Total | 8.8% |
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
89%
| Trinity Catholic College | 89% |
|---|---|
| Otago Region | 85.3% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 90.7% |
|---|---|
| Male | 87.5% |
| Māori | 66.7% |
| Pacific | Too few to report |
| Asian | 94.4% |
| MELAA | 66.7% |
| Other | Too few to report |
| European/Pākehā | 92.2% |
| Total | 89% |
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
16%
| Trinity Catholic College | 16% |
|---|---|
| Otago Region | 36.8% |
| Secondary (Year 7-15) | 43.4% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 3.4% |
|---|---|
| Male | 30.2% |
| Māori | 28.6% |
| Pacific | 0% |
| Asian | 4.5% |
| Other | 15.6% |
| European/Pākehā | 17.8% |
| Total | 16% |
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
2.4%
| Trinity Catholic College | 2.4% |
|---|---|
| Otago Region | 4.6% |
| Secondary (Year 7-15) | 4.6% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 5.1% |
| Māori | 5.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3.5% |
| Total | 2.4% |
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
1.9%
| New Zealand | 1.8% |
|---|---|
| Trinity Catholic College | 1.9% |
| Otago Region | 2% |
| Secondary (Year 7-15) | 2% |
| State : Integrated | 0.5% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 4.1% |
| Māori | 5.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.8% |
| Total | 1.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 431
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 1988
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
- 6
- Last reviewed
- 19 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 September 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 19 September 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 19 September 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 to ensure that the child remains at the heart of the matter.
Context
Trinity Catholic College is an integrated, co-educational college for learners from Years 7 to 13, serving the Catholic community of Dunedin and surrounds. The gospel values of respect, justice, service, and truth underpin daily life at the College so that the diverse learner body ‘has every opportunity to learn and flourish in an environment that is safe, positive, and caring’.
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 on learner achievement, engagement and teacher efficacy (capability) that will develop a more responsive curriculum for all learners .
Expected Improvements and Findings
The school expected to see:
A refreshed, relevant, culturally responsive curriculum structure that encourages learner agency (independence) and learner capability development, while maintaining high levels of achievement for all learners.
Students and teachers have reported gains in learner independence and independent learning .
Student and teacher feedback about curriculum initiatives has informed improvements in responsive curriculum design.
Teachers confidently integrate mātauranga Māori into programmes of learning, leading to an ongoing commitment to further develop understandings of te ao Māori to enrich curriculum.
A shared understanding of effective teaching practice and the development of strong professional capability throughout the college leading to enhanced teacher collective capacity.
Increased collaboration has improved teacher practice and increases in students finding greater relevance, interest and usefulness in their learning.
Equity and excellence at the core of the College’s teaching philosophy.
Learner progress in literacy and mathematics is consistently and regularly tracked, resulting in a cohesive approach to improving student achievement at Years 7 to 10.
The greatest shift that occurred in response to the school’s actions is that analysis and responsiveness to student, teacher and school community feedback, together with student achievement information, is informing school improvements in planning and its strategic direction.
Part B: Current State
The following findings inform the school’ s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners show increasing equity, with most students progressing and achieving well at appropriate curriculum levels and in school qualifications.
Most Year 7 to 10 students achieve at expected or above curriculum levels in literacy and mathematics.
A large majority of students, including Māori , achieve National Certificate of Educational Achievement (NCEA) at all levels; high merit and excellence certificate endorsement levels are continuing, with improvements in University Entrance success.
The school has increasingly equitable practices that are improving the engagement, motivation, wellbeing and achievement of the learners who are at risk of not achieving at expected levels.
The school maintains consistent levels of attendance that are approaching but not yet at the Ministry of Education’s national target; most students attend school regularly.
Conditions to support learner success
Leaders set and monitor clear goals that effectively drive school improvement.
Leaders use a collaborative process to set the school’s annual improvement plan that is aligned with its strategic focuses, to ensure equity for its diverse student population.
Leaders and teachers apply understandings about shared best practice to make a positive impact on learner achievement and engagement.
Leaders use student, school community and board inputs to inform school priorities and strategic direction.
Teaching, learning and curriculum design are increasingly responsive to learner feedback and local contexts.
Teacher and student feedback informs teaching and learning practice and an increasing use of relevant learning contexts.
Teachers effectively support students who require extra assistance; booster groups target those with identified needs and accelerate their progress.
Teachers provide a responsive and relevant curriculum that focuses on climate change, sustainability and the school’s Catholic special character.
Well-aligned processes monitor and respond effectively to learners’ wellbeing and sense of connection to school.
Leaders evaluate, review and strengthen pastoral systems and restorative practices to promote improved learner wellbeing.
The board is well informed about student achievement, using goals with specific measures aimed at achieving equity and excellence.
The board actively monitors engagement and achievement data to ensure that Māori and Pacific learners have a secure sense of belonging and make progress to reach their academic potential.
Part C: Where to next?
The agreed next steps for the school are to:
continue to further develop curriculum initiatives including integrating mātauranga Māori within learning areas and an increased focus on literacy and mathematics
continue to improve learner achievement in national qualifications
continue to gather learner, teacher and whānau feedback, alongside cohort monitoring against success indicators in NCEA, literacy and numeracy to understand the ongoing effectiveness of initiatives, programmes and practices
expand the use of assessment for learning to inform teaching practices that develop the students’ potential, based on the belief that all can progress and achieve
improve levels of regular attendance.
The actions for the next improvement cycle and timeframes are as follows.
Within six months
senior leaders continue with regular middle leadership coaching and mentoring in order to improve student progress and achievement
senior leaders continue a mentorship programme for heads of learning areas in the use of achievement information to review teaching and learning and further develop staff capability.
Every six months
leaders and teachers continue to improve the robustness of achievement data in literacy and numeracy to enable effective monitoring
leaders and teachers monitor and review achievement in literacy, numeracy and NCEA to establish appropriate responses to programme design and delivery to meet student learning needs
leaders continue to gather and respond to student, staff and whānau feedback to inform school improvement.
Annually
leaders report to the board on shifts in attendance, progress and achievement, as well as how data is informing next steps within learning areas and across the school
leaders prioritise adjustments to pastoral and academic processes to meet the wellbeing and learning needs of an increasingly diverse student community.
Actions taken against these next steps are expected to result in:
the continued development of approaches to integrate literacy and mathematics skills across learning areas to improve equitable learner improvement
the increasing profile of mātauranga Māori in teaching programmes so that Māori learners can see themselves in the school and in the curriculum
the continued building and strengthening of relationships to develop effective reciprocal partnerships with all communities represented within the school.
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
19 September 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 6 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).