Wairarapa College

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.

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

Wairarapa College provides education for learners in Years 9 to 13. The school roll of 962 includes 58% of students who identify as Pākehā/New Zealand European, 32% as Māori, 3% as Pacific and 6% as Asian. 

The school’s vision is to ‘prepare young people for life with wisdom and courage – kia mātau, kia māia’. The school’s LEAD values (learn with purpose, engage with pride, act with respect, dare to succeed) underpin the school culture and curriculum.

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 November 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school expected the newly embedded junior curriculum improving engagement, wellbeing and achievement for learners, particularly for priority groups, through more localised curriculum design and stronger evaluation of its impact. 

Findings

The school junior curriculum is improved by broadening learner choice and providing more relevant learning contexts, including courses that are contextualized and themed to align with student interests. A comprehensive document to guide effective teaching and learning has been developed and used by all staff.

The school reviewed of the impact of these changes and initiatives. Senior leaders are developing more robust measures to evaluate their effectiveness and evaluate the impact on student outcomes. 

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 learners is increasing.

• A large majority of students achieved National Certificate of Education Achievement (NCEA) Levels 1, 2, and 3 in 2025. Achievement levels are similar for all groups of learners at Level 1 and 2.
• Assessment information drawn from curriculum aligned assessments is enabling the school to understand learners’ progress in literacy and numeracy across Years 9 and 10, and to identify their readiness for NCEA Level 1 and the co‑requisites.
• Regular attendance remains below the government target, with less than half of students attending regularly. Attendance is improving and chronic absence is decreasing. Improving attendance is a priority for school leaders.
• Senior students are successfully accessing Secondary to Tertiary Programmes, resulting in personalised pathways that support transition into trades, apprenticeships, and vocational qualifications.

Conditions to support learner success

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

Leadership has strengthened the systems and conditions necessary for effective school improvement.

• Leadership provides clear strategic direction linking the school’s vision, goals and actions, ensuring coherence across initiatives and a shared understanding of priorities.
• Leadership has strengthened relational trust and built a collaborative professional culture that supports learner wellbeing and achievement.
• Leaders are strengthening the quality and consistency of teaching and learning to address student needs and improve progress and achievement.

The school provides a responsive curriculum that supports student engagement.

• Relationships between learners and teachers are characterised by mutual respect fostering an inclusive culture which supports engagement, wellbeing, and achievement. 
• High levels of learner engagement are evident in classrooms resulting in settled and purposeful classroom environments. 
• Leaders and teachers offer a wide range of learning options, including online, community and tertiary-based learning opportunities, that reflect and support students’ interests, strengths, and future pathways.
• Learners who need additional support are clearly identified and leaders and teachers have a responsive approach to meeting students’ needs in literacy, numeracy and wellbeing; strengthened targeted provision ensures these learners continue to make progress.

 Staff foster a culture of care that supports learner success.

• Leaders and teachers know their learners well and take an individualised approach that considers academic, social, emotional and cultural needs to support each student’s success.
• Staff work collaboratively; students’ wellbeing and inclusion is prioritised and promoted. 
• Senior students’ vocational pathways are supported through extensive and purposeful partnerships with tertiary and training providers, businesses and careers programmes.
• Leaders demonstrate deliberate and systematic action to uplift Māori success as Māori, strengthening cultural capability across the school and supporting the authentic integration of te ao Māori into everyday practice.

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

• Improve equitable and excellent outcomes for all groups of learners.
• Further strengthen partnerships with whānau to support student wellbeing, achievement and sense of belonging.
• Improve regular attendance. 

Actions to bring about improvement 

Within six months:

• leaders investigate the use of standardised assessment practices across the junior school to reliably track progress in reading, writing and mathematics
• leaders and teachers implement the schoolwide observation tool aligned with the teaching and learning framework to evaluate the effectiveness and consistency of its implementation
• leaders and the board implement the Board whānau engagement framework

Every six months:

• the school board reviews and adjusts the attendance plan in response to attendance data
• leaders analyse and report impact measures to the Board to inform the ongoing review of annual goals

Annually:

• the Wairarapa College School Board reports overall achievement, progress, wellbeing and attendance information to the community.

Expected outcomes

• Excellent and equitable outcomes for all learners.
• Improved and sustained regular attendance.
• Improved collaboration with whānau. 

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

22 May 2026