Wellington East Girls’ 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

Wellington East Girls’ College is located in central Wellington and provides education for students in Years 9 to 13. The roll in 2025 was 981. 24% of students identify as Asian, 17% identify as Māori, and 11% are of Pacific heritage. The majority of students are NZ European/Pākehā. The school provides a supported learning class, Te Aka, for Ongoing Resource Scheme (ORS) and In Class Support funded students. The school is the fundholder for Te Huarahi Tamariki (Teen Parent Unit) in Linden, Wellington. The school’s vision is to develop strong, connected, empowered students, enhancing the mana of the students and others through the school values of aroha, whanaungatanga and rangatiratanga.

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 January 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Wellington East Girls’ College evaluated the extent to which outcomes for priority students have been accelerated through the implementation of the strategic actions. 

The school expected to see equitable aspirations and excellent achievement and wellbeing outcomes for all students within the school community. 

Findings

The school has made sound progress towards more equitable achievement, progress, attendance and wellbeing outcomes for all groups of students.

Senior leaders put strong systems and processes in place to evaluate how well their strategic actions are working for students. They actively develop the evaluation capability of middle leaders so they can measure the impact of actions on outcomes for students. 

Other findings

Leaders and teachers have implemented a school kawa and demonstrate a commitment to a positive culture for learning which has had a beneficial impact on student engagement and wellbeing. 

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.

Most students experience consistently high levels of success and wellbeing.

• Most students achieve National Certificate of Educational Achievement (NCEA) Level 2. A large majority achieve NCEA Level 3 and University Entrance (UE).
• Most Year 9 students achieving below the expected curriculum level in literacy and numeracy make accelerated progress. By Year 11 almost all students achieve Level 1 Literacy and Numeracy.
• Māori and Pacific achievement is improving, and results are becoming more equitable. School leaders implement planned actions to reduce the equity gap.
• Achievement and progress information in literacy and mathematics is gathered for Year 9 and 10 students; establishing consistent assessment and reporting to provide quality data to accelerate progress and achievement for all learners is an improvement priority.
• A small majority of students attend school regularly. Regular attendance is improving, and chronic absence is reducing. Improving attendance is a priority for school leaders.

Conditions to support learner success

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

Leaders set and pursue improvement goals to enhance student outcomes.

• Leaders actively promote a professional learning culture that prioritises high-quality teaching and continuous improvement in student outcomes.
• Leaders are strengthening the school-wide of use evidence to evaluate the impact of strategic actions on outcomes for groups of students.
• Leaders, staff and parents work together to implement effective programmes that support student wellbeing, strengthen systems to improve attendance, and grow quality teaching and learning to close the achievement equity gap.

Students benefit from quality teaching practices and a responsive curriculum that supports their engagement and progress in learning. 

• The curriculum is designed to provide appropriate, meaningful learning experiences that promote student engagement and support progress across learning areas.
• Teachers set clear expectations, create settled, respectful learning environments to effectively support students to build skills and confidence in their learning.
• Learning Area Leads and teachers increasingly use assessment data to plan, report on student achievement, and adjust their teaching to better meet student needs. 

School systems and processes to support student outcomes are well aligned, clearly communicated, and well-understood.

• Students benefit from an inclusive environment, supported by a positive culture for learning and a range of programmes and practices to enhance student wellbeing.
• Leaders and teachers engage in ongoing professional learning to strengthen their use of effective teaching approaches; there is a consistent focus on continuous improvement in teaching and learning across all learning areas.
• The board represents, serves and works with the school community to develop the strategic direction of the school.
• Leaders give effect to Te Tiriti o Waitangi working with Māori and mana whenua to take actions to help close equity gaps for students. 

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 rates of regular attendance to support student engagement and meet the Government target of 80% regular attendance.
• Establish consistent assessment and reporting practices in Year 9 and 10 to provide quality insights into student progress and achievement overtime.
• Reduce the equity gap for groups of students in NCEA Level 2, 3 and UE.
• Embed feedback processes into teaching practice to sustain a strong culture of quality teaching that supports equitable outcomes for all groups of students. 

Actions to bring about improvement 

Within six months:

• school leaders implement an assessment schedule for reading, writing and mathematics and develop a tracking and monitoring system for Year 9 and 10 to identify students who need additional learning support

Every six months:

• school leaders monitor and evaluate the impact of attendance initiatives; make changes required to drive further improvement
• school leaders and learning area leads analyse reading, writing and mathematics achievement data for Year 9 and 10 and evaluate impact of interventions for students requiring additional support
• school leaders and learning area leads analyse achievement data for senior students to evaluate impact of interventions for students requiring additional support
• school leaders and learning area leads gather and analyse data about the quality of teaching practice, measure improvements and use to inform professional learning priorities

Annually:

• school leaders monitor and evaluate the impact of attendance initiatives and report to the board
• school leaders monitor and evaluate the impact of interventions for students requiring additional support and report to the board
• school leaders evaluate the impact of systems implemented to grow high-quality teaching practice on improving student outcomes.

Expected outcomes

• Increased and sustained regular attendance towards the Government targets.
• Improved school-wide systems and data use, especially in Years 9 and 10, help support student progress and achievement and evaluate how well strategies are improving equitable outcomes for all students.
• A reduction in the equity gap for groups of students in NCEA Level 2, 3 and UE.
• Consistent high-quality teaching and learning embedded across the school, that promotes equitable outcomes for all students.

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

5 December 2025