Nelson 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 

Nelson College is a Years 9 to 13 secondary school for boys with two onsite boarding hostels. Nelson College Preparatory School is located on school grounds. The College’s values are Manaaki |Care; Pono | Integrity; Kairangi | Success.

Over recent years there has been change in the school’s leadership. A new principal was appointed in 2024.

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

Expected Improvements

Nelson College focused on a review of its junior curriculum and the use of innovative, engaging approaches to teaching and learning. The school planned to develop systems for gathering reliable learning information to support outcome targets and monitoring in the junior school. Additionally, Nelson College aimed to promote equitable outcomes for Māori and Pacific students while fostering a positive, collaborative learning environment to enhance wellbeing.

Findings 

Nelson College has made variable progress against the above priorities. The school is focussed on a strategic and collaborative approach to school improvement. This has influenced school culture and is establishing the foundation for changes in student engagement and improving achievement throughout the school. 

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the 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.

The large majority of learners are engaged, make progress and achieve at expected levels.

• By the end of Year 10, a large majority of students are achieving at or above curriculum levels in reading and writing, and a small majority in mathematics.
• A large majority of students achieve the National Certificate in Educational Achievement (NCEA) at Levels 1 and 3, and most students at Level 2; less than half achieve University Entrance (UE).
• The school has not yet attained equitable outcomes for Māori and Pacific students in NCEA or UE.
• Students have a sense of inclusion, belonging and support; they enjoy a wide variety of learning and co-curricular opportunities. Some students and staff indicate that consistently positive behaviour has not yet been established throughout the school.
• A small majority of students attending school regularly. Regular attendance is improving and remains a priority for the school.

Conditions to support learner success

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

Leaders are strengthening relational trust and effective collaboration across the school community to achieve the strategic vision and improvement goals.

• Leadership at all levels is focused on growing expectations and support for improved outcomes for all students.
• Middle leaders are beginning to use multiple sources of information and data to identify teachers’ professional learning needs to improve consistency of practice.
• Leaders across the school have a strong focus on successful transitions out of school for all students.

The school’s curriculum and teaching practices are increasingly responsive to students’ needs, interests and cultural identities.

• Staff foster a strongly relational culture; teachers are working towards consistently applying evidence-based teaching strategies to address students’ diverse needs.
• The school’s curriculum integrates local contexts that increasingly reflect students’ interests and aspiration to promote engagement in learning.
• Students with diverse learning needs are effectively monitored and supported to progress by the school’s learning support processes.

The Board, leaders and teachers are taking positive steps to strengthen schoolwide processes and practices for continuing improvement in student outcomes.

• The Board is committed to improvements that prioritise student wellbeing, engagement, progress and achievement, including the school property.
• Leaders and teachers are working towards strengthening collaborative inquiry and evaluation practices to improve student outcomes.
• The school is beginning to take positive steps to ensure Te Tiriti o Waitangi is central to the school’s strategic planning to promote equitable outcomes for ākonga Māori.
• The school community actively values and promotes positive, respectful relationships to improve student outcomes.

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.

Key priorities

• All staff to work cohesively for a consistent focus on improving student outcomes.
• Strengthen the use of schoolwide engagement, learning and leaving data, particularly in Years 9 and 10.
• Develop consistency of teaching practices schoolwide that best improve and sustain student wellbeing, progress and achievement.
• Strengthen the use of culturally inclusive teaching practices for all students to experience success.
• Improve regular attendance.

Actions to bring about improvement

Within three months:

• teachers and leaders develop a schoolwide framework for growing leadership throughout the school to support cohesion for a consistency of positive student outcomes
• leaders progress the staff’s professional growth cycle to support positive student outcomes
• teachers and leaders create and use a system to regularly look at Years 9 and 10 engagement and learning data, so teaching can be adjusted to improve attendance and student success

Every six months:

• teachers and leaders monitor Year 9 to 10 learning progress, respond to the data and report on this to the Board to inform decision making
• leaders, teachers and the Board review school-wide attendance and engagement data to evaluate strategies aimed at improving regular attendance and student outcomes
• leaders evaluate the progress of staff use of te reo me ona tikanga Māori to promote engagement

Annually:

• leaders use student leaving data and whānau, student and teacher feedback to inform annual planning
• leaders evaluate the implementation of culturally inclusive teaching, identify areas for ongoing improvement and plan for the next year
• the Board and leaders review the effectiveness of strategies for increasing student wellbeing, attendance, progress and achievement across the diversity of the school to guide strategic and annual improvement planning.

Expected outcomes

• Improved student achievement and engagement, particularly in target areas.
• All students experience student-centred teaching and learning strategies that sustains their wellbeing, progress and achievement.
• Engagement and achievement data is used consistently across the school to inform teaching and learning.
• Increased regular attendance to meet government targets.

The next public report on ERO’s website will be a School Evaluation 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

24 October 2025