East Otago High School

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

East Otago High School is a small co-educational school in the North Otago township of Palmerston. The school provides education for students in Years 7 to 13. The roll is 199, 31% of whom identify as Māori. The school’s vision is for students to be responsible, respectful and motivated citizens who contribute positively to society. A new principal and deputy principal were appointed in 2025. 

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

The school focused on evaluating the effectiveness of their provision for students to aspire to and achieve endorsements in the National Certificate of Educational Achievement (NCEA). 

The school expected to see:

• students and their whānau having higher expectations for their success in their learning
• improvements in students’ literacy and numeracy skills
• greater numbers of students gaining endorsements in NCEA
• all students having pride in themselves, their school and community.

Findings

A range of literacy interventions and targeted teaching enable most learners to achieve the literacy and numeracy requirements of NCEA. The school’s wellbeing monitoring shows steady improvement over time in many indicators, with an ongoing focus on promoting respectful relationships. Some improvement is evident in the proportion of learners attending regularly. Although the school has positive levels of attainment for NCEA Levels 2 and 3, improvement actions have not yet supported a lift in qualification endorsements. 

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 learners have success in national qualifications; improvement is needed to lift junior student achievement in literacy and numeracy.

• A small majority of Year 7 and 9 students achieve at expectations in reading, compared with less than half of Year 8 students. In writing and mathematics, less than half of students in Years 7 to 9 achieve at expectations, with disparity evident for some groups of learners. Accelerating the progress of junior students’ literacy and numeracy is a priority.
• Almost all students achieve the literacy and numeracy requirements for NCEA by Year 12, and most students achieve these by Year 11. 
• Most Year 12 and 13 students achieve NCEA Level 2 and 3 and a small majority achieve University Entrance.
• A small majority of students attend school regularly; regular attendance has improved and chronic absences have decreased. The school is behind the Government’s target for regular attendance and have appropriate plans and processes for improving attendance. 

Conditions to support learner success

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

Leadership promotes the conditions for ongoing school improvement.

• Leaders increasingly foster a culture that values quality teaching, equity, and excellence in learner outcomes.
• Leaders build trust and promote effective collaboration across the school community to support shared improvement goals.
• Leaders continue to strengthen organisational systems, processes, and practices that ensure smooth and coherent school operations.
• Leaders are developing insightful evaluation practices to understand the impact of teaching on learner outcomes to inform future improvement priorities.

Curriculum and teaching respond increasingly well to student needs, interests and goals.

• A flexible and student-centred curriculum reflects students’ interests, strengths, aspirations and pathways to work and further learning.
• Teachers build respectful, reciprocal relationships with students and effectively adapt teaching to foster engagement and meet the diverse needs of students.
• Learners requiring additional support are provided with relevant, often individualised assistance that helps them progress at an appropriate pace. Students who are achieving well are provided with meaningful extension opportunities.

School systems and practices are increasingly effective at supporting students’ wellbeing, learning and sense of belonging.

• Students ERO spoke to value being known and cared for as individuals, the positive connections they have with peers across year levels, and the opportunities available to participate in a wide range of co‑curricular activities.
• A cohesive pastoral system enables staff to know students well and provide effective support for their wellbeing. Wellbeing data is increasingly used to identify emerging needs and guide appropriate responses.
• Leaders and teachers regularly collaborate to reflect on their practice, consider how effectively it supports learner progress and achievement, and engage in relevant professional learning that strengthens their capability.
• Leaders and teachers increasingly value the cultural backgrounds of their learners and are taking steps to reflect this in teaching and learning programmes and practices.

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

• Refine strategic goals, strategies and intended student outcomes to enable a clearer focus on key school improvement priorities.
• Accelerate literacy and numeracy progress of students in Years 7 to 9 through effective teaching, targeted interventions and quality assessment practices. 
• Implement and embed inclusive and responsive teaching practice to enhance student engagement, belonging and increase equitable outcomes.
• Further improve all students’ regular attendance.

Actions to bring about improvement 

Within three months:

• the Board and leaders review and refine strategic goals and intended student outcomes to ensure a clear focus on priority improvement areas
• leaders and teachers identify learners in Years 7 to 9 requiring acceleration in literacy and numeracy and initiate targeted teaching and intervention approaches

Within six months:

• the Board and leaders establish a clear monitoring framework for key strategic strategies that outlines measures of progress
• leaders and staff review and strengthen effective strategies, interventions and assessment practices for accelerating Years 7 to 9 students’ progress in literacy and numeracy
• leaders and teachers establish shared expectations for inclusive and responsive teaching and align professional learning opportunities to strengthen teacher practice
• leaders and teachers implement the school’s attendance management plan

Every six months:

• leaders and teachers review student progress in literacy and numeracy and adjust teaching approaches and staff professional learning needs
• leaders and staff monitor and review classroom practice for consistent use of inclusive, culturally responsive teaching strategies and use this to inform planning for professional learning
• the Board and leaders evaluate evidence of progress toward strategic goals and adjust planned actions as required
• leaders evaluate attendance strategies, report progress to the Board, and adjust community communication and planning as needed

Annually:

• the Board completes an annual evaluation of progress against key school improvement priorities, updating strategic and annual plans for the coming year
• the Board and leaders review Years 7 to 9 progress and achievement information and use this to set new targets and refine intervention planning
• the Board and leaders identify long-term priorities for fostering inclusive an responsive teaching and incorporate these into annual planning and professional learning
• the Board and leaders set new annual attendance targets and refine approaches based on the year’s overall attendance outcomes.

Expected outcomes

• Meaningfully progress is made in key strategic priorities for improving student outcomes, initiatives are effectively resourced and monitored for impact.
• Accelerated progress and achievement of Years 7 to 9 students in literacy and numeracy. 
• Well-embedded inclusive and responsive teaching practice enhance student engagement and belonging, supporting increasingly equitable outcomes.
• Increased and sustained regular student attendance.

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

24 April 2026