John McGlashan 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

John McGlashan College is a state integrated, Presbyterian special character boys’ school for students in Years 7 to 13 in Dunedin. The College has a boarding house that currently accommodates over 130 boys predominantly from the Otago and Southland region. The College offers a dual pathway for senior academic qualifications in the National Certificate of Educational Achievement (NCEA) or the International Baccalaureate Diploma Programme (IBDP).

John McGlashan College’s mission is to grow students who are well-educated men of character. 

The school has had acting principals for the last year. A permanent Principal has been appointed from Term 4 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 August 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focus was to create a balanced and engaging curriculum tailored to boys’ education, encourage inclusive and effective teaching and assessment practices, and foster a rich, culturally responsive environment where students feel valued and that they belong. Additionally, there was a focus on helping students become active contributors to both their local and global communities.

Findings

The school has made some progress on these priorities. Leadership changes since the report have meant the focus on these priorities has not been as targeted as it otherwise might have been.

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.

Learner Success and Wellbeing 

This section provides a summary of learner success and wellbeing.

• In Year 7 a large majority of students achieve at or above the expected curriculum level in literacy and almost all in numeracy. In Year 8 almost all students achieve at or above the expected curriculum level in literacy and most in numeracy.
• In Year 9 most students achieve at or above the expected curriculum level in literacy and almost all in numeracy. In Year 10 a small majority of students achieve at or above the expected curriculum level in literacy and most in numeracy.
• Almost all students achieve the National Certificate of Educational Achievement (NCEA) in Level 1, most students achieve in Level 2, a large majority in NCEA 3, and a small majority in University Entrance. Results for Māori equal or better than the school average. Almost all students who sit the International Baccalaureate qualification achieve this.
• Students have a strong sense of belonging and respond well to comprehensive wellbeing and pastoral support programmes respond that reflect the college’s values and create a positive culture.
• John McGlashan College is not yet meeting the Government’s target for regular attendance with 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 and the Board have a common vision for all students to experience wellbeing and personalised excellence in their learning progress and achievements.
• Leaders are developing consistent evidence-based processes to support continuous improvement for all learners.
• Leaders prioritise professional learning for staff that focuses on consistency of effective, responsive teaching practice to improve outcomes for all students.

• Students experience a curriculum that provides a wide range of learning opportunities for students interests and promotes engagement in learning.
• Students benefit from settled, respectful classrooms with many teachers using evidence-based teaching strategies tailored to support students’ different needs.
• Students have planned transitions into, within and beyond school contributing to a strong sense of belonging and support for their post-school pathways. 

• The Board actively represents and serves the college in its stewardship role with sustainability of student and staff wellbeing, and student progress and achievement being key priorities.
• Staff build trusting relationships with students that fosters their wellbeing and encourages them to seek help when required.
• Systematic, collaborative inquiry and internal monitoring and evaluation practices are being implemented throughout the college to support improvement strategies.
• Leaders and teachers ensure that there is an appropriate balance of foundational skills in reading, writing and mathematics and learning opportunities across the breadth of the curriculum for positive student engagement.

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

• Review the college’s strategic direction to strengthen the focus on student-centred improvement goals.
• Develop collaborative leadership and systems across the college.
• Develop a shared schoolwide understanding of effective internal evaluation to support ongoing improvement.
• Strengthen the use of wellbeing and learning data and student feedback to inform staff’s use of responsive teaching practices.
• Improve regular attendance to meet Government targets. 

Actions to bring about improvement

Within three months:

• leaders and staff develop a schoolwide teacher observation framework to promote consistency of practice
• leaders and staff review the implementation of the college’s schoolwide framework for responsive teaching practices and adjust as needed 

Within six months:

• the Board, leaders and staff develop a shared understanding of the college’s strategic and annual priorities and actions to enact these
• leaders and staff develop a shared leadership framework across the college
• leaders and staff review what wellbeing and learning information is being collected and how well it is used 

Every six months:

• leaders evaluate the impact of the college’s leadership actions on supporting high-quality teaching practices across the school  
• leaders report to the Board on progress towards meeting regular attendance and learning progress targets and act on any emerging trends

Annually:

• school leaders use the range of information and data to inform annual planning to support success for all students
• the Board and leaders evaluate the impact of the college’s initiatives to inform strategic and annual planning and set improvement targets.

Expected outcomes

• A school culture of collective evaluation where staff regularly use evidence, including student and community feedback, to refine approaches that drive ongoing improvement for all students.
• Improved levels of regular attendance to meet Government targets. 

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

8 October 2025