Taieri 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

Taieri College in Mosgiel provides education for students in Years 7 to 13. The school roll is 1261 students. The majority of students are New Zealand European/Pākehā; 16% identify as Māori. The school aims to provide ‘individualised opportunities for all students through a broad curriculum and responsive teaching, so students experience success, become life-long learners and move on to the next phase of their lives with confidence and optimism.’

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

Expected improvements

Taieri College’s prioritised evaluating the implementation and impact of the school-wide literacy programme. The school expected to see improved literacy levels, stronger connections with mana whenua and to maintain and grow positive relationships with students and whānau.

Findings

The school has made steady progress. Literacy is central to improvement actions, and more students are meeting expected literacy levels. A positive school culture is evident, supported by strong whānau and community partnerships and respectful teacher-student relationships.

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.

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

• A large majority of students in years 7 to 10 achieve at or above the expected curriculum level in both literacy and mathematics.
• A large majority of students achieve National Certificate of Educational Achievement (NCEA) Level 1 and most achieve Level 2. A large majority achieve NCEA Level 3; less than half achieve University Entrance. Achievement for Māori learners is equitable.
• Students spoken to share a strong sense of belonging and experience of a positive school culture. They value the support they receive and the wide variety of learning and co-curricular opportunities.
• Taieri College is not yet meeting the Government’s target for regular attendance; less than half of students attend school regularly. Regular attendance is not yet improving and improving attendance is 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 Taieri College Board share a common vision for all students to experience positive wellbeing and personalised excellence in their learning progress and achievements.
• Leaders at all levels ensure that a consistent focus remains on both the design and delivery of a well-coordinated curriculum; developing a school-wide consistency of responsive teaching practices to support success for all students is a next step.
• Leaders model strong relational practices in their ongoing refinement of school systems and processes to best meet the needs of students and staff.

• A positive classroom learning culture is well-established, characterised by respect, inclusion and collaboration between teachers and students.
• Leaders and teachers focus on the school-wide application of evidence-based teaching strategies to address students’ diverse needs.
• Transitions into, within, and beyond school are well planned, contributing to a strong sense of belonging and support for a range of post-school pathways. 

• The school Board actively represents and serves the school in its stewardship role.
• Systematic, collaborative inquiry and evaluation practices are used to inform priorities and refine strategies to improve student outcomes.
• Leaders prioritise professional learning for staff that promotes a school-wide consistency of responsive teaching practices to improve outcomes for all students across the school.
• Positive partnerships between the school, parents, and the wider community support the school’s positive culture and the personalising of students’ wellbeing and progress.

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

• Use engagement and learning data to inform teaching and accelerate progress for students at risk.
• Build teachers’ cultural capability and confidence, including te ao Māori, to strengthen learner engagement.
• Improve regular attendance to meet Government targets.

Actions to bring about improvement 

Within three months:

• leaders implement the attendance management plan

Within six months:

• leaders and teachers create an effective teaching profile to support consistent, responsive teaching practices that improve outcomes for all students
• leaders establish a staff and student team to lead the development of responsive teaching practices throughout the school

Every six months:

• teachers and leaders monitor learning progress across the school, respond to the data and report on this to the Board to inform decision making
• leaders evaluate the use of responsive teaching that supports student engagement and progress
• leaders, teachers and the Board review school-wide attendance and engagement data to evaluate strategies aimed at improving regular attendance and student outcomes

Annually:

• leaders use student leaver data and whānau, student and teacher feedback to inform annual planning
• leaders evaluate the implementation of responsive 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.
• Students experience responsive teaching and learning strategies that support their wellbeing, progress and achievement.
• Engagement and achievement data is used consistently across the school to inform teaching and learning.
• Increased and sustained regular 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

18 March 2026