Edgewater 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

Edgewater College is a co-educational secondary school for students in Years 9 to 13 located in Pakuranga, East Auckland. The school roll is 652; almost half of students identify as having Pacific heritage, 24% identify as Māori, 31% identify as Asian, 26% as NZ European/Pākehā and a small group of students from other ethnic backgrounds. The school roll includes a high number English language learners. 

The Edgewater College vison is to be an inclusive and innovative school that inspires a community of caring, curious and courageous learners.

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

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.

Pathways for student success and engagement are prioritised well across the school.

• Students make significant progress over Years 9 and 10, and by the end of Year 10 most students are achieving at or above expected curriculum levels in literacy and numeracy.
• A large majority of students in Years 12 and 13 achieve National Certificate of Educational Achievement (NCEA) Levels 1, 2 and 3; less than a third of students achieve University Entrance. The school is yet to achieve equitable outcomes for all students.
• Students report that they value a sense of belonging and support throughout the school, and that they value a wide variety of learning opportunities.
• The school 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 are embedding a range of appropriate strategies to improve learning outcomes for students.

• Leaders foster a culture committed to quality teaching and improving equity and excellence in student outcomes.
• Leaders are embedding schoolwide systems for teachers collaborating and consistently using an agreed framework of teaching approaches that work for learners.
• Leaders use evidence to plan and monitor the school’s goals and are increasingly adept at evaluating the effectiveness of the implemented improvement strategies. 

Students experience a rich and broad curriculum delivered by increasingly consistent effective teaching practice. 

• Teachers create a positive and purposeful learning environment with growing consistency in the use of evidence-based teaching and support strategies to respond to students’ different needs.
• Students experience a curriculum that provides a wide range of learning experiences for students’ interests and promotes engagement in learning.
• Students have planned transitions into, within and beyond school which contributes to a strong sense of belonging and support for their post-school pathways.

Conditions that underpin effective schooling are developing well and are contributing to school improvement.

• The Board represents, serves and works with the school community to develop the school’s strategic direction and improvement priorities to support student success and achievement.
• Leaders and the Board maintain a common vision for students’ wellbeing and personalised excellence, and student outcomes are improving.
• Positive and respectful learning relationships are valued, promoted and experienced across the school community.
• Leaders and teachers balance foundational literacy and numeracy learning with wider learning opportunities across the breadth of the curriculum for positive student engagement, progress and achievement.

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 actions for improvement.

Key priorities 

• Improve learning outcomes for all students and address disparity.
• Develop schoolwide consistency in the implementation and evaluation of evidence-based teaching and support practices to better respond to students’ different needs.  
• Develop consistency of effective schoolwide literacy and numeracy assessment and teaching.
• Improve regular attendance to meet Government targets. 

Actions to bring about improvement

Within three months:

• leaders and the board review the attendance plan, identify areas for further improvement and adjust as needed 

Within six months:

• leaders review the schoolwide implementation of Ngā Tikanga Whakaako (the school’s Effective Teaching and Learning Model) for consistency of effective teaching practice and teaching and learning programmes

Every six months: 

• leaders review how well staff are monitoring and responding to student progress, prioritising literacy and numeracy, to ensure all students experience success and disparity of achievement reduces
• leaders report to the board on progress towards meeting regular attendance and learning progress targets and act on any emerging trends

Annually:

• 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 school’s initiatives to inform strategic and annual planning and set improvement targets.

Expected outcomes 

• Improved progress and achievement for all students.
• Effective, consistent teaching and student support practices reduce disparity and improve students’ learning outcomes.
• Improved levels of regular attendance to meet Government’s 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 

18 March 2026