Baradene College
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 1,531
- Enrolment zone
- Yes
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 237 Victoria Avenue, Remuera, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5246019
- admin@baradene.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
- Students must wear the Summer Uniform in Terms 1 and 4 - Students must wear the Winter Uniform in Terms 2 and 3
- Required
- Getting there
- New school bus route 481 between Baradene College and Newmarket Station: an afternoon service starting 3.15pm from Bus stop 7787 (Victoria Ave/Baradene)
We have been advised by Schoolbus (AT) that in Term 2, they will be introducing a new school bus service operating between Baradene College and Newmarket Station. This should help students who currently use the public 781 bus service. Many of our students currently use the 781 service only to Newmarket, and it is recommended that these students switch to the new 481 bus service from the same bus stop. At this stage, only an afternoon service will be introduced. - Start time: 3.15pm, departing from Bus stop 7787 (Victoria Ave/Baradene).
- New school bus route 481 between Baradene College and Newmarket Station: an afternoon service starting 3.15pm from Bus stop 7787 (Victoria Ave/Baradene)
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- International students
- Accepted, as stated
Here you will find useful and interesting information about life as an International student at our school, details about our online enrolment process and fees schedule, as well as contact details for our dedicated International Student Team.
- Accepted, as stated
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- On offer
- Baradene orienteers
Our 28 Baradene orienteers competed with determination and excellence throughout the event.
- Baradene orienteers
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,144
- Māori
- 141
- Pacific
- 114
- Asian
- 345
- MELAA
- 51
- Other
- 13
- International
- 80
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 07 | 22 | 19 | 63 | 10 | 2 | 164 | 5 | 227 |
| Year 08 | 20 | 19 | 44 | 5 | 2 | 177 | 8 | 232 |
| Year 09 | 29 | 20 | 39 | 8 | 0 | 181 | 3 | 228 |
| Year 10 | 19 | 18 | 40 | 5 | 2 | 162 | 10 | 213 |
| Year 11 | 21 | 24 | 28 | 4 | 1 | 155 | 20 | 208 |
| Year 12 | 20 | 9 | 19 | 3 | 2 | 171 | 20 | 209 |
| Year 13+ | 21 | 18 | 32 | 10 | 2 | 129 | 18 | 188 |
| Total | 152 | 127 | 265 | 45 | 11 | 1139 | 84 | 1505 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 19 | 17 | 57 | 8 | 2 | 132 | 5 | 191 |
| Age 12 | 21 | 17 | 45 | 5 | 2 | 176 | 6 | 227 |
| Age 13 | 23 | 17 | 38 | 9 | 0 | 179 | 4 | 223 |
| Age 14 | 26 | 24 | 39 | 6 | 1 | 176 | 6 | 226 |
| Age 15 | 19 | 18 | 30 | 3 | 1 | 154 | 12 | 202 |
| Age 16 | 16 | 16 | 22 | 4 | 2 | 155 | 22 | 197 |
| Age 17 | 26 | 17 | 30 | 9 | 3 | 149 | 18 | 205 |
| Age 18 | 2 | 1 | 4 | 1 | 0 | 17 | 9 | 31 |
| Age 19+ | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 3 |
| Total | 152 | 127 | 265 | 45 | 11 | 1139 | 84 | 1505 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
96.6%
| Baradene College | 96.6% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 96.6% |
|---|---|
| Male | Not applicable |
| Māori | 95.5% |
| Pacific | 94.7% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 96.2% |
| Total | 96.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
96.6%
| Baradene College | 96.6% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 7-15) | 83.3% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 96.6% |
|---|---|
| Male | Not applicable |
| Māori | 95.5% |
| Pacific | 94.7% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 96.2% |
| Total | 96.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
94.8%
| Baradene College | 94.8% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 94.8% |
|---|---|
| Male | Not applicable |
| Māori | 95.5% |
| Pacific | 94.7% |
| Asian | 96.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 93.9% |
| Total | 94.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
32.2%
| Baradene College | 32.2% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 7-15) | 14.7% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 32.2% |
|---|---|
| Male | Not applicable |
| Māori | 40.9% |
| Pacific | 26.3% |
| Asian | 12.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 36.4% |
| Total | 32.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
97.1%
| Baradene College | 97.1% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 97.1% |
|---|---|
| Male | Not applicable |
| Māori | 95.5% |
| Pacific | 94.7% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 97% |
| Total | 97.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
8.9%
| Baradene College | 8.9% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 7-15) | 43.4% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 8.9% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 26.2% |
| Pacific | 10.2% |
| Asian | 8.7% |
| Other | 0% |
| European/Pākehā | 8.6% |
| Total | 8.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0.4%
| Baradene College | 0.4% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 7-15) | 4.6% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0.4% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 0% |
| Pacific | 4.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Baradene College | 0% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 7-15) | 2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 370
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1910
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 24 August 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (24 August 2023)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 24 August 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 1531 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
May 2018
1274
Counted while ERO’s review team was at the school. Education Review Office, report of 8 June 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 24 August 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within six months of the Education Review Office and Baradene College working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Baradene College is in Remuera , Auckland and is a Catholic girls’ school that provides a special character education for students from Years 7 to 13. The school’s mission statement is: To provide a loving community of learning in the ethos and spirit of the Society of the Sacred Heart which empowers the growth of confident young women to be leaders of the future . Baradene College’s aspiration for each student ‘extends far beyond challenging them to reach their academic potential’ with the goal being for every student to leave the school ready to succeed as a global citizen.
Baradene College’s strategic priorities for improving outcomes for students are:
Special Character
Te Tiriti o Waitangi
Curriculum and academic accomplishment
Empowering lifelong learners
Our loving learning community.
You can find a copy of the school’s strategic and annual plan on Baradene College’s website.
ERO and the school are working together to evaluate how effectively achievement data informs teaching practice and supports students’ academic progress .
The rationale for selecting this evaluation is to:
ensure student progress and achievement outcomes are consistently equitable and excellent for all
further embed the use of robust and accurate achievement data to support student achievement.
The school expects to see:
teachers actively engaged in analysing data and using it in their planning and teaching to identify the gaps in learning outcomes for their students
students demonstrating increased agency and self-efficacy in their learning to achieve equity and excellence in their achievement outcomes.
Strengths
The school can draw from the following strengths to support its goal to use achievement data more effectively:
high engagement of students in their learning which results in strong levels of academic achievement
a collaborative professional learning environment ensures excellent teaching so students achieve to their potential
a positive, supportive school culture that promotes a sense of belonging.
Where to next?
Moving forward, the school will prioritise:
continuing professional learning for teachers to embed the use of robust and accurate achievement data in teaching and learning
developing the Academic Deans’ role to support students to achieve their academic potential
engaging in research-based projects to review and identify practices to further enhance equitable and excellent outcomes for all.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
24 August 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).