Bay of Islands College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 487
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1-9 Derrick Road, Kawakawa
- Territorial authority
- Far North District
- Phone
- 09-4041055
- info@boic.school.nz
- Website
- http://www.boic.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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
Formal White Business shirt, Bay of Islands College tie, Jacket. Travelling Uniform Navy trousers (males) and navy skirt (females), black stockings and closed shoes.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 102
- Māori
- 415
- Pacific
- 33
- Asian
- 10
- MELAA
- 3
- Other
- 3
- International
- 0
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 09 | 103 | 8 | 2 | 0 | 0 | 16 | 0 | 115 |
| Year 10 | 113 | 7 | 3 | 0 | 0 | 25 | 0 | 129 |
| Year 11 | 104 | 4 | 2 | 0 | 1 | 27 | 0 | 123 |
| Year 12 | 64 | 5 | 1 | 0 | 1 | 21 | 0 | 76 |
| Year 13+ | 46 | 2 | 1 | 1 | 0 | 16 | 0 | 54 |
| Total | 430 | 26 | 9 | 1 | 2 | 105 | 0 | 497 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 13 | 96 | 7 | 3 | 0 | 0 | 17 | 0 | 108 |
| Age 14 | 106 | 7 | 2 | 0 | 0 | 23 | 0 | 122 |
| Age 15 | 99 | 5 | 1 | 0 | 0 | 23 | 0 | 114 |
| Age 16 | 69 | 4 | 2 | 0 | 2 | 25 | 0 | 85 |
| Age 17 | 53 | 3 | 1 | 1 | 0 | 16 | 0 | 61 |
| Age 18 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Total | 430 | 26 | 9 | 1 | 2 | 105 | 0 | 497 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
69%
| Bay of Islands College | 69% |
|---|---|
| Northland Region | 82.3% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 73.3% |
|---|---|
| Male | 66.2% |
| Māori | 66.7% |
| Pacific | 83.3% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 80% |
| Total | 69% |
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
60.3%
| Bay of Islands College | 60.3% |
|---|---|
| Northland Region | 72.1% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 66.7% |
|---|---|
| Male | 56.3% |
| Māori | 58.8% |
| Pacific | 50% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 70% |
| Total | 60.3% |
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
44%
| Bay of Islands College | 44% |
|---|---|
| Northland Region | 48.3% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 53.3% |
|---|---|
| Male | 38% |
| Māori | 42.2% |
| Pacific | 33.3% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 50% |
| Total | 44% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
13.8%
| Bay of Islands College | 13.8% |
|---|---|
| Northland Region | 16.8% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 28.9% |
|---|---|
| Male | 4.2% |
| Māori | 11.8% |
| Pacific | 0% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 16.7% |
| Total | 13.8% |
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
62.9%
| Bay of Islands College | 62.9% |
|---|---|
| Northland Region | 72.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 73.3% |
|---|---|
| Male | 56.3% |
| Māori | 62.7% |
| Pacific | 66.7% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 63.3% |
| Total | 62.9% |
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
| Other | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | 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
206.7%
| Bay of Islands College | 206.7% |
|---|---|
| Northland Region | 52% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 169.7% |
|---|---|
| Male | 236.9% |
| Māori | 230.9% |
| Pacific | 73.6% |
| Asian | 207.7% |
| Other | 131.8% |
| European/Pākehā | 105.3% |
| Total | 206.7% |
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
0.9%
| Bay of Islands College | 0.9% |
|---|---|
| Northland Region | 6.5% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 2.1% |
|---|---|
| Male | 0% |
| Māori | 1.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0.9% |
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%
| Bay of Islands College | 0% |
|---|---|
| Northland Region | 2.7% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| 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)
- 530
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 16 November 1858
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
- 3
- Last reviewed
- 12 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (12 December 2024)
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 same report — the board assurance report of 12 December 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
ensure the reporting of progress and achievement of Year 9 and 10 students [Section 639, Education and Training Act 2020]
complete and document risk assessments of all staff and police vetting of non-registered staff before appointment [Sections 25, 31 Children’s Act 2014]
further police vet nonregistered staff every three years [Section 12 (2), Education and Training Act 2020]
ensure all teachers’ registration is current when employed at the school [Section 93 (2), Education and Training Act 2020].
The board has since taken steps to address the areas of non-compliance identified.
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 487 — 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 2017
348
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2017
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 12 December 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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.
Context
Bay of Islands College ( Kareti o Pewhairangi ) is a coeducational Years 9 to 13 secondary school in Kawakawa, Te Tai Tokerau . The principal and another deputy principal have been appointed since the previous ERO review.
The school’s vision is Aroha ki te tangata, titiro ki te taumata o te moana , we strive to foster a caring community where every individual achieves and surpasses their educational goals, seeing success as a journey beyond academic horizons. The school values are uara, manakitanga , caring for yourself, achievement, responsibilities, the environment and for others .
The school has a Māori Bilingual Unit, Reorua , and a Building Academy on site.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Students make good progress to achieve successful learning outcomes over time.
A majority of students enter school below expectations but progress well to achieve at expected curriculum levels in reading and mathematics in Years 9 and 10; the majority of students make significant progress in their learning and achieve the National Certificate of Education Achievement (NCEA) Level 1.
Most students, including Māori and Pacific students, consistently achieve NCEA Level 2 and 3.
Learners with additional needs are monitored and supported with the majority of students making progress in their learning.
Less than half the students are attending school regularly; increasing attendance is a strategic priority to meet the Ministry of Education targets.
Conditions to support learner success
Strategic leadership drives improvement to teaching and learning that supports successful outcomes for students.
Leaders increasingly promote a positive and inclusive culture through enacting school values that support students’ wellbeing, sense of belonging and success.
Leadership fosters a culturally responsive foundation that underpins the quality of teaching and learning to promote equitable and excellent learner outcomes.
School leaders ensure planning, coordination and evaluation of the school’s curriculum is monitored and adapted to promote success for all learners.
Teachers are strengthening their practice to provide a responsive curriculum and effective teaching that enables students to succeed.
Teachers create increasingly collaborative learning environments where te Ao Māori is valued and learning time is better used.
Teachers effectively scaffold students’ learning and use knowledge of learners’ strengths, needs and interests to promote their engagement.
Students have rich opportunities to learn in an evolving curriculum that responds to their learning needs; students are supported to experiment and apply new learning.
School conditions continue to strengthen to support learner success.
Whānau are increasingly provided with opportunities to be involved and work in partnership with teachers to support their children’s success.
Teachers engage in and apply professional learning to actively focus on improving students’ learning outcomes.
Leaders and teachers demonstrate a commitment to Te Tiriti o Waitangi through embedding te reo me ona tikanga Māori within the school’s culture.
Board members are strengthening their active support to progress and attain the school’s strategic goals.
Part B: Where to next?
The agreed next steps for the school are to:
continue to improve the quality of achievement with NCEA endorsements and University Entrance in the senior school, and reading and writing in the junior school to promote students’ success
strengthen and embed effective teaching practices consistently schoolwide to further promote students’ active engagement in learning; this includes the effective tracking and reporting on all groups of students
continue to develop the curriculum to meet the diverse learning needs of students in responsive ways
plan and implement initiatives to improve students’ regular attendance rates to meet the Ministry of Education targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
collect and analyse baseline data to improve the monitoring of students’ academic and vocational success, engagement and attendance outcomes
continue teachers’ active participation in professional learning, including reading and writing teaching strategies for Years 9 to 10 to improve learning outcomes
ensure classroom practice expectations are developed, shared and understood to promote teachers’ consistent use of effective teaching strategies.
Every six months:
review the impact of initiatives to improve attendance and plan for ongoing sustained improvement
monitor student progress in reading and writing for Years 9 to 10 to support improved progress and achievement schoolwide
implement teachers’ consistent use of effective teaching strategies.
Annually:
evaluate and report shifts in students’ regular attendance rates to the Board
evaluate the quality of the school’s responsive curriculum to engage and challenge students to succeed in their learning and inform improvement priorities for future success
review the implementation of teachers’ consistent use of effective teaching strategies and its impact on students’ achievement.
Actions taken against these next steps are expected to result in:
sustained and improved attendance, engagement and achievement outcomes at all year levels
improved consistency in teachers use of effective teaching and learning strategies
a responsive curriculum that engages students to succeed in their learning
comprehensive reporting on schoolwide achievement for all groups of students and subsequent setting of relevant improvement priorities.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
12 December 2024
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 3 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).