Excellere College
Composite · State : Integrated
- Year levels
- not reported
- Total roll
- 360
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 39 Great North Road, Kamo, Whangarei
- Territorial authority
- Whangarei District
- Phone
- 09-4352458
- office@excellerecollege.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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
Not stated on the school’s website.
- Where to buy the uniform
- https://www.bethellsuniforms.co.nz/
Middle Term & Long Term International Students are expected to purchase our Excellere College uniform. This can be purchased from [Bethells Uniforms](https://www.bethellsuniforms.co.nz/), phone: 09 4386566
- https://www.bethellsuniforms.co.nz/
- Getting there
- The Excellere College school bus departs from the Onerahi airport gate at approximately 7:53am, travels to the Manse Street Bus Terminus via Bank Street, departs Manse Street at 8.25am for Tikipunga High School via Mill Road, then departs Tikipunga High School at 8:40am for Excellere College via Corks/Station Roads; the route is reversed in the afternoons
The Excellere College school bus departs from the Onerahi airport gate at approximately 7:53am. It travels to the Manse Street Bus Terminus via Bank Street. At this point students transfer from buses from other areas such as Maunu, South Whangarei and Whareora. It departs Manse Street at 8.25am and travels to Tikipunga High School via Mill Road. It departs Tikipunga High School at 8:40am to Excellere College via Corks/Station Roads. This route is reversed in the afternoons.
- The Excellere College school bus departs from the Onerahi airport gate at approximately 7:53am, travels to the Manse Street Bus Terminus via Bank Street, departs Manse Street at 8.25am for Tikipunga High School via Mill Road, then departs Tikipunga High School at 8:40am for Excellere College via Corks/Station Roads; the route is reversed in the afternoons
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.
- In their words
- Our Vision
- Excellence in learning; Christianity in living.
- Our Mission
- Educating students to develop and excel in their God-given gifts and talents, according to His Word and purpose.
- Our Core Values
- Compassion, Integrity, Honour
- Special character
- The Special Character of the School is determined by the Christian beliefs, values and lifestyle of the Christian Church as determined from time to time by the Whangarei Christian Education Trust, and is to be upheld in word and fulfilled in practice by staff.
- International students
- Accepted, as stated
Apply online to be an Excellere College International Student.
- 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
- Athletics
Athletics is always a highlight on the Excellere College calendar at the start of Term 1.
- Basketball
Basketball We have had a group of Year 9 and Year 10 boys training once a week as a part of our school basketball team.
- Cross Country
Cross Country Cross country is a regular part of the Excellere College calendar.
- Netball
Netball has grown over the last few years at Excellere College with teams playing through the Whangarei Netball Centre from Years 1-13.
- volleyball team
We have had a group of 8-9 Year 9 and Year 10 girls who have been getting up early to practice once a week at 7:30 in the gym for our volleyball team.
- Athletics
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 263
- Māori
- 71
- Pacific
- 11
- Asian
- 53
- MELAA
- 28
- Other
- 5
- 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 01 | 4 | 3 | 7 | 1 | 0 | 20 | 0 | 26 |
| Year 02 | 2 | 0 | 3 | 1 | 0 | 16 | 0 | 20 |
| Year 03 | 6 | 2 | 5 | 0 | 0 | 16 | 0 | 25 |
| Year 04 | 6 | 1 | 2 | 3 | 1 | 14 | 0 | 22 |
| Year 05 | 7 | 2 | 2 | 2 | 0 | 17 | 0 | 25 |
| Year 06 | 9 | 2 | 2 | 3 | 1 | 24 | 0 | 31 |
| Year 07 | 7 | 1 | 6 | 3 | 0 | 24 | 0 | 33 |
| Year 08 | 12 | 2 | 5 | 1 | 1 | 28 | 1 | 45 |
| Year 09 | 6 | 0 | 4 | 3 | 0 | 17 | 0 | 27 |
| Year 10 | 4 | 2 | 5 | 1 | 0 | 21 | 0 | 27 |
| Year 11 | 4 | 0 | 2 | 1 | 0 | 22 | 0 | 25 |
| Year 12 | 2 | 1 | 5 | 1 | 0 | 16 | 0 | 20 |
| Year 13+ | 2 | 1 | 1 | 0 | 0 | 11 | 1 | 13 |
| Total | 71 | 17 | 49 | 20 | 3 | 246 | 2 | 339 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 7 | 1 | 0 | 15 | 0 | 21 |
| Age 06 | 4 | 3 | 3 | 1 | 0 | 18 | 0 | 22 |
| Age 07 | 6 | 1 | 4 | 0 | 0 | 17 | 0 | 25 |
| Age 08 | 6 | 2 | 3 | 3 | 1 | 16 | 0 | 25 |
| Age 09 | 6 | 2 | 2 | 2 | 0 | 16 | 0 | 24 |
| Age 10 | 10 | 2 | 2 | 3 | 1 | 24 | 0 | 31 |
| Age 11 | 6 | 1 | 6 | 2 | 0 | 19 | 0 | 28 |
| Age 12 | 13 | 2 | 5 | 2 | 1 | 25 | 0 | 41 |
| Age 13 | 5 | 0 | 4 | 1 | 0 | 26 | 1 | 35 |
| Age 14 | 5 | 1 | 4 | 3 | 0 | 16 | 0 | 23 |
| Age 15 | 4 | 1 | 3 | 1 | 0 | 21 | 0 | 24 |
| Age 16 | 1 | 0 | 3 | 0 | 0 | 19 | 0 | 21 |
| Age 17 | 3 | 2 | 3 | 1 | 0 | 10 | 0 | 14 |
| Age 18 | 0 | 0 | 0 | 0 | 0 | 4 | 1 | 5 |
| Total | 71 | 17 | 49 | 20 | 3 | 246 | 2 | 339 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
94.7%
| Excellere College | 94.7% |
|---|---|
| Northland Region | 82.3% |
| Composite (Year 1-15) | 91.4% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 85.7% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 94.4% |
| Total | 94.7% |
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
68.4%
| Excellere College | 68.4% |
|---|---|
| Northland Region | 72.1% |
| Composite (Year 1-15) | 86% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 75% |
|---|---|
| Male | 57.1% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 66.7% |
| Total | 68.4% |
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
42.1%
| Excellere College | 42.1% |
|---|---|
| Northland Region | 48.3% |
| Composite (Year 1-15) | 71.7% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 33.3% |
|---|---|
| Male | 57.1% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 38.9% |
| Total | 42.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
31.6%
| Excellere College | 31.6% |
|---|---|
| Northland Region | 16.8% |
| Composite (Year 1-15) | 16% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 25% |
|---|---|
| Male | 42.9% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 33.3% |
| Total | 31.6% |
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
78.9%
| Excellere College | 78.9% |
|---|---|
| Northland Region | 72.9% |
| Composite (Year 1-15) | 86.6% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 75% |
|---|---|
| Male | 85.7% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 77.8% |
| Total | 78.9% |
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
| 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
3%
| Excellere College | 3% |
|---|---|
| Northland Region | 52% |
| Composite (Year 1-15) | 26.5% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 5% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3.9% |
| Total | 3% |
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%
| Excellere College | 0% |
|---|---|
| Northland Region | 6.5% |
| Composite (Year 1-15) | 3.2% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Excellere College | 0% |
|---|---|
| Northland Region | 2.7% |
| Composite (Year 1-15) | 1.2% |
| State : Integrated | 0.5% |
| 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)
- 452
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1980
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
- 5
- Last reviewed
- 31 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (31 July 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 31 July 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 360 — 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.
April 2019
209
Counted while ERO’s review team was at the school. Education Review Office, report of 14 June 2019
February 2016
180
Counted while ERO’s review team was at the school. Education Review Office, report of 18 April 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 31 July 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 9 months of the Education Review Office and Excellere 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
Excellere College is a small state integrated Christian school in Kamo, Whangarei . It caters for ākonga in Years 1 – 13. The school’s vision is “Excellence in learning, Christianity in living”. The vision is underpinned by the school’s special character and the values of integrity, compassion, and honour.
Excellere College’s strategic priorities for improving outcomes for learners are:
at Excellere College everything they do reflects their special character
Excellere College will work with students and families to maximise learning
drawing on dependable assessment evidence, Excellere Collage aims to improve outcomes for students who are not achieving, or have special learning needs
all students at Excellere College will be given opportunities to gain the knowledge, skills, attitudes and values identified in the NZ Curriculum, from a Christian perspective
Excellere College will work with Māori communities to plan, and set targets to achieve better outcomes for Māori students
Excellere College will provide a safe spiritual, physical and emotional environment for all students
Excellere College will report to students and their parents/caregivers on the progress and achievement of individual students
Excellere College will gather and analyse sufficiently comprehensive evidence to evaluate the progress and achievement of their students.
You can find a copy of the school’s strategic and annual plan on Excellere College’s website.
ERO and the school are working together to evaluate how the school can effectively enhance the knowledge and use of te reo Māori me ōna tikanga, te ao Māori, and embed culturally responsive teaching and learning practice within Excellere College.
The rationale for selecting this evaluation is to:
further support the special Christian character of the school by creating more effective cultural connections with whānau
further develop teachers’ knowledge and cultural competence of te reo Māori me ōna tikanga, te ao Māori
embed culturally responsive teaching practice to benefit all students.
The school expects to see increased teacher confidence and ākonga that have deep connections to their school and undertake meaningful pathways that lead to greater career opportunities.
The school expects to see:
ākonga who develop a deepened sense of cultural and spiritual connection to their place
increased teacher capability and confidence
senior students who engage in extended meaningful pathways that lead to greater career opportunities.
Strengths
The school can draw from the following strengths to support its goal to effectively enhance the knowledge and use of t e reo Māori me ōna tikanga, te ao Māori , and embed culturally responsive practice within Excellere College:
using the values of the special Christian character to enhance relationships
committed and collaborative staff who are open to change
supportive Kāhui Ako, whānau and community.
Where to next?
Moving forward, the school will prioritise:
engaging in appropriate professional learning in t e reo Māori me ōna tikanga, te ao Māori
assigning resources and funding to support the school's evaluation focus.
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
31 July 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 5 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).