Feilding High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,682
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Churcher Street, Feilding
- Territorial authority
- Manawatu District
- Phone
- 06-3234029
- principals.pa@feildinghigh.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
Not stated on the school’s website.
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
To maximise the English learning experience, places for international students are limited to approximately 30.
- 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
- Kapa haka group Te Rau Huia
At Feilding High School we offer all students the opportunity to join the Kapa haka group Te Rau Huia.
- Major Productions
Students can participate in: Major Productions; the Shakespeare Festival; Performance or Dance Troupe; Theatresports; Lighting, Costume, Stage Managing or Props teams.
- the Shakespeare Festival
Students can participate in: Major Productions; the Shakespeare Festival; Performance or Dance Troupe; Theatresports; Lighting, Costume, Stage Managing or Props teams.
- Performance or Dance Troupe
Students can participate in: Major Productions; the Shakespeare Festival; Performance or Dance Troupe; Theatresports; Lighting, Costume, Stage Managing or Props teams.
- Theatresports
Students can participate in: Major Productions; the Shakespeare Festival; Performance or Dance Troupe; Theatresports; Lighting, Costume, Stage Managing or Props teams.
- Lighting, Costume, Stage Managing or Props teams
Students can participate in: Major Productions; the Shakespeare Festival; Performance or Dance Troupe; Theatresports; Lighting, Costume, Stage Managing or Props teams.
- Rock Bands
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Big Band
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Jazz Combo
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Concert Band
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Choir
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Chamber Ensembles
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Singer Songwriters Club
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- String Orchestra
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Saxophone Quartet
the extra-curricular groups include Rock Bands, Big Band, Jazz Combo, Concert Band, Choir, Chamber Ensembles, Singer Songwriters Club, String Orchestra, Saxophone Quartet
- Kapa haka group Te Rau Huia
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,394
- Māori
- 445
- Pacific
- 95
- Asian
- 76
- MELAA
- 17
- Other
- 7
- International
- 7
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 | 117 | 21 | 13 | 2 | 0 | 325 | 0 | 395 |
| Year 10 | 103 | 22 | 10 | 2 | 0 | 312 | 0 | 369 |
| Year 11 | 96 | 19 | 12 | 2 | 1 | 300 | 1 | 351 |
| Year 12 | 77 | 16 | 9 | 5 | 1 | 285 | 1 | 323 |
| Year 13+ | 63 | 10 | 5 | 2 | 0 | 183 | 3 | 225 |
| Total | 456 | 88 | 49 | 13 | 2 | 1405 | 5 | 1663 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 92 | 16 | 12 | 1 | 0 | 257 | 0 | 310 |
| Age 14 | 107 | 20 | 10 | 3 | 0 | 312 | 0 | 375 |
| Age 15 | 103 | 19 | 11 | 1 | 0 | 319 | 1 | 372 |
| Age 16 | 80 | 20 | 7 | 6 | 1 | 294 | 0 | 331 |
| Age 17 | 62 | 7 | 9 | 2 | 1 | 188 | 2 | 228 |
| Age 18 | 11 | 5 | 0 | 0 | 0 | 27 | 2 | 39 |
| Age 19+ | 1 | 1 | 0 | 0 | 0 | 8 | 0 | 8 |
| Total | 456 | 88 | 49 | 13 | 2 | 1405 | 5 | 1663 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
83.3%
| Feilding High School | 83.3% |
|---|---|
| Manawatū-Whanganui Region | 84.7% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 88.8% |
|---|---|
| Male | 78.6% |
| Māori | 79.8% |
| Pacific | 75% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 84.5% |
| Total | 83.3% |
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
74.8%
| Feilding High School | 74.8% |
|---|---|
| Manawatū-Whanganui Region | 76.7% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 85.1% |
|---|---|
| Male | 66.1% |
| Māori | 71.9% |
| Pacific | 62.5% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 75.9% |
| Total | 74.8% |
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
49%
| Feilding High School | 49% |
|---|---|
| Manawatū-Whanganui Region | 55.5% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 60.2% |
|---|---|
| Male | 39.6% |
| Māori | 36% |
| Pacific | 37.5% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 49.8% |
| Total | 49% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
20.7%
| Feilding High School | 20.7% |
|---|---|
| Manawatū-Whanganui Region | 14.5% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 30.4% |
|---|---|
| Male | 12.5% |
| Māori | 16.7% |
| Pacific | 0% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 21% |
| Total | 20.7% |
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
73.9%
| Feilding High School | 73.9% |
|---|---|
| Manawatū-Whanganui Region | 81.1% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 81.4% |
|---|---|
| Male | 67.7% |
| Māori | 74.6% |
| Pacific | 87.5% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 72.5% |
| Total | 73.9% |
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
4.7%
| Feilding High School | 4.7% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 5.8% |
|---|---|
| Male | 3.6% |
| Māori | 5.2% |
| Pacific | 14% |
| Asian | 0% |
| Other | 32.3% |
| European/Pākehā | 3.8% |
| Total | 4.7% |
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
2.4%
| Feilding High School | 2.4% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 2.4% |
|---|---|
| Male | 2.4% |
| Māori | 4.3% |
| Pacific | 0% |
| Asian | 10.3% |
| Other | 0% |
| European/Pākehā | 1% |
| Total | 2.4% |
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
2.5%
| Feilding High School | 2.5% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 2.1% |
|---|---|
| Male | 2.8% |
| Māori | 3.9% |
| Pacific | 0% |
| Asian | 12.5% |
| Other | 0% |
| European/Pākehā | 1.2% |
| Total | 2.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 472
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 14 March 1921
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
- 30 November 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (30 November 2022)
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 30 November 2022 — 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 area of non-compliance during the board assurance process:
undertake and record sufficient identity checks on the appointment of staff. [Children’s Act 2014]
The board has since taken steps to address the area 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 1682 — 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.
March 2017
1375
Counted while ERO’s review team was at the school. Education Review Office, report of 31 May 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 30 November 2022 — “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 16 months of the Education Review Office and Feilding High School 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
Feilding High School is located in the Manawatū township of Feilding. The school provides a co-educational learning experience from years 9 to 13. The school has an attached hostel, LJ Wild House, which accommodates both boys and girls.
Feilding High School’s strategic priorities for improving outcomes for learners are:
to enable excellence in student achievement
to deliver the New Zealand Curriculum and offer courses within this that meet the needs of all learners
to provide teaching and learning with a focus on high expectations, appropriate reporting, planning and self-review.
You can find a copy of the school’s strategic and annual plan on Feilding High School’s website.
ERO and the school are working together to evaluate the effectiveness of school processes and systems to ensure pathways are responsive to the aspirations of every learner.
The rationale for selecting this evaluation is:
as the only high school in the community of Feilding, the school is aware of its responsibility to support a range of pathway options for all learners
the school has recently implemented new systems and processes designed to better support individual pathways. They want to know and understand the effectiveness of these processes.
The school expects to see:
a broader understanding in the wider school community of what excellence in achievement means for all learners in the 21 st century at Feilding High School
evidence gathered from a wide range of stakeholders, to further inform future decision-making about the provision of pathways for all learners
evidence that all learners are achieving equitable outcomes.
Strengths
The school can draw from the following strengths to support it in its goal to evaluate the effectiveness of school processes and systems to ensure pathways are responsive to the aspirations of every learner:
strategic intent to meet the learning needs of all learners
school systems that increasingly support a broad education both in and beyond the classroom
connections to, and relationships with, a range of local community networks.
Where to next?
Moving forward the school will prioritise:
developing a shared understanding of what excellence in education means for all learners in the 21 st century at Feilding High School
collecting evidence from a wide range of stakeholders to inform decision making
using the evidence to evaluate the effectiveness of pathway interventions and programmes, particularly for Māori and Pacific learners.
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.
Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui
30 November 2022
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).