Freyberg High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 952
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Freyberg Street, Roslyn, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3584971
- office@freyberg.ac.nz
- Website
- http://www.freyberg.ac.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · 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.
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
- At Freyberg, our vision is to equip every learner with the tools, support, and preparation they need to succeed - the feathers symbolising knowledge, skills, and opportunities that help students grow and thrive. The bird represents each learner, who can reach their full potential when they are empowered with what they need both in and beyond the classroom.
- International students
- Accepted, as stated
It is a condition of enrolment that all international students live in homestay accommodation provided or approved by the school.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 683
- Māori
- 324
- Pacific
- 74
- Asian
- 143
- MELAA
- 19
- Other
- 9
- International
- 16
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 | 72 | 20 | 23 | 6 | 3 | 156 | 0 | 213 |
| Year 10 | 86 | 23 | 30 | 2 | 1 | 157 | 0 | 215 |
| Year 11 | 67 | 21 | 24 | 3 | 0 | 147 | 13 | 215 |
| Year 12 | 42 | 11 | 29 | 3 | 5 | 137 | 9 | 192 |
| Year 13+ | 68 | 16 | 31 | 0 | 4 | 166 | 5 | 234 |
| Total | 335 | 91 | 137 | 14 | 13 | 763 | 27 | 1069 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 3 |
| Age 13 | 62 | 17 | 18 | 5 | 3 | 130 | 0 | 180 |
| Age 14 | 87 | 22 | 20 | 4 | 1 | 165 | 0 | 213 |
| Age 15 | 62 | 19 | 25 | 1 | 0 | 143 | 6 | 198 |
| Age 16 | 47 | 15 | 29 | 4 | 4 | 133 | 10 | 194 |
| Age 17 | 57 | 10 | 20 | 0 | 4 | 145 | 9 | 195 |
| Age 18 | 6 | 5 | 15 | 0 | 0 | 30 | 2 | 50 |
| Age 19+ | 14 | 3 | 8 | 0 | 1 | 16 | 0 | 36 |
| Total | 335 | 91 | 137 | 14 | 13 | 763 | 27 | 1069 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
86.9%
| Freyberg High School | 86.9% |
|---|---|
| Manawatū-Whanganui Region | 84.7% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 90.6% |
|---|---|
| Male | 83.1% |
| Māori | 81% |
| Pacific | 88.9% |
| Asian | 81.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 89% |
| Total | 86.9% |
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
79.7%
| Freyberg High School | 79.7% |
|---|---|
| Manawatū-Whanganui Region | 76.7% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 85.8% |
|---|---|
| Male | 73.4% |
| Māori | 74.7% |
| Pacific | 77.8% |
| Asian | 70.3% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 82.9% |
| Total | 79.7% |
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
58.6%
| Freyberg High School | 58.6% |
|---|---|
| Manawatū-Whanganui Region | 55.5% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 63.8% |
|---|---|
| Male | 53.2% |
| Māori | 50.6% |
| Pacific | 50% |
| Asian | 48.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 63% |
| Total | 58.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
18.3%
| Freyberg High School | 18.3% |
|---|---|
| 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 | 23.6% |
|---|---|
| Male | 12.9% |
| Māori | 19% |
| Pacific | 5.6% |
| Asian | 8.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 21.5% |
| Total | 18.3% |
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
87.6%
| Freyberg High School | 87.6% |
|---|---|
| Manawatū-Whanganui Region | 81.1% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 90.6% |
|---|---|
| Male | 84.7% |
| Māori | 83.5% |
| Pacific | 83.3% |
| Asian | 83.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 90.1% |
| Total | 87.6% |
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
| Pacific | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Māori | 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
76.8%
| Freyberg High School | 76.8% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 63.2% |
|---|---|
| Male | 91.6% |
| Māori | 116.3% |
| Pacific | 111.4% |
| Asian | 26.7% |
| Other | 77.9% |
| European/Pākehā | 70.5% |
| Total | 76.8% |
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
7.4%
| Freyberg High School | 7.4% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 7.1% |
|---|---|
| Male | 7.9% |
| Māori | 13.6% |
| Pacific | 12.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6.6% |
| Total | 7.4% |
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
3.1%
| Freyberg High School | 3.1% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 3.8% |
|---|---|
| Male | 2.5% |
| Māori | 5.5% |
| Pacific | 7.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 4.2% |
| Total | 3.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 488
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large 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
- 5
- Last reviewed
- 9 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 November 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 same report — the board assurance report of 9 November 2023 — 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.
The board has identified the following areas of non-compliance during the board assurance process:
Complied with the requirement to adopt a statement on the delivery of the Health Curriculum, at least once every two years after consultation with the school community.
[Section 91 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 952 — 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 2016
1253
Counted while ERO’s review team was at the school. Education Review Office, report of 10 August 2016
April 2013
1313
Counted while ERO’s review team was at the school. Education Review Office, report of 28 June 2013
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 9 November 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 nine months of the Education Review Office and Freyberg 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
Freyberg High School is a co-educational school for students in Years 9 to 13 in Palmerston North. The school values of Kaitiakitanga, Rangatiratanga, Manaakitanga and Angitu foster relationships to promote successful outcomes for learning. The school vision, Mā te huruhuru ka rere te manu , is central to how the school operates.
A new principal started at the high school in October 2022 and is working with the established leadership team to prioritise the needs of ākonga within the school community.
The school includes a number of education facilities for students with additional needs such as the Deaf Education Centre and The Craig Centre. Whakatipuria Teen Parent Unit is also onsite and is integral to the school and community.
Freyberg High School’s strategic priorities for improving outcomes for learners are:
Creating pathways for all students to gain success at NCEA level 2 or the most appropriate level for their ability.
Allowing students to walk in both Māori and Pākehā worlds.
Enabling success outside of the classroom.
Supporting and developing the growth of global citizenship.
You can find a copy of the school’s strategic and annual plan on Freyberg High School’s website.
ERO and the school are working together to evaluate how well the school is implementing structures and teaching practices to enhance culturally relational pedagogy to achieve equitable outcomes for all.
The rationale for selecting this evaluation is to:
prioritise the school’s partnership responsibilities under Te Tiriti o Waitangi , honouring Māori culture with appropriate tikanga, mātauranga and te ao Māori perspectives
improve parity in the minimum leaving qualifications between Māori and non- Māori students
ensure equitable opportunities and outcomes for Māori students, whānau and staff.
The school expects to see:
the implementation of teaching programmes that increases the ability of students to access the curriculum resulting in improved outcomes for all
a closing of the inequity between Māori and non- Māori students in NCEA results
an increase in the ability of students to be confident in their identity, language and culture as citizens of Aotearoa New Zealand.
Strengths
The school can draw from the following strengths to support its goal to implement in-school support systems that ensure culturally sustaining, student-centred and data informed ways of teaching and learning are embedded in school practices.
Positive school-wide culture grounded in strong relationships between staff, students and their whānau .
Pastoral and academic support and mentoring systems focused on the individual need of each student
A strong, inclusive culture, facilities and support systems within the school that have been developed to meet the individual needs of each student.
Progress already made within the school to understand and introduce culturally sustaining practices, and a clear way forward, with external facilitation, for development of curriculum and teaching pedagogy.
Where to next?
Moving forward, the school will prioritise:
developing and implementing a framework to describe what effective teaching and student-centred learning looks like at Freyberg High School
professional learning for staff to ensure that teaching and learning is inclusive, student-centred and responsive
developing internal evaluation capability to monitor impacts of changes on classroom practices and outcomes for students.
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
9 November 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).