Geraldine High School
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 593
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Mckenzie Street, Geraldine
- Territorial authority
- Timaru District
- Phone
- 03-6930017
- office@geraldinehs.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
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.
- Getting there
- The Geraldine Schools Transport Network (GSTN) transports students of Geraldine High School and Geraldine Primary School
The Geraldine Schools Transport Network (GSTN) transports students of Geraldine High School and Geraldine Primary School.
- The Geraldine Schools Transport Network (GSTN) transports students of Geraldine High School and Geraldine Primary School
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
Geraldine High School offers international students a welcoming and enriching experience in a safe, rural New Zealand setting.
- 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
Students can choose from over 20 sports including athletics, basketball, hockey, rugby and more to suit every interest and ability.
- basketball
Students can choose from over 20 sports including athletics, basketball, hockey, rugby and more to suit every interest and ability.
- hockey
Students can choose from over 20 sports including athletics, basketball, hockey, rugby and more to suit every interest and ability.
- rugby
Students can choose from over 20 sports including athletics, basketball, hockey, rugby and more to suit every interest and ability.
- Road Cycling
- Mountain Biking
- Mountain Biking Academy
The Mountain Biking Academy intends to take a minivan of students up to Mount Hutt Mountain Biking Park and other locations on select weekends.
- athletics
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 482
- Māori
- 60
- Pacific
- 11
- Asian
- 78
- MELAA
- 26
- Other
- 7
- International
- 9
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 | 6 | 2 | 5 | 5 | 0 | 67 | 0 | 75 |
| Year 08 | 13 | 3 | 14 | 3 | 2 | 85 | 0 | 103 |
| Year 09 | 7 | 2 | 12 | 3 | 0 | 76 | 0 | 92 |
| Year 10 | 10 | 1 | 8 | 2 | 2 | 74 | 0 | 86 |
| Year 11 | 8 | 2 | 11 | 3 | 0 | 80 | 8 | 105 |
| Year 12 | 9 | 3 | 6 | 4 | 0 | 60 | 2 | 73 |
| Year 13+ | 5 | 1 | 11 | 0 | 0 | 57 | 0 | 72 |
| Total | 58 | 14 | 67 | 20 | 4 | 499 | 10 | 606 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 5 | 2 | 2 | 4 | 0 | 51 | 0 | 56 |
| Age 12 | 12 | 2 | 10 | 2 | 2 | 72 | 0 | 83 |
| Age 13 | 7 | 2 | 11 | 5 | 0 | 80 | 0 | 98 |
| Age 14 | 9 | 2 | 17 | 2 | 2 | 75 | 0 | 96 |
| Age 15 | 9 | 2 | 3 | 2 | 0 | 84 | 3 | 95 |
| Age 16 | 8 | 3 | 8 | 3 | 0 | 63 | 7 | 81 |
| Age 17 | 8 | 0 | 11 | 1 | 0 | 56 | 0 | 72 |
| Age 18 | 0 | 1 | 5 | 0 | 0 | 14 | 0 | 20 |
| Age 19+ | 0 | 0 | 0 | 1 | 0 | 4 | 0 | 5 |
| Total | 58 | 14 | 67 | 20 | 4 | 499 | 10 | 606 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
95.2%
| Geraldine High School | 95.2% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 92.5% |
|---|---|
| Male | 97.7% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 95.7% |
| Total | 95.2% |
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
81%
| Geraldine High School | 81% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 82.5% |
|---|---|
| Male | 79.5% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 80% |
| Total | 81% |
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
50%
| Geraldine High School | 50% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 60% |
|---|---|
| Male | 40.9% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 66.7% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 48.6% |
| Total | 50% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
14.3%
| Geraldine High School | 14.3% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 17.5% |
|---|---|
| Male | 11.4% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 17.1% |
| Total | 14.3% |
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
90.5%
| Geraldine High School | 90.5% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 87.5% |
|---|---|
| Male | 93.2% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 90% |
| Total | 90.5% |
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
| Male | not reported |
|---|---|
| Female | 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
27.7%
| Geraldine High School | 27.7% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 13.3% |
|---|---|
| Male | 41.1% |
| Māori | 53.9% |
| Pacific | 54.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 29.4% |
| Total | 27.7% |
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
1.9%
| Geraldine High School | 1.9% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.2% |
| Total | 1.9% |
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%
| Geraldine High School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 7-15) | 2% |
| 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)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 8 April 1963
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
- 29 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (29 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 board assurance report of 29 November 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 593 — 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.
October 2016
530
Counted while ERO’s review team was at the school. Education Review Office, report of 27 January 2017
May 2013
576
Counted while ERO’s review team was at the school. Education Review Office, report of 1 July 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 29 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 29 months of the Education Review Office and Geraldine 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
Geraldine High School is located in South Canterbury and provides education for students in Years 7 to 13. The school describes itself as a co-educational school in a rural environment with a vision to inspire and empower individuals. The key values of Whakatutukitanga | Achievement; Manaakitanga | Respect; Rangatiratanga | Responsibility; and Whanaungatanga | Relationships, inform school life.
Geraldine High School ’s strategic priorities for improving outcomes for learners are to:
create meaningful connections
foster self-awareness and belief
be motivated to reach their highest potential.
A copy of the school’s strategic plan can be requested from Geraldine High School .
ERO and the school are working together to evaluate how well teacher practices respond to students’ identified needs, strengths, and cultures, in order to address disparity.
The rationale for selecting this evaluation is to:
address identified areas of disparity for some learners, including the achievement of boys
better support students who identify as Māori to succeed as Māori .
The school expects to see:
improved student achievement, with accelerated progress for boys in particular
increased student confidence in articulating their own progress and identifying their next steps for learning
consistent practice in teacher planning, pedagogy, assessment, and reporting.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how well teacher practices respond to students’ identified needs, strengths, and culture, in order to address disparity.
Facilitated opportunities to engage Māori whānau inform school reviews to bring about improvements.
Analysis of data, including student voice, is used to track achievement and inform teaching and learning.
A shared vision for learning has been collaboratively developed which is bringing about consistency of teaching for increasingly engaged learners.
Professional learning in tikanga and te reo Māori , developing growth mindsets, learning design, and effective feedback, is aligned with goals and initiatives identified for improvement.
Where to next?
Moving forward, the school will prioritise:
continuing to investigate the needs, aspirations, and interests of learners and their whānau to broaden opportunities for learning
developing consistency of practice in teacher planning, pedagogy, assessment, and reporting, with a focus on accelerating progress for boys in particular
refining systems for tracking student progress and achievement in Years 7 to 10
evaluating the impact of changed practices o n student engagement and achievement.
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
29 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).