Gisborne Boys' High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 797
- Enrolment zone
- No
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- 80 Stanley Road, Gisborne
- Territorial authority
- Gisborne District
- Phone
- 06-8688159
- office@gisboyshigh.net
- Website
- http://www.gisboyshigh.net
- Directions
- Get directions
Other schools nearby: schools in Gisborne
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.
- International students
- Accepted, as stated
You are very welcome to enroll as an international student at Gisborne Boys’ High School. Please follow the steps below:
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 351
- Māori
- 467
- Pacific
- 80
- Asian
- 56
- MELAA
- 17
- Other
- 59
- International
- 10
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 | 109 | 14 | 9 | 2 | 27 | 83 | 0 | 185 |
| Year 10 | 111 | 23 | 10 | 3 | 3 | 96 | 0 | 184 |
| Year 11 | 98 | 11 | 14 | 1 | 3 | 61 | 5 | 163 |
| Year 12 | 97 | 10 | 10 | 1 | 3 | 79 | 7 | 167 |
| Year 13+ | 57 | 9 | 7 | 1 | 3 | 63 | 1 | 115 |
| Total | 472 | 67 | 50 | 8 | 39 | 382 | 13 | 814 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 93 | 10 | 8 | 1 | 25 | 69 | 0 | 155 |
| Age 14 | 103 | 21 | 8 | 3 | 5 | 89 | 0 | 178 |
| Age 15 | 111 | 13 | 14 | 1 | 3 | 70 | 4 | 173 |
| Age 16 | 92 | 10 | 7 | 2 | 1 | 77 | 4 | 155 |
| Age 17 | 58 | 10 | 8 | 0 | 4 | 62 | 4 | 119 |
| Age 18 | 15 | 3 | 4 | 1 | 0 | 15 | 1 | 32 |
| Age 19+ | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 2 |
| Total | 472 | 67 | 50 | 8 | 39 | 382 | 13 | 814 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
83.3%
| Gisborne Boys' High School | 83.3% |
|---|---|
| Gisborne Region | 79.9% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 83.3% |
| Māori | 76.3% |
| Pacific | 76.5% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 92.2% |
| 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
74.2%
| Gisborne Boys' High School | 74.2% |
|---|---|
| Gisborne Region | 68.5% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 74.2% |
| Māori | 64% |
| Pacific | 70.6% |
| Asian | 85.7% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 88.9% |
| Total | 74.2% |
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
41.4%
| Gisborne Boys' High School | 41.4% |
|---|---|
| Gisborne Region | 42.8% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 41.4% |
| Māori | 28.1% |
| Pacific | 29.4% |
| Asian | 71.4% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 56.7% |
| Total | 41.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
21.5%
| Gisborne Boys' High School | 21.5% |
|---|---|
| Gisborne Region | 17.9% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 21.5% |
| Māori | 18.4% |
| Pacific | 5.9% |
| Asian | 57.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 24.4% |
| Total | 21.5% |
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
72.6%
| Gisborne Boys' High School | 72.6% |
|---|---|
| Gisborne Region | 70.4% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 72.6% |
| Māori | 64.9% |
| Pacific | 82.4% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 83.3% |
| Total | 72.6% |
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
| 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
63.6%
| Gisborne Boys' High School | 63.6% |
|---|---|
| Gisborne Region | 31.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 63.6% |
| Māori | 80.4% |
| Pacific | 40% |
| Asian | 40.5% |
| Other | 97.6% |
| European/Pākehā | 50.7% |
| Total | 63.6% |
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
5%
| Gisborne Boys' High School | 5% |
|---|---|
| Gisborne Region | 3.3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 5% |
| Māori | 8.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.3% |
| Total | 5% |
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
0.7%
| Gisborne Boys' High School | 0.7% |
|---|---|
| Gisborne Region | 0.8% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 0.7% |
| Māori | 1.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.6% |
| Total | 0.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 486
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 31 December 1908
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
- 4
- Last reviewed
- 10 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 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 10 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 797 — 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.
August 2016
824
Counted while ERO’s review team was at the school. Education Review Office, report of 30 September 2016
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 10 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 13 months of the Education Review Office and Gisborne Boys’ 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
Gisborne Boys’ High School is located in central Gisborne and provides education for young men in Years 9 to 13 from the Te Tairāwhiti region. The school’s philosophy encourages students to ‘choose their attitude’ and achieve their potential. A new principal was appointed in 2022.
Gisborne Boys’ High School’s strategic priorities for improving outcomes for learners are:
teaching and learning - staff will foster, lead and promote student engagement in learning programmes and opportunities
student support and wellbeing - each young man will be encouraged and supported to participate, excel in academic, sporting, cultural and social achievement in an environment that takes all reasonable steps to be inclusive
whānau and community - the school will improve the achievement of young men through strong relationships with whānau , iwi and the wider community.
You can find a copy of the school’s strategic and annual plan on Gisborne Boys’ High School’s website.
ERO and the school are working together to evaluate the extent to which effective teaching and learning meets students’ cultural, identity and learning needs to promote equitable and excellent outcomes for all learners, particularly for Māori and Pacific students.
The rationale for selecting this evaluation is the need to:
improve equity and excellence in learning outcomes for all learners
continue to develop shared understanding of effective teaching and learning practices and apply these consistently
strengthen reciprocal community partnerships that support Māori learners and their whānau to plan and pursue their educational pathways
strengthen the responsiveness of the local curriculum to meet learners’ cultural, language, identity and learning needs.
The school expects to see:
highly developed and consistent teaching practices that result in increasingly equitable outcomes for Māori and Pacific learners
Māori and Pacific learners engaged and experiencing success in a culturally inclusive, community supported school
a responsive, rich, broad localised curriculum that embeds mātauranga Māori and supports access to meaningful pathways.
Strengths
The school can draw from the following strengths to support its goal to have effec tive teaching and learning practices that meet students’ needs for equitable and excellent outcomes:
leadership prioritises school improvement with a focus on equity and excellence for Māori and Pacific learners and priority learners
commitment of staff to building capability in effective teaching and learning, inclusive of te ao Māori , te reo Māori , me ona tikanga and mātauranga Māori
leadership seeks a range of stakeholder voices, including student, whānau and iwi voice, to inform change for continuous improvement
robust systems and processes for tracking, monitoring and reporting student attendance, engagement, retention and achievement.
Where to next?
Moving forward, the school will prioritise:
strengthening connections with the community, whānau , hapū and iwi to build reciprocal relationships and inform curriculum design to support improved learner outcomes.
continuing professional learning to strengthen teacher capability and consistency in effective teaching and learning including literacy and numeracy to improve learner outcomes.
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
10 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 4 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).