Gisborne Girls' High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 702
- Enrolment zone
- No
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 555 Gladstone Road, Te Hapara, Gisborne
- Territorial authority
- Gisborne District
- Phone
- 06-8686092
- info@gghs.school.nz
- 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.
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
- Required
Non-uniform articles of clothing will be replaced with loan regulation uniform. Students are expected to keep their uniforms clean and tidy and to always wear them correctly.
- Required
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
Since then it has grown to a roll of over 800, including international fee paying students.
- 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
proud traditions of Kapa Haka and newly re-developed Pacifica performance group
- Pacifica performance group
proud traditions of Kapa Haka and newly re-developed Pacifica performance group
- Athletics
- Athletics
- Badminton
- Badminton
- Basketball
- Basketball
- Cricket
- Cricket
- Cross country running
- Cross country running
- Duathlon
- Duathlon
- Equestrian
- Equestrian
- Football
- Football
- Golf
- Golf
- Gymnastics
- Gymnastics
- Hockey
- Hockey
- Ki O Rahi
- Ki O Rahi
- Netball
- Netball
- Rowing
- Rowing
- Rugby
- Rugby
- Softball
- Softball
- Swimming
- Swimming
- Squash
- Squash
- Surfing
- Surfing
- Triathlon
- Triathlon
- Touch Rugby
- Touch Rugby
- Volleyball
- Volleyball
- Waka Ama
- Waka Ama
- tuition in a range of instruments
The department provides tuition in a range of instruments
- Rockquest
Students also have the opportunity to participate in Rockquest and Pacifica Beats bands, chamber music groups, choir, orchestra
- Pacifica Beats bands
Students also have the opportunity to participate in Rockquest and Pacifica Beats bands, chamber music groups, choir, orchestra
- chamber music groups
Students also have the opportunity to participate in Rockquest and Pacifica Beats bands, chamber music groups, choir, orchestra
- choir
Students also have the opportunity to participate in Rockquest and Pacifica Beats bands, chamber music groups, choir, orchestra
- orchestra
Students also have the opportunity to participate in Rockquest and Pacifica Beats bands, chamber music groups, choir, orchestra
- Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 393
- Māori
- 424
- Pacific
- 53
- Asian
- 47
- MELAA
- 7
- Other
- 4
- International
- 5
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 | 92 | 8 | 6 | 2 | 0 | 84 | 0 | 141 |
| Year 10 | 95 | 15 | 3 | 0 | 1 | 95 | 0 | 148 |
| Year 11 | 103 | 12 | 17 | 3 | 1 | 92 | 3 | 169 |
| Year 12 | 75 | 14 | 10 | 0 | 5 | 82 | 7 | 152 |
| Year 13+ | 41 | 6 | 4 | 2 | 1 | 64 | 3 | 92 |
| Total | 406 | 55 | 40 | 7 | 8 | 417 | 13 | 702 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 81 | 6 | 5 | 1 | 0 | 70 | 0 | 119 |
| Age 14 | 94 | 15 | 4 | 1 | 1 | 88 | 0 | 144 |
| Age 15 | 97 | 14 | 11 | 2 | 1 | 95 | 1 | 162 |
| Age 16 | 74 | 9 | 13 | 1 | 2 | 86 | 5 | 146 |
| Age 17 | 55 | 8 | 5 | 1 | 4 | 70 | 6 | 114 |
| Age 18 | 4 | 2 | 1 | 1 | 0 | 8 | 0 | 13 |
| Age 19+ | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 4 |
| Total | 406 | 55 | 40 | 7 | 8 | 417 | 13 | 702 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
83.8%
| Gisborne Girls' High School | 83.8% |
|---|---|
| Gisborne Region | 79.9% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 83.8% |
|---|---|
| Male | Not applicable |
| Māori | 76.6% |
| Pacific | 100% |
| Asian | 85.7% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 90.9% |
| Total | 83.8% |
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
71.3%
| Gisborne Girls' High School | 71.3% |
|---|---|
| Gisborne Region | 68.5% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 71.3% |
|---|---|
| Male | Not applicable |
| Māori | 62.3% |
| Pacific | 66.7% |
| Asian | 71.4% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 84.4% |
| Total | 71.3% |
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
47.1%
| Gisborne Girls' High School | 47.1% |
|---|---|
| Gisborne Region | 42.8% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 47.1% |
|---|---|
| Male | Not applicable |
| Māori | 29.9% |
| Pacific | 44.4% |
| Asian | 57.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 67.5% |
| Total | 47.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
12.5%
| Gisborne Girls' High School | 12.5% |
|---|---|
| Gisborne Region | 17.9% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 12.5% |
|---|---|
| Male | Not applicable |
| Māori | 15.6% |
| Pacific | 33.3% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 13% |
| Total | 12.5% |
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
72.8%
| Gisborne Girls' High School | 72.8% |
|---|---|
| Gisborne Region | 70.4% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 72.8% |
|---|---|
| Male | Not applicable |
| Māori | 64.9% |
| Pacific | 77.8% |
| Asian | 71.4% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 83.1% |
| Total | 72.8% |
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
22.2%
| Gisborne Girls' High School | 22.2% |
|---|---|
| Gisborne Region | 31.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 22.2% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 31.8% |
| Pacific | 41.4% |
| Asian | 14.9% |
| Other | 0% |
| European/Pākehā | 14.9% |
| Total | 22.2% |
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
1.4%
| Gisborne Girls' High School | 1.4% |
|---|---|
| Gisborne Region | 3.3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 1.4% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 2.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 1.4% |
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
0.8%
| Gisborne Girls' High School | 0.8% |
|---|---|
| Gisborne Region | 0.8% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0.8% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 1.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0.8% |
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
- 6 November 1955
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
- 7 August 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (7 August 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 7 August 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.
ERO and the board have identified the following area of non-compliance during the board assurance process:
the child protection policy does not outline how suspected neglect and abuse will be identified. [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 702 — 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 2019
791
Counted while ERO’s review team was at the school. Education Review Office, report of 24 July 2019
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 7 August 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 seven months of the Education Review Office and Gisborne Girls’ 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 Girls’ High School, located in Te Tairāwhiti , provides education for students in Years 9 to 13. The school seeks to prepare young women to stand tall in the world they will move forward into. A shared journey ‘from who we are to who we want to be’ is prioritised through the school’s core philosophy of Hinetu .
Gisborne Girls’ High School’s strategic priorities for improving outcomes for learners are:
to teach and embody our values in order to foster a safe and supportive environment
to ensure student voice is an essential part of our school community
to support all students to realise their potential
to provide a diverse and relevant curriculum.
You can find a copy of the school’s strategic and annual plan on Gisborne Girls’ High School’s website.
ERO and the school are working together to evaluate the extent to which a focus on giving mana ōrite mo te mātauranga Māori is supporting Māori students to achieve educational success.
The rationale for selecting this evaluation is:
a genuine commitment to meeting responsibilities under Te Tiriti o Waitangi
the difference it will make to a large number of learners, particularly Māori learners
close alignment with the school’s, student written and led strategic plan.
The school expects to see:
staff and students having the confidence to speak te reo Māori and participate and lead in authentic Māori contexts
staff and students applying their understanding of mātauranga Māori perspectives and beliefs
processes and practices that actively engage whānau , hapū and iwi in decision making
Māori students achieving academic or vocational success linked to their individual and whānau aspirations.
Strengths
The school can draw from the following strengths to support its goal to support Māori students to achieve success as Māori :
an inclusive culture where students are central to and participate in significant decision making
cultural capacity and responsive practice in areas of the school that can provide insight into effective practice
the capacity to use stakeholder voice and student achievement information to understand the impact of improvement actions.
Where to next?
Moving forward, the school will prioritise:
redeveloping curriculum in all areas of the school through a mātauranga Māori lens
continuing to build teacher capacity in and understanding of te reo, tikanga and mātauranga Māori
using student and whānau voice, and student information to know the impact of shifts to curriculum and practice on outcomes for Māori 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.
Shelley Booysen Director of Schools
7 August 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).