Glenfield College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 768
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 60 Kaipatiki Road, Glenfield, Auckland
- Territorial authority
- Kaipātiki Local Board Area
- Phone
- 09-4449066
- admin@gc.ac.nz
- Website
- https://www.gc.ac.nz/
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
- Term dates
- Term 2, 2026: 20/04/26 - 02/07/26
20/04/26 | Term 2 Starts | | Term 2 | 27/04/26 | ANZAC DAY (Sat 25th, Observed Monday) | | | 29/05/26 | MID TERM BREAK | | | 01/06/26 | KINGS BIRTHDAY | | | 02/07/26 | End of Term 2
Year stated asGlenfield College Term Dates for 2026
- Term 3, 2026: 20/07/26 - 25/09/26
Term 3 | 20/07/26 | Term 3 starts | | | 25/09/26 | End of Term 3
Year stated asGlenfield College Term Dates for 2026
- Term 4, 2026: 12/10/26 - 09/12/26 (End of Term 4 for Students)
Term 4 | 12/10/26 | Term 4 starts | | | 26/10/26 | LABOUR DAY | | | 09/12/26 | End of Term 4 for Students
Year stated asGlenfield College Term Dates for 2026
- Term 2, 2026: 20/04/26 - 02/07/26
- How to enrol
- https://gc.school.kiwi/enrolment
- Complete your application form [here](https://gc.school.kiwi/enrolment) .
- https://gc.school.kiwi/enrolment
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
This application link is for those students who are International Fee paying students and hold the following Visa’s:
- 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
- Drama club
Students are able to partake in the weekly Drama club.
- technical team
Students have the opportunity to join the technical team and learn about lighting and sound operation and design.
- Senior productions
Senior productions are performed every year in the Kaipataki Theatre.
- Flute
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Clarinet
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Saxophone
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Trumpet
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- French Horn
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Trombone
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Violin
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Viola
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Drums
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Percussion
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Guitar
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Bass Guitar
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Piano
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Singing
Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Violin, Viola, Drums, Percussion, Guitar, Bass Guitar, Piano, Singing, Theory
- Jazz Combo
- Jazz Combo
- Rock Bands
- Rock Bands
- Guitar Ensemble
- Guitar Ensemble
- Percussion Ensemble
- Percussion Ensemble
- Wind and String Ensemble
- Wind and String Ensemble
- Vocal Groups
- Vocal Groups and Choir
- Choir
- Vocal Groups and Choir
- Drama club
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 293
- Māori
- 109
- Pacific
- 91
- Asian
- 408
- MELAA
- 34
- Other
- 8
- 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 09 | 26 | 20 | 91 | 8 | 1 | 71 | 0 | 174 |
| Year 10 | 28 | 22 | 83 | 4 | 2 | 69 | 2 | 170 |
| Year 11 | 23 | 22 | 62 | 8 | 4 | 67 | 1 | 143 |
| Year 12 | 12 | 13 | 60 | 4 | 1 | 52 | 8 | 125 |
| Year 13+ | 11 | 14 | 71 | 2 | 3 | 44 | 0 | 119 |
| Total | 100 | 91 | 367 | 26 | 11 | 303 | 11 | 731 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 1 | 1 | 4 | 0 | 0 | 1 | 0 | 5 |
| Age 13 | 19 | 16 | 71 | 6 | 1 | 53 | 0 | 137 |
| Age 14 | 29 | 16 | 75 | 6 | 1 | 74 | 2 | 160 |
| Age 15 | 25 | 28 | 69 | 5 | 5 | 68 | 0 | 152 |
| Age 16 | 8 | 11 | 49 | 6 | 0 | 44 | 5 | 105 |
| Age 17 | 16 | 17 | 70 | 3 | 2 | 57 | 4 | 134 |
| Age 18 | 2 | 2 | 21 | 0 | 1 | 6 | 0 | 29 |
| Age 19+ | 0 | 0 | 8 | 0 | 1 | 0 | 0 | 9 |
| Total | 100 | 91 | 367 | 26 | 11 | 303 | 11 | 731 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
92.1%
| Glenfield College | 92.1% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 95.1% |
|---|---|
| Male | 89.9% |
| Māori | 93.3% |
| Pacific | 95% |
| Asian | 92.4% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 92.5% |
| Total | 92.1% |
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
85.7%
| Glenfield College | 85.7% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 91.8% |
|---|---|
| Male | 81% |
| Māori | 86.7% |
| Pacific | 90% |
| Asian | 83.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 90.6% |
| Total | 85.7% |
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
72.1%
| Glenfield College | 72.1% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 75.4% |
|---|---|
| Male | 69.6% |
| Māori | 66.7% |
| Pacific | 85% |
| Asian | 69.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 77.4% |
| Total | 72.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
21.4%
| Glenfield College | 21.4% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 24.6% |
|---|---|
| Male | 19% |
| Māori | 40% |
| Pacific | 25% |
| Asian | 12.7% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 30.2% |
| Total | 21.4% |
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
95%
| Glenfield College | 95% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 98.4% |
|---|---|
| Male | 92.4% |
| Māori | 100% |
| Pacific | 95% |
| Asian | 96.2% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 94.3% |
| Total | 95% |
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
54.6%
| Glenfield College | 54.6% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 31.8% |
|---|---|
| Male | 71.4% |
| Māori | 134.4% |
| Pacific | 131.8% |
| Asian | 24.5% |
| Other | 78.7% |
| European/Pākehā | 52.7% |
| Total | 54.6% |
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
2.4%
| Glenfield College | 2.4% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 1.9% |
|---|---|
| Male | 2.7% |
| Māori | 9.3% |
| Pacific | 5.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3.3% |
| 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
1%
| Glenfield College | 1% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 1.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.1% |
| Total | 1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 466
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 5 February 1969
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
- 27 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (27 October 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 27 October 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 768 — 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.
June 2017
417
Counted while ERO’s review team was at the school. Education Review Office, report of 31 August 2017
May 2014
625
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2014
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 27 October 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 15 months of the Education Review Office and Glenfield College 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
Glenfield College on Auckland’s North Shore is a multicultural secondary school catering for students from Years 9 to 13. The school values are ‘With Pride and Respect – Mā Maruwehi, Kā Rāhiri’.
The college values the inclusion of students with high learning needs from Wilson School and Wairau Valley Special School. These classes are adjacent to and network with the college’s learning support department.
Glenfield College’s strategic priorities for improving outcomes for learners are:
Hauora – excellence in wellbeing across the school community
Providing quality teaching and learning programmes that build dynamic learners
Student success – building capacity in teachers/ kaiako that leads to a culture of success
Meeting Māori and Pasifika academic aspirations.
You can find a copy of the school’s strategic and annual plan on Glenfield College’s website.
ERO and the school are working together to evaluate how well the development of a schoolwide literacy programme linked to our strategic goals of Hauora and Dynamic Learner promotes achievement and success for all students.
The rationale for selecting this evaluation is:
school leaders have identified the importance of lifting junior school literacy and achievement with a schoolwide programme
a literacy programme, linked with Hauora and Dynamic Learner, will enable students to access and achieve success in the senior curriculum and future pathways
to ensure equity and excellence is available to all.
The school expects to see:
a schoolwide literacy programme established and embedded
student literacy and achievement will improve across the school
an inclusive education will be provided through these strategic initiatives.
Strengths
The school can draw from the following strengths to achieve its goal:
schoolwide programmes to raise literacy achievement are being implemented
effective school leadership which has created and led a culture of ongoing improvement
well established processes to build capacity in teaching staff, based on strong pedagogy and assessment practices
a values-based education that supports the wellbeing of learners and build a strong sense of belonging.
Where to next?
Moving forward, the school will prioritise:
implementing and embedding a schoolwide Literacy programme linked with Hauora and the Development of Dynamic Learners
developing a Māori Achievement programme with whanau that promotes Māori success
providing resources and support for teachers to build capacity in Te Reo Māori , Tikanga and Matauranga Māori that benefits the whole community.
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
27 October 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).