Hutt International Boys' School
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 653
- Enrolment zone
- Yes
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- Granville Street, Trentham, Upper Hutt
- Territorial authority
- Upper Hutt City
- Phone
- 04-5286227
- admin@hibs.school.nz
- Website
- http://www.hibs.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- Uniform
- Required
Students are expected to wear the correct uniform and to be smartly presented at school, at any school function and when travelling to or from school.
- Required
- Term dates
- Term 1, 2026: Monday 2 February (new Year 7 and Year 13 students) / Tuesday 3 February (full school) - term ends Thursday 2 April
Term 1 Monday 2 February – New Year 7 students starting in 2026 along with Year 13 students Tuesday 3 February - Full School Term ends on Thursday 2 April
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 April to Friday 3 July
Term 2 Monday 20 April to Friday 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 July to Friday 25 September
Term 3 Monday 20 July to Friday 25 September
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October to Wednesday 9 December
Term 4 Monday 12 October to Wednesday 9 December
Year stated as2026 Term Dates
- Term 1, 2026: Monday 2 February (new Year 7 and Year 13 students) / Tuesday 3 February (full school) - term ends Thursday 2 April
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.
- Special character
- HIBS is more than just a school. At its heart lies a deep sense of belief—belief in God, in ourselves, and in one another. This foundation shapes every part of our school life, grounding our wairuatanga and guiding the growth of our distinct school culture. Our shared whakapapa weaving us together as a community with purpose and spirit.
- International students
- Not accepted, as stated
While we don’t have any international students at HIBS
- Not 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 group
HIBS has also seen the introduction of a Kapa Haka group that comes together on a weekly basis to celebrate Māori culture through song, haka and chant
- itinerant music programme
We have an extensive itinerant music programme and a wide range of co-curricular groups in the areas of music, drama and dance.
- Productions
In alternate years, we produce high quality Productions and Variety Shows.
- Variety Shows
In alternate years, we produce high quality Productions and Variety Shows.
- Kapa Haka group
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 553
- Māori
- 88
- Pacific
- 15
- Asian
- 96
- MELAA
- 17
- Other
- 4
- International
- 0
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 | 12 | 3 | 18 | 4 | 0 | 82 | 0 | 96 |
| Year 08 | 20 | 4 | 11 | 2 | 0 | 82 | 0 | 94 |
| Year 09 | 14 | 4 | 15 | 2 | 0 | 85 | 0 | 96 |
| Year 10 | 16 | 3 | 13 | 1 | 2 | 87 | 0 | 96 |
| Year 11 | 17 | 1 | 9 | 4 | 2 | 90 | 0 | 95 |
| Year 12 | 13 | 3 | 13 | 1 | 2 | 75 | 0 | 88 |
| Year 13+ | 12 | 4 | 9 | 1 | 0 | 80 | 0 | 90 |
| Total | 104 | 22 | 88 | 15 | 6 | 581 | 0 | 655 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 11 | 2 | 17 | 3 | 0 | 67 | 0 | 80 |
| Age 12 | 21 | 5 | 10 | 2 | 0 | 83 | 0 | 95 |
| Age 13 | 12 | 3 | 16 | 3 | 0 | 80 | 0 | 92 |
| Age 14 | 15 | 3 | 14 | 1 | 1 | 87 | 0 | 96 |
| Age 15 | 19 | 2 | 8 | 3 | 2 | 102 | 0 | 106 |
| Age 16 | 13 | 2 | 13 | 2 | 3 | 69 | 0 | 81 |
| Age 17 | 11 | 5 | 9 | 0 | 0 | 85 | 0 | 95 |
| Age 18 | 2 | 0 | 1 | 1 | 0 | 8 | 0 | 10 |
| Total | 104 | 22 | 88 | 15 | 6 | 581 | 0 | 655 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| Hutt International Boys' School | 100% |
|---|---|
| Wellington Region | 90.8% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 100% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 100% |
| Total | 100% |
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
98.9%
| Hutt International Boys' School | 98.9% |
|---|---|
| Wellington Region | 85.3% |
| Secondary (Year 7-15) | 83.3% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 98.9% |
| Māori | 92.3% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 98.8% |
| Total | 98.9% |
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
96.7%
| Hutt International Boys' School | 96.7% |
|---|---|
| Wellington Region | 68.6% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 96.7% |
| Māori | 92.3% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 96.3% |
| Total | 96.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
16.3%
| Hutt International Boys' School | 16.3% |
|---|---|
| Wellington Region | 12.5% |
| Secondary (Year 7-15) | 14.7% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 16.3% |
| Māori | 15.4% |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 17.1% |
| Total | 16.3% |
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
98.9%
| Hutt International Boys' School | 98.9% |
|---|---|
| Wellington Region | 88.7% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 98.9% |
| Māori | 92.3% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 98.8% |
| Total | 98.9% |
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
12.9%
| Hutt International Boys' School | 12.9% |
|---|---|
| Wellington Region | 24.7% |
| Secondary (Year 7-15) | 43.4% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 12.9% |
| Māori | 6.3% |
| Pacific | 30.7% |
| Asian | 15.5% |
| Other | 0% |
| European/Pākehā | 12.2% |
| Total | 12.9% |
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
0%
| Hutt International Boys' School | 0% |
|---|---|
| Wellington Region | 2.6% |
| Secondary (Year 7-15) | 4.6% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| 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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Hutt International Boys' School | 0% |
|---|---|
| Wellington Region | 0.9% |
| Secondary (Year 7-15) | 2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| 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)
- 366
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 1 February 1991
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
- 6 April 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (6 April 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 6 April 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 653 — 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 2015
653
Counted while ERO’s review team was at the school. Education Review Office, report of 9 September 2015
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 6 April 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 eight months of the Education Review Office and Hutt International Boys’ 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
Hutt International Boys’ School was established in 1990. It is an integrated, multi-denominational school that is affiliated with the Anglican Church. The school is situated in Upper Hutt and provides education from Years 7 to 13. In 2022 the school welcomed a new Principal.
Hutt International Boys’ School’s strategic priorities for improving outcomes for learners are:
continuing to enable ākonga to access a responsive, broad and balanced curriculum as the school implements the revised NCEA and curriculum changes
enhancing the literacy and numeracy capability of ākonga by emphasising more explicit attention to literacy and numeracy across the curriculum , making use of the Year 9 and 10 NZQA Literacy and Numeracy programmes to identify strengths and areas for development.
You can find a copy of the school’s strategic and annual plan is available on Hutt International Boys’ School’s website.
ERO and the school are working together to establish how the school can evaluate Literacy and Numeracy provision to further benefit learners.
The rationale for selecting this evaluation is:
to ensure schoolwide learning, assessment, and achievement for ākonga remains responsive to boys’ needs and is effectively informed by the changes to the NCEA, especially in Literacy and Numeracy.
ongoing teacher professional learning and development, wider programme change, and targeted resourcing continues to grow high quality ākonga learning and achievement.
The school expects to see learners experiencing success across the curriculum, as a result of teaching and learning programmes refined to further enhance capability in literacy and numeracy skills and achievement.
Strengths
The school can draw from the following strengths to support the school in its goal to identify, implement and evaluate aspects of Literacy, Numeracy and curriculum change that will enhance its learning programmes.
Shared values of strong academic expectations and achievement within a responsive pastoral and academic environment are the foundations of school culture.
Effective professional development practices support increased teacher capability and confidence to effectively implement literacy strategies in their learning areas.
The utilisation of effective achievement data gathering processes that support the clear identification and coordination of responses to learner needs.
Where to next?
Moving forward, the school will prioritise:
targeted literacy strategies being implemented and developed across the schoolwide curriculum to enhance student capability
through the implementation of the revised NCEA Achievement Standards grow teacher confidence in developing best practice to reflect our ākonga needs and future direction
continue to develop teacher capability in Mātauranga Māori , working alongside Māori Whānau rōpū
wellbeing of both staff and students as changes are implemented.
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.
Kathy Lye Acting Director Review and Improvement Services (Southern) Southern Region | Te Tai Tini
6 April 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).