Iona College
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 339
- Enrolment zone
- Yes
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 42 Lucknow Road, Havelock North
- Territorial authority
- Hastings District
- Phone
- 06-8778149
- office@iona.school.nz
- Website
- http://www.iona.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
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.
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
- Our College offers outstanding academic opportunities for girls within the context of the Protestant interpretation of the Christian faith. Iona was founded by the Presbyterian Church, but is an inter-denominational college – we welcome students from all backgrounds.
- International students
- Accepted, as stated
Iona is home to a small international student population from a variety of countries such as Singapore, Korea, Japan, China, Thailand, Germany and England.
- 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
- Iona Equestrian team
Our Iona Equestrian team has achieved remarkable success over the past few years
- 1st XI hockey team
The 1st XI hockey team won the Hawke's Bay Divison 1 Secondary Schools competition in 2024.
- Iona A shooting team
Our exceptional Iona A shooting team
- debating
Iona has a long tradition of success in debating, a small but proud Kapa Haka group, and we have access to a thriving private tuition programme for singing, contemporary and classical dance, learning musical instruments, speech and drama, and public speaking.
- Kapa Haka group
Iona has a long tradition of success in debating, a small but proud Kapa Haka group, and we have access to a thriving private tuition programme for singing, contemporary and classical dance, learning musical instruments, speech and drama, and public speaking.
- private tuition programme for singing, contemporary and classical dance, learning musical instruments, speech and drama, and public speaking
Iona has a long tradition of success in debating, a small but proud Kapa Haka group, and we have access to a thriving private tuition programme for singing, contemporary and classical dance, learning musical instruments, speech and drama, and public speaking.
- backstage and tech opportunities
We also have a growing number of backstage and tech opportunities available for those whose strengths lie behind the scenes.
- Showquest
Iona College made a stunning debut at Showquest 2025 with AI and I
- full-scale musical theatre production
A highlight for senior students is a full-scale musical theatre production, combining acting, singing, orchestral performance and dancing.
- SGCNZ VUW Shakespeare Festival
The SGCNZ VUW Shakespeare Festival gives young people a springboard to show their talent
- Dance NZ Made
Dance NZ Made is an interschool competition run throughout the country
- Iona Equestrian team
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 319
- Māori
- 42
- Pacific
- 0
- Asian
- 15
- MELAA
- 2
- Other
- 6
- International
- 6
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 | 4 | 0 | 0 | 0 | 1 | 26 | 0 | 29 |
| Year 08 | 6 | 0 | 1 | 0 | 1 | 30 | 0 | 30 |
| Year 09 | 6 | 0 | 2 | 0 | 1 | 54 | 0 | 57 |
| Year 10 | 7 | 0 | 1 | 0 | 0 | 55 | 1 | 58 |
| Year 11 | 3 | 0 | 2 | 1 | 1 | 53 | 2 | 58 |
| Year 12 | 8 | 0 | 1 | 0 | 0 | 52 | 1 | 53 |
| Year 13+ | 7 | 0 | 3 | 0 | 2 | 41 | 2 | 47 |
| Total | 41 | 0 | 10 | 1 | 6 | 311 | 6 | 332 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 3 | 0 | 0 | 0 | 1 | 22 | 0 | 24 |
| Age 12 | 3 | 0 | 1 | 0 | 1 | 29 | 0 | 30 |
| Age 13 | 6 | 0 | 2 | 0 | 1 | 45 | 0 | 48 |
| Age 14 | 9 | 0 | 1 | 0 | 0 | 58 | 0 | 60 |
| Age 15 | 3 | 0 | 2 | 1 | 0 | 52 | 1 | 55 |
| Age 16 | 10 | 0 | 1 | 0 | 1 | 54 | 3 | 58 |
| Age 17 | 5 | 0 | 2 | 0 | 2 | 42 | 1 | 46 |
| Age 18 | 2 | 0 | 1 | 0 | 0 | 9 | 1 | 11 |
| Total | 41 | 0 | 10 | 1 | 6 | 311 | 6 | 332 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| Iona College | 100% |
|---|---|
| Hawke's Bay Region | 86% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| 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
100%
| Iona College | 100% |
|---|---|
| Hawke's Bay Region | 77.5% |
| Secondary (Year 7-15) | 83.3% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 100% |
| Total | 100% |
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
95.7%
| Iona College | 95.7% |
|---|---|
| Hawke's Bay Region | 57.7% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 95.7% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 95.3% |
| Total | 95.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
31.9%
| Iona College | 31.9% |
|---|---|
| Hawke's Bay Region | 16.6% |
| Secondary (Year 7-15) | 14.7% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 31.9% |
|---|---|
| Male | Not applicable |
| Māori | 42.9% |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 30.2% |
| Total | 31.9% |
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
97.9%
| Iona College | 97.9% |
|---|---|
| Hawke's Bay Region | 78.8% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 97.9% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Not applicable |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 97.7% |
| Total | 97.9% |
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
2%
| Iona College | 2% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Secondary (Year 7-15) | 43.4% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 2% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.1% |
| Total | 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
0%
| Iona College | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Secondary (Year 7-15) | 4.6% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Iona College | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Secondary (Year 7-15) | 2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 396
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1914
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
- 17 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (17 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 17 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 339 — 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.
March 2016
309
Counted while ERO’s review team was at the school. Education Review Office, report of 6 May 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 17 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 18 months of the Education Review Office and Iona 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
Iona College is a state-integrated, Presbyterian school for girls founded on Christian values. The college, situated in Havelock North, offers boarding and day facilities and provides education for students in Years 7 to 13. The school’s vision is ‘Empowering Girls for life’, with a special character based on four cornerstones - academic, sporting, cultural and spiritual.
Iona College’s strategic priorities for improving outcomes for learners are to:
build school culture and embrace the school’s special character
enhance wellbeing, engagement and achievement through effective care
cultivate pathways which lead to equity and success for all
make a positive difference through a strong connected community.
You can find a copy of the school’s strategic and annual plan on Iona College’s website.
ERO and the school are working together to evaluate the effectiveness of culturally responsive and relational teaching to promote an inclusive learning climate that supports equitable and excellent outcomes for all students, including Māori learners and students with diverse learning needs.
The rationale for selecting this evaluation is:
to strengthen the implementation of culturally responsive and relational pedagogy and the need to embed effective practices in teaching and learning programmes
to continue to respond effectively to the needs of all learners, enhance student agency and strengthen the inclusive learning climate across the school
to support the ongoing development of a localised curriculum that is responsive to all learners and reflects whānau aspirations within the Special Character of the school.
The school expects to see:
culturally responsive and relational teaching practices embedded within teaching and learning programmes that support learners’ language, culture and identity
learners with diverse learning needs well-supported by rich learning programmes within an inclusive climate
an engaging and responsive localised curriculum that reflects the high aspirations of all learners and whānau within the special character of the school.
Strengths
The school can draw from the following strengths to support the school in evaluating the effectiveness of culturally responsive and relational teaching:
effective leadership that promotes the school vision and values, with a focus on equitable opportunities and achieving excellent outcomes for all learners
an inclusive culture with respectful, positive and supportive relationships that reflect the values and special character of the school
the school is strengthening professional capabilities and collective capacity to enhance learner outcomes with a focus on continuous improvement
effective systematic and sustained school processes, practices and actions value wellbeing, student agency and academic success.
Where to next?
Moving forward, the school will prioritise:
targeted professional learning opportunities that strengthen culturally responsive and relational teacher practice and positively impact on student engagement and learner outcomes
strengthening relationships with whānau and community to ensure aspirations inform a responsive and engaging localised curriculum
continuing to strengthen learning enhancement processes and practices to ensure learners with diverse needs are well supported.
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
17 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).