Kaipara College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 722
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Rautawhiri Road, Helensville
- Territorial authority
- Rodney Local Board Area
- Phone
- 09-4208640 Ext 851
- info@kaipara.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
Not stated on the school’s website.
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.
- In their words
- Kaipara College endeavours to provide a high quality,
- student-centred educational pathway that is inclusive, engaging,
- challenging and holistic, thereby developing connected, future-oriented learners.
- International students
- Accepted, as stated
Kaipara College warmly welcomes international 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
- Band Factory
As well as Band Factory on Wednesday evenings, the team hold jam sessions at lunchtimes
- jam sessions at lunchtimes
As well as Band Factory on Wednesday evenings, the team hold jam sessions at lunchtimes
- Band Factory
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 633
- Māori
- 229
- Pacific
- 57
- Asian
- 43
- MELAA
- 13
- Other
- 7
- International
- 7
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 | 50 | 12 | 12 | 5 | 1 | 149 | 0 | 166 |
| Year 10 | 67 | 17 | 9 | 1 | 0 | 159 | 0 | 177 |
| Year 11 | 55 | 11 | 10 | 5 | 3 | 151 | 1 | 172 |
| Year 12 | 29 | 14 | 9 | 1 | 1 | 104 | 7 | 126 |
| Year 13+ | 22 | 9 | 8 | 2 | 1 | 110 | 0 | 116 |
| Total | 223 | 63 | 48 | 14 | 6 | 673 | 8 | 757 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Age 13 | 40 | 9 | 8 | 4 | 1 | 128 | 0 | 140 |
| Age 14 | 62 | 18 | 12 | 2 | 0 | 154 | 0 | 172 |
| Age 15 | 65 | 12 | 10 | 4 | 3 | 163 | 0 | 184 |
| Age 16 | 30 | 11 | 8 | 1 | 1 | 103 | 6 | 122 |
| Age 17 | 21 | 11 | 6 | 2 | 1 | 100 | 2 | 111 |
| Age 18 | 5 | 2 | 3 | 1 | 0 | 23 | 0 | 25 |
| Age 19+ | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 223 | 63 | 48 | 14 | 6 | 673 | 8 | 757 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
91.4%
| Kaipara College | 91.4% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 94.4% |
|---|---|
| Male | 88.8% |
| Māori | 76.7% |
| Pacific | 90.9% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 94.3% |
| Total | 91.4% |
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
87.4%
| Kaipara College | 87.4% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 91.5% |
|---|---|
| Male | 83.8% |
| Māori | 76.7% |
| Pacific | 81.8% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 90% |
| Total | 87.4% |
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
61.6%
| Kaipara College | 61.6% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 71.8% |
|---|---|
| Male | 52.5% |
| Māori | 46.7% |
| Pacific | 54.5% |
| Asian | 85.7% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 64.3% |
| Total | 61.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
17.2%
| Kaipara College | 17.2% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 18.3% |
|---|---|
| Male | 16.3% |
| Māori | 23.3% |
| Pacific | 18.2% |
| Asian | 14.3% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 18.6% |
| Total | 17.2% |
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
88.7%
| Kaipara College | 88.7% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 90.1% |
|---|---|
| Male | 87.5% |
| Māori | 83.3% |
| Pacific | 90.9% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 90% |
| Total | 88.7% |
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
99%
| Kaipara College | 99% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 70.7% |
|---|---|
| Male | 124.9% |
| Māori | 152.8% |
| Pacific | 143.2% |
| Asian | 15.7% |
| Other | 75.8% |
| European/Pākehā | 99.4% |
| Total | 99% |
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
6.5%
| Kaipara College | 6.5% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 2.8% |
|---|---|
| Male | 9.8% |
| Māori | 12.3% |
| Pacific | 7.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5.1% |
| Total | 6.5% |
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
0.8%
| Kaipara College | 0.8% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 1.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0.9% |
| 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)
- 460
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 January 1924
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
- 6
- Last reviewed
- 4 June 2026
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (4 June 2026)
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 4 June 2026 — 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 areas of non-compliance during the board assurance process:
ensure implementation of an Attendance Management Plan that complies with relevant regulations, and attendance is regularly reported to the Board [ Education (School Attendance) Regulations 2024 ]
ensure schoolwide processes for accident reporting align with the school’s policy and procedures. [Health and Safety at Work Act 2015]
ERO and the board have identified the following area for improvement in practice during the board assurance process:
ensure schoolwide management of police vets aligns with safety checking requirements [Children’s Act 2014]
ensure systems and processes for the management of complaints are implemented including keeping records and monitoring each complaint for a timely resolution. [ Good complaints handling by school boards (Ombudsman website]
The board has since taken steps to address the areas of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 4 June 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 9 to 13
It provides education for 750 students in Years 9 to 13
- Years 9 to 13
What ERO wrote in its latest report
This is ERO’s report of 4 June 2026 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the school
Kaipara College is a co-educational secondary school located in Helensville, north-west of Auckland. It provides education for 750 students in Years 9 to 13. The school has experienced several changes within the leadership team over the last five years, and the current principal was appointed at the start of 2026. The schools’ WAKA values of whanaungatanga, aroha, kaitiakitanga , and angitutanga guide the vision of ‘navigate to success ’.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the March 2023 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school expected to see classroom learning culture that is consistently characterised by the school’s values. This would be reflected in the promotion of students’ language, culture and identity, teachers using effective teaching strategies and adaptative practices. The school and wider community would be engaged in reciprocal learning centred relationships with school leaders to support continuous improvement focussed on equity and excellence.
Findings
The school values are routinely modelled by staff and students and are a valuable addition to the school’s learning culture. The school has made limited progress against the other expected improvements.
What we know about learner success
This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Learner success and wellbeing
This section provides a summary of learner success and wellbeing.
The school is working towards improving student attendance, progress and achievement.
Achievement data for Years 9 and 10 in reading, writing and mathematics was not available at the time of review. The collection, analysis and use of achievement data to inform teaching programmes and strategic improvement priorities is an urgent priority.
A large majority of students achieve National Certificates of Educational Achievement (NCEA) Levels 1, 2 and 3; a small majority of students gained University Entrance. Most students achieve literacy and numeracy requirements at Level 1. Achievement is not yet equitable for Māori students and boys at Levels 1, 3 and University Entrance.
A student wellbeing survey has been undertaken; this data should be analysed, reported and used strategically to strengthen student engagement.
Less than half of students attend school regularly and the school’s attendance Management Plan should be implemented and closely monitored to further increase and sustain higher levels of regular attendance levels.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
Leadership is taking early steps to establish strategic improvement priorities to increase learning opportunities and student outcomes.
Leaders have clarified school values; expectations for relational teaching practices are in place developed and should be consistently implemented schoolwide.
Leaders and the School Board have yet to set strategic improvement goals and targets for Years 9 to 13 students informed by schoolwide data; this is a key next step.
Staff professional learning opportunities should be aligned with school improvement priorities for strengthening progress and the overall quality of student achievement.
Leaders provide appropriate and timely teacher professional development including support for beginning teachers and teachers new to New Zealand.
The school is in the early stages of developing consistent, high quality teaching practices and a coherent curriculum.
Teachers focus on developing positive and mutually respectful relationships in classrooms; students experience settled and welcoming learning environments.
Leaders and staff prioritise developing foundational literacy and numeracy teaching practices to help students build these key skills.
Students experience a range of curriculum opportunities; however, support for senior students access to a wide range of academic and vocational pathways beyond school, requires further development.
Expectations for Years 9 and 10 literacy and mathematics assessment practices and data use are not yet evident in teaching programmes. Data use to support responsive teaching and learning is a next step.
Schoolwide systems require greater coherence and strengthening to drive sustained improvement for learners.
The Board is beginning to work collaboratively with the school community to develop a strategic direction based on the aspirations of students, their parents and whānau.
Leaders are yet to develop a consistent approach to the use of schoolwide data, analysis and evidence as a basis for evaluation to support ongoing school improvement.
Students with additional needs receive assistance; however, greater coherence in the learning support structures and processes is required to ensure all learners are identified, consistently monitored and supported to experience success.
Leaders and the Board should continue to develop an understanding about their role in monitoring learners’ progress, achievement and regular attendance to support annual improvement targets and goals.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It identifies key priorities and actions for improvement.
Key priorities
Improve regular attendance.
Strengthen strategic leadership and governance capability to establish consistent and coherent schoolwide structures, systems and data use to inform annual school improvement planning.
Improved equity in achievement and engagement through more consistent. data-informed teaching practice, with a sustained focus on Māori learners and boys.
Actions to bring about improvement
Within three months:
school leaders and the Board develop and implement an attendance management plan
leaders and the Board identify leadership capability and develop professional learning plans aligned to school improvement priorities
leaders undertake a review of existing school systems connected to strategic and annual improvement priorities, including data collection and use
Within six months:
school leaders and the Board review the attendance management plan, identify areas for further improvement and plan next steps
leaders implement coherent systems for annual implementation planning and data use across the school
leaders and teachers collect, analyse and use achievement data for all year groups to inform teaching and learning, prioritising Years 9 and 10 progress and achievement in literacy and mathematics
leaders consolidate schoolwide use of data analysis, reporting and evaluation processes across teaching and pastoral teams
Every six months:
school leaders review and refine the attendance management plan to increase regular attendance
leaders review schoolwide system coherence and effectiveness and adapt policies and procedures as needed to strengthen school operations
teachers and leaders review data, analyse overall progress and achievement and adjust teaching and learning programmes and strategies as needed
teachers and leaders review the impact of the school’s approach towards evaluation and refine improvement priorities and actions
Annually:
school leaders and the Board review progress in student attendance, using data to identify trends and inform targeted actions and share with school community
leaders and the Board evaluate the effectiveness of leadership capability and systems, and refine strategic planning accordingly
school leaders and the school Board evaluate and refine annual plans and targets, analyse student achievement data and collaboratively develop strategic planning to improve outcomes for all learners.
Expected outcomes
Improved regular attendance levels progressing towards the Government target.
Strengthened strategic leadership with a clear understanding of evidence to informed strategic planning to support continuous school improvement in learning and coherent schoolwide systems.
Improved learner outcomes and engagement at all levels with increased equity for Māori learners and boys’ achievement.
Consistent schoolwide evaluation of the impact of teaching programmes, strategies and annual planning priorities that increase learners’ progress and achievement.
Support
During the course of this review ERO had concerns about the quality of education being provided. ERO will initiate conversations with the Ministry of Education about support. ERO’s recommendation to the Ministry of Education will be outlined in the confirmed report.
Recommendation to the Ministry of Education
ERO recommends that the Secretary for Education consider intervention for specialist help as listed in section 171(1) of the Education and Training Act 2020 in order to bring about the following improvements:
Strategic leadership for annual implementation planning and monitoring progress towards goals and targets.
Assessment, curriculum and reporting for improved teaching programmes to increase learner outcomes, engagement and access to future pathways.
Coherent schoolwide learning support systems and provisions.
Cohesive schoolwide policy and procedure framework and management to guide school operations.
Attendance management plan and its implementation.
The next public report on ERO’s website will be a School Report and is due within four years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki
Let’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
4 June 2026
Read the full report on ero.govt.nz →
All 6 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).