Kaitaia College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 732
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 53 Redan Road, Kaitaia
- Territorial authority
- Far North District
- Phone
- 09-4080190
- admin@kaitaiacollege.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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: Monday 20 April - Friday 3 July
Term 2 | Monday 20 April | Friday 3 July
Year stated as2026 Start up Schedule
- Term 3, 2026: Monday 20 July - Friday 25 September
Term 3 | Monday 20 July | Friday 25 September
Year stated as2026 Start up Schedule
- Term 4, 2026: Monday 6 October - Friday 12 December TBC Yet
Term 4 | Monday 6 October | Friday 12 December TBC Yet
Year stated as2026 Start up Schedule
- Term 2, 2026: Monday 20 April - Friday 3 July
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
Our school will host international students and is a signatory to the Education (Pastoral Care of International Students) Code of Practice 2016 (the Code).
- 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
- Taha Tinana Committee (Sports Committee)
Mrs Parlour also co-ordinates the Taha Tinana Committee (Sports Committee) within our Kura, where students from Year 9-13 organise inter-whanau activities at lunchtimes.
- Sports Performance Academy
The Sports Performance Academy programme has been established at Kaitaia College
- Taha Tinana Committee (Sports Committee)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 309
- Māori
- 563
- Pacific
- 80
- Asian
- 28
- MELAA
- 4
- Other
- 23
- 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 09 | 141 | 19 | 5 | 1 | 1 | 59 | 0 | 170 |
| Year 10 | 132 | 12 | 5 | 1 | 1 | 75 | 0 | 158 |
| Year 11 | 135 | 13 | 8 | 1 | 0 | 66 | 0 | 161 |
| Year 12 | 118 | 10 | 5 | 2 | 1 | 76 | 0 | 156 |
| Year 13+ | 94 | 15 | 5 | 2 | 0 | 56 | 0 | 124 |
| Total | 620 | 69 | 28 | 7 | 3 | 332 | 0 | 769 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Age 13 | 125 | 17 | 3 | 1 | 0 | 52 | 0 | 148 |
| Age 14 | 137 | 13 | 6 | 1 | 2 | 74 | 0 | 166 |
| Age 15 | 131 | 12 | 5 | 1 | 0 | 64 | 0 | 156 |
| Age 16 | 119 | 8 | 8 | 2 | 1 | 75 | 0 | 155 |
| Age 17 | 95 | 14 | 4 | 2 | 0 | 59 | 0 | 126 |
| Age 18 | 7 | 5 | 2 | 0 | 0 | 7 | 0 | 12 |
| Age 19+ | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 620 | 69 | 28 | 7 | 3 | 332 | 0 | 769 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
84.3%
| Kaitaia College | 84.3% |
|---|---|
| Northland Region | 82.3% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 79.5% |
|---|---|
| Male | 88.1% |
| Māori | 82.2% |
| Pacific | 84.2% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 93% |
| Total | 84.3% |
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
73.6%
| Kaitaia College | 73.6% |
|---|---|
| Northland Region | 72.1% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 68.2% |
|---|---|
| Male | 78% |
| Māori | 71.3% |
| Pacific | 78.9% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 82.6% |
| Total | 73.6% |
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
48.7%
| Kaitaia College | 48.7% |
|---|---|
| Northland Region | 48.3% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 48.9% |
|---|---|
| Male | 48.6% |
| Māori | 45.2% |
| Pacific | 57.9% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 53.5% |
| Total | 48.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
10.7%
| Kaitaia College | 10.7% |
|---|---|
| Northland Region | 16.8% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 10.2% |
|---|---|
| Male | 11% |
| Māori | 8.3% |
| Pacific | 15.8% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 15.1% |
| Total | 10.7% |
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
73.1%
| Kaitaia College | 73.1% |
|---|---|
| Northland Region | 72.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 70.5% |
|---|---|
| Male | 75.2% |
| Māori | 70.7% |
| Pacific | 78.9% |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 77.9% |
| Total | 73.1% |
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
39.5%
| Kaitaia College | 39.5% |
|---|---|
| Northland Region | 52% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 49.2% |
|---|---|
| Male | 30.5% |
| Māori | 44.5% |
| Pacific | 34.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 14.7% |
| Total | 39.5% |
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
5.3%
| Kaitaia College | 5.3% |
|---|---|
| Northland Region | 6.5% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 7.3% |
|---|---|
| Male | 3.4% |
| Māori | 5.8% |
| Pacific | 9.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.7% |
| Total | 5.3% |
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
4.4%
| Kaitaia College | 4.4% |
|---|---|
| Northland Region | 2.7% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 6% |
|---|---|
| Male | 2.8% |
| Māori | 4.5% |
| Pacific | 14.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.7% |
| Total | 4.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 522
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 16 November 1858
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
- 10 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 April 2024)
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 10 April 2024 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.
What this report states about the school
As stated in ERO’s report of 10 April 2024 — not necessarily the position now. Each line quotes the sentence it came from.
- Bilingual or immersion provision
- Kuaka Māori medium classes
the Kuaka Māori medium classes
- Kuaka Māori medium classes
- Also provides
- Services Academy
Services and Trades Academies
- Bloomfield Special School Satellite class
a Bloomfield Special School Satellite class on site
- Services Academy
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 732 — 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.
April 2019
868
Counted while ERO’s review team was at the school. Education Review Office, report of 7 June 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 10 April 2024 — “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 12 months of the Education Review Office and Kaitaia 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
Kaitaia College provides education for years 9 to 13 for students from an extensive rohe across Te Hiku .
Since the last review, the principal and three school leaders have been newly appointed to the senior leadership team.
The school is guided by its whakataukī , ‘ Me mau mahara he tino toa i ia tangata. Rapua te toa nei, me whangaia, ka tupu, ka puawai . There is a champion in everyone. Search for the champion, nurture them and they will grow and flourish. The schools’ values are Mahi Tahi , Manaaki , Achievement, Hau Kainga and Integrity, Tangata Taurite , Ara Whaiaro , Hauora and Identity.
Kaitaia College’s strategic priorities for improving outcomes for learners are to:
enable teachers to develop culturally responsive relationships, pedagogy and learning environments free of racism and discrimination
enable teachers to implement National Certificate of Educational Achievement (NCEA) changes including Literacy and Numeracy co-requisites and incorporating Matauranga Māori across the curriculum
build leadership capability across the school contributing to a culture of success
implement and embed a sustainable responsive curriculum which is localised, meaningful, relevant and aligned to students’ strengths, interests and aspirations.
You can find a copy of the school’s strategic and annual plan on Kaitaia College’s website.
ERO and the school are working together to evaluate how well school conditions promote culturally responsive teaching and learning and relationships to continue to improve outcomes for all students.
The rationale for selecting this evaluation is to:
enable all students to feel connected, secure in their identity and to have pride in their school community
ensure students experience meaningful and relevant learning experiences to promote their engagement and success in learning.
The school expects to see:
improvements in students’ presence, engagement, progress and wellbeing outcomes
effective teaching that is underpinned by relational teaching and learning and culturally responsive practices that improve learning outcomes for all students.
Strengths
The school can draw from the following strengths to support school conditions that promote culturally responsive teaching and learning and relationships:
a culturally responsive curriculum that works to engage students in their learning
a school culture that promotes students’ belonging, learning and wellbeing
school leaders have a focus on equity and excellence and raising achievement
ongoing internal evaluation sustains and prioritises improvement.
Where to next?
Moving forward, the school will prioritise:
embedding responsive curriculum design and effective teaching and learning strategies to promote success for all students
developing teachers’ cultural capability to ensure students reach their potential
consolidating strategies and approaches including student agency and whānau engagement to accelerate students’ progress and achievement.
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
10 April 2024
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
This school has the Kuaka Māori medium classes, Services and Trades Academies and a Bloomfield Special School Satellite class on site.
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).