Katikati College
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 839
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Beach Road, Katikati
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5490434
- info@katikaticollege.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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
The correct school uniform is to be worn at school and at all school-related functions.
- Required
- Term dates
- Term 1, 2026: Tuesday 3 February - Thursday 2 April
2026 Term 1 | Tuesday 3 February - Thursday 2 April
- Term 2, 2026: Tuesday 21 April - Friday 3 July
Term 2 | Tuesday 21 April - Friday 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Tuesday 21 July - Friday 25 September
Term 3 | Tuesday 21 July - Friday 25 September
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October - Tuesday 8 December (tbc)
Term 4 | Monday 12 October - Tuesday 8 December (tbc)
Year stated as2026 Term Dates
- Term 1, 2026: Tuesday 3 February - Thursday 2 April
- Getting there
- Bus routes S5 (direct to and from Ōmokoroa), S2 (including Esdaile Road and Wainui South Road) and S3 (including Lockington Road)
Bus Route Changes - S5 will now travel directly to and from Ōmokoroa. - S2 will now include Esdaile Road and Wainui South Road. - S3 will now include Lockington Road.
- Bus routes S5 (direct to and from Ōmokoroa), S2 (including Esdaile Road and Wainui South Road) and S3 (including Lockington Road)
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
We have a separate Dean for our international students, to ensure that their welfare is cared for whilst they are with us.
- 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
- hockey
Students can play hockey, rugby, football, netball, basketball, volleyball and cricket in weekly competitions.
- rugby
Students can play hockey, rugby, football, netball, basketball, volleyball and cricket in weekly competitions.
- football
Students can play hockey, rugby, football, netball, basketball, volleyball and cricket in weekly competitions.
- netball
Students can play hockey, rugby, football, netball, basketball, volleyball and cricket in weekly competitions.
- basketball
Students can play hockey, rugby, football, netball, basketball, volleyball and cricket in weekly competitions.
- volleyball
Students can play hockey, rugby, football, netball, basketball, volleyball and cricket in weekly competitions.
- cricket
Students can play hockey, rugby, football, netball, basketball, volleyball and cricket in weekly competitions.
- squash
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- rock climbing
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- motorcross
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- gymnastics
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- swimming
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- athletics
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- triathlons
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- tennis
There are many other sports that students participate in, including squash, rock climbing, motorcross, gymnastics, swimming, athletics, triathlons, tennis
- National AIMS Games
the Year 7 & 8 may also be able to compete in the National AIMS Games which are held in Tauranga in September each year
- learn a musical instrument through the Music Department
Students are invited to learn a musical instrument through the Music Department.
- hockey
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 567
- Māori
- 214
- Pacific
- 80
- Asian
- 127
- MELAA
- 9
- Other
- 6
- International
- 14
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 | 37 | 14 | 27 | 1 | 0 | 96 | 0 | 149 |
| Year 08 | 32 | 16 | 15 | 3 | 0 | 67 | 0 | 109 |
| Year 09 | 42 | 9 | 15 | 2 | 0 | 103 | 0 | 143 |
| Year 10 | 36 | 12 | 16 | 0 | 0 | 102 | 0 | 141 |
| Year 11 | 20 | 9 | 14 | 0 | 0 | 76 | 2 | 101 |
| Year 12 | 23 | 7 | 15 | 0 | 0 | 70 | 3 | 103 |
| Year 13+ | 13 | 6 | 10 | 0 | 0 | 53 | 0 | 70 |
| Total | 203 | 73 | 112 | 6 | 0 | 567 | 5 | 816 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 26 | 12 | 17 | 1 | 0 | 61 | 0 | 98 |
| Age 12 | 35 | 16 | 21 | 1 | 0 | 93 | 0 | 139 |
| Age 13 | 38 | 8 | 16 | 4 | 0 | 83 | 0 | 124 |
| Age 14 | 38 | 13 | 14 | 0 | 0 | 106 | 0 | 145 |
| Age 15 | 27 | 9 | 15 | 0 | 0 | 87 | 0 | 115 |
| Age 16 | 24 | 7 | 15 | 0 | 0 | 71 | 4 | 104 |
| Age 17 | 12 | 7 | 11 | 0 | 0 | 52 | 1 | 73 |
| Age 18 | 3 | 1 | 3 | 0 | 0 | 14 | 0 | 18 |
| Total | 203 | 73 | 112 | 6 | 0 | 567 | 5 | 816 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
85.9%
| Katikati College | 85.9% |
|---|---|
| Bay of Plenty Region | 87.3% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 94.3% |
|---|---|
| Male | 76.1% |
| Māori | 73.1% |
| Pacific | 85.7% |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 85.3% |
| Total | 85.9% |
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
74.7%
| Katikati College | 74.7% |
|---|---|
| Bay of Plenty Region | 78.1% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 88.7% |
|---|---|
| Male | 58.7% |
| Māori | 46.2% |
| Pacific | 85.7% |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 74.7% |
| Total | 74.7% |
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
52.5%
| Katikati College | 52.5% |
|---|---|
| Bay of Plenty Region | 56.5% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 66% |
|---|---|
| Male | 37% |
| Māori | 23.1% |
| Pacific | 42.9% |
| Asian | 90% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 52% |
| Total | 52.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
19.2%
| Katikati College | 19.2% |
|---|---|
| Bay of Plenty Region | 18.1% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 28.3% |
|---|---|
| Male | 8.7% |
| Māori | 11.5% |
| Pacific | 0% |
| Asian | 20% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 24% |
| Total | 19.2% |
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
80.8%
| Katikati College | 80.8% |
|---|---|
| Bay of Plenty Region | 77.3% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 86.8% |
|---|---|
| Male | 73.9% |
| Māori | 65.4% |
| Pacific | 85.7% |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 81.3% |
| Total | 80.8% |
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
54.7%
| Katikati College | 54.7% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 32.4% |
|---|---|
| Male | 74.8% |
| Māori | 114.5% |
| Pacific | 71.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 53.4% |
| Total | 54.7% |
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
5.1%
| Katikati College | 5.1% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 6.2% |
|---|---|
| Male | 4.1% |
| Māori | 19.2% |
| Pacific | 9.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 4.9% |
| Total | 5.1% |
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
3.4%
| Katikati College | 3.4% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Secondary (Year 7-15) | 2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 5.5% |
|---|---|
| Male | 1.6% |
| Māori | 10.7% |
| Pacific | 11.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3.5% |
| Total | 3.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 465
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 January 1966
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
- 26 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 May 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 same report — the board assurance report of 26 May 2023 — 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 has identified the following area of non-compliance during the board assurance process:
renewal of police vets for non-teaching staff every three years.
[s 104 Education and Training Act 2020]
The board has since taken steps to address the area of non-compliance identified.
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 839 — 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 2019
841
Counted while ERO’s review team was at the school. Education Review Office, report of 17 September 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 26 May 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 seven months of the Education Review Office and Katikati 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
Katikati College is located in the Western Bay of Plenty town of Katikati . The school provides education for learners from Years 7 to 13. The school appointed a new principal and deputy principal at the beginning of 2022.
Katikati College’s strategic priorities for improving outcomes for learners are to:
grow connected, resilient learners who make positive contributions to a thriving community
achieve equity for all learners in an inclusive learning community
embed the school values of manaakitanga , ako , rangatiratanga and kotahitanga
respond to learner needs with quality teaching and learning.
You can find a copy of the school’s strategic and annual plan on Katikati College’s website.
ERO and the school are working together to evaluate how well the school is responding to individual learners in Years 7 to 10 to ensure equitable and excellent outcomes.
The rationale for selecting this evaluation is to:
build a strong foundation in Years 7 to 10, particularly in literacy and numeracy for every learner
support the use of culturally responsive and relational approaches to teaching and learning for improved outcomes
ensure a more consistent approach to responding to the needs of individual learners.
The school expects to see:
strong culturally located relationships between staff and students in the school community
consistent planning and assessment that identifies and responds to individual needs
learners who can identify their learning goals and next steps
Strengths
The school can draw from the following strengths to support the evaluation of how responsive they are to individual learners in Years 7 to 10 to achieve equitable and excellent outcomes:
established and embedded curriculum level progressions in Years 7 to 10
active engagement with, and capacity building through, professional learning and development to support learner needs
engagement with iwi , hapū and Pou Arahi to support the development of localised curriculum to respond more effectively to learners.
Where to next?
Moving forward, the school will prioritise:
collaborative development of an effective teacher profile to support consistent practice
continuing to develop culturally responsive practices supported by leadership professional development to support the language, culture, identity and progress of all learners.
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
26 May 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).