Kelston Girls' College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 594
- Enrolment zone
- Yes
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- Great North Road, New Lynn, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8276063
- ppa@kelstongirls.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
- Required
At Kelston Girls' College, we are a proud school, and that pride shows in how our students wear their uniform.
- Required
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
- Kia mōhio kia rangatira / To wisdom with honour
- Culturally connected ākonga with the mōhiotanga to be agents of change
- Manaaki i a Tātou
- Respect Ourselves
- Manaaki i a Rātou
- Respect Others
- Manaaki i te Hapori
- Respect the Community
- International students
- Accepted, as stated
Kelston Girls College accepts applications for both short and long-term study from international students aged between 13 - 19 years old.
- 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
- Māori
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Samoan
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Tongan
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Cook Island
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Niuean
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Tokelauan
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Indian
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Filipino
Our celebrated Māori, Samoan, Tongan, Cook Island, Niuean, Tokelauan, Indian, and Filipino groups are a source of immense pride.
- Choir
Our Choir and Music programmes offer students the chance to perform at school showcases, community events, and even record their own work.
- Spoken Word Poetry
We celebrate a wide range of creative outlets, including Spoken Word Poetry and student-led dance choreography, culminating in vibrant performing arts evenings.
- student-led dance choreography
We celebrate a wide range of creative outlets, including Spoken Word Poetry and student-led dance choreography, culminating in vibrant performing arts evenings.
- Netball
From core codes like Netball, Basketball, and Rugby to individual pursuits like Weightlifting and Badminton, there is a sport for everyone.
- Basketball
From core codes like Netball, Basketball, and Rugby to individual pursuits like Weightlifting and Badminton, there is a sport for everyone.
- Rugby
From core codes like Netball, Basketball, and Rugby to individual pursuits like Weightlifting and Badminton, there is a sport for everyone.
- Weightlifting
From core codes like Netball, Basketball, and Rugby to individual pursuits like Weightlifting and Badminton, there is a sport for everyone.
- Badminton
From core codes like Netball, Basketball, and Rugby to individual pursuits like Weightlifting and Badminton, there is a sport for everyone.
- Māori
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 64
- Māori
- 94
- Pacific
- 352
- Asian
- 162
- MELAA
- 38
- Other
- 8
- International
- 1
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 | 19 | 75 | 33 | 5 | 0 | 12 | 0 | 123 |
| Year 10 | 24 | 68 | 38 | 7 | 1 | 17 | 0 | 124 |
| Year 11 | 16 | 79 | 35 | 7 | 1 | 12 | 0 | 129 |
| Year 12 | 11 | 58 | 36 | 8 | 0 | 12 | 0 | 107 |
| Year 13+ | 12 | 61 | 31 | 4 | 0 | 12 | 0 | 102 |
| Total | 82 | 341 | 173 | 31 | 2 | 65 | 0 | 585 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 13 | 13 | 61 | 25 | 2 | 0 | 10 | 0 | 95 |
| Age 14 | 28 | 66 | 38 | 8 | 1 | 15 | 0 | 123 |
| Age 15 | 15 | 71 | 26 | 8 | 1 | 12 | 0 | 112 |
| Age 16 | 13 | 63 | 31 | 6 | 0 | 13 | 0 | 109 |
| Age 17 | 13 | 63 | 39 | 5 | 0 | 13 | 0 | 113 |
| Age 18 | 0 | 15 | 10 | 2 | 0 | 1 | 0 | 27 |
| Age 19+ | 0 | 1 | 4 | 0 | 0 | 1 | 0 | 5 |
| Total | 82 | 341 | 173 | 31 | 2 | 65 | 0 | 585 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
93.7%
| Kelston Girls' College | 93.7% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 93.7% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | 93.8% |
| Asian | 96.8% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 82.4% |
| Total | 93.7% |
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
82%
| Kelston Girls' College | 82% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 82% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | 80% |
| Asian | 90.3% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 64.7% |
| Total | 82% |
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
71.2%
| Kelston Girls' College | 71.2% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 71.2% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | 69.2% |
| Asian | 83.9% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 52.9% |
| Total | 71.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
6.3%
| Kelston Girls' College | 6.3% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 6.3% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | 6.2% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 6.3% |
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
94.6%
| Kelston Girls' College | 94.6% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 94.6% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | 95.4% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 76.5% |
| Total | 94.6% |
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
6.4%
| Kelston Girls' College | 6.4% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 6.4% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 8% |
| Pacific | 7.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 6.4% |
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%
| Kelston Girls' College | 0% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| 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%
| Kelston Girls' College | 0% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| 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)
- 507
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 31 January 1954
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
- 23 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 September 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 same report — the board assurance report of 23 September 2024 — 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:
adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community [S 91 Education and Training Act 2020]
obtain a Police vetting every three years for employees who still work at the school. [S 104 Education and Training Act 2020]
The board has since taken steps to address the areas 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 594 — 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 2019
464
Counted while ERO’s review team was at the school. Education Review Office, report of 10 May 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 23 September 2024 — “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.
Context
Kelston Girls’ College, located in the western side of Auckland City, provides education for students in Years 9 to 13. The school's values are : Respect ourselves, Manaaki i a Tātou , Respect others, Manaaki i a Rātou and Respect Community, Manaaki i te Hapori . A feature of the school is the bilingual units for te reo Māori and gagana Samoa and lea faka Tonga .
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learner outcomes are becoming more equitable.
A small majority of students in Years 11 to 13, make good progress and achieve well in National Certificate of Educational Achievement (NCEA), in Levels 1, 2 and 3, including Pacific learners; NCEA Level 1 results are higher than the previous five years.
Less than half of Year 13 achieve University Entrance; the school has yet to address inequity for Māori students in NCEA attainment.
Achievement and progress information in literacy and mathematics is gathered for Year 9 and 10 students; however, analysing for overall success, trends and patterns needs further development.
The school is well below the Ministry of Education target for attendance; recently, some improvement in regular attendance is evident.
Conditions to support learner success
Leaders progressively strengthen school conditions to support learner success, in a culturally respectful environment.
Leaders' commitment to and recognition of the many cultures of learners and their families are encompassed in the curriculum, school values and the different and wide-ranging opportunities available.
The school has purposefully developed relationships with other education providers to enhance opportunities for students, through qualifications and programmes within and beyond school.
The board and leaders are building strong and learning-focused relationships with whānau , families and the community.
The school’s curriculum is responsive to most students’ learning needs, interests and cultural identities, to improve their engagement and outcomes.
Students have many and varied opportunities to learn across the breath of The New Zealand Curriculum, with a focus on foundation skills in literacy and numeracy.
Teachers create orderly and respectful environments where learning time is purposeful, and students are focused and engaged.
Leaders and teachers collaboratively adapted the curriculum and timetable, and co-designed learning programmes to increase student engagement, progress and achievement; the impact of these changes is reflected in steadily improved Level 1 NCEA attainment.
The school is strengthening systems, structures and practices to bring about learner success and improvement over time.
Bilingual units in te reo Māori , gagana Samoa and lea faka Tonga are distinctive features of the school, and demonstrate the valuing of learners’ knowledges, languages, cultures and identities.
Vocational Pathways programmes, such as Trades Academy, Gateway and work experience provide students with meaningful career-based activities, and engagement in chosen qualifications and relevant work experience.
Leaders and teachers increasingly use data to track student progress and achievement; this is an area for further development to more fully inform curriculum review and teaching and learning decisions.
Part B: Where to next?
The agreed next steps for the school are to:
make better use of Years 9 and 10 data to inform all levels of school decision making and targeted support and pathway planning for learners
use a robust evaluation process to look at the strategies currently seen to be working for Pacific learners and from this identify steps to improve Māori student achievement, particularly in NCEA
respond to analysed patterns in attendance with strategies that increase rates of regular attendance for all students; consideration is given to working with whānau and families to understand the correlation between attendance and progress and achievement
continue to review and refine curriculum planning to further strengthen teaching and improve outcomes, particularly for Māori students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review strategies to improve Māori student attendance, engagement and achievement and incorporate this in the school’s improvement priorities within strategic and annual planning
use relevant attendance data to work in partnership with parents, whānau and community to monitor and raise student attendance and engagement
extend a purposeful feedback loop into the evaluation process strengthen review and refinement of the curriculum and further enhance effective teaching and improve outcomes.
Six monthly:
report to the board on the impact of strategies to improve attendance, equity, and achievement at all levels
provide progress information towards meeting achievement goals in NCEA
analysed Year 9 and 10 achievement data is reported and used after mid-year testing is concluded.
Annually:
for all year levels, comprehensive, evidence-based reporting to the board on the impact of strategies to improve and equity in achievement, and to inform next steps
well-analysed attendance data, reported to the board on a termly basis (based on Ministry of Education targets and reported termly in Everyday Matters data), is scrutinised annually to identify trends and patterns and further actions
for all year levels, evaluate the impact of the curriculum and teaching practices on student engagement and outcomes and inform next steps.
Actions taken against these next steps are expected to result in:
for all year levels, improved attendance, progress, and achievement
equity of outcomes for Māori learners
further improvements to the integrated curriculum and teaching practice, to enhance student learning and success.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Shelley Booysen Director of Schools
23 September 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
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).