Lindisfarne College
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 564
- Enrolment zone
- Yes
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- 600 Pakowhai Road, Stortford Lodge, Hastings
- Territorial authority
- Hastings District
- Phone
- 06-8731136
- reception@lindisfarne.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.
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
Year 12 students will need to purchase the Senior 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.
- Special character
- The heart of Special Character at Lindisfarne is to provide a character education to enable students to flourish. Our Special Character is founded on the Christian values of courage, humility, respect, integrity, service, and kindness which are taught and modelled by staff and students alike.
- International students
- Accepted, as stated
International students are a valued and important part of the Lindisfarne College family and are welcomed into our boarding hostels.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 381
- Māori
- 56
- Pacific
- 5
- Asian
- 65
- MELAA
- 1
- Other
- 98
- International
- 21
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 | 2 | 2 | 7 | 0 | 0 | 30 | 3 | 42 |
| Year 08 | 3 | 0 | 8 | 0 | 0 | 31 | 2 | 40 |
| Year 09 | 7 | 0 | 10 | 1 | 0 | 81 | 5 | 100 |
| Year 10 | 7 | 1 | 7 | 1 | 0 | 88 | 3 | 101 |
| Year 11 | 19 | 1 | 9 | 0 | 0 | 85 | 4 | 101 |
| Year 12 | 11 | 1 | 8 | 0 | 0 | 79 | 3 | 93 |
| Year 13+ | 7 | 2 | 8 | 0 | 2 | 72 | 3 | 84 |
| Total | 56 | 7 | 57 | 2 | 2 | 466 | 23 | 561 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 2 | 1 | 4 | 0 | 0 | 22 | 3 | 31 |
| Age 12 | 3 | 1 | 9 | 0 | 0 | 31 | 2 | 42 |
| Age 13 | 4 | 0 | 9 | 1 | 0 | 68 | 3 | 81 |
| Age 14 | 8 | 1 | 9 | 1 | 0 | 88 | 5 | 107 |
| Age 15 | 15 | 1 | 8 | 0 | 0 | 84 | 2 | 95 |
| Age 16 | 17 | 1 | 8 | 0 | 0 | 88 | 4 | 106 |
| Age 17 | 7 | 0 | 8 | 0 | 1 | 67 | 4 | 78 |
| Age 18 | 0 | 2 | 2 | 0 | 1 | 18 | 0 | 21 |
| Total | 56 | 7 | 57 | 2 | 2 | 466 | 23 | 561 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
97.8%
| Lindisfarne College | 97.8% |
|---|---|
| Hawke's Bay Region | 86% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 97.8% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 97.6% |
| Total | 97.8% |
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
94.6%
| Lindisfarne College | 94.6% |
|---|---|
| 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 | Not applicable |
|---|---|
| Male | 94.6% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 94% |
| Total | 94.6% |
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
84.9%
| Lindisfarne College | 84.9% |
|---|---|
| Hawke's Bay Region | 57.7% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 84.9% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 84.3% |
| Total | 84.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
16.1%
| Lindisfarne College | 16.1% |
|---|---|
| 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 | Not applicable |
|---|---|
| Male | 16.1% |
| Māori | 28.6% |
| Pacific | Too few to report |
| Asian | 12.5% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 16.9% |
| Total | 16.1% |
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
89.2%
| Lindisfarne College | 89.2% |
|---|---|
| Hawke's Bay Region | 78.8% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 89.2% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | 88% |
| Total | 89.2% |
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
20.4%
| Lindisfarne College | 20.4% |
|---|---|
| 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 | Not available (source marker: "nd") |
|---|---|
| Male | 20.4% |
| Māori | 29% |
| Pacific | 86% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 21.6% |
| Total | 20.4% |
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
2%
| Lindisfarne College | 2% |
|---|---|
| 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 | Not available (source marker: "nd") |
|---|---|
| Male | 2% |
| Māori | 7.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.1% |
| Total | 2% |
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
1.2%
| Lindisfarne College | 1.2% |
|---|---|
| Hawke's Bay Region | 3% |
| Secondary (Year 7-15) | 2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 1.2% |
| Māori | 9.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 1.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 398
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1952
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
- 31 October 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (31 October 2022)
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 31 October 2022 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 564 — 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.
August 2014
496
Counted while ERO’s review team was at the school. Education Review Office, report of 29 October 2014
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 31 October 2022 — “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 11 months of the Education Review Office and Lindisfarne College working with 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
Lindisfarne College is a state-integrated Presbyterian school for boys, providing education for students in years 7 to 13. The college is located in Hastings and offers day and boarding facilities for 520 students within a 22ha campus. A new Rector was appointed in term four of 2020.
Lindisfarne College’s strategic priorities for improving outcomes for learners are:
to further improve learner outcomes through effective achievement data analysis and focused teaching strategies, with a focus on years 7 to 10
to use whole learner profiles effectively to personalise learning experiences and ensure equity for all learners
to continue to develop a relevant, responsive and challenging 21 st Century Lindisfarne College curriculum which enables all learners to achieve their potential.
You can find a copy of the school’s strategic priorities on Lindisfarne College ’s website.
ERO and the school are working together to evaluate t he extent to which learner progress and achievement outcomes are equitable and excellent for all learners in years 7 to 10. This will include:
how effectively achievement data is used to inform responsive teaching practice, in order to improve learning outcomes in years 7 to 10, particularly for priority learners
the extent to which the tracking of learner achievement outcomes leads to effective reporting in years 7 to 10 to inform key stakeholders, including learners and whanau .
The rationale for selecting this evaluation is:
the identified need in the junior school to continue to accelerate progress towards achieving equitable and excellent outcomes for all learners.
The school expects to see:
the wide range of data that is currently gathered in years 7 to 10 being used purposefully to lift student achievement for all learners to ensure equity and excellence
improved data literacy capability informing teacher practice to improve learner outcomes
intentional differentiation and continued shifts in teaching practice to improve accessibility to the curriculum, ensuring equity and excellence for all learners
continued development and effective use of whole learner profiles to ensure more equitable outcomes for all learners.
Strengths
The school can draw from the following strengths to support its goal to ensure learner progress and achievement outcomes are equitable and excellent for all learners in years 7 to 10:
strong engagement of the college community in all four cornerstones of the college; Christian, academic, sporting and cultural with a strategic focus on equity and excellence for all learners
students participate and learn in caring, collaborative, inclusive learning communities with ongoing engagement and support from staff, parents and whanau
leadership prioritises and plans for continuous school improvement promoting equitable and excellent outcomes
systematic and sustained school processes, practices and actions enhance learner outcomes including for learners with diverse learning needs.
Where to next?
Moving forward the school will prioritise:
supporting teachers to grow their capability in data literacy and differentiation through a continued commitment to professional development for all teaching staff
the on-going development and use of whole learner profiles for all learners
effective reporting to key stakeholders, with a focus on improving student achievement and engagement.
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.
Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui
31 October 2022
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).