Liston College
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 856
- Enrolment zone
- No
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- 69 Rathgar Road, Henderson, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8389350
- nicki.packer@liston.school.nz
- Website
- http://www.liston.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
Please be aware that students are required to wear the correct uniform at all times.
- Required
- Getting there
- Route D020308 (Piha) picks up from Piha General Store and all usual stops until Elevation, then travels directly to St Dominic's and Liston Colleges; new route D020324 serves Waiatarua/Oratia from 16 March
Route D020308 (PIHA) will pick up from · Piha General Store as usual · All usual stops from Piha until Elevation · No further stops · Travel directly to St Dominic's and Liston Colleges (via West Coast Rd for the meantime)
- Route D020308 (Piha) picks up from Piha General Store and all usual stops until Elevation, then travels directly to St Dominic's and Liston Colleges; new route D020324 serves Waiatarua/Oratia from 16 March
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
- From Edmund Rice’s life and vision, we as a college community believe in:
- - The dignity of each person
- - Seeing Christ revealed in each person
- - A clear commitment to the poor and the marginalised
- - A commitment to excellence in teaching and learning
- - Partnership with families and the local church
- - A commitment to our faith
- Special character
- Liston College was founded on the Charism of Edmund Rice, which challenges staff and students to:
- “Act justly, to love tenderly and to walk humbly with their God”
- International students
- Accepted, as stated
All International Students enrolled at Liston College are required to be in homestay accommodation organised by College Homestays
- Accepted, as stated
- Voluntary donation
- $17.50 per term ($70 per annum) per student
The Catholic Special Character contribution is a voluntary donation of $17.50 per term ($70 per annum) per student.
- $17.50 per term ($70 per annum) per student
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
- Beginner Band
Beginner Band - A group of Year 7 and 8 students who started learning playing their instruments at the beginning of the year.
- Junior Band
Junior Band - A group of mostly junior students who aim to strengthen their instrumental skills and expand their understanding of various musical styles.
- Junior Jazz Band
Junior Jazz Band – Called the “Not Senior” Jazz Band. This group is for students who are interested in exploring Jazz styles. This band is led by Mr Davenport and several senior musicians
- Concert Band
Concert Band - Performs a challenging repertoire of classical and contemporary pieces, continuously stretching the students to play at their very highest level.
- Jazz Band
Jazz Band - A traditional ’big band’ which focuses on the genres of Swing, Latin jazz and other popular forms of music.
- Junior Choir
Junior Choir – for students with treble voices (years 7-9) led by Mrs Pascariu.
- Liturgy Band
Liturgy Band – this group leads the school in singing for Masses and Liturgies.
- Student Bands
Student Bands – students are encouraged to create bands and enter competitions such as Rockquest, Tangata Beats and Bandquest.
- Music – Itinerant Tuition
Music – Itinerant Tuition The following instruments are taught at Liston College:
- Beginner Band
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 378
- Māori
- 97
- Pacific
- 230
- Asian
- 329
- MELAA
- 34
- Other
- 17
- International
- 23
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 | 22 | 31 | 44 | 6 | 3 | 54 | 0 | 113 |
| Year 08 | 9 | 22 | 52 | 6 | 1 | 56 | 2 | 120 |
| Year 09 | 14 | 35 | 43 | 7 | 6 | 57 | 2 | 127 |
| Year 10 | 13 | 31 | 41 | 3 | 3 | 67 | 0 | 117 |
| Year 11 | 17 | 47 | 45 | 2 | 4 | 57 | 9 | 128 |
| Year 12 | 7 | 28 | 33 | 5 | 0 | 49 | 5 | 110 |
| Year 13+ | 17 | 37 | 40 | 8 | 1 | 53 | 3 | 124 |
| Total | 99 | 231 | 298 | 37 | 18 | 393 | 21 | 839 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 16 | 26 | 41 | 3 | 3 | 43 | 0 | 95 |
| Age 12 | 14 | 26 | 50 | 9 | 1 | 56 | 1 | 122 |
| Age 13 | 13 | 32 | 44 | 7 | 6 | 56 | 3 | 123 |
| Age 14 | 15 | 30 | 40 | 3 | 3 | 69 | 1 | 124 |
| Age 15 | 14 | 42 | 40 | 2 | 3 | 58 | 2 | 113 |
| Age 16 | 10 | 34 | 40 | 4 | 1 | 52 | 5 | 119 |
| Age 17 | 15 | 35 | 36 | 6 | 1 | 51 | 4 | 119 |
| Age 18 | 2 | 6 | 6 | 3 | 0 | 8 | 5 | 23 |
| Age 19+ | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 99 | 231 | 298 | 37 | 18 | 393 | 21 | 839 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
96.2%
| Liston College | 96.2% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 96.2% |
| Māori | 100% |
| Pacific | 90% |
| Asian | 97.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 96.7% |
| Total | 96.2% |
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
96.2%
| Liston College | 96.2% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 7-15) | 83.3% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 96.2% |
| Māori | 100% |
| Pacific | 90% |
| Asian | 97.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 96.7% |
| Total | 96.2% |
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
89.3%
| Liston College | 89.3% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 89.3% |
| Māori | 84.2% |
| Pacific | 90% |
| Asian | 92.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 85% |
| Total | 89.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
13.7%
| Liston College | 13.7% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 7-15) | 14.7% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 13.7% |
| Māori | 26.3% |
| Pacific | 17.5% |
| Asian | 4.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 18.3% |
| Total | 13.7% |
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
94.7%
| Liston College | 94.7% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 94.7% |
| Māori | 94.7% |
| Pacific | 90% |
| Asian | 97.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 93.3% |
| Total | 94.7% |
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
30.5%
| Liston College | 30.5% |
|---|---|
| Auckland Region | 29.7% |
| 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 | 30.5% |
| Māori | 66.8% |
| Pacific | 27.8% |
| Asian | 16% |
| Other | 64.9% |
| European/Pākehā | 34.1% |
| Total | 30.5% |
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
1.4%
| Liston College | 1.4% |
|---|---|
| Auckland Region | 3% |
| 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 | 1.4% |
| Māori | 13.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 1.4% |
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%
| Liston College | 0% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 7-15) | 2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 0% |
| 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)
- 414
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1974
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
- 19 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 November 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 19 November 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.
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 856 — 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 2018
795
Counted while ERO’s review team was at the school. Education Review Office, report of 14 May 2018
March 2015
779
Counted while ERO’s review team was at the school. Education Review Office, report of 25 May 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 19 November 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
Liston College, a Catholic boys’ school in the Edmond Rice Tradition, is in Henderson, West Auckland. The multiethnic college provides education for students in Years 7 to 13. The school vision is Growing men of presence, love, courage and excellence .
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
Outcomes for learners are excellent and equitable.
Achievement information overtime shows almost all students achieve at National Certificate of Educational Achievement (NCEA) Levels 1 to 3; almost all Year 13 students achieve University Entrance.
By the end of Year 10, most students are at or above expected curriculum levels in reading, writing and mathematics; in Years 7 to 10, student achievement in reading, writing and mathematics is given priority to enhance success in a broader curriculum in the senior school.
Learners have a strong sense of belonging and benefit from an inclusive and mutually respectful school community where their language, culture and identity are valued.
Attendance is a priority for school leaders and most students attend regularly; the school is exceeding the Ministry of Education targets.
Conditions to support learner success
Highly effective strategic leadership ensures teaching, learning and school systems sustain excellent outcomes for all students.
Leaders set and relentlessly pursue coherent, student-centred improvement goals that explicitly align with the school’s values.
Leaders use a range of robust evidence to evaluate and report on initiatives that improve learner outcomes and wellbeing.
Leaders attract, retain and grow successful teaching teams, focussed on achieving excellent and equitable outcomes for all learners.
Students have opportunities to learn through consistently high-quality teaching practice.
Students experience a calm and orderly environment underpinned by structured, well-prepared lessons and high expectations for achievement and personal progress.
Teachers and leaders use effective systems and processes for monitoring and reporting on student engagement that enhance home school partnerships and ensure students participate in meaningful learning.
Teachers and leaders are taking deliberate steps to integrate mātauranga Māori and te reo Māori more consistently throughout the curriculum to enhance learning opportunities.
School systems and processes to support learner outcomes are well aligned, clearly communicated, and well-understood.
Professional learning for staff is well planned, meaningful and aligned to school and government priorities; teachers work collaboratively to strengthen the quality of teaching across the school.
The school’s values are well understood by students and the school community; they are embedded in all aspects of daily school life, systems, processes and documentation.
The school board actively represent the community and regularly receive comprehensive reporting; all decision making is strongly underpinned by the school values and special character to support student success.
Student voice is valued and responded to by school leaders; collecting information from specific groups of learners is a next step to further strengthen this practice.
Part B: Where to next?
The agreed next steps for the school are to:
continue to make the most of the school’s robust internal evaluation systems and processes for continuous improvement, focused on student engagement for equity and excellence
develop and implement a plan to increase consistency of te reo Māori and mātauranga Māori throughout the school curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
evaluate the relevance and effectiveness of the school curriculum to ensure the consistent integration of te reo Māori and mātauranga Māori
provide meaningful professional learning to staff to further enhance their understanding of their role in giving effect to Te Tiriti o Waitangi.
Annually:
continue to evaluate the effectiveness of approaches used to realise the school vision
continue to track and monitor student achievement initiatives to ensure equity and excellence
prioritise the collection and use of Māori student and whānau feedback as part of the established internal evaluation systems and processes to ensure equity is maintained.
Actions taken against these next steps are expected to result in:
further enhanced attendance, wellbeing, engagement and achievement outcomes for all learners
strengthened partnerships with Māori whānau and mana whenua to ensure an authentic Māori lens is applied to strategic planning; mātauranga Māori is consistently integrated into the curriculum
teachers and learners demonstrate increased confidence in the use of te reo Māori and understanding their role in authentically giving effect to Te Tiriti o Waitangi.
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
19 November 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 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).