Long Bay College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,960
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Ashley Avenue, Torbay, Auckland
- Territorial authority
- Hibiscus and Bays Local Board Area
- Phone
- 09-4779009
- office@lbc.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
All students attending Long Bay College in 2026 will be required to wear uniform which will be available from The Uniform Shoppe, 83 Te Oneroa Way, Long Bay (Below Jetts Gym).
- Required
- Getting there
- All school buses arrive and leave from school in the bus stop area outside the school main gates.
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
An ever-increasing number of International students have gained academic success through their studies at Long Bay College.
- Accepted, as stated
- Voluntary donation
- $355 for one student or $495 for a family of two or more if paid in advance before 31 March; $380 or $520 standard, 2027
| Advance (before 31st March) | One student attending | $355 | | | Family 2+ students attending | $495 | | Standard (from 1st April) | One student attending | $380 | | | Family 2+ students attending | $520
- $355 for one student or $495 for a family of two or more if paid in advance before 31 March; $380 or $520 standard, 2027
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
- Rugby
From Rugby and Netball to Curling and Orienteering, there are a wide range of codes on offer at a variety of levels
- Netball
From Rugby and Netball to Curling and Orienteering, there are a wide range of codes on offer at a variety of levels
- Curling
From Rugby and Netball to Curling and Orienteering, there are a wide range of codes on offer at a variety of levels
- Orienteering
From Rugby and Netball to Curling and Orienteering, there are a wide range of codes on offer at a variety of levels
- Sports Council
Students who are passionate about sport and developing opportunities for others in sport are encouraged to get involved in our Sports Council.
- full school Athletics Day
helps coordinate our full school Athletics Day
- itinerant music lessons
In 2025, Long Bay College will offer itinerant music lessons in the following instruments and music areas:
- Concert Band
- Big Band
- Choir
- String Orchestra
- Flute Choir
- Jazz Combo
- Athletics Zone Days
For individual events such as Athletics Zone Days and Cross-Country Events
- Cross-Country Events
For individual events such as Athletics Zone Days and Cross-Country Events
- Rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,307
- Māori
- 155
- Pacific
- 56
- Asian
- 606
- MELAA
- 94
- Other
- 44
- International
- 125
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 | 24 | 13 | 91 | 16 | 13 | 276 | 7 | 382 |
| Year 10 | 40 | 10 | 94 | 15 | 9 | 309 | 18 | 418 |
| Year 11 | 35 | 11 | 74 | 21 | 9 | 302 | 25 | 411 |
| Year 12 | 38 | 9 | 71 | 13 | 4 | 241 | 50 | 361 |
| Year 13+ | 21 | 15 | 56 | 13 | 7 | 236 | 30 | 321 |
| Total | 158 | 58 | 386 | 78 | 42 | 1364 | 130 | 1893 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 |
| Age 13 | 18 | 10 | 75 | 14 | 12 | 235 | 4 | 319 |
| Age 14 | 38 | 13 | 87 | 15 | 9 | 305 | 6 | 399 |
| Age 15 | 38 | 10 | 72 | 14 | 9 | 302 | 18 | 395 |
| Age 16 | 34 | 8 | 64 | 17 | 4 | 243 | 42 | 352 |
| Age 17 | 24 | 14 | 66 | 15 | 6 | 232 | 42 | 339 |
| Age 18 | 6 | 3 | 18 | 3 | 2 | 46 | 15 | 81 |
| Age 19+ | 0 | 0 | 4 | 0 | 0 | 1 | 1 | 6 |
| Total | 158 | 58 | 386 | 78 | 42 | 1364 | 130 | 1893 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
95.9%
| Long Bay College | 95.9% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 95.4% |
|---|---|
| Male | 96.3% |
| Māori | 93.3% |
| Pacific | 88.9% |
| Asian | 96.7% |
| MELAA | 100% |
| Other | 100% |
| European/Pākehā | 96% |
| Total | 95.9% |
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
92.6%
| Long Bay College | 92.6% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 91.4% |
|---|---|
| Male | 93.9% |
| Māori | 86.7% |
| Pacific | 83.3% |
| Asian | 93.3% |
| MELAA | 100% |
| Other | 87.5% |
| European/Pākehā | 93.2% |
| Total | 92.6% |
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
81.7%
| Long Bay College | 81.7% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 83.9% |
|---|---|
| Male | 79.3% |
| Māori | 66.7% |
| Pacific | 77.8% |
| Asian | 85% |
| MELAA | 84.6% |
| Other | 62.5% |
| European/Pākehā | 80.9% |
| Total | 81.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
16%
| Long Bay College | 16% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 22.4% |
|---|---|
| Male | 9.1% |
| Māori | 20% |
| Pacific | 16.7% |
| Asian | 16.7% |
| MELAA | 15.4% |
| Other | 12.5% |
| European/Pākehā | 16.9% |
| Total | 16% |
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
92%
| Long Bay College | 92% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 92.5% |
|---|---|
| Male | 91.5% |
| Māori | 80% |
| Pacific | 83.3% |
| Asian | 93.3% |
| MELAA | 100% |
| Other | 100% |
| European/Pākehā | 91.7% |
| Total | 92% |
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
19.4%
| Long Bay College | 19.4% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 19.5% |
|---|---|
| Male | 19.4% |
| Māori | 33.1% |
| Pacific | 93% |
| Asian | 15.8% |
| Other | 12.7% |
| European/Pākehā | 19.1% |
| Total | 19.4% |
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
2.7%
| Long Bay College | 2.7% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0.6% |
|---|---|
| Male | 4.7% |
| Māori | 3% |
| Pacific | 8.4% |
| Asian | 1.6% |
| Other | 10.4% |
| European/Pākehā | 2.2% |
| Total | 2.7% |
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
2.6%
| Long Bay College | 2.6% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0.8% |
|---|---|
| Male | 4.3% |
| Māori | 3.6% |
| Pacific | 11% |
| Asian | 2% |
| Other | 6.6% |
| European/Pākehā | 2.3% |
| Total | 2.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 422
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1975
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
- 12 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (12 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 12 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.
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 1960 — 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 2018
1408
Counted while ERO’s review team was at the school. Education Review Office, report of 8 August 2018
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 12 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 six months of the Education Review Office and Long Bay 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
Long Bay College is located on Auckland’s North Shore and provides education for students in Years 9 to 13. The values of the school are ‘Care, Community, Creativity and Respect’ and there is a strong focus on the wellbeing of community members in realising the school’s vision of ‘Personal Excellence for Global Success’.
Long Bay College ’s strategic priorities for improving outcomes for learners are:
Tino Akoranga – Exceptional Learning
Te rerekētanga, ti tika, te whakauru – Diversity, Equity and Inclusion
Hauora, Atawhai – A culture of wellbeing and care
Whanaungatanga – Connections, Relationships and Partnerships.
You can find a copy of the school’s strategic and annual plan on Long Bay College ’s website.
ERO and the school are working together to evaluate how effectively teaching and learning processes are supporting equitable and excellent outcomes for all students.
The rationale for selecting this evaluation is that the school has extensively reviewed its approach to teaching and learning. Tino Akoranga , has been designed and is a guide to a shared educational philosophy. This philosophy draws together research-based teaching and learning approaches that are based on culturally responsive practice, cognitive science, relational pedagogies and trust-based collective efficacy. The goal of Tino Akoranga is to improve learning outcomes for all students.
The school expects to see:
high levels of engagement and academic outcomes for all students including NCEA pass rates, endorsements, and New Zealand Scholarships
teachers hold a high level of skill, knowledge and understanding of the school’s educational philosophy and are utilising this for the benefit of their students.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively teaching and learning processes are supporting equitable and excellent outcomes for learners:
systematic, collaborative inquiry and internal monitoring and evaluation processes, practices and actions are embedded and effective
leadership has the capability and capacity to support continual adaptation and strategic delivery of the school’s priorities
policies, programmes and practices promoting student wellbeing and safety underpin an orderly and supportive environment.
Where to next?
Moving forward, the school will prioritise:
continued professional learning and development in culturally responsive practice, cognitive science and relational pedagogies to support the delivery of Tino Akoranga
collaboratively monitoring and evaluating the effectiveness of the implementation of Tino Akoranga over time.
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
12 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
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).