Mackenzie College
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 194
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kirke Street, Fairlie
- Territorial authority
- Mackenzie District
- Phone
- 03-6858603
- office@mackcollege.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
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
Mackenzie College students wear their uniform with confidence and purpose.
- Required
- How to enrol
- https://d2u4q3iydaupsp.cloudfront.net/uploads/8f179a98-5b26-483e-b8da-ba4cc77e6f8f.pdf
[Enrolment Form](https://d2u4q3iydaupsp.cloudfront.net/uploads/8f179a98-5b26-483e-b8da-ba4cc77e6f8f.pdf) PDF, 61.3 KB
- https://d2u4q3iydaupsp.cloudfront.net/uploads/8f179a98-5b26-483e-b8da-ba4cc77e6f8f.pdf
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
- Our core values are more than words—they shape our culture and guide our actions. We believe in fostering kindness, respect, aspiration, and resilience in every student. Mackenzie College is built on a foundation of five guiding values: Manaakitanga (Kindness and Respect), Wawata (Aspire), Niwha (Grit), Tika (Integrity) and Auaha (Creativity).
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
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- netball
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- hockey
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- volleyball
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- basketball
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- snowsports
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- mountain biking
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- Coast to Coast
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- equestrian
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- rock climbing
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- kayaking
Mackenzie College offers a diverse range of sporting opportunities, from traditional codes like rugby, netball, hockey, volleyball, and basketball to exciting options such as snowsports, mountain biking, Coast to Coast, equestrian, rock climbing, and kayaking.
- itinerant music programme
many students currently engaged in musical instrument lessons through the itinerant music programme
- annual young performers’ concert
Students are able to showcase their talents throughout the year in performances such as our annual young performers’ concert and the musical roadshow. Whole school musical events include the house singing competition (where the four houses battle for house points), and the iconic lip sync battle.
- musical roadshow
Students are able to showcase their talents throughout the year in performances such as our annual young performers’ concert and the musical roadshow. Whole school musical events include the house singing competition (where the four houses battle for house points), and the iconic lip sync battle.
- house singing competition
Students are able to showcase their talents throughout the year in performances such as our annual young performers’ concert and the musical roadshow. Whole school musical events include the house singing competition (where the four houses battle for house points), and the iconic lip sync battle.
- lip sync battle
Students are able to showcase their talents throughout the year in performances such as our annual young performers’ concert and the musical roadshow. Whole school musical events include the house singing competition (where the four houses battle for house points), and the iconic lip sync battle.
- kapa haka group
Our kapa haka group is active in promoting te reo Māori (the language) and tikanga Māori (the protocols) in the College and across our community.
- rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 163
- Māori
- 21
- Pacific
- 6
- Asian
- 14
- MELAA
- 1
- Other
- 1
- International
- 0
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 | 4 | 1 | 0 | 0 | 0 | 31 | 0 | 34 |
| Year 08 | 2 | 0 | 1 | 0 | 0 | 34 | 0 | 36 |
| Year 09 | 2 | 1 | 2 | 0 | 1 | 24 | 0 | 28 |
| Year 10 | 2 | 1 | 3 | 0 | 0 | 23 | 0 | 27 |
| Year 11 | 3 | 2 | 3 | 0 | 0 | 20 | 0 | 26 |
| Year 12 | 2 | 0 | 3 | 0 | 0 | 23 | 0 | 27 |
| Year 13+ | 1 | 1 | 3 | 0 | 0 | 15 | 0 | 20 |
| Total | 16 | 6 | 15 | 0 | 1 | 170 | 0 | 198 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 3 | 1 | 0 | 0 | 0 | 19 | 0 | 22 |
| Age 12 | 2 | 0 | 1 | 0 | 0 | 39 | 0 | 41 |
| Age 13 | 3 | 1 | 1 | 0 | 1 | 25 | 0 | 28 |
| Age 14 | 1 | 0 | 3 | 0 | 0 | 26 | 0 | 29 |
| Age 15 | 3 | 2 | 0 | 0 | 0 | 15 | 0 | 18 |
| Age 16 | 2 | 1 | 4 | 0 | 0 | 20 | 0 | 27 |
| Age 17 | 2 | 0 | 5 | 0 | 0 | 26 | 0 | 31 |
| Age 18 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 2 |
| Total | 16 | 6 | 15 | 0 | 1 | 170 | 0 | 198 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
79.4%
| Mackenzie College | 79.4% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 87.5% |
|---|---|
| Male | 72.2% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 77.8% |
| Total | 79.4% |
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
70.6%
| Mackenzie College | 70.6% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 75% |
|---|---|
| Male | 66.7% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 66.7% |
| Total | 70.6% |
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
44.1%
| Mackenzie College | 44.1% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 50% |
|---|---|
| Male | 38.9% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 60% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 40.7% |
| Total | 44.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
5.9%
| Mackenzie College | 5.9% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 12.5% |
|---|---|
| Male | 0% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 7.4% |
| Total | 5.9% |
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
79.4%
| Mackenzie College | 79.4% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 87.5% |
|---|---|
| Male | 72.2% |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 77.8% |
| Total | 79.4% |
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
46.1%
| Mackenzie College | 46.1% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 83.2% |
| Māori | 141.3% |
| Pacific | 0% |
| Asian | 100.7% |
| Other | 0% |
| European/Pākehā | 36% |
| Total | 46.1% |
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
3.3%
| Mackenzie College | 3.3% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 5.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 30% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.3% |
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%
| Mackenzie College | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 7-15) | 2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| 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)
- 451
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 31 January 1971
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 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (12 June 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 12 June 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 and the board have identified the following areas of non-compliance during the board assurance process:
Consultation regarding the Health Curriculum
In consultation with the school's Māori community, developed and made known to the school's community policies, plans and targets for improving the progress and achievement of Māori students.
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 194 — 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.
October 2017
182
Counted while ERO’s review team was at the school. Education Review Office, report of 25 January 2018
April 2014
201
Counted while ERO’s review team was at the school. Education Review Office, report of 11 June 2014
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 12 June 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 12 months of the Education Review Office and Mackenzie 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
Mackenzie College is a rural, coeducational school for students in Years 7 to 13, located in the South Canterbury township of Fairlie . Students come from a large geographic area, including Sherwood, Tekapo , Fairlie and Albury.
Mackenzie College’s strategic priorities for improving outcomes for learners are to:
identify and respond to the unique needs of each individual student
provide effective and meaningful vocational and academic pathways that promote growth and excellence in all forms of learning
protect and strengthen the mental, physical and spiritual health of staff and students
provide a safe and effective learning environment and ensure inclusivity for all ethnicities, gender and sexuality.
You can find a copy of the school’s strategic and annual plan on Mackenzie College ’s website.
ERO and the school are working together to evaluate how well culturally responsive practice promotes excellence and equity in achievement for all learners.
The rationale for selecting this evaluation is to:
understand how targeted use of student quantitative data, and student and whanau voice, can positively impact on student and teacher relationships for learning and ongoing improvement in outcomes for learners
focus on students who identify as Māori , students who are at risk of not reaching their potential, and on addressing disparate outcomes for all learners.
The school expects that ongoing monitoring and evaluation of achievement, valued outcomes and other indicator data, will show improved student outcomes in terms of excellence and equity for all students.
Strengths
The school can draw from the following strengths to support its goal of improving excellent and equitable student outcomes through building culturally responsive practices:
Teachers share high, clear and equitable expectations for student learning, achievement, progress and wellbeing.
The school has an experienced staff who have collaboratively built a positive school culture.
Teachers are proactively engaged in culturally responsive PLD, led internally by Poutama Pounamu leads
Clear, positive established relationships exist between staff, students, and whānau .
Where to next?
Moving forward, the school will prioritise:
implementing a localised curriculum that is responsive to the aspirations of students, parents and whānau
evaluating teaching practice to ensure it meets the needs of all learners by delivering a responsive curriculum that addresses disparity.
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 June 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).