Marian College
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 430
- Enrolment zone
- Yes
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 2 Lydia Street, Northcote-Christchurch, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3858449
- exec@mariancollege.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
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
Students who, for unforeseen circumstances, are unable to be in the correct uniform must obtain a uniform pass from the Deputy Principal before school.
- Required
- Term dates
- Term 1, 2026: Monday 26 January - Thursday 2 April
Monday 26 January - Thursday 2 April
Year stated asTerm Dates and Holidays for 2026
- Term 2, 2026: begins Monday 20 April, ends Friday 3 July
Monday 20 April - Term 2 Begins Saturday 25 April - ANZAC Day – observed Monday 27 April Monday 1 June - King's Birthday Friday 3 July - Term 2 Ends
Year stated asTerm Dates and Holidays for 2026
- Term 3, 2026: begins Monday 20 July, ends Friday 25 September
Monday 20 July - Term 3 Begins Monday 17 August – MOE Curriculum Teacher Only Day Friday 25 September - Term 3 Ends
Year stated asTerm Dates and Holidays for 2026
- Term 4, 2026: begins Monday 12 October, ends Wednesday 9 December (Years 9 & 10)
Monday 12 October - Term 4 Begins Monday 26 October - Labour Day Friday 13 November - Canterbury Show Day Wednesday 9 December - Term 4 Ends (Years 9 & 10)
Year stated asTerm Dates and Holidays for 2026
- Term 1, 2026: Monday 26 January - Thursday 2 April
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
- Marian College empowers young women to be confident, committed, faith-filled learners, enabling them to fulfil their potential and to contribute to the common good of society.
- Special character
- With Mary in faith, we at Marian nurture and support the encounter and relationship between Jesus and our ākonga (students), whānau and wider hāpori (community). We work together to deepen the knowledge and understanding of the Gospel teachings and values, which provide a firm foundation throughout life’s journey.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 353
- Māori
- 61
- Pacific
- 45
- Asian
- 57
- MELAA
- 5
- Other
- 5
- International
- 3
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 | 13 | 8 | 8 | 2 | 2 | 76 | 1 | 90 |
| Year 10 | 8 | 10 | 13 | 0 | 1 | 74 | 0 | 87 |
| Year 11 | 11 | 9 | 15 | 2 | 3 | 70 | 0 | 87 |
| Year 12 | 5 | 10 | 11 | 0 | 1 | 61 | 3 | 81 |
| Year 13+ | 9 | 5 | 8 | 3 | 0 | 60 | 0 | 72 |
| Total | 46 | 42 | 55 | 7 | 7 | 341 | 4 | 417 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 10 | 6 | 6 | 1 | 1 | 50 | 1 | 62 |
| Age 14 | 10 | 11 | 13 | 1 | 2 | 84 | 0 | 97 |
| Age 15 | 11 | 7 | 13 | 2 | 3 | 69 | 0 | 85 |
| Age 16 | 5 | 11 | 12 | 0 | 1 | 63 | 3 | 82 |
| Age 17 | 8 | 5 | 9 | 2 | 0 | 58 | 0 | 72 |
| Age 18 | 2 | 2 | 2 | 1 | 0 | 16 | 0 | 18 |
| Total | 46 | 42 | 55 | 7 | 7 | 341 | 4 | 417 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
97.6%
| Marian College | 97.6% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 97.6% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 90% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 100% |
| Total | 97.6% |
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
91.7%
| Marian College | 91.7% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 91.7% |
|---|---|
| Male | Not applicable |
| Māori | 90.9% |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 94.2% |
| Total | 91.7% |
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
75%
| Marian College | 75% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 75% |
|---|---|
| Male | Not applicable |
| Māori | 63.6% |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 75.4% |
| Total | 75% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
3.6%
| Marian College | 3.6% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 3.6% |
|---|---|
| Male | Not applicable |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 4.3% |
| Total | 3.6% |
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
90.5%
| Marian College | 90.5% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 90.5% |
|---|---|
| Male | Not applicable |
| Māori | 90.9% |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 92.8% |
| Total | 90.5% |
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
9.2%
| Marian College | 9.2% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 9.2% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 26.2% |
| Pacific | 14.3% |
| Asian | 10.9% |
| Other | 0% |
| European/Pākehā | 9.5% |
| Total | 9.2% |
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%
| Marian College | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 9-15) | 4% |
| State : Integrated | 1.6% |
| 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%
| Marian College | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 9-15) | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 426
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1982
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
- 7
- Last reviewed
- 6 May 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 May 2025)
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 6 May 2025 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 430 — 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.
February 2018
405
Counted while ERO’s review team was at the school. Education Review Office, report of 2 May 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 6 May 2025 — “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
Marian College is a Catholic state integrated secondary school for girls in Years 9 to 13. After the Christchurch earthquakes, the school was in temporary sites for over a decade. At the end of 2023 Marian College moved into a purpose-built new site in Papanui , Christchurch – Marian College at Māhutonga .
The school’s vision is to be a Catholic community with a love of faith, learning and service for the common good. The school’s values are Courage, Kia māia , Lototele ; Commitment, Kia ū , A'afiaga ; Perseverance, Kia manawanui , Onosai i mea tiga ; Respect, Whakaute , Fa'aaloalo .
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
Learners are engaged, make good progress and achieve very well.
In Year 9, most learners achieve at or above expected curriculum levels in literacy and a large majority in mathematics; in Year 10, a large majority are at or above expected curriculum levels in both literacy and mathematics.
Almost all learners achieve the National Certificate in Educational Achievement (NCEA) in Levels 1 to 3, and a large majority achieve University Entrance.
Evidence indicates that learners enjoy a wide variety of learning and co-curricular opportunities.
A small majority of learners attend school regularly, so the school is not yet meeting the Government target for regular attendance; regular attendance is improving and remains a priority for the school.
Conditions to support learner success
Leaders work strategically and collaboratively with a strong focus to improve outcomes for all learners.
Leaders and the board work collaboratively and strategically to ensure focus on learner wellbeing and progress.
Learners express a strong sense of belonging and have opportunities to participate and lead in the special character of the school.
Schoolwide systems are used to monitor and effectively support individual learners in their academic pathways and wellbeing.
Leaders and teachers sustain a learning culture that is positive and strongly relational.
Learners experience classroom environments that are welcoming and relational with clear expectations and routines for learning.
Teachers are extending the consistent use of strategies that support the needs of diverse learners for inclusive practice.
Teachers engage in relevant, appropriate professional learning to improve outcomes for all learners.
Conditions that underpin effective schooling are well-embedded and contribute positively to school improvement.
Well-established, educationally focussed connections between leaders, teachers, parents, whānau and iwi create an inclusive learning environment.
Leaders and teachers increasingly use evidence-informed practices for improving outcomes for learners.
The school actively engages with neighbouring schools to extend the range of opportunities for learners.
Learners have considered transitions into, with and beyond school contributing to a strong sense of belonging and support for their post-school pathways.
Part B: Where to next?
The agreed next steps for the school are to:
consult with the community about their aspirations for learners to inform the strategic direction of the school
refine and extend teacher practices to fully utilise the design of the school’s learning environments to support the range of learner wellbeing, engagement, progress and achievement across the school
review the school’s curriculum to reflect the diverse post-school pathways of learners and to respond to national curriculum developments
refine the school-community strategy to increase regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
use learner and community feedback to review the school’s attendance system and deepen teachers’ understanding of positive factors for increased learner attendance
collect and analyse senior learners’ feedback around experiences of NCEA and University Entrance to review the curriculum pathways offered and know how well they meet the needs and aspirations of all learners
update the framework for effective teaching practices to meet the needs of all learners.
Every six months:
leaders report to the board on progress towards meeting regular attendance targets and act on any emerging trends
review, evaluate and respond to schoolwide wellbeing, engagement, progress and achievement data.
Annually:
evaluate the school’s curriculum to know how well it reflects the diverse pathways of learners and to respond to national curriculum developments
review the impact of teacher professional development on teacher practices in fully utilising the design of the school’s learning environments to improve the outcomes of all learners
consult with the community about their aspirations for learners to inform the strategic direction of the school.
Actions taken against these next steps are expected to result in:
improved regular attendance
refined and inclusive teaching practices that are consistently experienced by all learners across the school
a curriculum that reflects and supports the diverse needs and pathways of learners
continuing high levels of wellbeing, engagement and achievement for all learners.
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
Sharon Kelly Director of Schools (Acting)
6 May 2025
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 7 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).