Mount Hutt College
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 561
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 44 Main Street, Methven
- Territorial authority
- Ashburton District
- Phone
- 03-3028437
- college@mthutt.school.nz
- Directions
- Get directions
Other schools nearby: 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.
- Getting there
- School buses operated by an independent contractor, Methven Travel Ltd; Ministry-funded and parent-funded runs. Buses arrive by 8:40 am and depart at 3:18 pm (Ashburton & Tinwald) and 3:20 pm (all others)
- School buses are operated by an independent contractor. - Bus runs consist of Ministry-funded runs and parent-funded runs, depending on transport and enrolment zones. - Options for bus transportation will be communicated during the enrolment process. - Buses arrive by 8:40 am (first bell for Manaaki) and depart at 3:18 pm (Ashburton & Tinwald) and 3:20 pm (all others). - Significant delays are communicated on the Methven Area Bus Group Facebook page by the bus controller/admin team. - Contact Methven Travel Ltd for more information:
- School buses operated by an independent contractor, Methven Travel Ltd; Ministry-funded and parent-funded runs. Buses arrive by 8:40 am and depart at 3:18 pm (Ashburton & Tinwald) and 3:20 pm (all others)
- How to enrol
- https://drive.google.com/file/d/1gM1WknqGdIBvDGoSX0Y0o3Rht5uKwLwG/view?usp=sharing
Access our enrolment form [here](https://drive.google.com/file/d/1gM1WknqGdIBvDGoSX0Y0o3Rht5uKwLwG/view?usp=sharing).
- https://drive.google.com/file/d/1gM1WknqGdIBvDGoSX0Y0o3Rht5uKwLwG/view?usp=sharing
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
- A wider community consultation across 2020 and 2021 supported the Board of Trustees to shape up a wider vision for our kura that focuses explicitly on developing:
- - Our People- Ō mātou tāngata
- by connecting them to
- - Our Place- Ō mātou whenua
- International students
- Accepted, as stated
International students can study at Mount Hutt College starting at any level from Year 7 (eleven years old) to Year 13 (eighteen years old)
- Accepted, as stated
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
- Concert Band
From Concert Band, Choir, Small Ensembles and Itinerant lessons, Mount Hutt College offers a variety of ways to build your student’s musicality.
- Choir
From Concert Band, Choir, Small Ensembles and Itinerant lessons, Mount Hutt College offers a variety of ways to build your student’s musicality.
- Small Ensembles
From Concert Band, Choir, Small Ensembles and Itinerant lessons, Mount Hutt College offers a variety of ways to build your student’s musicality.
- Itinerant lessons
From Concert Band, Choir, Small Ensembles and Itinerant lessons, Mount Hutt College offers a variety of ways to build your student’s musicality.
- Skiing/Snowboarding
These activities include Skiing/Snowboarding, Clay bird shooting, Golf, Fitness/Gym classes, and Snooker, to name but a few.
- Clay bird shooting
These activities include Skiing/Snowboarding, Clay bird shooting, Golf, Fitness/Gym classes, and Snooker, to name but a few.
- Golf
These activities include Skiing/Snowboarding, Clay bird shooting, Golf, Fitness/Gym classes, and Snooker, to name but a few.
- Fitness/Gym classes
These activities include Skiing/Snowboarding, Clay bird shooting, Golf, Fitness/Gym classes, and Snooker, to name but a few.
- Snooker
These activities include Skiing/Snowboarding, Clay bird shooting, Golf, Fitness/Gym classes, and Snooker, to name but a few.
- Teen Ag
Teen Ag is a club that has been within the school for many years.
- Uenuku
Uenuku (formerly Rainbow Youth) is a student driven LGBTQ+ and ally support group and social club that meets weekly during lunchtimes.
- Concert Band
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 434
- Māori
- 84
- Pacific
- 17
- Asian
- 92
- MELAA
- 13
- Other
- 4
- International
- 18
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 | 10 | 1 | 7 | 0 | 1 | 61 | 0 | 71 |
| Year 08 | 9 | 3 | 17 | 1 | 0 | 51 | 1 | 75 |
| Year 09 | 17 | 1 | 11 | 0 | 2 | 70 | 0 | 82 |
| Year 10 | 18 | 5 | 3 | 1 | 1 | 84 | 0 | 95 |
| Year 11 | 15 | 2 | 13 | 0 | 1 | 77 | 1 | 95 |
| Year 12 | 3 | 1 | 13 | 1 | 0 | 55 | 2 | 72 |
| Year 13+ | 5 | 1 | 13 | 0 | 0 | 39 | 0 | 56 |
| Total | 77 | 14 | 77 | 3 | 5 | 437 | 4 | 546 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 10 | 0 | 5 | 0 | 1 | 40 | 0 | 48 |
| Age 12 | 5 | 3 | 14 | 1 | 0 | 54 | 1 | 73 |
| Age 13 | 17 | 2 | 13 | 0 | 1 | 66 | 0 | 83 |
| Age 14 | 19 | 3 | 5 | 1 | 1 | 84 | 0 | 94 |
| Age 15 | 17 | 3 | 11 | 0 | 2 | 87 | 0 | 103 |
| Age 16 | 3 | 2 | 7 | 1 | 0 | 52 | 2 | 64 |
| Age 17 | 5 | 0 | 15 | 0 | 0 | 48 | 0 | 65 |
| Age 18 | 1 | 0 | 5 | 0 | 0 | 6 | 1 | 13 |
| Age 19+ | 0 | 1 | 2 | 0 | 0 | 0 | 0 | 3 |
| Total | 77 | 14 | 77 | 3 | 5 | 437 | 4 | 546 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
93.9%
| Mount Hutt College | 93.9% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 89.2% |
| Māori | 57.1% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 94.2% |
| Total | 93.9% |
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
87.9%
| Mount Hutt College | 87.9% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 78.4% |
| Māori | 57.1% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 86.5% |
| Total | 87.9% |
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
56.1%
| Mount Hutt College | 56.1% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 69% |
|---|---|
| Male | 45.9% |
| Māori | 57.1% |
| Pacific | Too few to report |
| Asian | 88.9% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 51.9% |
| Total | 56.1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
16.7%
| Mount Hutt College | 16.7% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 27.6% |
|---|---|
| Male | 8.1% |
| Māori | 28.6% |
| Pacific | Too few to report |
| Asian | 11.1% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 17.3% |
| Total | 16.7% |
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
87.9%
| Mount Hutt College | 87.9% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 96.6% |
|---|---|
| Male | 81.1% |
| Māori | 71.4% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 84.6% |
| Total | 87.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Total | 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 |
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
28.7%
| Mount Hutt College | 28.7% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 5.5% |
|---|---|
| Male | 45.3% |
| Māori | 47.9% |
| Pacific | 115.5% |
| Asian | 10.8% |
| Other | 132.3% |
| European/Pākehā | 28.6% |
| Total | 28.7% |
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%
| Mount Hutt College | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Mount Hutt 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)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 16 November 1858
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
- 22 September 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 September 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 22 September 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 has identified the following area of non-compliance during the board assurance process:
The Board needs to have regularly obtained and considered information from New Zealand Police vets for all persons employed or engaged as paid children’s workers [Section 27, Children’s Act 2014, Section 597, Education and Training Act 2020].
The board has since addressed the area 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 561 — 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.
September 2016
473
Counted while ERO’s review team was at the school. Education Review Office, report of 27 January 2017
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 22 September 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 29 months of the Education Review Office and Mount Hutt 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
Mount Hutt College is a co-educational school, located in Methven, which provides education for students in years 7 to 13. The school prioritises “growing our people and connecting to our place” through its PRIDE values of passion | kōhara , respect | whakaute , integrity | tinihanga kore , diversity | rerekētanga , and excellence | opuketanga . School programmes and systems address, and are underpinned by, the three dimensions of hinengaro | mind, tinana | body, and wairua | spirit.
Mount Hutt College’s strategic priorities for improving outcomes for learners are:
developing a growth profile for learners, connected to the key baskets of knowledge and tools for learning and growth required at each transition point into and throughout the college
reviewing the curriculum to ensure it is focused on localised learning and local pathways.
You can find a copy of the school’s strategic and annual plan on Mount Hutt College’s website.
ERO and the school are working together to evaluate the impact of its reviewed curriculum and learning programmes on improving year 10 and 11 students’ agency and achievement.
The rationale for selecting this evaluation is that the school:
wants to develop an explicit student growth profile which connects with, and is supported by, its curriculum and learning programmes
gathered student voice to inform wider review of the year 10 and 11 curriculum to increase student agency and choice
is evaluating and refining pilot programmes at year 10 and 11 to inform reviews at other year levels.
The school expects to see:
revised curriculum and learning programmes in year 10 and 11 which improve student agency, progress, and achievement
students assessing and articulating their own progress towards the growth profile and identifying their next steps for learning.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate the impact of its reviewed curriculum and learning programmes on improving year 10 and 11 students’ agency and achievement.
The three dimensions of hinengaro | mind, tinana | body, and wairua | spirit are integral to review and decision making, developing the growth profile, and revising the curriculum.
A collaborative culture, including gathering of student voice, and an established strategic framework for evaluation, are leveraged to inform sustainable change.
Established links with the local community extend opportunities for students, their learning and potential future pathways.
Where to next?
Moving forward, the school will prioritise:
collaboration and consultation with students, whānau , and community to evaluate pilot programmes and inform next steps
preparing and implementing revised curriculum and learning programmes for years 10 and 11 in alignment with national curriculum and assessment changes
building evaluation capability to identify impacts and areas for further improvement schoolwide.
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
22 September 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).