Naenae College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 871
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 910 High Street, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5677175
- admin@naenae-college.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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
Full compliance with our uniform code is expected.
- Required
- Term dates
- Term 1, 2026: Monday 2 February to Friday 2 April
Term 1 – Monday 2 February to Friday 2 April
Year stated asTerm dates & public holidays 2026
- Term 2, 2026: Monday 20 April to Friday 3 July
Term 2 – Monday 20 April to Friday 3 July
Year stated asTerm dates & public holidays 2026
- Term 3, 2026: Monday 20 July to Friday 25 September
Term 3 – Monday 20 July to Friday 25 September
Year stated asTerm dates & public holidays 2026
- Term 4, 2026: Monday 12 October to Monday 14 December
Term 4 – Monday 12 October to Monday 14 December
Year stated asTerm dates & public holidays 2026
- Term 1, 2026: Monday 2 February to Friday 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
- Our Core Values
- Whanaungatanga – Relationships
- Manaakitanga – Caring
- Rangatiratanga – Leadership
- Kotahitanga – Working Together
- Pumanawatanga – Atmosphere
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
- Athletics
- Athletics
- Badminton
- Badminton
- Basketball
- Basketball
- Cricket
- Cricket
- Cycling
- Cycling
- Hockey
- Hockey
- Mountain biking
- Mountain biking
- Netball
- Netball
- Rugby
- Rugby
- Softball
- Softball
- Soccer
- Soccer
- Swimming
- Swimming
- Table tennis
- Table tennis
- Tennis
- Tennis
- Touch
- Touch
- Triathlon
- Triathlon
- Volleyball
- Volleyball
- Waterpolo
- Waterpolo
- Kapa Haka
Check out Kapa Haka and Polynesian Group, and other cultural activities on offer
- Polynesian Group
Check out Kapa Haka and Polynesian Group, and other cultural activities on offer
- Athletics
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 325
- Māori
- 247
- Pacific
- 217
- Asian
- 187
- MELAA
- 89
- Other
- 16
- 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 09 | 60 | 41 | 33 | 14 | 3 | 81 | 0 | 184 |
| Year 10 | 39 | 41 | 31 | 16 | 3 | 53 | 0 | 149 |
| Year 11 | 57 | 47 | 31 | 20 | 2 | 84 | 0 | 189 |
| Year 12 | 47 | 52 | 40 | 11 | 1 | 47 | 0 | 172 |
| Year 13+ | 31 | 36 | 42 | 15 | 2 | 26 | 0 | 136 |
| Total | 234 | 217 | 177 | 76 | 11 | 291 | 0 | 830 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 52 | 37 | 25 | 14 | 4 | 67 | 0 | 158 |
| Age 14 | 40 | 39 | 31 | 16 | 2 | 58 | 0 | 150 |
| Age 15 | 58 | 41 | 32 | 15 | 2 | 83 | 0 | 179 |
| Age 16 | 50 | 52 | 29 | 11 | 1 | 49 | 0 | 163 |
| Age 17 | 30 | 35 | 25 | 9 | 1 | 29 | 0 | 115 |
| Age 18 | 4 | 12 | 14 | 4 | 0 | 5 | 0 | 35 |
| Age 19+ | 0 | 1 | 21 | 7 | 1 | 0 | 0 | 30 |
| Total | 234 | 217 | 177 | 76 | 11 | 291 | 0 | 830 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
74.8%
| Naenae College | 74.8% |
|---|---|
| Wellington Region | 90.8% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 75% |
|---|---|
| Male | 74.7% |
| Māori | 63.6% |
| Pacific | 81.3% |
| Asian | 88% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 71.4% |
| Total | 74.8% |
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
67.1%
| Naenae College | 67.1% |
|---|---|
| Wellington Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 65.8% |
|---|---|
| Male | 68.4% |
| Māori | 58.2% |
| Pacific | 70.8% |
| Asian | 80% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 61.9% |
| Total | 67.1% |
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
49.7%
| Naenae College | 49.7% |
|---|---|
| Wellington Region | 68.6% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 53.9% |
|---|---|
| Male | 45.6% |
| Māori | 36.4% |
| Pacific | 50% |
| Asian | 76% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 40.5% |
| Total | 49.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
3.9%
| Naenae College | 3.9% |
|---|---|
| Wellington Region | 12.5% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 3.9% |
|---|---|
| Male | 3.8% |
| Māori | 1.8% |
| Pacific | 6.3% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 7.1% |
| Total | 3.9% |
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
81.9%
| Naenae College | 81.9% |
|---|---|
| Wellington Region | 88.7% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 81.6% |
|---|---|
| Male | 82.3% |
| Māori | 69.1% |
| Pacific | 89.6% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 78.6% |
| Total | 81.9% |
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
49%
| Naenae College | 49% |
|---|---|
| Wellington Region | 24.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 49.8% |
|---|---|
| Male | 48.7% |
| Māori | 80.7% |
| Pacific | 79.2% |
| Asian | 17.9% |
| Other | 0% |
| European/Pākehā | 30.1% |
| Total | 49% |
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
4.4%
| Naenae College | 4.4% |
|---|---|
| Wellington Region | 2.6% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 4.1% |
|---|---|
| Male | 4.6% |
| Māori | 5.8% |
| Pacific | 6.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.8% |
| Total | 4.4% |
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
0.8%
| Naenae College | 0.8% |
|---|---|
| Wellington Region | 0.9% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 1.4% |
| Māori | 2.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 500
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1953
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
- 26 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 July 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 26 July 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 areas of non-compliance during the board assurance process:
Keep accurate records about each aspect of the safety checking process
[Children’s Act 2014].
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 871 — 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
711
Counted while ERO’s review team was at the school. Education Review Office, report of 16 November 2016
September 2013
720
Counted while ERO’s review team was at the school. Education Review Office, report of 12 November 2013
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 26 July 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 26 months of the Education Review Office and Naenae 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
Naenae College is a co-educational secondary school for students in Yr 9 to 13 located in Lower Hutt. The school has a diverse school roll. The school’s vision for learners is that they will be confident and connected and on a pathway to meaningful life-long learning. The school promotes its Te Whānau Tahi values of whanaungatanga (healthy relationships); rangatiratanga (encouraging leadership), pumanawatanga (positive safe atmosphere where students work with enthusiasm and commitment); manaakitanga (care for others) and kotahitanga (working together to achieve goals).
The school is a managing school for the Lyriks Activity Centre, an alternative education and activity centre, and operates an engineering trades academy and service academy. The school also has a specialist classroom for students receiving ongoing resourcing funding ( Te Whare ō te Atawhai ).
Naenae College’s strategic priorities for improving outcomes for learners are:
all students will progress and achieve to their highest educational potential through quality teaching and learning, safe environments and positive relationships
Māori students will enjoy and achieve educational success as Māori students, staff, whānau , Pacific āiga and community experience a sense of belonging through the enactment of the school’s Te Whānau Tahi values.
You can find a copy of the school’s strategic and annual plan on Naenae College’s website.
ERO and the school are working together to evaluate how well the school’s Te Whānau Tahi values are promoting student engagement and attendance and supporting positive wellbeing and learning outcomes for students.
The rationale for selecting this evaluation is:
the school recognises attendance and engagement is the foundation for success in learning
the school has noticed reduced retention, attendance and engagement, particularly post the Covid 19 pandemic and wants to positively re-engage learners
the school is re-establishing partnerships with families, whānau and Pacific āiga to support positive outcomes for students
there is a national and regional focus on attendance and engagement.
The school expects to see:
improved attendance and retention for all groups of students leading to improved achievement
students experience a sense of belonging and shared values and are proud in their identity
whānau, families and Pacific āiga feel a sense of belonging and connection to the school where their voices are heard and valued.
Strengths
The school can draw from the following strengths to support the school in its goal to improve engagement and achievement:
an inclusive school culture based on the school’s Te Whānau Tahi values that includes restorative approaches to maintaining positive relationships
increasingly culturally responsive curriculum and teaching practice that reflects the identities of students
well established pastoral structures and roles support student wellbeing and engagement
collaboration with local schools with a focus on improving attendance and engagement.
Where to next?
Moving forward, the school will prioritise:
strengthening structures and approaches to supporting student wellbeing
strengthening partnerships with families, whānau and Pacific āiga
partnerships with community services and agencies to meet the needs of students and their families
drawing on student voice to know about the effectiveness of programmes and approaches
culturally responsive, relevant and engaging curriculum and teaching practices.
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
26 July 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).