Nelson College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,026
- Enrolment zone
- No
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- Waimea Road, Nelson
- Territorial authority
- Nelson City
- Phone
- 03-5483099
- excellence@nelsoncollege.school.nz
- Website
- https://www.nelson.school.nz
- Directions
- Get directions
Other schools nearby: schools in Nelson
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.
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 Pillars: Manaaki, Pono, Kairangi
- International students
- Accepted, as stated
Many of our international students join our high school programme to prepare for tertiary education.
- 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
- Ngā Aho Rau
Our combined kapa haka group, Ngā Aho Rau, brings together students from Nelson College and Nelson College for Girls
- Kī-o-Rahi
As interest in Kī-o-Rahi spreads beyond New Zealand to countries like Australia, France, and the United States, Nelson College is proud to promote and support this dynamic sport.
- Waka Ama
Activities such as Waka Ama, Manu Kōrero, Kapa Haka, and our academic programmes continue to flourish within this special space
- Manu Kōrero
Activities such as Waka Ama, Manu Kōrero, Kapa Haka, and our academic programmes continue to flourish within this special space
- basketball programme
With 30+ teams at Nelson College, we cater for all ages and abilities in our basketball programme.
- major joint drama production
Each year, we collaborate with Nelson College for Girls to stage a major joint drama production.
- Rock the Boathouse
We host an annual rock gig, “Rock the Boathouse,” which showcases the talents of our student rock bands.
- Between Two Colleges
we have an evening of classical music, “Between Two Colleges,” where students perform in a more traditional setting.
- Combined Concert Band
Throughout the year, students can join the Nelson College for Girls and Nelson College Combined Concert Band, Jazz Band, and Orchestra.
- Jazz Band
Throughout the year, students can join the Nelson College for Girls and Nelson College Combined Concert Band, Jazz Band, and Orchestra.
- Orchestra
Throughout the year, students can join the Nelson College for Girls and Nelson College Combined Concert Band, Jazz Band, and Orchestra.
- Ngā Aho Rau
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 757
- Māori
- 181
- Pacific
- 76
- Asian
- 164
- MELAA
- 32
- Other
- 14
- International
- 54
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 | 41 | 13 | 38 | 8 | 1 | 143 | 4 | 212 |
| Year 10 | 41 | 14 | 28 | 1 | 2 | 166 | 7 | 211 |
| Year 11 | 34 | 20 | 20 | 4 | 0 | 159 | 11 | 206 |
| Year 12 | 22 | 14 | 30 | 7 | 2 | 141 | 11 | 199 |
| Year 13+ | 27 | 13 | 32 | 4 | 3 | 98 | 6 | 152 |
| Total | 165 | 74 | 148 | 24 | 8 | 707 | 39 | 980 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 31 | 12 | 24 | 5 | 0 | 103 | 3 | 148 |
| Age 14 | 43 | 11 | 29 | 3 | 3 | 161 | 4 | 210 |
| Age 15 | 33 | 20 | 24 | 5 | 0 | 162 | 14 | 218 |
| Age 16 | 28 | 10 | 25 | 2 | 1 | 153 | 8 | 196 |
| Age 17 | 26 | 18 | 36 | 8 | 2 | 96 | 8 | 158 |
| Age 18 | 4 | 3 | 9 | 1 | 2 | 32 | 2 | 49 |
| Age 19+ | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 165 | 74 | 148 | 24 | 8 | 707 | 39 | 980 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
85.3%
| Nelson College | 85.3% |
|---|---|
| Nelson Region | 86.4% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 85.3% |
| Māori | 81.6% |
| Pacific | 80% |
| Asian | 80.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 87.4% |
| Total | 85.3% |
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
80.4%
| Nelson College | 80.4% |
|---|---|
| Nelson Region | 80.9% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 80.4% |
| Māori | 76.3% |
| Pacific | 80% |
| Asian | 77.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 81.5% |
| Total | 80.4% |
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
50.5%
| Nelson College | 50.5% |
|---|---|
| Nelson Region | 55.5% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 50.5% |
| Māori | 50% |
| Pacific | 26.7% |
| Asian | 58.3% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 51.7% |
| Total | 50.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
19.6%
| Nelson College | 19.6% |
|---|---|
| Nelson Region | 16.7% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 19.6% |
| Māori | 15.8% |
| Pacific | 20% |
| Asian | 13.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 19.9% |
| Total | 19.6% |
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
77%
| Nelson College | 77% |
|---|---|
| Nelson Region | 80.1% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 77% |
| Māori | 71.1% |
| Pacific | 86.7% |
| Asian | 86.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 73.5% |
| Total | 77% |
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
59.2%
| Nelson College | 59.2% |
|---|---|
| Nelson Region | 49.5% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 59.2% |
| Māori | 98.1% |
| Pacific | 81.6% |
| Asian | 79.4% |
| Other | 53.6% |
| European/Pākehā | 48.2% |
| Total | 59.2% |
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
13.1%
| Nelson College | 13.1% |
|---|---|
| Nelson Region | 4.9% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 13.1% |
| Māori | 41.8% |
| Pacific | 14.6% |
| Asian | 13.7% |
| Other | 21.2% |
| European/Pākehā | 7.2% |
| Total | 13.1% |
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
5.6%
| Nelson College | 5.6% |
|---|---|
| Nelson Region | 2.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 5.6% |
| Māori | 25.2% |
| Pacific | 9.5% |
| Asian | 6.4% |
| Other | 0% |
| European/Pākehā | 1.7% |
| Total | 5.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 441
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large 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
- 8
- Last reviewed
- 24 October 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (24 October 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 24 October 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.
What this report states about the school
As stated in ERO’s report of 24 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 9 to 13
is a Years 9 to 13 secondary school
- Years 9 to 13
- Also provides
- Two onsite boarding hostels
with two onsite boarding hostels
- Two onsite boarding hostels
What ERO wrote in its latest report
This is ERO’s report of 24 October 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Nelson College is a Years 9 to 13 secondary school for boys with two onsite boarding hostels. Nelson College Preparatory School is located on school grounds. The College’s values are Manaaki |Care; Pono | Integrity; Kairangi | Success.
Over recent years there has been change in the school’s leadership. A new principal was appointed in 2024.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected Improvements
Nelson College focused on a review of its junior curriculum and the use of innovative, engaging approaches to teaching and learning. The school planned to develop systems for gathering reliable learning information to support outcome targets and monitoring in the junior school. Additionally, Nelson College aimed to promote equitable outcomes for Māori and Pacific students while fostering a positive, collaborative learning environment to enhance wellbeing.
Findings
Nelson College has made variable progress against the above priorities. The school is focussed on a strategic and collaborative approach to school improvement. This has influenced school culture and is establishing the foundation for changes in student engagement and improving achievement throughout the school.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Learner Success and Wellbeing
This section provides a summary of learner success and wellbeing.
The large majority of learners are engaged, make progress and achieve at expected levels.
By the end of Year 10, a large majority of students are achieving at or above curriculum levels in reading and writing, and a small majority in mathematics.
A large majority of students achieve the National Certificate in Educational Achievement (NCEA) at Levels 1 and 3, and most students at Level 2; less than half achieve University Entrance (UE).
The school has not yet attained equitable outcomes for Māori and Pacific students in NCEA or UE.
Students have a sense of inclusion, belonging and support; they enjoy a wide variety of learning and co-curricular opportunities. S ome students and staff indicate that consistently positive behaviour has not yet been established throughout the school.
A small majority of students attending school regularly. Regular attendance is improving and remains a priority for the school.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
Leaders are strengthening relational trust and effective collaboration across the school community to achieve the strategic vision and improvement goals.
Leadership at all levels is focused on growing expectations and support for improved outcomes for all students.
Middle leaders are beginning to use multiple sources of information and data to identify teachers’ professional learning needs to improve consistency of practice.
Leaders across the school have a strong focus on successful transitions out of school for all students.
The school’s curriculum and teaching practices are increasingly responsive to students’ needs, interests and cultural identities.
Staff foster a strongly relational culture; teachers are working towards consistently applying evidence-based teaching strategies to address students’ diverse needs.
The school’s curriculum integrates local contexts that increasingly reflect students’ interests and aspiration to promote engagement in learning.
Students with diverse learning needs are effectively monitored and supported to progress by the school’s learning support processes.
The Board, leaders and teachers are taking positive steps to strengthen schoolwide processes and practices for continuing improvement in student outcomes.
The Board is committed to improvements that prioritise student wellbeing, engagement, progress and achievement, including the school property.
Leaders and teachers are working towards strengthening collaborative inquiry and evaluation practices to improve student outcomes.
The school is beginning to take positive steps to ensure Te Tiriti o Waitangi is central to the school’s strategic planning to promote equitable outcomes for ākonga Māori.
The school community actively values and promotes positive, respectful relationships to improve student outcomes.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school.
Key priorities
All staff to work cohesively for a consistent focus on improving student outcomes.
Strengthen the use of schoolwide engagement, learning and leaving data, particularly in Years 9 and 10.
Develop consistency of teaching practices schoolwide that best improve and sustain student wellbeing, progress and achievement.
Strengthen the use of culturally inclusive teaching practices for all students to experience success.
Improve regular attendance.
Actions to bring about improvement
Within three months:
teachers and leaders develop a schoolwide framework for growing leadership throughout the school to support cohesion for a consistency of positive student outcomes
leaders progress the staff’s professional growth cycle to support positive student outcomes
teachers and leaders create and use a system to regularly look at Years 9 and 10 engagement and learning data, so teaching can be adjusted to improve attendance and student success
Every six months:
teachers and leaders monitor Year 9 to 10 learning progress, respond to the data and report on this to the Board to inform decision making
leaders, teachers and the Board review school-wide attendance and engagement data to evaluate strategies aimed at improving regular attendance and student outcomes
leaders evaluate the progress of staff use of t e reo me ona tikanga Māori to promote engagement
Annually:
leaders use student leaving data and whānau, student and teacher feedback to inform annual planning
leaders evaluate the implementation of culturally inclusive teaching, identify areas for ongoing improvement and plan for the next year
the Board and leaders review the effectiveness of strategies for increasing student wellbeing, attendance, progress and achievement across the diversity of the school to guide strategic and annual improvement planning.
Expected outcomes
Improved student achievement and engagement, particularly in target areas.
All students experience student-centred teaching and learning strategies that sustains their wellbeing, progress and achievement.
Engagement and achievement data is used consistently across the school to inform teaching and learning.
Increased regular attendance to meet government targets.
The next public report on ERO’s website will be a School Evaluation Report and is due within four 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
24 October 2025
Read the full report on ero.govt.nz →
All 8 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).