Newlands College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,235
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 68 Bracken Road, Newlands, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4734136
- newcol@newlands.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · 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
Students must wear the correct Newlands College uniform at all times.
- Required
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.
- International students
- Accepted, as stated
This policy outlines the School’s purpose and benefits for the enrolment of fee-paying International School Learners.
- 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
- Badminton
In 2025 we had 30 Badminton teams that competed in the weekly competitions.
- Basketball
Basketball is one of the fastest growing sports in New Zealand, and this is no exception at Newlands College, with large numbers of boys’ and girls’ teams entered in both the College Sport competition (played home and away) and the Junior Social League
- Bowls
Bowls at Newlands has grown a lot over recent years with good numbers of students involved in the weekly competitions and tournaments.
- Cricket
A highlight in 2025 was taking a Junior side to the Lower North Island Cricket tournament in Term 4.
- Cross Country squad
Our Cross Country squad is made up of middle distance runners.
- dragonboating
Newlands College has a rich history dragonboating in Wellington Harbour.
- Equestrians
We have a small but dedicated team of Equestrians here at Newlands College
- Futsal
Futsal is the fastest growing team sport in schools in New Zealand.
- Golf
Golf is available during Term 1 and Term 4 of 2026.
- Ki O Rahi
Ki O Rahi numbers increased significantly in 2025 thanks to the support from Pita and Vanessa Mill.
- Smallbore
provides a wide range of sporting activities, ranging from Badminton to Smallbore
- CSW Athletics Qualifiers event
Keen athletes will have the opportunity to attend the CSW Athletics Qualifiers event.
- Football
our artificial turf is regularly used for Futsal, Football, Hockey, Netball and Tennis amongst other sports
- Hockey
our artificial turf is regularly used for Futsal, Football, Hockey, Netball and Tennis amongst other sports
- Netball
our artificial turf is regularly used for Futsal, Football, Hockey, Netball and Tennis amongst other sports
- Tennis
our artificial turf is regularly used for Futsal, Football, Hockey, Netball and Tennis amongst other sports
- Badminton
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 644
- Māori
- 147
- Pacific
- 84
- Asian
- 527
- MELAA
- 64
- Other
- 26
- International
- 33
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 | 29 | 20 | 103 | 13 | 8 | 138 | 1 | 254 |
| Year 10 | 30 | 16 | 102 | 15 | 3 | 133 | 4 | 250 |
| Year 11 | 32 | 17 | 101 | 8 | 5 | 137 | 12 | 262 |
| Year 12 | 30 | 20 | 93 | 13 | 7 | 126 | 13 | 246 |
| Year 13+ | 28 | 21 | 92 | 13 | 2 | 116 | 4 | 223 |
| Total | 149 | 94 | 491 | 62 | 25 | 650 | 34 | 1235 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 2 |
| Age 13 | 27 | 19 | 95 | 8 | 7 | 120 | 0 | 223 |
| Age 14 | 30 | 15 | 96 | 18 | 3 | 133 | 2 | 244 |
| Age 15 | 32 | 15 | 103 | 10 | 5 | 144 | 6 | 261 |
| Age 16 | 29 | 21 | 81 | 11 | 7 | 121 | 18 | 237 |
| Age 17 | 23 | 20 | 90 | 11 | 3 | 107 | 4 | 210 |
| Age 18 | 5 | 4 | 22 | 3 | 0 | 19 | 4 | 49 |
| Age 19+ | 3 | 0 | 3 | 0 | 0 | 6 | 0 | 9 |
| Total | 149 | 94 | 491 | 62 | 25 | 650 | 34 | 1235 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
91.5%
| Newlands College | 91.5% |
|---|---|
| Wellington Region | 90.8% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 92.1% |
|---|---|
| Male | 91.1% |
| Māori | 87.1% |
| Pacific | 91.3% |
| Asian | 97.7% |
| MELAA | 71.4% |
| Other | 80% |
| European/Pākehā | 91% |
| Total | 91.5% |
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
86.2%
| Newlands College | 86.2% |
|---|---|
| Wellington Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 88.1% |
|---|---|
| Male | 84.6% |
| Māori | 74.2% |
| Pacific | 87% |
| Asian | 94.2% |
| MELAA | 57.1% |
| Other | 80% |
| European/Pākehā | 86.1% |
| Total | 86.2% |
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
65.2%
| Newlands College | 65.2% |
|---|---|
| Wellington Region | 68.6% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 71.3% |
|---|---|
| Male | 60.2% |
| Māori | 25.8% |
| Pacific | 39.1% |
| Asian | 76.7% |
| MELAA | 50% |
| Other | 40% |
| European/Pākehā | 63.9% |
| Total | 65.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
7.6%
| Newlands College | 7.6% |
|---|---|
| Wellington Region | 12.5% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 11.9% |
|---|---|
| Male | 4.1% |
| Māori | 6.5% |
| Pacific | 0% |
| Asian | 7% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 8.2% |
| Total | 7.6% |
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
92.9%
| Newlands College | 92.9% |
|---|---|
| Wellington Region | 88.7% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 93.1% |
|---|---|
| Male | 92.7% |
| Māori | 80.6% |
| Pacific | 87% |
| Asian | 96.5% |
| MELAA | 78.6% |
| Other | 60% |
| European/Pākehā | 95.1% |
| Total | 92.9% |
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
9.3%
| Newlands College | 9.3% |
|---|---|
| Wellington Region | 24.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 6.8% |
|---|---|
| Male | 12.1% |
| Māori | 11.8% |
| Pacific | 40.5% |
| Asian | 5.4% |
| Other | 20.6% |
| European/Pākehā | 8.3% |
| Total | 9.3% |
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%
| Newlands College | 0% |
|---|---|
| Wellington Region | 2.6% |
| Secondary (Year 9-15) | 4% |
| 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%
| Newlands College | 0% |
|---|---|
| Wellington Region | 0.9% |
| Secondary (Year 9-15) | 1.7% |
| 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)
- 410
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 2 February 1970
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
- 5
- Last reviewed
- 10 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 May 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 board assurance report of 10 May 2023 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 1235 — 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.
August 2016
910
Counted while ERO’s review team was at the school. Education Review Office, report of 16 November 2016
September 2013
969
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 10 May 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 two years of the Education Review Office and Newlands 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
Newlands College is a state Yr 9 to 13 co-educational secondary school located in the northern suburbs of Wellington. The school has an ethnically diverse roll and a learning support centre for students that are on the ongoing resourcing scheme (ORS). The school’s vision is for all students to be actively involved in making decisions about their learning, confident in their decisions and able to take risks; able to think laterally and to view learning as a lifelong journey. As a community the school values whanaungatanga (positive relationships), mātauranga (gaining knowledge), akoranga (learning together) and manaakitanga (caring for each other).
Newlands College’s strategic priorities for improving outcomes for learners are:
supporting all students’ progress and achievement through quality teaching and learning, safe environments and positive relationships
promoting a sense of cultural identity and belonging that provides students with the opportunity to fulfil their potential – with a particular focus on Māori and Pacific students
supporting learning support students to achieve to the best of their ability
engaging the wider school community – including board, staff, whānau, iwi and local community - in supporting students’ learning and growth.
You can find a copy of the school’s strategic and annual plan on Newlands College’s website.
ERO and the school are working together to evaluate how well the college’s culturally responsive curriculum and teaching practices are supporting Māori students to enjoy educational success as Māori and to fulfil their personal and educational potential.
The rationale for selecting this evaluation is:
the board and school community are committed to honouring Te Tiriti o Waitangi
the college wants to sustain and improve wellbeing and learning outcomes for Māori students
to respond to recent curriculum and regulatory changes (ie National Education and Learning Priorities, Education and Training Act 2020 and introduction of the New Zealand History curriculum
the board wants to know about the effectiveness of existing strategies, approaches and resourcing on supporting the cultural identity, sense of belonging and achievement of Māori students.
The school expects to see:
Māori students and their whānau experience an environment and teaching and learning that nurtures their sense of cultural identity and belonging and provides opportunities to fulfil their potential
strengthened confidence and competence of board members, leaders and staff to foster and deliver culturally responsive teaching and learning and wellbeing support
the College curriculum effectively reflecting New Zealand’s unique bicultural heritage and mātauranga Māori
the development of culturally appropriate approaches to assessment, reporting and internal evaluation.
Strengths
The school can draw from the following strengths to support its goal to sustain and improve wellbeing and learning outcomes for Māori students:
An inclusive school culture that values diversity.
A curriculum that provides Māori students, and all students, with increasing opportunities to learn about mātauranga Māori and to participate in te ao Māori .
Growing bilingual and bicultural capabilities across staff as a result of targeted goals and professional learning.
Structures, roles and resourcing support leadership and delivery of culturally responsive curriculum and teaching.
Robust internal evaluation practices, which draws on the perspectives of students, whānau and staff, informs ongoing school improvement.
Where to next?
Moving forward, the school will prioritise:
implementation of culturally responsive curriculum and teaching practice across all learning areas - with a particular focus on new Year 11 programmes
collaborative planning and ongoing professional learning to build teachers’ bilingual and bicultural capability
engagement and partnership with local marae, Māori whānau, students and staff to improve governance, leadership and teaching and learning
timely monitoring and evaluation of progress toward goals and outcomes for students to inform decision-making and improvement.
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
10 May 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 5 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).