Ormiston Senior College
Secondary (Year 11-15) · State
- Year levels
- 11–13
- Total roll
- 1,539
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 275 Ormiston Road, Flat Bush, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-551 2430
- info@ormiston.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
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
- eSports
The college also offers a diverse range of clubs and activities, such as eSports, STEM Club, Robotics, Chess, and Debating, alongside participation in the internationally recognised Duke of Edinburgh's Hillary Award Scheme.
- STEM Club
The college also offers a diverse range of clubs and activities, such as eSports, STEM Club, Robotics, Chess, and Debating, alongside participation in the internationally recognised Duke of Edinburgh's Hillary Award Scheme.
- Robotics
The college also offers a diverse range of clubs and activities, such as eSports, STEM Club, Robotics, Chess, and Debating, alongside participation in the internationally recognised Duke of Edinburgh's Hillary Award Scheme.
- Chess
The college also offers a diverse range of clubs and activities, such as eSports, STEM Club, Robotics, Chess, and Debating, alongside participation in the internationally recognised Duke of Edinburgh's Hillary Award Scheme.
- Debating
The college also offers a diverse range of clubs and activities, such as eSports, STEM Club, Robotics, Chess, and Debating, alongside participation in the internationally recognised Duke of Edinburgh's Hillary Award Scheme.
- Duke of Edinburgh's Hillary Award Scheme
The college also offers a diverse range of clubs and activities, such as eSports, STEM Club, Robotics, Chess, and Debating, alongside participation in the internationally recognised Duke of Edinburgh's Hillary Award Scheme.
- Badminton
- Basketball
- Football/Soccer
- Hockey
- Netball
- Rugby
- Volleyball
- Athletics
- American Flag Football
- rock bands
In Performing Arts, students can immerse themselves in various musical groups, including rock bands, jazz bands, and singing ensembles.
- jazz bands
In Performing Arts, students can immerse themselves in various musical groups, including rock bands, jazz bands, and singing ensembles.
- singing ensembles
In Performing Arts, students can immerse themselves in various musical groups, including rock bands, jazz bands, and singing ensembles.
- Individual tuition
Individual tuition is also available for a range of musical instruments.
- Art
The Visual Arts programme at Ormiston Senior College offers dynamic avenues for artistic expression through its Art and Photography clubs.
- Photography clubs
The Visual Arts programme at Ormiston Senior College offers dynamic avenues for artistic expression through its Art and Photography clubs.
- annual Arts Week
Ormiston Senior College's annual Arts Week is a highly anticipated event, leading to the spectacular Arts Showcase Evening.
- eSports
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 139
- Māori
- 66
- Pacific
- 239
- Asian
- 1,248
- MELAA
- 60
- Other
- 53
- 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 11 | 30 | 97 | 401 | 20 | 22 | 54 | 0 | 516 |
| Year 12 | 17 | 80 | 414 | 14 | 21 | 39 | 0 | 501 |
| Year 13+ | 9 | 71 | 403 | 17 | 16 | 36 | 0 | 485 |
| Total | 56 | 248 | 1218 | 51 | 59 | 129 | 0 | 1502 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 15 | 26 | 83 | 330 | 16 | 21 | 44 | 0 | 429 |
| Age 16 | 20 | 81 | 373 | 13 | 17 | 42 | 0 | 458 |
| Age 17 | 8 | 73 | 363 | 18 | 18 | 36 | 0 | 451 |
| Age 18 | 2 | 11 | 126 | 4 | 3 | 5 | 0 | 138 |
| Age 19+ | 0 | 0 | 26 | 0 | 0 | 2 | 0 | 26 |
| Total | 56 | 248 | 1218 | 51 | 59 | 129 | 0 | 1502 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
91.8%
| Ormiston Senior College | 91.8% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 92.5% |
|---|---|
| Male | 91.3% |
| Māori | 63.2% |
| Pacific | 87.2% |
| Asian | 93% |
| MELAA | 94.1% |
| Other | 94.1% |
| European/Pākehā | 92.9% |
| Total | 91.8% |
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
87.6%
| Ormiston Senior College | 87.6% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 88.7% |
|---|---|
| Male | 86.7% |
| Māori | 57.9% |
| Pacific | 82.6% |
| Asian | 89% |
| MELAA | 88.2% |
| Other | 88.2% |
| European/Pākehā | 88.1% |
| Total | 87.6% |
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
70.3%
| Ormiston Senior College | 70.3% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 77% |
|---|---|
| Male | 64.3% |
| Māori | 26.3% |
| Pacific | 55.8% |
| Asian | 74% |
| MELAA | 82.4% |
| Other | 82.4% |
| European/Pākehā | 69% |
| Total | 70.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
8.6%
| Ormiston Senior College | 8.6% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 10.9% |
|---|---|
| Male | 6.5% |
| Māori | 5.3% |
| Pacific | 7% |
| Asian | 8.5% |
| MELAA | 0% |
| Other | 5.9% |
| European/Pākehā | 14.3% |
| Total | 8.6% |
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
94.4%
| Ormiston Senior College | 94.4% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 94.6% |
|---|---|
| Male | 94.3% |
| Māori | 73.7% |
| Pacific | 91.9% |
| Asian | 95.5% |
| MELAA | 94.1% |
| Other | 100% |
| European/Pākehā | 92.9% |
| Total | 94.4% |
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
24.8%
| Ormiston Senior College | 24.8% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 20.2% |
|---|---|
| Male | 29.5% |
| Māori | 170.1% |
| Pacific | 73.5% |
| Asian | 12.1% |
| Other | 0% |
| European/Pākehā | 82.4% |
| Total | 24.8% |
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
5.3%
| Ormiston Senior College | 5.3% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 3.1% |
|---|---|
| Male | 7.5% |
| Māori | 13% |
| Pacific | 18.6% |
| Asian | 0.7% |
| Other | 22.6% |
| European/Pākehā | 11.5% |
| Total | 5.3% |
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
1%
| Ormiston Senior College | 1% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 2.1% |
| Māori | 0% |
| Pacific | 5.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 1% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 443
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 29 June 2008
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
- 15 October 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (15 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 15 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 15 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 11 to 13
provides education for students in Years 11 to 13
- Years 11 to 13
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 1539 — 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 2018
588
Counted while ERO’s review team was at the school. Education Review Office, report of 18 October 2018
April 2015
433
Counted while ERO’s review team was at the school. Education Review Office, report of 12 June 2015
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 15 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
Ormiston Senior College, located in Flat Bush, Auckland, provides education for students in Years 11 to 13. Since the last ERO review, a new principal has been appointed, and the school has experienced significant roll growth. The school's vision is to prepare and inspire students to achieve their best in a global society .
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
What we know about learner success
This section provides a summary of learner success, wellbeing and foundation school conditions. The judgments are based on the ERO School Improvement Framework and 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.
Most learners progress and achieve well.
A large majority of students achieve National Certificate of Educational Achievement (NCEA) at Levels 2 and 3 and a small majority achieve University Entrance.
The school has identified disparity for Māori students and has planning in place to respond to this; Pacific learners’ achievement outcomes are equitable.
A small majority of students attend school regularly; the school is progressing towards the Government’s attendance targets.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
School leaders consistently engage in high-level collaboration to significantly enhance learner outcomes.
Leaders and teachers foster a strong professional culture focused on high quality teaching, with a clear priority on improving learner outcomes and teaching practice.
School leaders build and sustain high levels of relational trust and work well with staff to plan and deliver good quality teaching and learning programmes and opportunities.
The purposeful planning of teaching and learning is informed by evidence-based practices and well monitored; staff work collaboratively to implement planned improvements across key school priorities.
Students are well supported in learning by quality teaching practices, and a rich and varied curriculum.
The design and delivery of the curriculum provides appropriate, diverse and meaningful learning experiences that promote engagement in learning for senior learners.
Teachers foster a calm and respectful environment; they work well to equip senior students with skills and resources to actively participate and take ownership of their learning.
Staff actively engage in professional learning that supports them to use effective teaching approaches; this is a key focus across all learning areas.
Organisational conditions and strategic priorities are increasingly aligned to meet the broad range of students’ learning needs.
Professional development for teachers is strategically aligned with culturally sustaining practices (those that recognise and respond to learners’ cultures) and personalised learning priorities, to promote a positive school culture and a strong sense of belonging for students.
The school fosters and strengthens partnerships with parents, whānau and the wider community, including engagement with mana whenua and the Pacific community to support student success.
School leaders actively implement planned approaches to reduce barriers and promote equitable access to learning for all students; these are underpinned acknowledging and affirming students’ culture, language and identity to promote engagement.
The school board provide effective governance including managing resourcing, supporting the school's vision, strategic direction, and planning for significant roll growth.
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. It identifies key priorities and actions for improvement.
Key priorities
Implement initiatives to improve school attendance, ensuring alignment with Government’s targets.
Develop and embed a school-wide programme for English language acquisition, literacy and numeracy to support student achievement.
Develop guidelines for consistent and effective teaching are used by all staff to strengthen instructional practices across the school.
Enhance and embed teaching practices in te ao Māori and mātauranga Māori to improve equity and success for Māori learners.
Actions to bring about improvement
Within six months:
leaders and the school Board develop and implement an effective plan to improve regular attendance
leaders established a structured system for regular classroom observation and feedback to promote teaching practices that acknowledge and respond to learners' cultural backgrounds
Every six months:
leaders monitor attendance data and respond appropriately to continue to sustain improvement in regular attendance
leaders and teachers review the impact of the school wide plan for literacy and numeracy to strengthen student learning and plan for next steps
leaders review the effectiveness of teaching and culturally sustaining practices through regular classroom observation and feedback and plan actions for improvement
Annually:
leaders and the Board review attendance data, systems and practices that had the most impact develop a plan for the following year
leaders evaluate the effectiveness of the whole school literacy and numeracy programme, incorporating data review, to inform next steps
leaders review and refine the classroom observation framework to ensure consistent and effective teaching including culturally sustaining practices.
Expected outcomes
Increased regular attendance across the school.
Improved outcomes for students through a cohesive school wide programme of effective approaches to teaching literacy and numeracy.
An established framework for teacher observations focused on consistently effective teacher practices, including culturally sustaining strategies is used to improve learner outcomes.
Embedded practices to support equitable outcomes for Māori .
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
15 October 2025
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).