Ōtorohanga College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 370
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Bledisloe Avenue, Otorohanga
- Territorial authority
- Ōtorohanga District
- Phone
- 07-8738029
- pa@otocoll.school.nz
- Website
- http://www.otocoll.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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
Not stated on the school’s website.
- How to enrol
- http://www.otocoll.school.nz/resources/sites/115/files/picker/enrolment-form-2026.pdf
Enrolments at the College need the following forms filled out and returned at the same time - Enrolment Form, MPOWA, Blanket Consent Form, Cyber Safety Agreement. [Enrolment Form](http://www.otocoll.school.nz/resources/sites/115/files/picker/enrolment-form-2026.pdf)
- http://www.otocoll.school.nz/resources/sites/115/files/picker/enrolment-form-2026.pdf
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
- Honour Others Me whaimana te iwi.Honour Your Environment Me whaimana te taiao.Honour Yourself Me whaimana te tangata.
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
- Basketball
- Cricket
- Netball
- Football
- Rugby
- Annual Sports Exchanges
- singing groups
Music groups are established by student demand and may include singing groups, barbershop, choirs, rock groups and instrumental ensembles.
- barbershop
Music groups are established by student demand and may include singing groups, barbershop, choirs, rock groups and instrumental ensembles.
- choirs
Music groups are established by student demand and may include singing groups, barbershop, choirs, rock groups and instrumental ensembles.
- rock groups
Music groups are established by student demand and may include singing groups, barbershop, choirs, rock groups and instrumental ensembles.
- instrumental ensembles
Music groups are established by student demand and may include singing groups, barbershop, choirs, rock groups and instrumental ensembles.
- drums
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- bass guitar
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- guitar
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- keyboard/piano
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- vocals
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- saxophone
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- trumpet
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- trombone
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- flute
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- clarinet
A range of musical options are available for all students including learning drums, bass guitar, guitar, keyboard/piano, vocals, saxophone, trumpet, trombone, flute and clarinet.
- 2026 School Production - Back to the 80's
- Pasifika OC
We are Pasifika OC and we are a newly formed group, coming together in the early terms of 2023.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 215
- Māori
- 173
- Pacific
- 16
- Asian
- 32
- MELAA
- 1
- Other
- 0
- 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 | 38 | 4 | 12 | 0 | 0 | 47 | 0 | 91 |
| Year 10 | 56 | 5 | 6 | 0 | 0 | 51 | 0 | 98 |
| Year 11 | 43 | 2 | 6 | 0 | 0 | 46 | 0 | 80 |
| Year 12 | 18 | 2 | 3 | 0 | 0 | 23 | 0 | 37 |
| Year 13+ | 27 | 2 | 2 | 0 | 0 | 20 | 0 | 41 |
| Total | 182 | 15 | 29 | 0 | 0 | 187 | 0 | 347 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Age 13 | 35 | 2 | 9 | 0 | 0 | 39 | 0 | 77 |
| Age 14 | 49 | 4 | 6 | 0 | 0 | 52 | 0 | 91 |
| Age 15 | 51 | 5 | 6 | 0 | 0 | 43 | 0 | 87 |
| Age 16 | 19 | 2 | 3 | 0 | 0 | 30 | 0 | 44 |
| Age 17 | 21 | 0 | 3 | 0 | 0 | 21 | 0 | 37 |
| Age 18 | 7 | 2 | 1 | 0 | 0 | 2 | 0 | 10 |
| Total | 182 | 15 | 29 | 0 | 0 | 187 | 0 | 347 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
82.8%
| Ōtorohanga College | 82.8% |
|---|---|
| Waikato Region | 84.2% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 79.3% |
|---|---|
| Male | 85.7% |
| Māori | 80.5% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 87.1% |
| Total | 82.8% |
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
64.1%
| Ōtorohanga College | 64.1% |
|---|---|
| Waikato Region | 75.7% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 69% |
|---|---|
| Male | 60% |
| Māori | 61% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 64.5% |
| Total | 64.1% |
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
32.8%
| Ōtorohanga College | 32.8% |
|---|---|
| Waikato Region | 51.3% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 44.8% |
|---|---|
| Male | 22.9% |
| Māori | 22% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 38.7% |
| Total | 32.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
23.4%
| Ōtorohanga College | 23.4% |
|---|---|
| Waikato Region | 15.1% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 41.4% |
|---|---|
| Male | 8.6% |
| Māori | 22% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 29% |
| Total | 23.4% |
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
79.7%
| Ōtorohanga College | 79.7% |
|---|---|
| Waikato Region | 77.4% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 86.2% |
|---|---|
| Male | 74.3% |
| Māori | 78% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 80.6% |
| Total | 79.7% |
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
| Māori | not reported |
|---|---|
| Female | not reported |
| Male | 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
| Other | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | 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
113.5%
| Ōtorohanga College | 113.5% |
|---|---|
| Waikato Region | 53.9% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 74.5% |
|---|---|
| Male | 154.9% |
| Māori | 176.8% |
| Pacific | 117.4% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 70.6% |
| Total | 113.5% |
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
10.1%
| Ōtorohanga College | 10.1% |
|---|---|
| Waikato Region | 6.6% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 21.1% |
| Māori | 13.3% |
| Pacific | 31.9% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 7.3% |
| Total | 10.1% |
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
1.7%
| Ōtorohanga College | 1.7% |
|---|---|
| Waikato Region | 2.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.7% |
| Māori | 3.2% |
| Pacific | 33.7% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 1.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 515
- 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
- 21 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (21 March 2024)
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 21 March 2024 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 370 — 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.
July 2018
342
Counted while ERO’s review team was at the school. Education Review Office, report of 25 October 2018
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 21 March 2024 — “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 five months of the Education Review Office and Ōtorohanga 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
Ōtorohanga College is located in the regional Waikato town of Ōtorohanga . The school caters for learners from Years 9 to 13. A new principal and deputy principal were appointed in 2022.
Ōtorohanga College’s strategic priorities for improving outcomes for learners are to:
support all students to progress to their highest academic potential
support wellbeing with equitable, inclusive and restorative practices
strengthen partnerships between the College and the community
ensure legal, ethical and student focused governance of the College.
You can find a copy of the school’s strategic and annual plan on Ōtorohanga College’s website.
ERO and the school are working together to evaluate how well assessment is used to plan effective teaching and learning programmes to meet the needs of learners to raise achievement for all.
The rationale for selecting this evaluation is:
to ensure assessment tools are fully understood and used to plan appropriate programmes of work
to facilitate collaboration amongst teachers through a consistent approach to planning with a sharp focus on raising achievement for all
to further develop school data management systems to track and monitor progress over time.
The school expects to see:
the use of assessment information to plan suitable programmes of work for all learners
a consistent approach planning and delivery of teaching programmes across the school which responds to the needs of learners
a well-developed system for gathering, tracking and monitoring progress and acceleration to enable teachers to quickly respond to the needs of learners
improved outcomes for all learners and particularly for those who are not yet at the expected curriculum level.
Strengths
The school can draw from the following strengths to support it to evaluate how well assessment is used to plan effective teaching and learning programmes to meet the needs of learners with the aim of raising achievement for all.
a new leadership team, who with the Board and community have a clear sense of direction for the school
an organised, planned and considered approach to the demands of school leadership
Board members who bring significant experience to the governance role.
Where to next?
Moving forward, the school will prioritise:
identifying professional development needs in the use of assessment to plan effectively
reviewing the systems and processes used to effectively manage assessment information
seeking the support of expertise to help facilitate the development of these processes in the school.
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
21 March 2024
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).