Ōtūmoetai College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 2,003
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 105 Windsor Road, Tauranga Central, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5762316
- office@otc.school.nz
- Website
- http://www.otc.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tauranga · schools in Bay of Plenty
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
All students must wear school uniform.
- Required
- Where to buy the uniform
- https://otumoetaicollege.nzuniforms.com/
New Uniforms can be purchased from [NZ Uniforms](https://otumoetaicollege.nzuniforms.com/) which is our official supplier: 94 Elizabeth Street, Tauranga, Ph 985-6213
- https://otumoetaicollege.nzuniforms.com/
- Term dates
- Term 1, 2026: Tuesday, 3 February – Thursday, 2 April (Year 9s start Monday, 2 February)
Term 1 (9 weeks) Year 9s start – Monday, 2 February Full School – Tuesday, 3 February – Thursday, 2 April
Year stated as2026 TERM DATES
- Term 2, 2026: Monday, 20 April – Friday, 3 July
Term 2 (11 weeks) Monday, 20 April – Friday, 3 July
Year stated as2026 TERM DATES
- Term 3, 2026: Monday, 20 July – Friday, 25 September
Term 3 (10 weeks) Monday, 20 July – Friday, 25 September
Year stated as2026 TERM DATES
- Term 4, 2026: Monday, 12 October – Friday, 11 December
Term 4 (9 weeks) Monday, 12 October – Friday, 11 December
Year stated as2026 TERM DATES
- Term 1, 2027: Wednesday, 3 February – Friday, 9 April (Year 9s start Tuesday, 2 February)
Year 9s start – Tuesday, 2 February Full School – Wednesday, 3 February Term ends on Friday, 9 April
Year stated as2027 TERM DATES
- Term 2, 2027: Tuesday, 27 April – Friday, 2 July
Term 2 (10 weeks) Tuesday, 27 April – Friday, 2 July
Year stated as2027 TERM DATES
- Term 3, 2027: Monday, 19 July – Friday, 24 September
Term 3 (10 weeks) Monday, 19 July – Friday, 24 September
Year stated as2027 TERM DATES
- Term 4, 2027: Monday, 11 October – Friday, 17 December
Term 4 (10 weeks) Monday, 11 October – Friday, 17 December
Year stated as2027 TERM DATES
- Term 1, 2026: Tuesday, 3 February – Thursday, 2 April (Year 9s start Monday, 2 February)
- Getting there
- Dedicated school urban buses and urban Bayhopper routes, free before 9am and between 2.30 and 6.30pm
All students travelling on dedicated school urban buses or urban Bayhopper routes can travel for free before 9am and between 2.30 and 6.30pm.
- Dedicated school urban buses and urban Bayhopper routes, free before 9am and between 2.30 and 6.30pm
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
How to Enrol - [International Fee Paying Students click here](https://otc.enrol.school.nz/)
- 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
- Debating
Debating Debating is an academic sport, focused on developing a strong argument and confident public speaking.
- Duke of Edinburgh Hillary Aotearoa Award
Duke of Edinburgh Hillary Aotearoa Award This is an International Youth Achievement Award open to any student in year 10 and above.
- Model United Nations
Model United Nations MUNA is open to students of all ages to participate in various regional debates.
- Symphonic Band
- Jazz Band
- Guitar Group
- Chamber Music Ensembles
- Rock Bands
- String Group
- Choir
- robotics club
The robotics club designs, builds and takes part in competitions using Vex Robotics components.
- Rock-Climbing Club
Rock-Climbing Club is every Wednesday at the school’s rock climbing wall in the Action Centre.
- Takitumu Hub
Takitumu Hub is on every Wednesday after school in Matuku Room, Māori Department until 5.00pm.
- Underground is the school Christian group
Underground is the school Christian group. We meet every Friday lunchtime in D12.
- Vista Foundation 48 Hour Film Competition
The Vista Foundation 48 Hour Film Competition is a group film-making competition where groups will write, film and edit a short film in 48 hours.
- Volleyball
Volleyball Skills Development
- Senior A Boys Basketball
- 1st XI Girls Hockey
- Girls Squash team
ŌTC Girls Squash team is back from the NZ Secondary Schools Nationals in Wellington
- Debating
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,653
- Māori
- 456
- Pacific
- 117
- Asian
- 230
- MELAA
- 40
- Other
- 6
- International
- 51
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 | 115 | 30 | 34 | 13 | 2 | 358 | 5 | 428 |
| Year 10 | 117 | 23 | 44 | 10 | 0 | 386 | 4 | 461 |
| Year 11 | 76 | 28 | 48 | 0 | 1 | 318 | 23 | 408 |
| Year 12 | 71 | 14 | 37 | 14 | 1 | 324 | 17 | 401 |
| Year 13+ | 58 | 11 | 32 | 4 | 3 | 227 | 17 | 318 |
| Total | 437 | 106 | 195 | 41 | 7 | 1613 | 66 | 2016 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 91 | 24 | 27 | 11 | 1 | 266 | 5 | 328 |
| Age 14 | 117 | 26 | 36 | 10 | 1 | 385 | 1 | 448 |
| Age 15 | 85 | 23 | 49 | 2 | 1 | 345 | 9 | 418 |
| Age 16 | 68 | 19 | 40 | 13 | 1 | 325 | 18 | 405 |
| Age 17 | 55 | 8 | 36 | 3 | 3 | 234 | 28 | 326 |
| Age 18 | 12 | 5 | 6 | 2 | 0 | 53 | 3 | 74 |
| Age 19+ | 9 | 1 | 1 | 0 | 0 | 4 | 2 | 16 |
| Total | 437 | 106 | 195 | 41 | 7 | 1613 | 66 | 2016 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
92.3%
| Ōtūmoetai College | 92.3% |
|---|---|
| Bay of Plenty Region | 87.3% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 92.6% |
|---|---|
| Male | 91.8% |
| Māori | 84.1% |
| Pacific | 88.9% |
| Asian | 97% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 92.3% |
| Total | 92.3% |
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
83.5%
| Ōtūmoetai College | 83.5% |
|---|---|
| Bay of Plenty Region | 78.1% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 87.8% |
|---|---|
| Male | 77.6% |
| Māori | 74.4% |
| Pacific | 72.2% |
| Asian | 90.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 83.7% |
| Total | 83.5% |
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
59%
| Ōtūmoetai College | 59% |
|---|---|
| Bay of Plenty Region | 56.5% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 67% |
|---|---|
| Male | 48.2% |
| Māori | 43.9% |
| Pacific | 44.4% |
| Asian | 75.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 58.3% |
| Total | 59% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
20.8%
| Ōtūmoetai College | 20.8% |
|---|---|
| Bay of Plenty Region | 18.1% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 27.4% |
|---|---|
| Male | 11.8% |
| Māori | 24.4% |
| Pacific | 16.7% |
| Asian | 15.2% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 20.9% |
| Total | 20.8% |
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
82.3%
| Ōtūmoetai College | 82.3% |
|---|---|
| Bay of Plenty Region | 77.3% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 85.7% |
|---|---|
| Male | 77.6% |
| Māori | 74.4% |
| Pacific | 72.2% |
| Asian | 97% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 80.4% |
| Total | 82.3% |
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
20.1%
| Ōtūmoetai College | 20.1% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 11.5% |
|---|---|
| Male | 30.7% |
| Māori | 47% |
| Pacific | 36.9% |
| Asian | 9.8% |
| Other | 16.5% |
| European/Pākehā | 18.2% |
| Total | 20.1% |
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
1.3%
| Ōtūmoetai College | 1.3% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0.5% |
|---|---|
| Male | 2.3% |
| Māori | 3.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1% |
| Total | 1.3% |
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
0.3%
| Ōtūmoetai College | 0.3% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0.7% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0.4% |
| Total | 0.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 451
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1965
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
- 1 November 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (1 November 2022)
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 1 November 2022 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 2003 — 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
1928
Counted while ERO’s review team was at the school. Education Review Office, report of 26 October 2016
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 1 November 2022 — “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 18 months of the Education Review Office and Ōtūmoetai 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
Ko Takitimu te waka Mai Mauao ki Pūwhenua, Kopūrererua ki Te Matau Ko Huria te marae Ko te mana o te whenua ki Ngai Tamarāwaho Okohanga te whare wānanga Ōtūmoetai te kura Kia māramahia te ora e te akoranga
Ōtūmoetai College is a large state co-educational school providing education for Year 9-13 students. The school recently introduced a whare system in collaboration with Ngai Tamarāwaho to enhance students’ sense of belonging to the school and rohe.
Ōtūmoetai College ’s strategic priorities for improving outcomes for learners is based upon culturally responsive and relational pedagogy to enable progress and achievement, with a specific focus on junior and senior areas of the school:
all students will graduate the junior school knowing how they learn. This goal will be evidenced in their ability to think as well as in their progress within curriculum areas and across shared literacy and numeracy initiatives
all students will graduate the senior school having achieved their NCEA goals.
You can find a copy of the school’s strategic and annual plan on Ōtūmoetai College ’s website.
ERO and the school are working together to evaluate the effectiveness of identifying and addressing the needs of students at risk of not achieving, specifically in literacy and numeracy.
The rationale for selecting this evaluation is:
the school had established a research project focusing on targeted students in Years 9 and 10. This sharp focus was carefully linked to teachers' ability to use achievement data to inform their teaching practice and meet literacy needs of the students.
The school expects to see change in teacher practice, collaboration amongst learning areas, more integrated learning, greater opportunities to share practice and improved student outcomes in literacy and numeracy assessments.
Strengths
The school can draw from the following strengths to support the school in its goal to improve outcomes for learners, specifically in literacy and numeracy:
strong evaluation practices and capability across the school
a focus on what quality learning looks like
well-established connections, communication and relationships with Māori whānau, Ngai Tamarāwaho hapū, Ngāti Ranginui iwi and ngā Mata waka
proactive approach to multiple, personalised interventions to support students at risk of not achieving.
Where to next?
Moving forward, the school will prioritise:
improved learner outcomes through strengthening the use of student and whānau voice to enhance school-wide and teacher practice
the use of graduate profile outcomes to inform a more responsive localised curriculum and assessment practice.
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.
Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui
1 November 2022
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).