Renew School
Composite · State : Integrated
- Year levels
- not reported
- Total roll
- 194
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2 Tarewa Road, Morningside, Whangarei
- Territorial authority
- Whangarei District
- Phone
- 09-4386471
- office@renew.school.nz
- Website
- http://www.renew.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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.
- School day starts
- 8:45 am
Academic classes start at 8:45 am.
- 8:45 am
- School day ends
- Primary classes dismissed 3 pm; Secondary classes dismissed 3:10 pm
2:05 pm - 3:00 pm: Period 5; Primary classes dismissed 3 pm 3:00 pm - 3:10 pm: CLS (10 min); Secondary classes dismissed 3:10 pm
- Primary classes dismissed 3 pm; Secondary classes dismissed 3:10 pm
- Uniform
- Required
At Renew School we have a mix-and-match school uniform, which every student is required to wear for all school activities, including the sports uniform for PE.
- Required
- Term dates
- Term 1, 2026: Wed 28 Jan – Thu 2 Apr
Term 1: Wed 28 Jan – Thu 2 Apr 2026
- Term 2, 2026: Mon 20 Apr – Fri 3 Jul
Term 2: Mon 20 Apr – Fri 3 Jul 2026
- Term 3, 2026: Mon 20 Jul – Fri 25 Sep
Term 3: Mon 20 Jul – Fri 25 Sep 2026
- Term 4, 2026: Mon 12 Oct – Thu 10 Dec
Term 4: Mon 12 Oct – Thu 10 Dec 2026
- Term 1, 2027: Thu 28 Jan – Fri 9 Apr
Term 1: Thu 28 Jan - Fri 9 Apr 2027
- Term 2, 2027: Tue 27 Apr – Wed 30 Jun
Term 2: Tue 27 Apr - Wed 30 Jun 2027
- Term 3, 2027: Mon 19 Jul – Fri 24 Sep
Term 3: Mon 19 Jul - Fri 24 Sep 2027
- Term 4, 2027: Mon 11 Oct – Fri 16 Dec
Term 4: Mon 11 Oct - Fri 16 Dec 2027
- Term 1, 2026: Wed 28 Jan – Thu 2 Apr
- Getting there
- Note: Route 1 (Hikurangi to Pompallier) and City Link have been deemed “suitable public transport”.
- How to enrol
- https://ole.edgelearning.co.nz/Default?schoolId=5bbd6ae5-1e4f-4606-9f03-502a430c9e58
b. Alternatively, you can complete the online application form by [clicking this link](https://ole.edgelearning.co.nz/Default?schoolId=5bbd6ae5-1e4f-4606-9f03-502a430c9e58). Please note that it is strongly recommended that you first collect all the required documentation before you start completing the online form.
- https://ole.edgelearning.co.nz/Default?schoolId=5bbd6ae5-1e4f-4606-9f03-502a430c9e58
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
- - To provide for students a sound, basic Christian Education that is loyal to the Bible, Christ-centred, promotes those values and standards and recognises that Christian spiritual values permeate all curriculum areas.
- - To provide for parents/guardians an alternative choice of school for developing their children to their full potential in God.
- Voluntary donation
- $80 per student per year ($20 per student per term)
The proprietor, therefore, encourages parents to make a tax-deductible donation of $80 per student per year ($20 per student per term).
- $80 per student per year ($20 per student per term)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 125
- Māori
- 45
- Pacific
- 9
- Asian
- 37
- MELAA
- 35
- Other
- 2
- 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 01 | 2 | 1 | 1 | 1 | 0 | 7 | 0 | 8 |
| Year 02 | 2 | 1 | 4 | 2 | 1 | 4 | 0 | 10 |
| Year 03 | 0 | 1 | 2 | 1 | 2 | 7 | 0 | 11 |
| Year 04 | 3 | 0 | 3 | 2 | 0 | 10 | 0 | 14 |
| Year 05 | 2 | 0 | 3 | 1 | 1 | 5 | 0 | 8 |
| Year 06 | 4 | 0 | 1 | 2 | 0 | 11 | 0 | 16 |
| Year 07 | 7 | 0 | 4 | 4 | 0 | 15 | 0 | 22 |
| Year 08 | 6 | 1 | 5 | 4 | 0 | 15 | 0 | 26 |
| Year 09 | 8 | 3 | 5 | 2 | 0 | 11 | 0 | 22 |
| Year 10 | 6 | 1 | 2 | 2 | 1 | 11 | 0 | 19 |
| Year 11 | 6 | 1 | 4 | 2 | 1 | 11 | 0 | 19 |
| Year 12 | 7 | 2 | 2 | 6 | 1 | 13 | 0 | 23 |
| Year 13+ | 3 | 1 | 3 | 0 | 2 | 4 | 0 | 9 |
| Total | 56 | 12 | 39 | 29 | 9 | 124 | 0 | 207 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 1 | 1 | 0 | 5 | 0 | 6 |
| Age 06 | 2 | 2 | 2 | 1 | 0 | 5 | 0 | 8 |
| Age 07 | 0 | 1 | 4 | 1 | 3 | 8 | 0 | 14 |
| Age 08 | 3 | 0 | 2 | 3 | 0 | 8 | 0 | 12 |
| Age 09 | 2 | 0 | 2 | 1 | 1 | 6 | 0 | 9 |
| Age 10 | 3 | 0 | 2 | 2 | 0 | 11 | 0 | 16 |
| Age 11 | 8 | 0 | 5 | 3 | 0 | 15 | 0 | 22 |
| Age 12 | 6 | 0 | 2 | 3 | 0 | 16 | 0 | 23 |
| Age 13 | 8 | 4 | 7 | 3 | 0 | 8 | 0 | 22 |
| Age 14 | 5 | 1 | 3 | 2 | 1 | 10 | 0 | 19 |
| Age 15 | 6 | 1 | 2 | 1 | 1 | 15 | 0 | 19 |
| Age 16 | 7 | 2 | 4 | 6 | 1 | 12 | 0 | 25 |
| Age 17 | 3 | 0 | 3 | 2 | 1 | 5 | 0 | 11 |
| Age 18 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 |
| Total | 56 | 12 | 39 | 29 | 9 | 124 | 0 | 207 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
65%
| Renew School | 65% |
|---|---|
| Northland Region | 82.3% |
| Composite (Year 1-15) | 91.4% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 60% |
|---|---|
| Male | 70% |
| Māori | 85.7% |
| Pacific | Too few to report |
| Asian | 60% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 66.7% |
| Total | 65% |
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
60%
| Renew School | 60% |
|---|---|
| Northland Region | 72.1% |
| Composite (Year 1-15) | 86% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 60% |
|---|---|
| Male | 60% |
| Māori | 85.7% |
| Pacific | Too few to report |
| Asian | 60% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 55.6% |
| Total | 60% |
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
30%
| Renew School | 30% |
|---|---|
| Northland Region | 48.3% |
| Composite (Year 1-15) | 71.7% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 30% |
|---|---|
| Male | 30% |
| Māori | 28.6% |
| Pacific | Too few to report |
| Asian | 40% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 44.4% |
| Total | 30% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
10%
| Renew School | 10% |
|---|---|
| Northland Region | 16.8% |
| Composite (Year 1-15) | 16% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 20% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | 20% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 0% |
| Total | 10% |
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
55%
| Renew School | 55% |
|---|---|
| Northland Region | 72.9% |
| Composite (Year 1-15) | 86.6% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 20% |
|---|---|
| Male | 90% |
| Māori | 42.9% |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 55.6% |
| Total | 55% |
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
7.4%
| Renew School | 7.4% |
|---|---|
| Northland Region | 52% |
| Composite (Year 1-15) | 26.5% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 13.6% |
| Māori | 25.3% |
| Pacific | 79.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 7.4% |
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
3.5%
| Renew School | 3.5% |
|---|---|
| Northland Region | 6.5% |
| Composite (Year 1-15) | 3.2% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 6.4% |
| Māori | 12% |
| Pacific | 35.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.5% |
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
3.9%
| Renew School | 3.9% |
|---|---|
| Northland Region | 2.7% |
| Composite (Year 1-15) | 1.2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 7.2% |
| Māori | 13.7% |
| Pacific | 42% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 461
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 May 1993
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
- 3
- Last reviewed
- 25 September 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board did not attest to all areas (25 September 2023)
Areas the board did not attest to, in ERO’s words: Curriculum. The report says what that meant and what happened next.
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 same report — the board assurance report of 25 September 2023 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following area of non-compliance during the board assurance process:
the school has yet to consult formally with the Māori community to develop and make known the school's community policies, plans and targets for improving the progress and achievement of Māori students.
[NAG1 (e)]
The board has since taken steps to address the area of non-compliance identified.
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 194 — 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 2017
185
Counted while ERO’s review team was at the school. Education Review Office, report of 28 September 2017
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 25 September 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 16 months of the Education Review Office and Renew School 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
Renew School is an integrated Christian School located in Whangārei and caters for students in Year 1 to 13. The school is committed to meeting the spiritual, academic, social, and physical needs of all students. Their motto of ‘know God, grow character, achieve potential and make a difference’ are all encouraged within the school’s culture.
Renew School’s strategic priorities for improving outcomes for learners are to:
continue to develop and enhance the Christian character of students
improve learning outcomes against the New Zealand curriculum and that all students leave with a minimum of L2 NCEA, particularly Māori /Pasifika and to support those with learning priorities
improve student motivation and engagement in learning and accelerate learning for target students
improve levels of community input into school life
improve the key structures for effective school operation.
You can find a copy of the school’s strategic and annual plan on Renew School’s website.
ERO and the school are working together to evaluate how to improve student achievement in writing through the implementation of a range of literacy programmes.
The rationale for selecting this evaluation is:
to enable equitable learning outcomes for all ākonga , including Māori and Pacific
low literacy levels have meant a greater focus on writing is needed to enable successful access of the curriculum by all ākonga
Renew school is founded on the teachings of the bible and high levels of literacy is crucial to students engaging with the school’s special Christian character and the wider world.
The school expects to see:
improved teacher capability in the use of effective literacy strategies that accelerates student achievement
at least 80% of students achieving at or above their expected levels in reading and writing.
Strengths
The school can draw from the following strengths to support its goal to improve reading and writing across the school.
an inclusive and values based positive school culture is promoted
a collaborative, reflective and responsive staff who are committed to improving outcomes for all ākonga
supportive whānau and community who value the school’s special character.
Where to next?
Moving forward, the school will prioritise:
developing and implementing literacy assessment analysis, and strategies to inform future planning practice
investigate the Structured Literacy approaches that can provide a solid foundation for students’ future progress in literacy.
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
25 September 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 3 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).