Roncalli College
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 517
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Wellington Street, Timaru
- Territorial authority
- Timaru District
- Phone
- 03-6886003
- office@roncalli.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
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 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
- We will be empowered, enabled and inspired by our Catholic faith to achieve success and make a difference
- Special character
- What does Special Character mean?
- Our school endeavours to be a living testament to the example of Jesus Christ. This focus is the core of our Special Character.
- We strive to make a difference in the world by showing all people, particularly the vulnerable, that they are loved, safe and cared for.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 407
- Māori
- 81
- Pacific
- 14
- Asian
- 65
- MELAA
- 8
- Other
- 7
- 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 | 16 | 3 | 6 | 2 | 3 | 90 | 0 | 102 |
| Year 10 | 17 | 4 | 11 | 0 | 3 | 93 | 0 | 112 |
| Year 11 | 20 | 4 | 16 | 1 | 2 | 90 | 0 | 118 |
| Year 12 | 15 | 2 | 7 | 3 | 0 | 76 | 0 | 99 |
| Year 13+ | 13 | 1 | 18 | 5 | 0 | 64 | 0 | 87 |
| Total | 81 | 14 | 58 | 11 | 8 | 413 | 0 | 518 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 10 | 2 | 3 | 2 | 2 | 64 | 0 | 72 |
| Age 14 | 22 | 5 | 13 | 0 | 5 | 88 | 0 | 109 |
| Age 15 | 15 | 2 | 12 | 1 | 1 | 98 | 0 | 119 |
| Age 16 | 18 | 3 | 8 | 2 | 0 | 80 | 0 | 104 |
| Age 17 | 14 | 2 | 13 | 5 | 0 | 67 | 0 | 88 |
| Age 18 | 2 | 0 | 7 | 1 | 0 | 16 | 0 | 24 |
| Age 19+ | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 2 |
| Total | 81 | 14 | 58 | 11 | 8 | 413 | 0 | 518 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
93.8%
| Roncalli College | 93.8% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 94.2% |
|---|---|
| Male | 93.3% |
| Māori | 88.9% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 93% |
| Total | 93.8% |
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
83.9%
| Roncalli College | 83.9% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 92.3% |
|---|---|
| Male | 76.7% |
| Māori | 83.3% |
| Pacific | Too few to report |
| Asian | 93.8% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 82.6% |
| Total | 83.9% |
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
62.5%
| Roncalli College | 62.5% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 78.8% |
|---|---|
| Male | 48.3% |
| Māori | 61.1% |
| Pacific | Too few to report |
| Asian | 75% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 61.6% |
| Total | 62.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
3.6%
| Roncalli College | 3.6% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 5.8% |
|---|---|
| Male | 1.7% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 4.7% |
| Total | 3.6% |
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
85.7%
| Roncalli College | 85.7% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 92.3% |
|---|---|
| Male | 80% |
| Māori | 77.8% |
| Pacific | Too few to report |
| Asian | 93.8% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 84.9% |
| Total | 85.7% |
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
| Total | 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 |
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
1.2%
| Roncalli College | 1.2% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 2.5% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.5% |
| Total | 1.2% |
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%
| Roncalli College | 1% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 9-15) | 4% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.2% |
| Total | 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
0%
| Roncalli College | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 9-15) | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 446
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1982
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
- 28 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (28 June 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 28 June 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 517 — 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.
November 2016
503
Counted while ERO’s review team was at the school. Education Review Office, report of 19 December 2016
September 2013
508
Counted while ERO’s review team was at the school. Education Review Office, report of 21 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 28 June 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 2 years of the Education Review Office and Roncalli 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
Roncalli College is a co-educational state-integrated Catholic school for students in Years 9 to 13. It is located in Timaru , South Canterbury. The school’s vision for learners is that they become creative, collaborative critical thinkers and that they demonstrate the school’s values of being Christ-centred, having a positive attitude, showing respect, giving their best effort and being self-managing.
Roncalli College’s strategic priorities for improving outcomes for learners are to:
foster an ongoing culture of lived faith that nurtures the dignity of each person
develop and enhance a flexible and responsive student-centred learning environment that focuses on student engagement leading to success
create and maintain a safe and healthy spiritual, physical and emotional environment.
You can find a copy of the school’s strategic and annual plan on Roncalli College’s website.
ERO and the school are working together to evaluate how well the school’s culturally responsive practices and curriculum are supporting equitable engagement, wellbeing and learning outcomes for all students.
The rationale for selecting this evaluation is that the school:
has identified culturally responsive curriculum and practice as an area for whole school improvement in response to new national expectations in the education sector
wants to improve the equity of engagement, wellbeing and learning outcomes for all groups of students particularly boys and Māori students.
The school expects to see all groups of students, particularly boys and Māori students:
demonstrate high levels of engagement with learning that they see as important and relevant to their lives, strengths and aspirations
experience a sense of belonging and being cared for in the school and pride in their identities
achieve equitably at all levels of schooling
accessing learning pathways through and beyond school that realise their potential.
Strengths
The school can draw from the following strengths to support its goal to improve engagement and equitable learning outcomes for all students:
Flexible, responsive curriculum that reflects the interests and aspirations of students and enacts the school’s vision for learners.
Pastoral and learning support that meets the diverse social, emotional and learning needs of students.
Strong support for student leadership and service within and beyond the school and of their own learning.
Productive partnerships with families, whānau and community to inform school decision-making and support positive outcomes and pathways for students.
Where to next?
Moving forward, the school will prioritise:
strengthening relationships with mana whenua and whānau Māori to inform sustainable developments in culturally responsive curriculum and practice and understandings of what success as Māori looks like
continuing to build shared understandings for staff of sustainable culturally responsive practice
curriculum development that reflects the culture, language and identities of all students.
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
28 June 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).