Sacred Heart College (Napier)
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 354
- Enrolment zone
- No
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 12 Convent Road, Napier
- Territorial authority
- Napier City
- Phone
- 06-8353761
- admin@sacredheartnapier.school.nz
- Directions
- Get directions
Other schools nearby: schools in Napier · schools in Hawke’s Bay
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 are expected to be in correct uniform at all times.
- Required
- Term dates
- Term 3, 2026: Monday 20 July - Friday 25 September
Term 3 2026 Monday 20 July - Friday 25 September
- Term 4, 2026: Monday 12 October - Thursday 10 December
Term 4 2026 Monday 12 October - Thursday 10 December
- Term 3, 2026: Monday 20 July - Friday 25 September
- Getting there
- The Taradale/Tamatea bus is a user pay service. Students travelling to and from Hastings will be allocated passes to travel on either Bus 1 or Bus 2.
The Taradale/Tamatea bus is a user pay service. Ticket prices for the Taradale/Tamatea bus are as follows: Term Passes and concession tickets can be purchased at the school office. A term pass or concession ticket will need to be shown to the driver. Students travelling to and from Hastings will be allocated passes to travel on either Bus 1 or Bus 2.
- The Taradale/Tamatea bus is a user pay service. Students travelling to and from Hastings will be allocated passes to travel on either Bus 1 or Bus 2.
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.
- Special character
- Faith is at the heart of all aspects of College life.
- Sacred Heart College is under the patronage of the Sacred Heart with its motto “Virtue and Knowledge”. The College offers an education that is integrated in the Catholic Faith by prayer, worship and religious education.
- International students
- Accepted, as stated
We understand that our international students need a safe, nurturing environment with positive relationships to ensure they have an enjoyable experience here in New Zealand.
- 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
- Netball - Terms 2 and 3
- Volleyball – Terms 1 and 4
- Hockey - Terms 2 and 3
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 230
- Māori
- 63
- Pacific
- 39
- Asian
- 73
- MELAA
- 9
- Other
- 3
- International
- 5
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 | 13 | 7 | 19 | 1 | 0 | 42 | 0 | 70 |
| Year 10 | 14 | 5 | 12 | 4 | 3 | 47 | 1 | 63 |
| Year 11 | 8 | 9 | 18 | 4 | 0 | 46 | 3 | 75 |
| Year 12 | 9 | 8 | 6 | 0 | 0 | 43 | 0 | 61 |
| Year 13+ | 15 | 6 | 8 | 0 | 0 | 51 | 0 | 67 |
| Total | 59 | 35 | 63 | 9 | 3 | 229 | 4 | 336 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 13 | 5 | 17 | 1 | 0 | 33 | 0 | 58 |
| Age 14 | 11 | 6 | 11 | 3 | 2 | 43 | 0 | 56 |
| Age 15 | 9 | 3 | 16 | 4 | 1 | 50 | 2 | 71 |
| Age 16 | 6 | 12 | 8 | 1 | 0 | 41 | 2 | 65 |
| Age 17 | 20 | 7 | 10 | 0 | 0 | 55 | 0 | 77 |
| Age 18 | 0 | 2 | 1 | 0 | 0 | 7 | 0 | 9 |
| Total | 59 | 35 | 63 | 9 | 3 | 229 | 4 | 336 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
96.1%
| Sacred Heart College (Napier) | 96.1% |
|---|---|
| Hawke's Bay Region | 86% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 96.1% |
|---|---|
| Male | Not applicable |
| Māori | 93.8% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 96.6% |
| Total | 96.1% |
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
94.7%
| Sacred Heart College (Napier) | 94.7% |
|---|---|
| Hawke's Bay Region | 77.5% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 94.7% |
|---|---|
| Male | Not applicable |
| Māori | 93.8% |
| Pacific | Too few to report |
| Asian | 87.5% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 96.6% |
| Total | 94.7% |
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
77.6%
| Sacred Heart College (Napier) | 77.6% |
|---|---|
| Hawke's Bay Region | 57.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 77.6% |
|---|---|
| Male | Not applicable |
| Māori | 81.3% |
| Pacific | Too few to report |
| Asian | 87.5% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 76.3% |
| Total | 77.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
10.5%
| Sacred Heart College (Napier) | 10.5% |
|---|---|
| Hawke's Bay Region | 16.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 10.5% |
|---|---|
| Male | Not applicable |
| Māori | 6.3% |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 8.5% |
| Total | 10.5% |
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
94.7%
| Sacred Heart College (Napier) | 94.7% |
|---|---|
| Hawke's Bay Region | 78.8% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 94.7% |
|---|---|
| Male | Not applicable |
| Māori | 93.8% |
| Pacific | Too few to report |
| Asian | 87.5% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 96.6% |
| Total | 94.7% |
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
| 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
28.2%
| Sacred Heart College (Napier) | 28.2% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 28.2% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 68.7% |
| Pacific | 37.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 25.8% |
| Total | 28.2% |
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
7.5%
| Sacred Heart College (Napier) | 7.5% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Secondary (Year 9-15) | 4% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 7.5% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 15.8% |
| Pacific | 45% |
| Asian | 0% |
| Other | 36% |
| European/Pākehā | 4.1% |
| Total | 7.5% |
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
2%
| Sacred Heart College (Napier) | 2% |
|---|---|
| Hawke's Bay Region | 3% |
| Secondary (Year 9-15) | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 2% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 0% |
| Pacific | 19.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 2% |
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
- Large urban area
- Date opened
- 31 May 1867
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
- 2 February 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (2 February 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 2 February 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 354 — 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.
September 2016
296
Counted while ERO’s review team was at the school. Education Review Office, report of 10 November 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 2 February 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 13 months of the Education Review Office and Sacred Heart College (Napier) 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
Sacred Heart College is an integrated Catholic school founded in 1867 by the Sisters of Our Lady of the Missions and situated in Napier. The school’s values are identified in the HEART acronym of Hope, Equity, Aroha, Respect, Tenacity and encompassed in Te Kareti o Ngakau Tapu : Hearts and Minds in Harmony.
Sacred Heart College (Napier)’s strategic priorities for improving outcomes for learners are:
Achieve equity and excellence in teaching and learning:
focus on equity of outcomes for Māori and Pasifika
develop an understanding of Assessment for Learning and implement in the junior school
develop a junior curriculum that is localised, individualised and Matauranga Māori focused
develop leadership capability in staff and students.
You can find a copy of the school’s strategic and annual plan on Sacred Heart College (Napier)’s website.
ERO and the school are working together to evaluate how effective is assessment for learning in improving equitable and excellent outcomes for all learners in the junior school.
The rationale for selecting this evaluation is:
leadership has identified through data analysis the need for further acceleration of achievement for Māori and Pacific learners in the junior school to ensure continued equitable outcomes through to NCEA and future pathways
leadership identifies the need to strengthen teacher capability and consistency in assessment for learning to improve learner outcomes
a clear alignment to the Kahui Ako goal of ako , and the school’s strategic priorities, with a focus on equity and excellence, particularly for Māori and Pacific Island learners
to build collective capacity to do and use evaluation, inquiry and knowledge building for improvement.
The school expects to see:
equitable and excellent outcomes for all learners and accelerated progress for targeted learners in the junior school
sustained and systematic school processes, practices and actions in assessment for learning that improve learner outcomes
strengthened teacher capacity and capability in the use of assessment for learning practices to inform teaching and learning programmes
learners in the junior school demonstrate improved agency in their learning.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effective is assessment for learning in improving equitable and excellent outcomes for all learners:
leadership prioritises and plans for school improvement for equitable and excellent outcomes with a focus on equity and excellence for Māori and Pacific learners
professional learning is well aligned to strategic plans and goals with a focus on assessment for learning and implementing a responsive localised curriculum
leadership seeks a range of stakeholder voices, including student and whānau voice, to inform change for continuous improvement
respectful relationships reflect a sense of community and belonging within the special character of the school.
Where to next?
Moving forward, the school will prioritise:
strengthening assessment for learning capability to inform teaching and learning programmes and build learner agency
giving effect to Te Tiriti O Waitangi through strengthening their relationship with Ngati Kahungungu to support the development of a curriculum that is localised and Matauranga Māori focused.
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
2 February 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 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).