Selwyn College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,588
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Kohimarama Road, Kohimarama, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5219610
- info@selwyn.school.nz
- Website
- http://www.selwyn.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
UNIFORM – YEARS 9-12 The official Selwyn College uniform, as detailed above, must be worn by all students in Years 9-12 when travelling to and from school, at school and on official out of school activities. Uniform items can be purchased from [The School Uniform Centre](https://schooluniformcentre.co.nz/selwyn-college/)[,](http://www.schooluniformcentre.co.nz) 169 Manukau Rd. See the list (right) for details and pricing. GROOMING REQUIREMENTS – YEAR 13 Students in Year 13 may wear mufti to school.
- Required
- Where to buy the uniform
- https://schooluniformcentre.co.nz/selwyn-college/
Uniform items can be purchased from [The School Uniform Centre](https://schooluniformcentre.co.nz/selwyn-college/)
- https://schooluniformcentre.co.nz/selwyn-college/
- Term dates
- Term 1, 2026: Thursday 29 January (orientation for Year 9 and new students); Friday 30 January all Year Levels - Thursday 2 April (10 weeks)
Term 1 Thursday 29 January – Orientation day for all Year 9 and new students Friday 30 January – all Year Levels – Thursday 2 April (10 weeks)
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 April - Friday 3 July (11 weeks)
Monday 20 April – Friday 3 July (11 weeks)
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October - Friday 11 December (9 weeks)
Monday 12 October – Friday 11 December (9 weeks)
Year stated as2026 Term Dates
- Term 1, 2027: Thursday 28 January (orientation for Year 9 and new students); Friday 29 January all Year Levels - Friday 9 April
Thursday 28 January – Orientation day for all Year 9 and new students Friday 29 January – all Year Levels – Friday 9 April
Year stated as2027 Term Dates
- Term 2, 2027: Tuesday 27 April - Friday 2 July
Tuesday 27 April – Friday 2 July
Year stated as2027 Term Dates
- Term 3, 2027: Monday 19 July - Friday 24 September
Monday 19 July – Friday 24 September
Year stated as2027 Term Dates
- Term 4, 2027: Monday 11 October - Friday 10 December
Monday 11 October – Friday 10 December
Year stated as2027 Term Dates
- Term 1, 2026: Thursday 29 January (orientation for Year 9 and new students); Friday 30 January all Year Levels - Thursday 2 April (10 weeks)
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
receive an “Offer of Place” stating the College accepted your application
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 917
- Māori
- 121
- Pacific
- 118
- Asian
- 536
- MELAA
- 172
- Other
- 23
- International
- 96
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 | 22 | 25 | 76 | 31 | 4 | 181 | 5 | 281 |
| Year 10 | 29 | 31 | 77 | 27 | 6 | 200 | 7 | 300 |
| Year 11 | 31 | 31 | 54 | 34 | 6 | 180 | 43 | 314 |
| Year 12 | 32 | 26 | 80 | 27 | 6 | 210 | 17 | 318 |
| Year 13+ | 23 | 26 | 152 | 58 | 5 | 168 | 36 | 416 |
| Total | 137 | 139 | 439 | 177 | 27 | 939 | 108 | 1629 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 19 | 18 | 57 | 28 | 5 | 142 | 1 | 217 |
| Age 14 | 22 | 27 | 84 | 22 | 3 | 202 | 9 | 303 |
| Age 15 | 36 | 36 | 50 | 32 | 8 | 186 | 23 | 299 |
| Age 16 | 29 | 25 | 74 | 28 | 3 | 194 | 30 | 312 |
| Age 17 | 23 | 24 | 75 | 26 | 6 | 176 | 26 | 295 |
| Age 18 | 8 | 9 | 14 | 4 | 2 | 36 | 16 | 75 |
| Age 19+ | 0 | 0 | 85 | 37 | 0 | 3 | 3 | 128 |
| Total | 137 | 139 | 439 | 177 | 27 | 939 | 108 | 1629 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
95.2%
| Selwyn College | 95.2% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 94.7% |
|---|---|
| Male | 95.8% |
| Māori | 82.4% |
| Pacific | 93.8% |
| Asian | 97.2% |
| MELAA | 100% |
| Other | 100% |
| European/Pākehā | 96.4% |
| Total | 95.2% |
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
93.5%
| Selwyn College | 93.5% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 92.7% |
|---|---|
| Male | 94.4% |
| Māori | 79.4% |
| Pacific | 90.6% |
| Asian | 97.2% |
| MELAA | 100% |
| Other | 100% |
| European/Pākehā | 94.3% |
| Total | 93.5% |
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
81.9%
| Selwyn College | 81.9% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 86.7% |
|---|---|
| Male | 76.9% |
| Māori | 61.8% |
| Pacific | 75% |
| Asian | 87.3% |
| MELAA | 73.9% |
| Other | 83.3% |
| European/Pākehā | 83.9% |
| Total | 81.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
24.2%
| Selwyn College | 24.2% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 34% |
|---|---|
| Male | 14% |
| Māori | 20.6% |
| Pacific | 21.9% |
| Asian | 15.5% |
| MELAA | 17.4% |
| Other | 33.3% |
| European/Pākehā | 29.7% |
| Total | 24.2% |
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
92.5%
| Selwyn College | 92.5% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 94% |
|---|---|
| Male | 90.9% |
| Māori | 76.5% |
| Pacific | 90.6% |
| Asian | 94.4% |
| MELAA | 95.7% |
| Other | 83.3% |
| European/Pākehā | 94.3% |
| Total | 92.5% |
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
30.5%
| Selwyn College | 30.5% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 25.4% |
|---|---|
| Male | 35.1% |
| Māori | 83.2% |
| Pacific | 62.9% |
| Asian | 9.6% |
| Other | 29% |
| European/Pākehā | 29.4% |
| Total | 30.5% |
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
1.1%
| Selwyn College | 1.1% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0.8% |
|---|---|
| Male | 1.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.7% |
| Total | 1.1% |
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
1.4%
| Selwyn College | 1.4% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 1% |
|---|---|
| Male | 1.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.1% |
| Total | 1.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 411
- Boarding
- No
- Language of instruction
- Some students taught in a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 31 January 1956
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
- 15 May 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (15 May 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 same report — the board assurance report of 15 May 2024 — 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 has identified the following areas of non-compliance during the board assurance process:
a schedule of regular policy review is required to ensure compliance with all legislative and regulatory requirements
[Education and Training Act 2020]
developing an Inclusion of Students with Special Education Needs Policy
[s 34 Education and Training Act 2020]
ensuring that the safety checking of newly appointed staff includes a Risk Assessment
[s 25, 26 and 27 of the Children’s Act 2014, Regulations 5 – 8 of the Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]
The board has taken steps to address the areas of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 15 May 2024 — not necessarily the position now. Each line quotes the sentence it came from.
- Also provides
- Totara Learning Centre (supports students with additional needs)
This school has the Totara Learning Centre to support students with additional needs
- Totara Learning Centre (supports students with additional needs)
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 1588 — 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 2019
1031
Counted while ERO’s review team was at the school. Education Review Office, report of 6 November 2019
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 15 May 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 4 months of the Education Review Office and Selwyn 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
Selwyn College | Te Kāreti o Herewini is a medium-sized co-educational secondary school located in Kohimarama , Auckland that caters for students from Years 9 to 13.
The school’s core values are kotahitanga, rangatiratanga and manaakitanga expressed in ‘The Selwyn Way’, the school’s tikanga . This tikanga also embraces SELWise; the school’s teaching and learning toolkit.
Selwyn College ’s overarching strategic goal is to grow the academic and all-round achievement and attributes of each of its ākonga to ensure success for themselves, their whānau and their communities.
The school’s strategic priorities for improving outcomes for learners are to continue to:
embrace and strengthen the use of SELWise to build the attributes, agency and achievement of ākonga
support ākonga to make informed decisions and pathway successfully into the world of work and learning beyond secondary school
strengthen SELWell to enhance the safety and wellbeing of ākonga, kaiako and other staff
improve the curriculum and NCEA to deliver the best learning and qualifications outcomes and future pathways for ākonga
strengthen wrap around systems and support SILver opportunities to empower ākonga in their decisions and actions
give effect to Te Tirirti o Waitangi and celebrate diversity to affirm the identities, language and culture of ākonga and enhance their mana , connectedness and success
strengthen the local curriculum in partnership with whanau and the school community, in particular Ngāti Whatua Orakei.
You can find a copy of the school’s strategic and annual plan on Selwyn College ’s website.
ERO and the school are working together to evaluate how well the school is authentically integrating Mātauranga Māori (Māori knowledge) into their Selwyn College curriculum to promote excellent and equitable outcomes for all students.
The rationale for selecting this evaluation is to enhance students’ knowledge and understanding of the local curriculum, developed through links with iwi, hapū and whānau . This will support the school’s ongoing commitment to Te Tiriti o Waitangi.
The school expects to see:
students who experience a local, authentic curriculum which will support their knowledge and understanding of te ao Māori and New Zealand | Aotearoa as a bi-cultural nation
increasing excellence and equitable learning outcomes for all students
the school strategically planning developments to support the strengthening of tikanga Māori and te reo Māori.
Strengths
Selwyn College can draw from the following strengths to support its authentic integration of Mātauranga Māori (Māori knowledge) into its curriculum:
an inclusive, purposeful, and respectful school culture and student-centred learning environment that supports students’ wellbeing and achievement
effective teaching and learning based on a research-based toolkit that is focused on developing students’ agency, and learning attributes through a relevant and challenging curriculum
effective, strategic and established leadership that prioritises school improvement and equitable and excellent outcomes for all students
a collaborative professional learning community who reflect on evidence from research and their own practice to enhance their teaching and students’ learning experiences.
Where to next?
Moving forward, the school will prioritise:
reviewing and co-constructing the school curriculum with mātauranga Māori to promote relevant learning and improve learning outcomes for all students
advancing the academic achievement of Māori ākonga through the mahi of Kōkiri Rōpu and the review of its efficacy to promote inclusion and equity
continuing to grow students and teachers kawa and cultural competencies with te reo and tikanga Māori to enact Te Tiriti o Waitangi.
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
15 May 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
This school has the Totara Learning Centre to support students with additional needs.
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).