Shirley Boys' High School - Ngā Tama o Ōruapaeroa
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,315
- Enrolment zone
- Yes
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- 209 Travis Road, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3757057
- office@shirley.school.nz
- Website
- http://www.shirley.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · 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.
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
Not stated on the school’s website.
- Where to buy the uniform
- http://ushop.uniformgroup.co.nz/
Uniforms can be purchased from the uniform shop or [online](http://ushop.uniformgroup.co.nz/).
- http://ushop.uniformgroup.co.nz/
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Term 1 Monday 2 February – Thursday 2 April
Year stated asTerm dates 2026
- Term 2, 2026: Monday 20 April – Friday 3 July
Term 2 Monday 20 April – Friday 3 July
Year stated asTerm dates 2026
- Term 3, 2026: Monday 20 July – Friday 25 September
Term 3 Monday 20 July – Friday 25 September
Year stated asTerm dates 2026
- Term 4, 2026: Monday 12 October – Friday 11 December
Term 4 Monday 12 October – Friday 11 December
Year stated asTerm dates 2026
- Term 1, 2026: Monday 2 February – Thursday 2 April
- How to enrol
- https://shirleyboys.enrol.school.nz/
If you are interested in studying at our school, please complete the [International student application form](https://shirley.school.nz/wp-content/uploads/2023/08/2024-Student-Application.pdf) or the [Online Enrolment Form](https://shirleyboys.enrol.school.nz/)
- https://shirleyboys.enrol.school.nz/
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
All international students attending Shirley Boys’ High school are required to live in accommodation approved by the school.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,039
- Māori
- 315
- Pacific
- 105
- Asian
- 105
- MELAA
- 15
- Other
- 4
- International
- 26
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 | 68 | 17 | 15 | 1 | 1 | 234 | 0 | 284 |
| Year 10 | 74 | 26 | 18 | 3 | 0 | 218 | 1 | 270 |
| Year 11 | 59 | 19 | 15 | 2 | 1 | 223 | 5 | 270 |
| Year 12 | 41 | 14 | 16 | 3 | 2 | 186 | 9 | 234 |
| Year 13+ | 32 | 12 | 13 | 3 | 0 | 149 | 10 | 188 |
| Total | 274 | 88 | 77 | 12 | 4 | 1010 | 25 | 1246 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Age 13 | 56 | 15 | 12 | 1 | 1 | 180 | 0 | 224 |
| Age 14 | 72 | 24 | 13 | 3 | 0 | 237 | 0 | 281 |
| Age 15 | 66 | 21 | 20 | 2 | 1 | 225 | 5 | 279 |
| Age 16 | 44 | 14 | 14 | 2 | 2 | 180 | 9 | 227 |
| Age 17 | 27 | 11 | 15 | 4 | 0 | 151 | 7 | 186 |
| Age 18 | 9 | 3 | 2 | 0 | 0 | 37 | 4 | 48 |
| Total | 274 | 88 | 77 | 12 | 4 | 1010 | 25 | 1246 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
88.3%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 88.3% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 85.7% |
| Pacific | 88.9% |
| Asian | 100% |
| MELAA | 60% |
| Other | Not applicable |
| European/Pākehā | 88.7% |
| Total | 88.3% |
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
76.7%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 76.7% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 69.6% |
| Pacific | 72.2% |
| Asian | 100% |
| MELAA | 60% |
| Other | Not applicable |
| European/Pākehā | 76.1% |
| Total | 76.7% |
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
50.6%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 50.6% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 46.4% |
| Pacific | 55.6% |
| Asian | 57.1% |
| MELAA | 40% |
| Other | Not applicable |
| European/Pākehā | 50.2% |
| Total | 50.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
12.5%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 12.5% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 8.9% |
| Pacific | 5.6% |
| Asian | 21.4% |
| MELAA | 20% |
| Other | Not applicable |
| European/Pākehā | 13.6% |
| Total | 12.5% |
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
85.2%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 85.2% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 80.4% |
| Pacific | 83.3% |
| Asian | 100% |
| MELAA | 60% |
| Other | Not applicable |
| European/Pākehā | 85.4% |
| Total | 85.2% |
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
28.4%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 28.4% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 28.4% |
| Māori | 47.3% |
| Pacific | 11.7% |
| Asian | 7.9% |
| Other | 0% |
| European/Pākehā | 29.1% |
| Total | 28.4% |
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
3.7%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 3.7% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 3.7% |
| Māori | 7.1% |
| Pacific | 4.9% |
| Asian | 6.5% |
| Other | 0% |
| European/Pākehā | 2% |
| Total | 3.7% |
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%
| Shirley Boys' High School - Ngā Tama o Ōruapaeroa | 2% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 2% |
| Māori | 0% |
| Pacific | 5.8% |
| Asian | 8.4% |
| Other | 0% |
| European/Pākehā | 1.8% |
| Total | 2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 464
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 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
- 27 November 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board did not attest to all areas (27 November 2025)
Areas the board did not attest to, in ERO’s words: Management of Health, Safety and Welfare. 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 27 November 2025 — 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 areas of non-compliance during the board assurance process:
school board processes for signing off overnight and high-risk education outside the classroom (EOTC) activities [Health and Safety at Work Act 2015: Ministry of Education Outside the Classroom Guidelines]
schoolwide processes for hazard management, risk mitigation and reporting. [Health and Safety at Work Act 2015]
The board has since taken steps to address the areas of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 27 November 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Also provides
- Te Ahu Ferndale School satellite class
Te Ahu Ferndale School has a satellite class on site
- Te Ahu Ferndale School satellite class
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 1315 — 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 2015
1201
Counted while ERO’s review team was at the school. Education Review Office, report of 2 November 2015
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 27 November 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the school
Shirley Boys’ High School - Ngā Tama o Ōruapaeroa is a state secondary school in Christchurch that shares a purpose-built site with Avonside Girls’ High School. The school roll is 1247. The largest group of students at the school are NZ European/ Pākehā (81%), followed student who identify as Māori (21%), Pacific heritage (8%) Asian (7%).
The school is guided by the motto “In everyone’s interest to act rightly” , the school upholds values of Respect, Character, Better than Before, and Belonging.
Te Ahu Ferndale School has a satellite class on site.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Learner Success and Wellbeing
This section provides a summary of learner success and wellbeing.
Most students are engaged, making good progress and achieving at the expected levels.
The large majority of students achieve National Certificate of Educational Achievement (NCEA) Level 2 and 3. Less than half achieve University Entrance (UE). The school is taking specific steps to improve Māori and Pacific students’ achievement across all levels of NCEA and UE.
The small majority of students in Year 9 and 10 are working at expected curriculum level in literacy and mathematics.
School survey data shows that learners feel a strong connection with the school and believe that they are valued and supported by their school.
Regular attendance remains below the Government 80% target for 2030; the school has suitable systems to continue to address attendance and engagement.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
High quality school leadership sets clear priorities to strengthen systems, process and practices to improve outcomes for learners.
The school has a strongly committed senior leadership team with clearly defined roles, responsibilities and accountabilities, aligning with the strategic direction of the school.
Student involvement in leadership is actively encouraged and opportunities for student leadership have been deliberately supported and expanded.
Opportunities are provided for staff to become involved in a range of leadership of initiatives linked to the school’s key priorities.
Middle leaders are supported to build their capability through targeted professional development and clear expectations.
The school is taking steps to provide a responsive curriculum and consistently high-quality teaching practice.
Building consistent and effective schoolwide teaching strategies has been identified as a key priority for to continue to enhance achievement and engagement.
The school offers a wide curriculum that is designed to meet the needs of all students; to improve this further, a curriculum review, aimed at better meeting the needs of junior boys, is being undertaken.
Learner feedback shows learners appreciate staff commitment to supporting their learning and the respectful relationships that exist in the school.
Comprehensive learning support and pastoral care networks closely monitor achievement and wellbeing, ensuring timely and appropriate interventions where necessary to support learners.
Well-established organisational systems and processes support ongoing improvement and student success.
A student mentor system, Shirley Man Programme, proactive student leadership, the vertical form structure and a well-planned induction programme for Year 9 learners support provides a foundation for s to develop strong sense of belonging and pride in the school.
Student feedback is valued, regularly sought and acted on schoolwide. Students feel supported by staff and their peers to try new things and get involved in school activities.
The school provides a range ways that parents and whānau can connect with the school and share their aspirations. Fortnightly communication keeps whānau and families well informed.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Key priorities
Develop a student-centred curriculum that meets the needs of boys, particularly in Years 9 and 10.
Create an understanding of, and implement, effective schoolwide teaching and learning strategies.
Ensuring all groups of learners have access to meaningful pathways, be supported in their wellbeing, achieve well and experience success.
Improve regular attendance to support improved student outcomes.
Create teaching spaces that support and enhance effective teaching and learning within the school’s curriculum.
Actions to bring about improvement
Within three months:
leaders plan, communicate and begin the curriculum review, including consideration of the suitability of teaching spaces in supporting the curriculum
leaders ensure that progress of developing effective teaching and learning strategies is on track against planned outcomes
school leaders measure progress of consultation and planning to improve outcomes for Māori and Pacific learners
leaders and teachers review and adapt attendance procedures for effectiveness in raising regular attendance
Every six months:
leaders monitor progress of the curriculum review against stated outcomes and consideration for improved teaching spaces
leaders monitor and progress the plan to create schoolwide effective teaching and learning strategies
leaders and teachers review and monitor improvement of outcomes for Māori and Pacific learners against the key milestones
the school Board and leaders review and report on progress in improving regular attendance and reset improvement actions
Annually:
leaders and teachers evaluate effectiveness of the curriculum in meeting the interests and needs of all students and the impact on school teaching spaces
leaders and teachers evaluate outcomes for learners of effective teaching practices the impact of specific supports for student wellbeing
the school Board and leaders evaluate the effectiveness of the school’s annual planning in improving outcomes for Māori and Pacific learners
the school Board and leaders evaluate the effectiveness of attendance strategies and reset actions for the following year.
Expected outcomes
A more responsive and student-centred curriculum.
Improved attendance, engagement and achievement for all students.
Improved learning and wellbeing outcomes for Māori and Pacific learners.
Improved regular attendance levels that support improved learning opportunities and outcomes.
The next public report on ERO’s website will be a School Report and is due within four years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
27 November 2025
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).