St Bede's College
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 802
- Enrolment zone
- Yes
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- 210 Main North Road, Papanui, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3750647
- office@stbedes.school.nz
- Website
- http://www.stbedes.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
- https://www.alintaapparel.co.nz
To register your account, visit [www.alintaapparel.co.nz](https://www.alintaapparel.co.nz) and select ‘St Bede’s College’ as your school.
- https://www.alintaapparel.co.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
St Bede’s College is proud to support the education of students from around the world.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 674
- Māori
- 114
- Pacific
- 51
- Asian
- 108
- MELAA
- 13
- Other
- 11
- 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 | 18 | 8 | 19 | 2 | 4 | 140 | 2 | 164 |
| Year 10 | 28 | 9 | 20 | 2 | 2 | 136 | 1 | 160 |
| Year 11 | 21 | 12 | 10 | 2 | 4 | 158 | 6 | 176 |
| Year 12 | 21 | 12 | 11 | 2 | 4 | 143 | 8 | 168 |
| Year 13+ | 20 | 10 | 12 | 3 | 2 | 122 | 5 | 145 |
| Total | 108 | 51 | 72 | 11 | 16 | 699 | 22 | 813 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 15 | 6 | 14 | 1 | 3 | 103 | 1 | 118 |
| Age 14 | 25 | 10 | 21 | 2 | 3 | 137 | 1 | 163 |
| Age 15 | 23 | 11 | 14 | 2 | 4 | 160 | 1 | 178 |
| Age 16 | 19 | 12 | 8 | 3 | 4 | 149 | 7 | 169 |
| Age 17 | 20 | 9 | 13 | 3 | 2 | 117 | 8 | 143 |
| Age 18 | 6 | 3 | 2 | 0 | 0 | 32 | 3 | 40 |
| Age 19+ | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
| Total | 108 | 51 | 72 | 11 | 16 | 699 | 22 | 813 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
99.4%
| St Bede's College | 99.4% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 99.4% |
| Māori | 100% |
| Pacific | 100% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 99.3% |
| Total | 99.4% |
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%
| St Bede's College | 94.7% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 94.7% |
| Māori | 100% |
| Pacific | 92.3% |
| Asian | 92.3% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 93.9% |
| 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
68.2%
| St Bede's College | 68.2% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 68.2% |
| Māori | 53.8% |
| Pacific | 46.2% |
| Asian | 84.6% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 66.9% |
| Total | 68.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
6.5%
| St Bede's College | 6.5% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 6.5% |
| Māori | 3.8% |
| Pacific | 15.4% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 6.1% |
| Total | 6.5% |
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
88.2%
| St Bede's College | 88.2% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 88.2% |
| Māori | 92.3% |
| Pacific | 92.3% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 87.8% |
| Total | 88.2% |
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
34.2%
| St Bede's College | 34.2% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 34.2% |
| Māori | 36.4% |
| Pacific | 78.1% |
| Asian | 29.3% |
| Other | 0% |
| European/Pākehā | 36.3% |
| Total | 34.2% |
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
1.3%
| St Bede's College | 1.3% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 9-15) | 4% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 1.3% |
| Māori | 0% |
| Pacific | 10.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.5% |
| Total | 1.3% |
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
1.7%
| St Bede's College | 1.7% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 9-15) | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 1.7% |
| Māori | 0% |
| Pacific | 13.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 1.8% |
| Total | 1.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 415
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 8 February 1911
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
- 7
- Last reviewed
- 30 October 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 October 2025)
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 30 October 2025 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.
What this report states about the school
As stated in ERO’s report of 30 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 9 to 13
for boys in Years 9 to 13
- Years 9 to 13
- Also provides
- Residential boarding facilities (onsite)
Residential boarding facilities for local and international students are provided onsite
- Residential boarding facilities (onsite)
- International students
- true
Residential boarding facilities for local and international students are provided onsite
- true
What ERO wrote in its latest report
This is ERO’s report of 30 October 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
St Bede’s College a state integrated school located in Christchurch, provides education within the Marist and Catholic traditions for boys in Years 9 to 13.
Residential boarding facilities for local and international students are provided onsite.
Four key priorities are woven through, and underpin, all aspects of the school: Faith and Leadership, Growing Young Men, Real World Learning, and Community . The school has the aim of developing young men of outstanding character and has a deliberate focus on the whole person.
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
Improvement and progress
This section is about the progress the school has made since the July 2022 ERO report. It includes an explanation of the expected improvements and findings.
The school has worked to build its own internal evaluation capacity to sustain its achievement and improvement pathway.
Expected Improvements and Findings
The school expected to see every learner engaged and learning to their full potential throughout their education, leading to equitable and excellent outcomes at the National Certificate of Educational Achievement (NCEA) Level 3.
The school developed and effectively uses a comprehensive schoolwide system of review, accountability and evaluation, based on ERO’s School Improvement Framework . This enables regular tracking and monitoring of learners’ academic progress, wellbeing, spiritual and personal development. This monitoring sits alongside a rigorous research-based approach to inform decision making to improve achievement, engagement and wellbeing.
Learner feedback shows high levels of engagement. Outcomes are in the main equitable throughout the school with almost all learners gaining NCEA Levels 1 and 2 and most gaining Level 3. The majority of Year 9 and 10 learners make expected or better progress in reading and mathematics with writing identified as an area for further improvement.
Other Findings
The greatest shift that occurred in response to the school’s strengthened internal evaluation is from a curriculum review, that resulted in that led to the development a new and innovative junior curriculum to further improve engagement and outcomes for boys.
What we know about learner success
This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and 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.
Overall, outcomes for learners are equitable and excellent.
Almost all students achieve at or above their expected curriculum levels due to an unrelenting focus on supporting learners’ academic progress, wellbeing, spiritual and personal development.
Ongoing evaluation and capable use of data, research and community feedback, supports a schoolwide commitment to sustain and improve learning outcomes and student wellbeing.
A large majority of students attend school regularly and the school is progressing towards meeting or exceeding the Government’s attendance target.
Conditions to support learner success
This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.
Strategic and effective leadership successfully grows young men through a sustained focus on supporting their wellbeing and engagement in meaningful learning.
Leaders model transparent, consultative decision-making for improvement based on high level analysis of data and evidence as part of an ongoing cycle of review.
High expectations and values that reflect the school’s ethos are clearly and consistently communicated across the school community.
Leaders recognise and seek to extend staff leadership opportunities and build capability, and student leadership is actively developed, celebrated and valued.
High quality teaching practice and a rich curriculum effectively enable learners to achieve success.
A cohesive and thoughtfully targeted curriculum engages learners and supports the development of their skills, knowledge and confidence; ongoing strategic curriculum review enables the school to provide breadth and depth in academic and personal learning.
Well-resourced and targeted school facilities provide effective and wide-ranging support for learners’ wellbeing and learning extension.
Staff are encouraged and well supported to pursue their professional learning to build their capability; a sustained strategic improvement focus further extends effective teaching practices and learning schoolwide.
Strong organisational conditions and well-developed partnerships recognise and celebrate students’ cultures and supports their academic, social, emotional and spiritual growth.
The school works with a wide range of external agencies to provide extensive support and opportunities for learners.
A tangible commitment to Te Tiriti o Waitangi is embedded in all documentation and school practices so that Māori students’ culture is celebrated.
A strong, cohesive pastoral team provides individual support and holistic whole school programmes.
A culture of enacted school values and respectful relationships enables students to be leaders, have pride in the school and experience a strong sense of belonging.
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 identifies key priorities and actions for improvement.
Key priorities
Strengthen evidence based effective teaching strategies to ensure consistent and effective schoolwide practice.
Review and develop an approach to further build sustainable, effective middle leadership.
Further understand and use culturally responsive practices across all aspects of the school community.
Continue to work towards achieving the Government regular attendance target for 2030.
Actions to bring about improvement
Every six months:
ongoing strengthening of schoolwide teaching strategies
ongoing strengthening of sustainability and capacity of middle leaders
ongoing strengthening of cultural capacity and responsiveness across the school community
ongoing monitoring and analysis of attendance procedures and outcomes to further improve regular attendance and engagement in learning
Annually:
As part of the school’s planned monitoring and evaluation cycle:
evaluate the consistency and effectiveness of teaching strategies against desired outcomes
review the effectiveness of middle leaders to build consistent and sustainable leadership across the school
evaluate the effectiveness of the school’s cultural capacity in ensuring equitable access and outcomes
review the effectiveness of the school’s attendance procedures to meet the Government target.
Expected outcomes
Further improvements in the consistency and effectiveness of teaching practices, engagement, attendance and outcomes.
Increased sustainable and effective middle leadership for ongoing improvements in student outcomes.
Greater cultural capacity and responsiveness that enhances the school culture and improves outcomes for all learners, including Māori learners.
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
30 October 2025
Read the full report on ero.govt.nz →
All 7 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).