St Mary's College (Wellington)
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 558
- Enrolment zone
- No
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 15 Guildford Terrace, Wellington CBD, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4735554
- office@stmw.school.nz
- Website
- http://www.stmw.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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
Compulsory items: All students must wear the following each day:
- Required
- Where to buy the uniform
- http://stmarys-wellington.nzuniforms.com/
New school uniforms can be purchased from [NZ Uniforms](http://stmarys-wellington.nzuniforms.com/).
- http://stmarys-wellington.nzuniforms.com/
- Term dates
- Term 1, 2026: Tues 27 Jan - Thu 2 April
Tues 27 Jan - Term1 begins for students Fri 6 Feb - Public holiday, Waitangi Day - school closed Thu 2 April - End of Term 1
Year stated asTerm 2 2026
- Term 2, 2026: Mon 20 April - Fri 3 July
Term 2 2026 Mon 20 April - Term 2 starts Mon 27 April - Public holiday, Anzac Day Observed - school closed Fri 29 May - Teacher Only Day - school closed Mon 1 June - Public holiday, King's Birthday - school closed Fri 3 July - End of Term 2
- Term 3, 2026: Mon 20 July - Fri 25 Sept
Term 3 2026 Mon 20 July - Term 3 starts Fri 31 July - Half Day Teacher Only Day - classes end 12.20pm Fri 4 Sept - Teacher Only Day - school closed Fri 25 Sept - End of Term 3
- Term 4, 2026: Mon 12 Oct - Wed 9 Dec
Term 4 2026 Mon 12 Oct - Term 4 starts Mon 26 Oct - Public holiday, Labour Day - school closed Mon 16 Nov - Teacher Only Day - school closed Wed 9 Dec - End of Term 4
- Term 1, 2026: Tues 27 Jan - Thu 2 April
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
Students come to St Mary's College from all around the world and live with a local family.
- Accepted, as stated
- Voluntary donation
- $600 for the eldest or only student, $500 for a second sibling, $400 for a third sibling, every year
Voluntary Donations $600 for eldest or only student at the college $500 for second sibling in family (at the college at the same time) $400 for third sibling in family (at the college at the same time) A Parent Voluntary Donation to the College is requested from families every year.
- $600 for the eldest or only student, $500 for a second sibling, $400 for a third sibling, every year
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 311
- Māori
- 125
- Pacific
- 236
- Asian
- 107
- MELAA
- 20
- Other
- 8
- International
- 1
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 | 26 | 54 | 22 | 10 | 1 | 73 | 0 | 128 |
| Year 10 | 26 | 62 | 24 | 7 | 3 | 71 | 0 | 132 |
| Year 11 | 22 | 40 | 25 | 3 | 0 | 59 | 0 | 98 |
| Year 12 | 23 | 39 | 14 | 3 | 1 | 57 | 2 | 101 |
| Year 13+ | 17 | 41 | 20 | 2 | 2 | 48 | 0 | 94 |
| Total | 114 | 236 | 105 | 25 | 7 | 308 | 2 | 553 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 21 | 52 | 19 | 10 | 1 | 61 | 0 | 114 |
| Age 14 | 30 | 59 | 22 | 5 | 3 | 74 | 0 | 127 |
| Age 15 | 19 | 37 | 23 | 4 | 0 | 54 | 0 | 94 |
| Age 16 | 26 | 45 | 19 | 4 | 1 | 66 | 0 | 114 |
| Age 17 | 15 | 38 | 17 | 0 | 1 | 46 | 0 | 85 |
| Age 18 | 3 | 5 | 3 | 2 | 1 | 7 | 2 | 17 |
| Age 19+ | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 2 |
| Total | 114 | 236 | 105 | 25 | 7 | 308 | 2 | 553 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
97.1%
| St Mary's College (Wellington) | 97.1% |
|---|---|
| Wellington Region | 90.8% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 97.1% |
|---|---|
| Male | Not applicable |
| Māori | 95.2% |
| Pacific | 97.8% |
| Asian | 95.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 98.2% |
| Total | 97.1% |
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
93.3%
| St Mary's College (Wellington) | 93.3% |
|---|---|
| Wellington Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 93.3% |
|---|---|
| Male | Not applicable |
| Māori | 90.5% |
| Pacific | 95.7% |
| Asian | 86.4% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 92.9% |
| Total | 93.3% |
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
83.8%
| St Mary's College (Wellington) | 83.8% |
|---|---|
| Wellington Region | 68.6% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 83.8% |
|---|---|
| Male | Not applicable |
| Māori | 71.4% |
| Pacific | 82.6% |
| Asian | 81.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 83.9% |
| Total | 83.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
7.6%
| St Mary's College (Wellington) | 7.6% |
|---|---|
| Wellington Region | 12.5% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 7.6% |
|---|---|
| Male | Not applicable |
| Māori | 9.5% |
| Pacific | 8.7% |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 7.1% |
| Total | 7.6% |
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
91.4%
| St Mary's College (Wellington) | 91.4% |
|---|---|
| Wellington Region | 88.7% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 91.4% |
|---|---|
| Male | Not applicable |
| Māori | 85.7% |
| Pacific | 95.7% |
| Asian | 86.4% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 89.3% |
| Total | 91.4% |
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
2.3%
| St Mary's College (Wellington) | 2.3% |
|---|---|
| Wellington Region | 24.7% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 2.3% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 5.2% |
| Pacific | 5.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 2.3% |
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
0%
| St Mary's College (Wellington) | 0% |
|---|---|
| Wellington Region | 2.6% |
| Secondary (Year 9-15) | 4% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| 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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| St Mary's College (Wellington) | 0% |
|---|---|
| Wellington Region | 0.9% |
| Secondary (Year 9-15) | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | Not available (source marker: "nd") |
| 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)
- 429
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 16 November 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (16 November 2022)
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 16 November 2022 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 558 — 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.
June 2017
635
Counted while ERO’s review team was at the school. Education Review Office, report of 15 August 2017
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 16 November 2022 — “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 16 months of the Education Review Office and St Mary’s College (Wellington) 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
St Mary’s College is an urban Years 9 to 13 integrated Catholic college in central Wellington. Students travel to the college from the wider Wellington area. St Mary's College is a Roman Catholic College whose faith is centred in God. It follows the values of Jesus Christ through the lens of mercy.
A new principal and assistant principal were appointed and began at the beginning of 2021 and 2022 respectively.
St Mary’s College’s strategic priorities for improving outcomes for learners are to demonstrate daily a commitment to Te Tiriti o Waitangi and nurture the cultural identity and strength for all ākonga, to walk as global citizens and that:
partnerships between the school, family and whānau and wider groups will be strengthened to enhance learning opportunities and future pathways for ākonga
the wellbeing of everyone in the school community is paramount
all school activities and learning and teaching programmes will serve to build the values, skills and attributes reflected in the college’s graduate profile
all policies and practices will be reviewed and redesigned to maximise learner success, including the removal of barriers for individuals or identified groups.
You can find a copy of the school’s strategic and annual plan on St Mary’s College (Wellington)’s website.
ERO and the school are working together to evaluate improving excellence achievement for Māori and Pacific learners to achieve parity with all other learners at St Mary's College.
The rationale for selecting this evaluation is leaders have identified that:
Māori and Pacific students have not been achieving proportionally as many excellences in NCEA Levels 1 to 3 as the rest of learners at these levels
small numbers of Māori and Pacific learners are enrolling and participating in STEM (Science, Technology, Engineering and Mathematics) subjects in the senior school.
in Year 9 Mathematics, a non-streamed student-centred approach to teaching and learning has led to greater Māori and Pacific student enjoyment of mathematics and confidence as learners of mathematics.
The school expects to see enhanced equity and excellence for all students through an increase the proportion of Māori and Pacific learners achieving excellences in NCEA and participating and achieving NCEA in STEM subjects. This will broaden their pathways beyond school.
Strengths
The school can draw from the following strengths to support the school in its goal to support equity and excellence for all students.
Its commitment to equity and excellence which is closely linked to the college’s graduate profile.
The importance of the college’s special character which supports resilience in students.
Strong pastoral care and home school partnerships that foster family and whānau connections to the college.
Where to next?
Moving forward, the school will prioritise:
ensuring that there is equity of access for all students within the school curriculum
implementing the Māori achievement framework
identifying the culturally located pedagogies teachers are using showing students that their language, culture and identity are fostered and valued
student agency with digital fluency.
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.
Dr Lesley Patterson Director Review and Improvement Services (Southern) Southern Region | Te Tai Tini
16 November 2022
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).