St Oran's College
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 503
- Enrolment zone
- Yes
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 550 High Street, Boulcott, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-9391260
- info@storans.school.nz
- Website
- http://www.storans.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.nzuniforms.com/
From 16 July all St Oran's uniform items can be purchased from NZ Uniforms, either via their physical shop or [online](https://www.nzuniforms.com/).
- https://www.nzuniforms.com/
- Getting there
- Eastbourne and Upper Hutt services run by Metlink; Tranzit operates a bus through Plimmerton and Whiby
Eastbourne and Upper Hutt Services These services are run by Metlink. [Click here](https://www.metlink.org.nz/my-metlink) for the timetable and route information for these services. All students travelling on a Metlink bus service will need to pay using a Snapper card. Students should be sure to check the route number and destination, rather than the colour of the bus, before they get on board. Other Metlink Services There are a number of other bus routes which, although they are not specific St Oran’s College services, may assist your daughter in her travel to and from school. Please see the [Metlink website](https://www.metlink.org.nz/) for further information. Whiby Bus Service Tranzit operates a bus through Plimmerton and Whiby.
- Eastbourne and Upper Hutt services run by Metlink; Tranzit operates a bus through Plimmerton and Whiby
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.
- In their words
- EMPOWERING YOUNG WOMEN TO BE THE BEST THAT THEY CAN BE
- Special character
- Our Special Character is central to the life of our college. As an inclusive, state-integrated Presbyterian school our education and practices are guided by our principles of community, equality, a holistic education and our obligations pursuant to the Education and Training Act 2020.
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
- music lessons
If you have any questions about music lessons or music registration please email Mr Tom Chatterton
- music lessons
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 388
- Māori
- 56
- Pacific
- 21
- Asian
- 103
- MELAA
- 14
- Other
- 9
- International
- 0
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 07 | 7 | 4 | 12 | 1 | 0 | 60 | 0 | 72 |
| Year 08 | 10 | 3 | 19 | 3 | 0 | 53 | 0 | 72 |
| Year 09 | 2 | 3 | 19 | 3 | 1 | 54 | 0 | 72 |
| Year 10 | 12 | 4 | 12 | 1 | 0 | 57 | 0 | 72 |
| Year 11 | 13 | 3 | 6 | 1 | 1 | 64 | 0 | 72 |
| Year 12 | 7 | 5 | 11 | 4 | 0 | 54 | 0 | 70 |
| Year 13+ | 9 | 1 | 12 | 3 | 0 | 61 | 0 | 77 |
| Total | 60 | 23 | 91 | 16 | 2 | 403 | 0 | 507 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 7 | 3 | 10 | 1 | 0 | 48 | 0 | 58 |
| Age 12 | 9 | 3 | 19 | 2 | 0 | 52 | 0 | 70 |
| Age 13 | 3 | 4 | 21 | 4 | 1 | 59 | 0 | 80 |
| Age 14 | 10 | 4 | 9 | 1 | 0 | 57 | 0 | 69 |
| Age 15 | 12 | 2 | 9 | 1 | 1 | 64 | 0 | 75 |
| Age 16 | 10 | 7 | 9 | 4 | 0 | 58 | 0 | 73 |
| Age 17 | 6 | 0 | 12 | 2 | 0 | 54 | 0 | 69 |
| Age 18 | 3 | 0 | 2 | 1 | 0 | 11 | 0 | 13 |
| Total | 60 | 23 | 91 | 16 | 2 | 403 | 0 | 507 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| St Oran's College | 100% |
|---|---|
| Wellington Region | 90.8% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 100% |
| Total | 100% |
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
95.8%
| St Oran's College | 95.8% |
|---|---|
| Wellington Region | 85.3% |
| Secondary (Year 7-15) | 83.3% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 95.8% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 95% |
| Total | 95.8% |
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
90.3%
| St Oran's College | 90.3% |
|---|---|
| Wellington Region | 68.6% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 90.3% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 88.3% |
| Total | 90.3% |
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%
| St Oran's College | 12.5% |
|---|---|
| Wellington Region | 12.5% |
| Secondary (Year 7-15) | 14.7% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 12.5% |
|---|---|
| Male | Not applicable |
| Māori | 11.1% |
| Pacific | Too few to report |
| Asian | 11.1% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 13.3% |
| 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
95.8%
| St Oran's College | 95.8% |
|---|---|
| Wellington Region | 88.7% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 95.8% |
|---|---|
| Male | Not applicable |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 95% |
| Total | 95.8% |
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
3.9%
| St Oran's College | 3.9% |
|---|---|
| Wellington Region | 24.7% |
| Secondary (Year 7-15) | 43.4% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 3.9% |
|---|---|
| Male | Not available (source marker: "nd") |
| Māori | 22.1% |
| Pacific | 26.8% |
| Asian | 7.4% |
| Other | 0% |
| European/Pākehā | 3.3% |
| Total | 3.9% |
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 Oran's College | 0% |
|---|---|
| Wellington Region | 2.6% |
| Secondary (Year 7-15) | 4.6% |
| 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 Oran's College | 0% |
|---|---|
| Wellington Region | 0.9% |
| Secondary (Year 7-15) | 2% |
| 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)
- 380
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1959
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
- 7 September 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (7 September 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 7 September 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 503 — 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.
May 2019
503
Counted while ERO’s review team was at the school. Education Review Office, report of 5 July 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 7 September 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 8 months of the Education Review Office and St Oran’s 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
St Oran’s College is a state-integrated school for girls in years 7 to 13 located in Lower Hutt. The school’s vision for students is that they will achieve their full potential, build the foundations for future growth and development, and demonstrate the school’s special character values of ‘open heart, open mind, and open hands’. At the time of this review the school was going through a period of leadership change and consultation on the school’s strategic goals.
The school’s draft strategic priorities for improving outcomes for learners are to:
strengthen the school’s inclusive, culturally responsive culture
utilise the potential of the national curriculum change programme to support every student to experience success
enhance middle leadership capability and impact to foster excellence and equity across all learning areas
continue to nurture the school’s special character.
You can find a copy of the school’s strategic and annual plan on St Oran’s College’s website.
ERO and the school are working together to evaluate how well effective leadership and implementation of inclusive, culturally responsive curriculum and teaching is supporting all students to develop a positive identity as a learner and success in learning.
The rationale for selecting this evaluation is:
the need to respond to significant recent changes to education legislation and guidelines, curriculum and national qualifications
the school’s commitment to ensuring quality teaching and learning for an increasingly diverse student body.
The school expects to see students:
knowing what it means to be an active learner and demonstrating learning to learn capabilities
expressing a sense of pride in their individual identities, cultures, and languages
having meaningful opportunities to learn about te reo , tikanga and mātauranga Māori
being supported to develop the foundation literacy and numeracy skills needed to access and succeed in the school's senior curriculum and national qualifications.
Strengths
The school can draw from the following strengths to support it in its goal to support all students to develop a positive identity as a learner and have success in learning through inclusive, culturally responsive curriculum and teaching:
school and curriculum leaders who have been proactively planning for changes to the curriculum and national qualifications and feel well placed to respond to these
well-established systems and practices for supporting the professional capability and learning of staff and which are strongly aligned with school priorities
developing structures and processes for consulting with whānau and ākonga Māori and developing staff understandings of culturally responsive curriculum and teaching
purposeful internal evaluation practices that include student and parent voice and that inform and support ongoing improvement.
Where to next?
Moving forward, the school will continue to prioritise:
coordinated and coherent planning that guides effective implementation of inclusive, culturally responsive curriculum
coaching and development of curriculum leaders to effectively manage and implement curriculum change and foster effective teaching practice
targeted professional learning to support teachers to understand and enact new curriculum requirements and associated teaching practice
ongoing consultation and communication with families and whānau to ensure shared understandings of curriculum
robust monitoring and internal evaluation to know about the success of implementation and outcomes for learners.
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
7 September 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).