St Peter's School (Cambridge)
Secondary (Year 7-15) · Private : Fully Registered
- Year levels
- 7–13
- Total roll
- 1,215
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1716 Cambridge Road, Cambridge
- Territorial authority
- Waipa District
- Phone
- 07-8279899
- info@stpeters.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
- Term dates
- Term 1, 2026: start of term Monday 2 February – end of term Thursday 2 April
Term 1 Monday 2 February Saturday 7 - Monday 9 March Thursday 2 April
Year stated as2026 Term Dates
- Term 2, 2026: start of term Tuesday 21 April – end of term Friday 26 June
Term 2 Tuesday 21 April Friday 29 May - Monday 1 June Friday 26 June
Year stated as2026 Term Dates
- Term 1, 2027: start of term Tuesday 2 February – end of term Friday 9 April
Term 1 Tuesday 2 February Saturday 6 - Monday 8 March Friday 9 April
Year stated as2027 Term Dates
- Term 2, 2027: start of term Wednesday 28 April – end of term Thursday 24 June
Term 2 Wednesday 28 April Saturday 5 - Tuesday 8 June Thursday 24 June
Year stated as2027 Term Dates
- Term 1, 2026: start of term Monday 2 February – end of term Thursday 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.
- In their words
- We are an Anglican School
- Being an Anglican school means so much more than being values-based. We are inclusive, inviting people of other faiths, or none, to join our community and ensuring the stories of others are welcomed, heard, explored and respected. We teach our students to appreciate other perspectives, to think critically, and to hold conflicting views in tension.
- International students
- Accepted, as stated
We welcome international students from all over the world and provide them with a safe and secure environment.
- Accepted, as stated
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
- cricket
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- football
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- hockey
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- netball
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- rugby
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- athletics
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- swimming
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- tennis
From traditional team sports like cricket, football, hockey, netball, and rugby to individual pursuits such as athletics, swimming, and tennis, St. Peter’s students engage in a wide variety of activities both within their timetable and outside of school hours.
- Kapa Haka
Our students participate in Kapa Haka and Pasifika programmes, which celebrate and preserve the rich traditions and expressions of Māori and Pacific Island cultures.
- Pasifika programmes
Our students participate in Kapa Haka and Pasifika programmes, which celebrate and preserve the rich traditions and expressions of Māori and Pacific Island cultures.
- philosophy and ethics
Whether it be philosophy and ethics, digital technologies, debating or something more performative like dance and music groups or the Musical Theatre Academy, students can explore and develop their different interests.
- digital technologies
Whether it be philosophy and ethics, digital technologies, debating or something more performative like dance and music groups or the Musical Theatre Academy, students can explore and develop their different interests.
- debating
Whether it be philosophy and ethics, digital technologies, debating or something more performative like dance and music groups or the Musical Theatre Academy, students can explore and develop their different interests.
- dance and music groups
Whether it be philosophy and ethics, digital technologies, debating or something more performative like dance and music groups or the Musical Theatre Academy, students can explore and develop their different interests.
- Musical Theatre Academy
Whether it be philosophy and ethics, digital technologies, debating or something more performative like dance and music groups or the Musical Theatre Academy, students can explore and develop their different interests.
- cricket
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 953
- Māori
- 104
- Pacific
- 10
- Asian
- 232
- MELAA
- 17
- Other
- 3
- International
- 53
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 | 10 | 1 | 18 | 2 | 0 | 72 | 0 | 92 |
| Year 08 | 3 | 0 | 19 | 3 | 0 | 96 | 3 | 117 |
| Year 09 | 14 | 1 | 34 | 5 | 0 | 159 | 5 | 201 |
| Year 10 | 12 | 2 | 36 | 0 | 0 | 182 | 6 | 221 |
| Year 11 | 15 | 1 | 19 | 3 | 1 | 150 | 12 | 185 |
| Year 12 | 21 | 1 | 16 | 2 | 0 | 145 | 10 | 184 |
| Year 13+ | 10 | 2 | 24 | 3 | 0 | 143 | 6 | 177 |
| Total | 85 | 8 | 166 | 18 | 1 | 947 | 42 | 1177 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 7 | 1 | 15 | 2 | 0 | 51 | 0 | 67 |
| Age 12 | 5 | 0 | 18 | 3 | 0 | 95 | 2 | 116 |
| Age 13 | 9 | 1 | 33 | 3 | 0 | 142 | 1 | 175 |
| Age 14 | 18 | 1 | 38 | 2 | 0 | 190 | 7 | 236 |
| Age 15 | 12 | 1 | 19 | 3 | 0 | 148 | 11 | 180 |
| Age 16 | 18 | 2 | 18 | 2 | 1 | 152 | 9 | 188 |
| Age 17 | 13 | 1 | 20 | 1 | 0 | 138 | 9 | 174 |
| Age 18 | 3 | 1 | 5 | 2 | 0 | 31 | 3 | 41 |
| Total | 85 | 8 | 166 | 18 | 1 | 947 | 42 | 1177 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
97.4%
| St Peter's School (Cambridge) | 97.4% |
|---|---|
| Waikato Region | 84.2% |
| Secondary (Year 7-15) | 89.6% |
| Private: Fully Reg. | 96.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 99% |
|---|---|
| Male | 95.5% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 96% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 97.5% |
| Total | 97.4% |
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
97.4%
| St Peter's School (Cambridge) | 97.4% |
|---|---|
| Waikato Region | 75.7% |
| Secondary (Year 7-15) | 83.3% |
| Private: Fully Reg. | 95% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 99% |
|---|---|
| Male | 95.5% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 96% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 97.5% |
| Total | 97.4% |
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
85.7%
| St Peter's School (Cambridge) | 85.7% |
|---|---|
| Waikato Region | 51.3% |
| Secondary (Year 7-15) | 64.5% |
| Private: Fully Reg. | 88.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 91.1% |
|---|---|
| Male | 79.5% |
| Māori | 90.9% |
| Pacific | Too few to report |
| Asian | 92% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 84.9% |
| Total | 85.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
13.8%
| St Peter's School (Cambridge) | 13.8% |
|---|---|
| Waikato Region | 15.1% |
| Secondary (Year 7-15) | 14.7% |
| Private: Fully Reg. | 12.1% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 17.8% |
|---|---|
| Male | 9.1% |
| Māori | 36.4% |
| Pacific | Too few to report |
| Asian | 0% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 14.5% |
| Total | 13.8% |
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
95.2%
| St Peter's School (Cambridge) | 95.2% |
|---|---|
| Waikato Region | 77.4% |
| Secondary (Year 7-15) | 83.1% |
| Private: Fully Reg. | 95% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 95% |
|---|---|
| Male | 95.5% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | 92% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 95.6% |
| Total | 95.2% |
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)
About the school
- Equity Index (EQI)
- not applicable
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 21 February 1936
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
- 3
- Last reviewed
- 1 August 2022
- Latest report
- St Peter's School (Cambridge) August 2022
- Report type
- not reported
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 1 August 2022 — not necessarily the position now. Each line quotes the sentence it came from.
- International students
- true
The school is a signatory provider to the Education (Pastoral Care of International Students) Code of Practice 2016
- true
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 1215 — 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 2016
1074
Counted while ERO’s review team was at the school. Education Review Office, report of 12 August 2016
October 2011
1036
Counted while ERO’s review team was at the school. Education Review Office, report of 23 February 2012
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
Read the full report on ero.govt.nz →
All 3 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).