Taranaki Diocesan School for Girls
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 101
- Enrolment zone
- No
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 61 Broadway North, Stratford
- Territorial authority
- Stratford District
- Phone
- 06-7655333
- office@taranakidio.school.nz
- Directions
- Get directions
Other schools nearby: schools in Taranaki
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
Blazers must be worn as the outer garment to and from school and downtown.
- Required
- Where to buy the uniform
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
We warmly welcome international students whether they wish to stay for two weeks to improve conversational English or five years to gain entrance to university
- 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
- whole-school productions
Our whole-school productions are interchanged biannually with Stage Challenge.
- Stage Challenge
Our whole-school productions are interchanged biannually with Stage Challenge.
- Sheilah Winn Shakespeare Festival
Students who undertake Drama as a subject will also be able to enter a variety of theatre performances which include Sheilah Winn Shakespeare Festival and the annual Year 9 Nativity Play.
- annual Year 9 Nativity Play
Students who undertake Drama as a subject will also be able to enter a variety of theatre performances which include Sheilah Winn Shakespeare Festival and the annual Year 9 Nativity Play.
- Speech and Drama lessons
Girls may take Speech and Drama lessons through an itinerant teacher and many of our girls also enter national and international examinations with excellent results and the resulting growth in confidence as a public speaker.
- Whole-school speech competitions
Whole-school speech competitions are held annually.
- Gymnastics
Gymnastics, equestrian, squash, competitive swimming and roller skating opportunities are available to girls through outside coaching.
- equestrian
Gymnastics, equestrian, squash, competitive swimming and roller skating opportunities are available to girls through outside coaching.
- squash
Gymnastics, equestrian, squash, competitive swimming and roller skating opportunities are available to girls through outside coaching.
- competitive swimming
Gymnastics, equestrian, squash, competitive swimming and roller skating opportunities are available to girls through outside coaching.
- roller skating
Gymnastics, equestrian, squash, competitive swimming and roller skating opportunities are available to girls through outside coaching.
- whole-school productions
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 96
- Māori
- 8
- Pacific
- 3
- Asian
- 4
- MELAA
- 1
- Other
- 1
- 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 | 7 | 0 | 1 | 0 | 0 | 32 | 0 | 32 |
| Year 10 | 4 | 1 | 1 | 0 | 0 | 17 | 0 | 19 |
| Year 11 | 2 | 2 | 0 | 0 | 0 | 32 | 0 | 34 |
| Year 12 | 4 | 1 | 0 | 1 | 0 | 13 | 0 | 14 |
| Year 13+ | 2 | 1 | 1 | 0 | 0 | 22 | 0 | 24 |
| Total | 19 | 5 | 3 | 1 | 0 | 116 | 0 | 123 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 6 | 0 | 1 | 0 | 0 | 25 | 0 | 25 |
| Age 14 | 5 | 1 | 1 | 0 | 0 | 22 | 0 | 24 |
| Age 15 | 1 | 1 | 0 | 0 | 0 | 31 | 0 | 31 |
| Age 16 | 4 | 2 | 0 | 1 | 0 | 13 | 0 | 16 |
| Age 17 | 3 | 1 | 1 | 0 | 0 | 24 | 0 | 26 |
| Age 18 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 19 | 5 | 3 | 1 | 0 | 116 | 0 | 123 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
92.3%
| Taranaki Diocesan School for Girls | 92.3% |
|---|---|
| Taranaki Region | 88.4% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 92.3% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 91.7% |
| Total | 92.3% |
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
92.3%
| Taranaki Diocesan School for Girls | 92.3% |
|---|---|
| Taranaki Region | 79.6% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 92.3% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 91.7% |
| Total | 92.3% |
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
88.5%
| Taranaki Diocesan School for Girls | 88.5% |
|---|---|
| Taranaki Region | 58.2% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 88.5% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 91.7% |
| Total | 88.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
38.5%
| Taranaki Diocesan School for Girls | 38.5% |
|---|---|
| Taranaki Region | 17.3% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 38.5% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 41.7% |
| Total | 38.5% |
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
92.3%
| Taranaki Diocesan School for Girls | 92.3% |
|---|---|
| Taranaki Region | 76.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 92.3% |
|---|---|
| Male | Not applicable |
| Māori | Too few to report |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 91.7% |
| Total | 92.3% |
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
0%
| Taranaki Diocesan School for Girls | 0% |
|---|---|
| Taranaki Region | 41.7% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Taranaki Diocesan School for Girls | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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%
| Taranaki Diocesan School for Girls | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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)
- 461
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 30 September 1914
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
- 5
- Last reviewed
- 1 May 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (1 May 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 1 May 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 101 — 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.
February 2019
133
Counted while ERO’s review team was at the school. Education Review Office, report of 29 April 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 1 May 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 six months of the Education Review Office and Taranaki Diocesan School for Girls 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
Te kura pi’opatanga o w’akaa’urangi, Taranaki Diocesan School for Girls, is located in the South Taranaki township of Stratford. The school is a state integrated Anglican school that caters for girls from years 9 to 13. The acting principal was appointed permanently to the position from the beginning of 2021.
Taranaki Diocesan School for Girls’ strategic priorities for improving outcomes for ākonga are:
offering a 21st century education for 21st century leaders
growing global citizens who are connected to Te Ao Māori through Te Tiriti o Waitangi
cultivating student’s connection with all sectors of their community, encouraging them to actively seek opportunities to serve, lead, collaborate and learn
embracing opportunities to challenge, nurture and empower every student at Taranaki Diocesan to embrace the Christian faith and be confident, resilient, and aspirational.
You can find a copy of the school’s strategic and annual plan on Taranaki Diocesan School for Girls’ website.
ERO and the school are working together to evaluate how effectively a 21 st century education is enacted through the junior curriculum to ensure it is meeting the needs of ākonga .
The rationale for selecting this evaluation is:
to ensure that the junior curriculum remains strongly connected to the Christian faith and supports ākonga to become confident citizens in Aotearoa and beyond.
The school expects to see:
a culturally responsive junior curriculum that deliberately builds the necessary competencies for living and learning in 21st century Aotearoa
teaching and learning more deliberately designed and collectively enacted so that teachers carefully facilitate ākonga to confidently lead their own learning
ākonga showing sustained or improved levels of achievement, engagement, attendance, and wellbeing.
Strengths
The school can draw from the following strengths to support it in its goal to evaluate how effectively a 21 st century education is enacted through the junior curriculum to ensure it is meeting the needs of ākonga :
an inclusive and supportive school culture and environment that is underpinned by its special character
ākonga and kaiako who enjoy and respond positively to the relational culture of the school
kaiako who have experience in catering for diverse needs within the classroom
kaiako, leaders and board who are committed to enacting their strategic direction.
Where to next?
Moving forward, the school will prioritise:
developing and using a plan of action to guide and support this work
seeking a wide range of voice, including ākonga and whānau to inquire into what a 21st century education could look like at Taranaki Diocesan School for Girls
further building teacher capacity using appropriate expertise from internal and external sources
creating and implementing a cohesive, culturally responsive, and broad junior curriculum that meets the needs of their 21st century ākonga .
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
1 May 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 5 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).