Tauranga Girls' College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,456
- Enrolment zone
- Yes
- Gender
- Girls School
Where is it, and how do I get in touch?
- Address
- 930 Cameron Road, Gate Pa, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5788114
- info@tgc.school.nz
- Website
- http://www.tgc.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tauranga · schools in Bay of Plenty
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.
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
AEAS Testing is a requirement for International Students intending to study at Tauranga Girls' College for one year or more.
- 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
- Homo Hāia
Homo Hāia (Homework Club) This is a free homework programme designed to empower our pacific learners to excellence.
- Rising Hibiscus
Rising Hibiscus is open to all. It provides an environment with a pasifika feel/focus allowing our students to bond with one another through cultural identity
- Asian Cultures Club
The Asian Cultures Club is a community of students who aim to celebrate and promote the rich cultural traditions of Asian countries.
- Te Tauranga o Nga waka
Te Tauranga o Nga waka is a combined Tauranga Boys’ and Tauranga Girls’ College Kapa haka group.
- Sisters of the Pacific
Sisters of the Pacific is a TGC performance group. This group embraces the different Pasifika cultures through the art of dancing.
- Debating
We celebrate our students' capacity with words in the following spheres: Debating, Mooting, the Philosophy group, and the Writing Club.
- Mooting
We celebrate our students' capacity with words in the following spheres: Debating, Mooting, the Philosophy group, and the Writing Club.
- the Philosophy group
We celebrate our students' capacity with words in the following spheres: Debating, Mooting, the Philosophy group, and the Writing Club.
- the Writing Club
We celebrate our students' capacity with words in the following spheres: Debating, Mooting, the Philosophy group, and the Writing Club.
- Homo Hāia
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 967
- Māori
- 462
- Pacific
- 151
- Asian
- 261
- MELAA
- 22
- Other
- 21
- International
- 41
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 | 123 | 38 | 56 | 4 | 6 | 213 | 2 | 329 |
| Year 10 | 102 | 35 | 48 | 4 | 8 | 241 | 8 | 342 |
| Year 11 | 88 | 34 | 42 | 3 | 5 | 227 | 9 | 315 |
| Year 12 | 67 | 15 | 35 | 2 | 1 | 150 | 7 | 232 |
| Year 13+ | 45 | 12 | 38 | 1 | 1 | 130 | 10 | 212 |
| Total | 425 | 134 | 219 | 14 | 21 | 961 | 36 | 1430 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 92 | 30 | 40 | 3 | 3 | 149 | 2 | 232 |
| Age 14 | 115 | 36 | 50 | 3 | 8 | 258 | 3 | 364 |
| Age 15 | 87 | 32 | 43 | 5 | 6 | 222 | 4 | 306 |
| Age 16 | 73 | 17 | 41 | 2 | 3 | 159 | 14 | 259 |
| Age 17 | 50 | 12 | 29 | 0 | 1 | 144 | 8 | 211 |
| Age 18 | 8 | 7 | 13 | 1 | 0 | 28 | 3 | 52 |
| Age 19+ | 0 | 0 | 3 | 0 | 0 | 1 | 2 | 6 |
| Total | 425 | 134 | 219 | 14 | 21 | 961 | 36 | 1430 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
89.1%
| Tauranga Girls' College | 89.1% |
|---|---|
| Bay of Plenty Region | 87.3% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 76.3% |
| Pacific | 85% |
| Asian | 94.7% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 88.6% |
| Total | 89.1% |
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
81.1%
| Tauranga Girls' College | 81.1% |
|---|---|
| Bay of Plenty Region | 78.1% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 65% |
| Pacific | 65% |
| Asian | 94.7% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 79.9% |
| Total | 81.1% |
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
63.3%
| Tauranga Girls' College | 63.3% |
|---|---|
| Bay of Plenty Region | 56.5% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 41.3% |
| Pacific | 50% |
| Asian | 86.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 63% |
| Total | 63.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
18.9%
| Tauranga Girls' College | 18.9% |
|---|---|
| Bay of Plenty Region | 18.1% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 13.8% |
| Pacific | 20% |
| Asian | 15.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 17.9% |
| Total | 18.9% |
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
79.3%
| Tauranga Girls' College | 79.3% |
|---|---|
| Bay of Plenty Region | 77.3% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 62.5% |
| Pacific | 75% |
| Asian | 94.7% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 77.2% |
| Total | 79.3% |
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
38.4%
| Tauranga Girls' College | 38.4% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 38.6% |
|---|---|
| Male | 0% |
| Māori | 79.8% |
| Pacific | 41% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 28.2% |
| Total | 38.4% |
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
4.5%
| Tauranga Girls' College | 4.5% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 4.5% |
|---|---|
| Male | 0% |
| Māori | 11.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2% |
| Total | 4.5% |
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
2.5%
| Tauranga Girls' College | 2.5% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 2.5% |
|---|---|
| Male | 0% |
| Māori | 6.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0.6% |
| Total | 2.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 466
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 4 February 1958
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
- 29 September 2022
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (29 August 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 29 August 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 1456 — 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.
August 2018
1243
Counted while ERO’s review team was at the school. Education Review Office, report of 17 December 2018
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 29 August 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 18 months of the Education Review Office and Tauranga Girls’ College working in T e 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
Tauranga Girls' College is a state secondary school located in Tauranga. The school’s vision is ‘Empowering tomorrow’s women for a different tomorrow’; students are encouraged to take individual responsibility, demonstrate integrity and show respect for the rights of others. This is supported by the school’s values of respect- manaakitanga ; participation – mahi tahi ; and pride – mana motuhake .
Tauranga Girls’ College’s strategic priorities for improving outcomes for learners are:
l earning designed to include opportunities where every student is encouraged to explore, challenge and innovate so that they may thrive now and move forward with confidence
weaving te ao M āori (the Māori World) into our school
reflecting, understanding and acknowledging the community by being actively engaged and participating to help create a better future for all
recognising and valuing the importance of personal differences, learning and growing through the sharing of the unique qualities we all possess.
You can find a copy of the school’s strategic and annual plan on Tauranga Girls’ College’s website.
ERO and the school are working together to evaluate how effectively the focus on whanaungatanga has improved student achievement and engagement.
The rationale for selecting this evaluation is:
The school noticed that not all learners reported a sense of belonging or feeling included. School organisation was based on year level cohorts with a siloed approach to pastoral and academic needs. The school wanted to explore the possible connection between a sense of whanaungatanga , attendance and retention data, student engagement in curricular and extracurricular opportunities and involvement in house activities.
School leaders investigated how effectively the inclusion and focus on strengthening whanaungatanga was realised by collecting student, whānau and staff voice through surveys, interviews with focus groups, sports review, guidance review, perception survey and the Māori achievement inquiry.
The school expects to see greater levels of engagement in a responsive curriculum through which individual progress and achievement is well supported. In addition, higher rates of student retention are expected, through more effective pathways that allows student interests and passions to be explored.
Strengths
The following strengths support the school in its goal to raise student engagement and achievement through an increased sense of whanaungatanga :
a coherent strategic approach to school improvement
school leaders understand and use evaluation for continuous improvement
a positive, collaborative and cohesive senior leadership team focused on improved student outcomes
the valuing of inclusion and diversity that supports the building of whanaungatanga .
Where to next?
Moving forward, the school will prioritise:
s trengthening expectations and processes to further enhance whanaungatanga
e valuating the effectiveness of the personalised opportunities for students’ experiences that are tailored to their interests and pathways
f urther developing curriculum and assessment practices that inform le arning and teaching to improve outcomes for all students.
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.
Phil Cowie Director Review and Improvement Services (Central) Central Region | Te Tai Pūtahi Nui
29 August 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).