Te Aute College
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 77
- Enrolment zone
- No
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- 100 State Highway 2, Pukehou
- Territorial authority
- Central Hawke's Bay District
- Phone
- 06-8568016
- admin@teaute.school.nz
- Website
- http://www.teaute.maori.nz
- Directions
- Get directions
Other schools nearby: schools in Hawke’s Bay
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
Full Uniform for All Students (paid with order)
- Required
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.
- Special character
- Te Aute College is one of only two Mihinare — Māori Anglican — schools in the world. Our school exists within the life of Te Hāhi Mihinare, the Māori Anglican Church, and within the authority and mission of Te Pīhopatanga o Aotearoa.
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
- cross-country
They enjoy cross-country, hiking and fitness runs on the hills of the farm.
- hiking
They enjoy cross-country, hiking and fitness runs on the hills of the farm.
- fitness runs
They enjoy cross-country, hiking and fitness runs on the hills of the farm.
- cross-country
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 9
- Māori
- 74
- Pacific
- 7
- Asian
- 0
- MELAA
- 0
- Other
- 0
- 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 09 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 10 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Year 11 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Year 12 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 13+ | 16 | 1 | 0 | 0 | 0 | 1 | 0 | 16 |
| Total | 77 | 1 | 0 | 0 | 0 | 1 | 0 | 77 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 14 | 20 | 0 | 0 | 0 | 0 | 0 | 0 | 20 |
| Age 15 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Age 16 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Age 17 | 15 | 1 | 0 | 0 | 0 | 1 | 0 | 15 |
| Age 18 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 77 | 1 | 0 | 0 | 0 | 1 | 0 | 77 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
94.4%
| Te Aute College | 94.4% |
|---|---|
| Hawke's Bay Region | 86% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 94.4% |
| Māori | 94.4% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 94.4% |
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
88.9%
| Te Aute College | 88.9% |
|---|---|
| Hawke's Bay Region | 77.5% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 88.9% |
| Māori | 88.9% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 88.9% |
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
88.9%
| Te Aute College | 88.9% |
|---|---|
| Hawke's Bay Region | 57.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 88.9% |
| Māori | 88.9% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 88.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
55.6%
| Te Aute College | 55.6% |
|---|---|
| Hawke's Bay Region | 16.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 55.6% |
| Māori | 55.6% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 55.6% |
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
88.9%
| Te Aute College | 88.9% |
|---|---|
| Hawke's Bay Region | 78.8% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 88.9% |
| Māori | 88.9% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 88.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Total | 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 |
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
| Total | 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 |
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
15.6%
| Te Aute College | 15.6% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 15.6% |
| Māori | 15.6% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 15.6% |
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
19.3%
| Te Aute College | 19.3% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Secondary (Year 9-15) | 4% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 19.3% |
| Māori | 19.3% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 19.3% |
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
15.5%
| Te Aute College | 15.5% |
|---|---|
| Hawke's Bay Region | 3% |
| Secondary (Year 9-15) | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 15.5% |
| Māori | 15.5% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| Total | 15.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 541
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- 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
- 5
- Last reviewed
- 21 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board did not attest to all areas (21 February 2025)
Areas the board did not attest to, in ERO’s words: Management of Health, Safety and Welfare. The report says what that meant and what happened next.
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 same report — the board assurance report of 21 February 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the school identified the following area of non-compliance during the board assurance process:
consult about the health curriculum with its school community. [Education and Training Act 2020, Section 91]
The board has yet to address the area of non-compliance identified.
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 77 — 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.
April 2018
110
Counted while ERO’s review team was at the school. Education Review Office, report of 18 June 2018
March 2015
97
Counted while ERO’s review team was at the school. Education Review Office, report of 14 May 2015
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.
What ERO wrote in its latest report
This is ERO’s report of 21 February 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation Report
Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa .
We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Context
Te Aute College (Te Kura o Te Aute ) is a long-established Māori boarding school for Year 9 to 13 students located in the Hawkes Bay. The special character of Te Aute is built around the Anglican Church and a Māori worldview.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most of the students experience academic success in the senior school.
Most students achieve National Certificate of Educational Achievement (NCEA) Levels 1 and 2, and over half achieve NCEA Level 3 and University Entrance; the percentage of students gaining endorsements markedly improved from 2022 to 2023.
Data for Years 9 and 10 indicates that some students progress in reading, writing and mathematics; improvement in the quality and dependability of assessment information for these year levels is needed.
The school is well below the Ministry of Education target for regular attendance; this is a priority going forward.
Conditions to support learner success
Leaders are strengthening conditions to support learner success through the school’s unique te ao Māori perspective.
Leadership, with the board, provides clear direction for teaching and learning through considered strategic improvement priorities and targets focused on improved student outcomes.
Kaupapa Māori and tikanga Māori continue to be highly valued by leaders, staff, students and whānau and significant in the everyday life of the school.
Leaders have created a positive school culture based on high expectations for learning and respectful relationships between students and with staff.
Teaching through the school’s curriculum is increasingly responsive to learner needs.
Learners have sufficient opportunities to learn across the breadth and depth of The New Zealand Curriculum; community-based programmes are actively explored and participated in to extend learning.
Teachers are resourceful and adaptive in designing programmes of learning and assessment practices to meet the learning needs and aspirations of the students; learning is purposeful and students are engaged.
Te Tiriti o Waitangi, mātauranga Māori , and local curriculum are increasingly and more deliberately woven into programmes of learning.
The school is strengthening systems, structures and practices to enhance student outcomes and success.
Leaders and teachers are beginning to use data to track student progress and achievement in Year 9 and 10; gauging overall patterns of progress and achievement is an area that requires further development.
Vocational Pathway programmes, such as Trades Academy and relationships with local mana whenua have a positive impact on student learning by promoting high levels of engagement and success at senior levels.
The board and leaders are building strong relationships with whānau , families and the community to communicate about learning, school activities and to provide opportunities for learning outside the classroom.
The newly elected board is working well with school leadership to re-establish their governance role within the school.
Part B: Where to next?
The agreed next steps for the school are to:
make better use and understanding of Years 9 and 10 assessment data to monitor student achievement and better inform teaching, learning and school decision making
develop better systems to monitor and record attendance, and further strategies to engage with parents and whānau to raise student attendance
develop a structured, coherent professional learning plan aligned with the school strategic priorities; this needs to include identified teacher development needs in curriculum, assessment and data use.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
put in place a schoolwide system for collecting and analysing dependable student progress and achievement information, particularly for Years 9 and 10; ensure staff are knowledgeable about using the data to plan and meet the needs of the students
review current systems and practices to record and monitor student attendance and make necessary changes to ensure data is accurate and used to improve attendance and engagement
use relevant attendance data to work in partnership with parents and whānau to encourage, monitor and raise student attendance and engagement
develop a structured and targeted professional learning plan that meets the needs of staff and is aligned to the school's improvement priorities
Every six months:
use analysed Years 9 and 10 achievement data with mid-year testing, to report to the board and identify next steps for staff
review and report the ongoing effectiveness of systems and processes to record and monitor student attendance, what the data is showing and respond accordingly
evaluate and report on the outcomes of professional learning in raising staff capabilities and the impact on classroom practice and learners’ progress and achievement
Annually:
present understandable achievement data to the board that shows junior student progress in curriculum levels for reading, writing and mathematics; this information is used to prioritise staff development and board decision making
report well-analysed attendance data to the board (based on Ministry of Education targets and reported termly in Everyday Matters data); scrutinise to identify trends and patterns and further actions needed
report on the impact of the professional learning on staff knowledge and understanding and the difference this has made to teaching and learning outcomes.
Actions taken against these next steps are expected to result in:
improved progress and achievement in Years 9 and 10; staff have a clear understanding of the use of data to inform their practice
students attending regularly; whānau work in partnership with the school, and systems and processes are in place to accurately monitor attendance
professional learning having an impact on improved delivery of the curriculum and student outcomes.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children
Sharon Kelly Acting Director of Schools
21 February 2025
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).