Thames High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 403
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 300 Sealey Street, Thames
- Territorial authority
- Thames-Coromandel District
- Phone
- 07-8688688
- office@thameshigh.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.
- School day starts
- 8:45 am
The school day is from 8:45 am – 3:15 pm.
- 8:45 am
- School day ends
- 3:15 pm
The school day is from 8:45 am – 3:15 pm.
- 3:15 pm
- Uniform
- Required
All uniform items are regulation THS items, supplied by NZ Uniforms, except for socks, and footwear, where the requirements as described must be met.
- Required
- Where to buy the uniform
- https://thameshigh.nzuniforms.com/
Quicklink to Uniform Online shop: [NZ Uniforms Website](https://thameshigh.nzuniforms.com/)
- https://thameshigh.nzuniforms.com/
- Term dates
- Term 1, 2026: Monday 2 Feb to Thursday 2 April
Term 1: Monday 2 Feb to Thursday 2 April
Year stated asKey Dates 2026
- Term 2, 2026: Monday 20 April to Friday 3 July
Term 2: Monday 20 April to Friday 3 July
Year stated asKey Dates 2026
- Term 3, 2026: Monday 20 July to Friday 25 September
Term 3: Monday 20 July to Friday 25 September
Year stated asKey Dates 2026
- Term 4, 2026: Monday 12 October to Friday 11 December
Term 4: Monday 12 October to Friday 11 December
Year stated asKey Dates 2026
- Term 1, 2026: Monday 2 Feb to Thursday 2 April
- Getting there
- Current bus routes: Thames Coast (Tapu, Waiomu, Te Puru), Puriri/Matatoki and Kauaeranga Valley
Current bus routes include: - Thames Coast (Tapu, Waiomu, Te Puru) - Puriri/Matatoki - Kauaeranga Valley
- Current bus routes: Thames Coast (Tapu, Waiomu, Te Puru), Puriri/Matatoki and Kauaeranga Valley
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
- Our graduates are young people who:
- - Have a strong sense of identity, belonging and wellbeing
- - Are respectful, inclusive and able to contribute positively in diverse contexts
- - Are prepared for future pathways, including further learning, training or work
- - Understand their place in Aotearoa New Zealand and the significance of Te Tiriti o Waitangi
- International students
- Accepted, as stated
Our school follows the same behaviour management and disciplinary procedures for international students as for domestic students. Any additional or different conditions for international students (such as around accommodation, attendance, or visa requirements) are outlined in the enrolment contract.
- 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
- Kapa Haka rōpū (Te Puna o Te Pito Mata)
The Thames High Kapa Haka rōpū (Te Puna o Te Pito Mata) practices weekly.
- instrumental tuition programme
The Music Department offers lessons in a wide range of instruments as part of its instrumental tuition programme.
- Jazz Band
a Jazz Band
- Thames High Troupe
[Thames High Troupe](https://www.facebook.com/profile.php?id=100064606213010) (Street performance)
- Guitar Ensemble
Guitar Ensemble and various other musical performance groups
- volleyball
pushed our teams to give everything they had across all codes—volleyball, basketball, badminton, rugby, football, golf, and netball.
- basketball
pushed our teams to give everything they had across all codes—volleyball, basketball, badminton, rugby, football, golf, and netball.
- badminton
pushed our teams to give everything they had across all codes—volleyball, basketball, badminton, rugby, football, golf, and netball.
- rugby
pushed our teams to give everything they had across all codes—volleyball, basketball, badminton, rugby, football, golf, and netball.
- football
pushed our teams to give everything they had across all codes—volleyball, basketball, badminton, rugby, football, golf, and netball.
- golf
pushed our teams to give everything they had across all codes—volleyball, basketball, badminton, rugby, football, golf, and netball.
- netball
pushed our teams to give everything they had across all codes—volleyball, basketball, badminton, rugby, football, golf, and netball.
- Kapa Haka rōpū (Te Puna o Te Pito Mata)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 286
- Māori
- 151
- Pacific
- 26
- Asian
- 63
- MELAA
- 7
- Other
- 3
- International
- 18
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 | 36 | 3 | 13 | 1 | 0 | 68 | 0 | 89 |
| Year 10 | 41 | 5 | 6 | 0 | 1 | 66 | 1 | 89 |
| Year 11 | 28 | 7 | 10 | 0 | 2 | 55 | 9 | 85 |
| Year 12 | 30 | 5 | 7 | 3 | 4 | 56 | 6 | 78 |
| Year 13+ | 25 | 2 | 3 | 2 | 2 | 39 | 2 | 54 |
| Total | 160 | 22 | 39 | 6 | 9 | 284 | 18 | 395 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 31 | 2 | 9 | 1 | 0 | 55 | 0 | 71 |
| Age 14 | 41 | 6 | 10 | 0 | 1 | 71 | 3 | 98 |
| Age 15 | 29 | 6 | 6 | 0 | 3 | 55 | 3 | 76 |
| Age 16 | 33 | 6 | 10 | 3 | 3 | 59 | 5 | 85 |
| Age 17 | 21 | 2 | 3 | 2 | 1 | 39 | 6 | 55 |
| Age 18 | 5 | 0 | 1 | 0 | 1 | 4 | 1 | 9 |
| Total | 160 | 22 | 39 | 6 | 9 | 284 | 18 | 395 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
85.5%
| Thames High School | 85.5% |
|---|---|
| Waikato Region | 84.2% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 81.6% |
|---|---|
| Male | 88.9% |
| Māori | 85.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 83.1% |
| Total | 85.5% |
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
74.7%
| Thames High School | 74.7% |
|---|---|
| Waikato Region | 75.7% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 73.7% |
|---|---|
| Male | 75.6% |
| Māori | 71.4% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 75.4% |
| Total | 74.7% |
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
45.8%
| Thames High School | 45.8% |
|---|---|
| Waikato Region | 51.3% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 57.9% |
|---|---|
| Male | 35.6% |
| Māori | 45.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 46.2% |
| Total | 45.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
10.8%
| Thames High School | 10.8% |
|---|---|
| Waikato Region | 15.1% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 15.8% |
|---|---|
| Male | 6.7% |
| Māori | 5.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 12.3% |
| Total | 10.8% |
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
74.7%
| Thames High School | 74.7% |
|---|---|
| Waikato Region | 77.4% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 68.4% |
|---|---|
| Male | 80% |
| Māori | 85.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 69.2% |
| Total | 74.7% |
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
| Asian | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Māori | not reported |
| Pacific | 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
44.4%
| Thames High School | 44.4% |
|---|---|
| Waikato Region | 53.9% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 28.9% |
|---|---|
| Male | 63.2% |
| Māori | 67.3% |
| Pacific | 0% |
| Asian | 42.8% |
| Other | 43.6% |
| European/Pākehā | 41.4% |
| Total | 44.4% |
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
6.5%
| Thames High School | 6.5% |
|---|---|
| Waikato Region | 6.6% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 7.1% |
|---|---|
| Male | 5.7% |
| Māori | 6.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5.1% |
| Total | 6.5% |
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
0%
| Thames High School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| 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)
- 489
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 4 April 1880
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
- 20 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (20 October 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 same report — the board assurance report of 20 October 2023 — 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 board have identified the following areas of non-compliance during the board assurance process:
a police vet had not been renewed every three years for a person, contractor or employee who works at the school
[Education and Training Act 2020, Schedule 4]
required process to fill a casual vacancy for an elected board member was not sufficiently undertaken. Trustees are working with NZSTA to resolve this matter.
[ Education and Training Act 2020, Schedule 23]
The board has since taken steps to address the areas 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 403 — 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.
September 2018
464
Counted while ERO’s review team was at the school. Education Review Office, report of 23 January 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 20 October 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 24 months of the Education Review Office and Thames High School 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
Thames High School, located in the Hauraki , provides education for students in Years 9 to 13 from across the Hauraki and Coromandel regions. Kia kōtahi a te piki ake, kia ikeike rawa ki te taumata | We grow together to achieve one’s true potential. Kia mahara o neherā; Kia aratakina āianei; Hei waihanga ā mua | Acknowledge our past; Inspire our present; Transform our future. The school acknowledges Ngāti Māru , who were instrumental in the development of the school’s vision and mission, as mana whenua .
Thames High School’s strategic priorities for improving outcomes for learners are to:
enact a commitment to Te Tiriti o Waitangi
ensure all taiohi /students will progress to their highest potential
ensure everyone feels valued, safe and acknowledged for who they are.
You can find a copy of the school’s strategic and annual plan on Thames High School’s website.
ERO and the school are working together to evaluate the extent to which a focus on developing more effective literacy, and culturally responsive and relational practices is supporting excellent and equitable outcomes.
The rationale for selecting this evaluation is:
close alignment with the findings of the 2021 ERO review and the subsequently developed school’s strategic goals
pursuing equitable and excellent outcomes for all learners, with a deliberate focus on Māori learners.
The school expects to see excellent and equitable outcomes resulting from:
culturally responsive curriculum and pedagogy supporting students positive engagement and success in learning
the development and implementation of effective, cross-curricular literacy practices
teachers and curriculum leaders identifying and responding to learner strengths, needs and progress, particularly in literacy
the aspirations of mana whenua continuing to be identified, pursued and reported on.
Strengths
The school can draw from the following strengths to support its goal to pursue excellent and equitable learner outcomes:
strategic and annual planning that sets out a clear vision for improvement
a coherent approach to tracking and monitoring student achievement
professional learning and teacher capability building activities that align with strategic priorities.
Where to next?
Moving forward, the school will prioritise:
continuing to strengthen teacher capability in effective literacy, and culturally responsive and relational practices
strengthening curriculum provision in te ao Māori , and including Aotearoa NZ Histories curriculum and Te Mātaiaho in the enacted curriculum
continuing to strengthen partnership with mana whenua through ‘ Te Ao Māori Strategic Ohu ’
implementing a cohesive and coherent schoolwide approach to literacy that is focused on responding to individual learners’ needs.
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
20 October 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).