Trident High School
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 843
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 76 Arawa Road, Whakatane
- Territorial authority
- Whakatane District
- Phone
- 07-3088159
- pa@trident.school.nz
- Website
- http://www.trident.school.nz
- Directions
- Get directions
Other schools nearby: 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.
- In their words
- “a quality education in a partnership environment where excellence and respect are encouraged”
This charter details the school’s aims, purposes, and objectives, and determines how the school will meet the needs of students in terms of providing “a quality education in a partnership environment where excellence and respect are encouraged”.
- “a quality education in a partnership environment where excellence and respect are encouraged”
- International students
- Accepted, as stated
International programmes exist in the school involving students attending from a wide variety of countries, within Europe, North and South America and Asia.
- 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
- Athletics
- Badminton
- Basketball
- Beach Volleyball
- Bowls
- Chess
- Cricket
- Cross Country
- Cycling
- Equestrian
- Football
- Futsal
- Get2Go
- Golf
- Hockey
- Kayaking
- Kī-o-rahi
- Moto X
- Mountain Biking
- Multisport
- Netball
- Orienteering
- Rip Rugby
- Rock Climbing
- Rowing
- Rugby
- Rugby League
- Skiing
- Snowboarding
- Squash
- Surfing
- Swimming
- Tennis
- Touch Rugby
- Triathlon
- Ultimate Frisbee
- Underwater Hockey
- Volleyball
- Waka Ama
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 384
- Māori
- 533
- Pacific
- 59
- Asian
- 51
- MELAA
- 12
- Other
- 8
- International
- 11
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 | 135 | 16 | 5 | 3 | 0 | 77 | 0 | 197 |
| Year 10 | 150 | 21 | 8 | 2 | 2 | 82 | 0 | 212 |
| Year 11 | 105 | 9 | 7 | 1 | 1 | 75 | 1 | 165 |
| Year 12 | 88 | 10 | 8 | 6 | 1 | 74 | 0 | 148 |
| Year 13+ | 73 | 7 | 10 | 2 | 2 | 65 | 0 | 132 |
| Total | 551 | 63 | 38 | 14 | 6 | 373 | 1 | 854 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 13 | 121 | 13 | 5 | 2 | 0 | 61 | 0 | 167 |
| Age 14 | 147 | 21 | 7 | 2 | 1 | 81 | 0 | 207 |
| Age 15 | 109 | 11 | 5 | 2 | 2 | 78 | 0 | 173 |
| Age 16 | 82 | 8 | 8 | 6 | 1 | 74 | 1 | 144 |
| Age 17 | 72 | 7 | 11 | 1 | 2 | 62 | 0 | 129 |
| Age 18 | 15 | 2 | 1 | 1 | 0 | 14 | 0 | 25 |
| Age 19+ | 5 | 1 | 1 | 0 | 0 | 2 | 0 | 8 |
| Total | 551 | 63 | 38 | 14 | 6 | 373 | 1 | 854 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
87.9%
| Trident High School | 87.9% |
|---|---|
| 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 | 85.4% |
|---|---|
| Male | 90.4% |
| Māori | 83.8% |
| Pacific | 100% |
| Asian | 87.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 90.5% |
| Total | 87.9% |
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
82.6%
| Trident High School | 82.6% |
|---|---|
| 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 | 80.2% |
|---|---|
| Male | 85.1% |
| Māori | 78.6% |
| Pacific | 88.9% |
| Asian | 87.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 85.3% |
| Total | 82.6% |
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
56.3%
| Trident High School | 56.3% |
|---|---|
| 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 | 62.5% |
|---|---|
| Male | 50% |
| Māori | 43.6% |
| Pacific | 55.6% |
| Asian | 75% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 66.3% |
| Total | 56.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
20.5%
| Trident High School | 20.5% |
|---|---|
| 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 | 29.2% |
|---|---|
| Male | 11.7% |
| Māori | 15.4% |
| Pacific | 22.2% |
| Asian | 25% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 26.3% |
| Total | 20.5% |
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
80.5%
| Trident High School | 80.5% |
|---|---|
| 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 | 82.3% |
|---|---|
| Male | 78.7% |
| Māori | 75.2% |
| Pacific | 100% |
| Asian | 87.5% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 82.1% |
| Total | 80.5% |
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
47.9%
| Trident High School | 47.9% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 40.9% |
|---|---|
| Male | 55% |
| Māori | 64.2% |
| Pacific | 19% |
| Asian | 17.8% |
| Other | 0% |
| European/Pākehā | 26.1% |
| Total | 47.9% |
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%
| Trident High School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
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 suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Trident High School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| 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)
- 496
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1973
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
- 26 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (26 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 board assurance report of 26 October 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 843 — 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.
March 2016
1208
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 2016
April 2011
1176
Counted while ERO’s review team was at the school. Education Review Office, report of 8 June 2011
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 26 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 Trident 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
Trident High School, located in the city of Whakatāne in the Eastern Bay of Plenty, provides education for students in years 9 to 13. The school strives to offer a quality education in a partnership environment where excellence and respect are encouraged. The Trident High School community respect and acknowledge Ngāti Awa as mana whenua .
Trident High School’s strategic priorities for improving outcomes for learners are:
a culture of excellence - all members of the Trident High School community are supported in aspiring to personal excellence across the four cornerstones of Academic, Sport, Arts and Culture, and Leadership
an inclusive and supportive community - all students and staff are supported to build confident connected relationships in order to become global citizens
building strength and resilience and integrity – Trident High School is a learner centred environment in which all learners, and particularly Māori and Pasifika learners, enjoy success through support of their languages, cultures and identities.
You can find a copy of the school’s strategic and annual plan on Trident High School’s website.
ERO and the school are working together to evaluate the extent to which a focus on authentic, place-based curriculum, equitable pathways, and powerful partnerships is promoting improved attendance and achievement outcomes for Māori students.
The rationale for selecting this evaluation is:
pursuing more equitable outcomes for Māori students
understanding which strategies and interventions are supporting greater equity.
The school expects to see attendance and achievement of Māori students strengthening as a result of:
authentic, place-based programmes that reflect the aspirations, identities and cultures of students at Trident
literacy and numeracy programmes across the school that support equitable access to success in NCEA
partnerships with Māori whānau and mana whenua that support shared decision-making and improved understanding of Māori students’ aspirations and needs.
Strengths
The school can draw from the following strengths to support its goal to improve outcomes for Māori students:
a clearly articulated strategic direction that prioritises equitable outcomes
a strong pastoral system established through the whānau ako structure in which whānau have close and consistent contact with a single whānau teacher who advocates for the young adult in every aspect of school life
systems and structures that support teachers to collaborate to meet the needs of learners and groups of learners.
Where to next?
Moving forward, the school will prioritise continuing to:
strengthen and align authentic place-based programmes which reflect the aspirations, identities and cultures of the students who attend Trident High School
build teacher confidence and capacity to develop more culturally relevant curriculum by strengthening cultural competence
develop responsive programmes that meet the needs of students and groups of students in literacy and numeracy
partner with Ngāti Awa and Māori whānau to better understand student needs and aspirations.
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 School
26 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).