Waimate High School
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 293
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Paul Street, Waimate
- Territorial authority
- Waimate District
- Phone
- 03-6898920
- office@waimate-high.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
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
Not stated on the school’s website.
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 values are deeply held beliefs about what is important and desirable for our young people. These values underpin everything we do at Waimate High School. Waimate High School fully upholds and integrates the principles, values and key competencies of the New Zealand Curriculum.
- Our students often refer to our values as the 3Rs. They are Respect, Responsibility and Resilience.
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
- Swimming
Swimming This event happens every year.
- Athletic Sports
The Athletic Sports is an event that happens once a year.
- Cross Country
The Cross Country involves running and walking the track that is around the school field.
- Swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 223
- Māori
- 44
- Pacific
- 10
- Asian
- 38
- MELAA
- 2
- 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 07 | 9 | 1 | 4 | 1 | 0 | 46 | 0 | 56 |
| Year 08 | 10 | 2 | 3 | 1 | 0 | 48 | 0 | 57 |
| Year 09 | 7 | 2 | 3 | 1 | 0 | 35 | 0 | 42 |
| Year 10 | 6 | 3 | 7 | 0 | 0 | 32 | 0 | 42 |
| Year 11 | 2 | 1 | 7 | 0 | 0 | 32 | 0 | 40 |
| Year 12 | 5 | 1 | 5 | 0 | 0 | 25 | 0 | 33 |
| Year 13+ | 1 | 0 | 6 | 0 | 0 | 15 | 0 | 22 |
| Total | 40 | 10 | 35 | 3 | 0 | 233 | 0 | 292 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 7 | 1 | 2 | 1 | 0 | 34 | 0 | 40 |
| Age 12 | 11 | 2 | 2 | 1 | 0 | 47 | 0 | 57 |
| Age 13 | 7 | 2 | 5 | 0 | 0 | 37 | 0 | 44 |
| Age 14 | 4 | 1 | 5 | 1 | 0 | 30 | 0 | 36 |
| Age 15 | 5 | 3 | 6 | 0 | 0 | 36 | 0 | 47 |
| Age 16 | 4 | 1 | 8 | 0 | 0 | 27 | 0 | 38 |
| Age 17 | 2 | 0 | 3 | 0 | 0 | 19 | 0 | 23 |
| Age 18 | 0 | 0 | 4 | 0 | 0 | 3 | 0 | 7 |
| Total | 40 | 10 | 35 | 3 | 0 | 233 | 0 | 292 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
87.8%
| Waimate High School | 87.8% |
|---|---|
| Canterbury Region | 87.1% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 90% |
|---|---|
| Male | 85.7% |
| Māori | 66.7% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 90.3% |
| Total | 87.8% |
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
78%
| Waimate High School | 78% |
|---|---|
| Canterbury Region | 79.6% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 75% |
|---|---|
| Male | 81% |
| Māori | 50% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 77.4% |
| Total | 78% |
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
41.5%
| Waimate High School | 41.5% |
|---|---|
| Canterbury Region | 59% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 40% |
|---|---|
| Male | 42.9% |
| Māori | 16.7% |
| Pacific | Too few to report |
| Asian | 80% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 38.7% |
| Total | 41.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
4.9%
| Waimate High School | 4.9% |
|---|---|
| Canterbury Region | 13.7% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.5% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | 20% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 3.2% |
| Total | 4.9% |
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
68.3%
| Waimate High School | 68.3% |
|---|---|
| Canterbury Region | 83.6% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 60% |
|---|---|
| Male | 76.2% |
| Māori | 16.7% |
| Pacific | Too few to report |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | 71% |
| Total | 68.3% |
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
178.6%
| Waimate High School | 178.6% |
|---|---|
| Canterbury Region | 38.3% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 162.1% |
|---|---|
| Male | 195.6% |
| Māori | 187.3% |
| Pacific | 88.2% |
| Asian | 67.8% |
| Other | 0% |
| European/Pākehā | 203.1% |
| Total | 178.6% |
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
11.3%
| Waimate High School | 11.3% |
|---|---|
| Canterbury Region | 3.7% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 7.6% |
|---|---|
| Male | 15.1% |
| Māori | 14.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 13.8% |
| Total | 11.3% |
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
8.9%
| Waimate High School | 8.9% |
|---|---|
| Canterbury Region | 1.7% |
| Secondary (Year 7-15) | 2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 4.2% |
|---|---|
| Male | 13.9% |
| Māori | 16.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10.7% |
| Total | 8.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 481
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 January 1929
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
- 29 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (29 June 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 29 June 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 293 — 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.
October 2018
260
Counted while ERO’s review team was at the school. Education Review Office, report of 31 January 2019
October 2015
290
Counted while ERO’s review team was at the school. Education Review Office, report of 18 December 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 29 June 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 18 months of the Education Review Office and Waimate 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
Waimate High School is a co-educational Year 7 to 13 school in the South Canterbury district of Waimate .
Waimate High School’s strategic priorities for improving outcomes for learners are to:
support success for every student
build a positive culture of learning and an inclusive learning environment
work with and for the school communities.
You can find a copy of the school’s strategic and annual plan on Waimate High School’s website.
ERO and the school are working together to evaluate the extent to which the school provides an engaging, student centred, culturally responsive learning environment, which supports excellent and equitable outcomes for students’ achievement, engagement and wellbeing.
The rationale for selecting this evaluation is to:
maintain the quality, consistency, and coherence of the school's local curriculum
support all students through effective pedagogy, and ongoing review of practice, to improve student progress and achievement
strengthen student attendance, engagement and wellbeing
build internal evaluation capability.
The school expects to see strengthened capability in the analysis and use of data at a classroom and school wide level to support planning and decision-making for continuous improvement.
Strengths
The school can draw from the following strengths to support its goal to provide an engaging, student centred, culturally responsive learning environment, which supports excellent and equitable outcomes for students’ achievement, engagement and wellbeing.
Teachers share high, clear and equitable expectations for student learning, achievement, progress and wellbeing.
Teaching and learning programmes aim to support individual learning needs and pathways.
The board of trustees and school community provide resources to promote student engagement and retention.
Where to next?
Moving forward, the school will prioritise:
maintaining focus on the impact of internal evaluation practice on excellence and equity in student achievement, engagement, and wellbeing
assessment, tracking and analysis of student achievement outcomes at Year 7 to 10
developing coherent, school-wide practices for planning, delivering and evaluating the curriculum
the ongoing collection and use of whānau and ākonga perspectives about how well the curriculum supports all students' sense of belonging and engagement in learning.
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
29 June 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).