Waimea College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,527
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 60 Salisbury Road, Richmond
- Territorial authority
- Tasman District
- Phone
- 03-5446099
- inspire@waimea.school.nz
- Website
- http://www.waimea.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
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
Waimea College is seeking to be inclusive by having a range of uniform options for students to choose from. Students can choose from the following options: Shirts, Blouses, Tops - White school blouse – long or short sleeves (a plain white or black undergarment may be worn underneath)
- Required
- Getting there
- School bus services; further information from Nelson Coachlines, phone 03 548 3290
For further information about school bus services, please contact Nelson Coachlines: Email: [info@nelsoncoachlines.co.nz](mailto:info@nelsoncoachlines.co.nz) Phone: 03 548 3290
- School bus services; further information from Nelson Coachlines, phone 03 548 3290
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
All international students enrolled at Waimea College are provided with local homestay accommodation.
- 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
- basketball
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- cricket
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- football
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- hockey
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- netball
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- rugby
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- volleyball
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- multisport
We have a huge range of sporting codes on offer, including the major sports of basketball, cricket, football, hockey, netball, rugby, volleyball and multisport.
- basketball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1,290
- Māori
- 173
- Pacific
- 32
- Asian
- 107
- MELAA
- 52
- Other
- 11
- International
- 64
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 | 56 | 7 | 19 | 6 | 2 | 301 | 0 | 346 |
| Year 10 | 45 | 8 | 14 | 1 | 2 | 306 | 2 | 350 |
| Year 11 | 38 | 2 | 22 | 4 | 0 | 311 | 15 | 359 |
| Year 12 | 26 | 3 | 15 | 3 | 2 | 220 | 34 | 290 |
| Year 13+ | 30 | 4 | 16 | 2 | 2 | 193 | 21 | 246 |
| Total | 195 | 24 | 86 | 16 | 8 | 1331 | 72 | 1591 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 48 | 8 | 14 | 5 | 2 | 223 | 0 | 261 |
| Age 14 | 41 | 5 | 15 | 1 | 1 | 300 | 1 | 341 |
| Age 15 | 45 | 4 | 15 | 3 | 1 | 318 | 1 | 348 |
| Age 16 | 24 | 3 | 13 | 5 | 1 | 243 | 33 | 308 |
| Age 17 | 26 | 3 | 12 | 1 | 2 | 204 | 27 | 259 |
| Age 18 | 4 | 1 | 14 | 1 | 1 | 34 | 8 | 57 |
| Age 19+ | 7 | 0 | 3 | 0 | 0 | 9 | 2 | 17 |
| Total | 195 | 24 | 86 | 16 | 8 | 1331 | 72 | 1591 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
82.6%
| Waimea College | 82.6% |
|---|---|
| Tasman Region | 82.2% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 80.9% |
|---|---|
| Male | 84.1% |
| Māori | 66.7% |
| Pacific | Too few to report |
| Asian | 88.9% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 82.3% |
| Total | 82.6% |
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
72.3%
| Waimea College | 72.3% |
|---|---|
| Tasman Region | 72.8% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 71.3% |
|---|---|
| Male | 73.2% |
| Māori | 57.1% |
| Pacific | Too few to report |
| Asian | 77.8% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 73% |
| Total | 72.3% |
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
50.5%
| Waimea College | 50.5% |
|---|---|
| Tasman Region | 43.8% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 57.3% |
|---|---|
| Male | 43.9% |
| Māori | 45.2% |
| Pacific | Too few to report |
| Asian | 61.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 49.6% |
| Total | 50.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
10.3%
| Waimea College | 10.3% |
|---|---|
| Tasman Region | 9% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 14% |
|---|---|
| Male | 6.7% |
| Māori | 16.7% |
| Pacific | Too few to report |
| Asian | 11.1% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 9.9% |
| Total | 10.3% |
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
79.1%
| Waimea College | 79.1% |
|---|---|
| Tasman Region | 77.2% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 79% |
|---|---|
| Male | 79.3% |
| Māori | 73.8% |
| Pacific | Too few to report |
| Asian | 83.3% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 78.7% |
| Total | 79.1% |
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
26%
| Tasman Region | 33% |
|---|---|
| Waimea College | 26% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 24.8% |
|---|---|
| Male | 27.3% |
| Māori | 77% |
| Pacific | 0% |
| Asian | 47.8% |
| Other | 0% |
| European/Pākehā | 22.2% |
| Total | 26% |
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
3%
| Waimea College | 3% |
|---|---|
| Tasman Region | 3.2% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 6% |
| Māori | 8.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3% |
| Total | 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
2.9%
| Waimea College | 2.9% |
|---|---|
| Tasman Region | 2.1% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 5.8% |
| Māori | 3.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.7% |
| Total | 2.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 447
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1957
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
- 19 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (19 February 2025)
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 19 February 2025 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 1527 — 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 2019
1560
Counted while ERO’s review team was at the school. Education Review Office, report of 12 June 2019
September 2014
1471
Counted while ERO’s review team was at the school. Education Review Office, report of 2 December 2014
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 19 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
Waimea College is a co-educational secondary school for Years 9 to 13 learners located in Richmond, Nelson. The school’s statement of Your Place to Excel is underpinned by the school values: Manaakitanga | Caring; Whanaungatanga | Belonging; Akoranga | Learning.
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
Learner progress across the school is positive with increasingly equitable and excellent outcomes.
A large majority of learners in Year 9 achieve at or above expected curriculum levels in literacy and mathematics; in Year 10 a small majority achieve at or above expected curriculum levels in literacy and a large majority in mathematics.
Most Year 11, 12 and 13 learners, including a large majority of Māori learners, achieve National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3.
A large majority of learners express a strong sense of belonging at the school and increasing this further is a key school focus.
A small majority of learners attend regularly although the school is yet to meet the Government’s target for regular attendance; engagement and attendance is a school priority.
Conditions to support learner success
Leaders work strategically and collaboratively with a central focus of improving outcomes for all learners.
Leaders and teachers use research about responsive practices to support high-quality teaching and learning practices for all learners to experience success.
Improvement goals and actions are carefully chosen and monitored for how effectively they meet the specific needs of learners.
Leaders increasingly use internal evidence-based review systems and processes to support continuous improvement for all learners.
Teaching is increasingly responsive to the diverse needs of the learners within its community.
Leaders at all levels are establishing the design and delivery of a responsive curriculum and consistent teaching across all classes to support success for all learners.
Teachers are strengthening their use of learning data to implement teaching strategies so that each learner can make progress.
Teachers are taking steps to further develop trusting classroom relationships to strengthen learner wellbeing and support learners to seek help when needed.
Conditions that underpin effective schooling are increasingly consistent across the school.
The board and leaders have a clear focus on strategic and annual planning based on strong community consultation and centred on furthering learners’ wellbeing, engagement and achievement.
A collaborative culture assists leaders and teachers to reflect on their practice, evaluate impacts of teaching on learner outcomes, and respond to the results.
Tailored assistance from teachers successfully supports improved engagement and progress for learners who require this.
Leaders, teachers and board demonstrate strong commitment to growing their capability and understanding of Te Tiriti o Waitangi to strengthen the school’s bicultural practices.
Part B: Where to next?
The agreed next steps for the school are to:
embed evidence-based review systems and processes to measure the effectiveness of the school’s improvement strategies for inclusion, engagement, attendance and achievement
refine school structures and systems to strengthen the use of wellbeing and learning data to improve outcomes for all
continue the focus on school-wide effective teaching strategies to respond successfully to the varying needs of learners
develop a shared understanding of culturally responsive teaching practices so all learners achieve personalised success
use learner, whānau and staff feedback to develop a Learner Graduate Profile.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
leaders implement refined school structures and systems to support learner wellbeing and achievement
leaders and teachers implement the agreed effective teacher strategies for schoolwide consistency
teachers respond to the school’s literacy and numeracy targets and use appropriate teaching strategies to support learners’ progress.
Every six months:
use learner feedback to evaluate the schoolwide implementation of the agreed effective teacher strategies, including culturally responsive practices
evaluate and report on progress towards meeting attendance targets and act on any emerging trends
evaluate and report on learner progress and achievement and act on any emerging trends.
Annually:
use learner, whānau and teacher feedback about teaching and learning to inform planning
evaluate and report on the impact of the refined school structures, systems and teaching practices for increased learner wellbeing and achievement.
Actions taken against these next steps are expected to result in:
improved levels of inclusion, engagement and attendance
teaching practices that respond to learners’ cultures and identities and support the achievement of all learners
increased learner progress and achievement across all year levels.
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
19 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).