Waiuku College
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 1,002
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Constable Road, Waiuku
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2358139
- office@waiuku-college.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
Waiuku College requires Year 9-12 students to wear a school uniform and Year 13 students to adhere to a specific dress code.
- Required
- Term dates
- Term 1, 2026: Mon 26 Jan – Thu 2 Apr
Term 1 – Mon 26 Jan – Thu 2 Apr 2026
- Term 2, 2026: Mon 20 Apr – Fri 3 Jul
Term 2 – Mon 20 Apr 2026 – Fri 3 Jul 2026
- Term 3, 2026: Mon 20 Jul – Fri 25 Sep
Term 3 – Mon 20 Jul 2026 – Fri 25 Sep 2026
- Term 4, 2026: Mon 12 Oct – Thurs 10 Dec
Term 4 – Mon 12 Oct 2026 – Thurs 10 Dec 2026
- Term 1, 2026: Mon 26 Jan – Thu 2 Apr
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
International students are offered general and subject-specific language learning through the ESOL department.
- 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
Through kapa haka, students connect with te reo Māori, tikanga and whakapapa, strengthening identity, confidence and belonging.
- Stand Up Stand Out
You will have the chance to perform in front of audiences at our school as well as at competitions like Stand Up Stand Out, or RockQuest, just to name a few.
- RockQuest
You will have the chance to perform in front of audiences at our school as well as at competitions like Stand Up Stand Out, or RockQuest, just to name a few.
- Showquest
Students have the opportunity to perform in both small performance evenings and full-scale productions as well as compete in national competitions such as Showquest.
- kapa haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 729
- Māori
- 321
- Pacific
- 110
- Asian
- 103
- MELAA
- 23
- Other
- 6
- International
- 22
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 | 85 | 34 | 28 | 2 | 7 | 189 | 0 | 242 |
| Year 10 | 82 | 27 | 20 | 2 | 5 | 184 | 0 | 222 |
| Year 11 | 70 | 26 | 17 | 1 | 3 | 149 | 7 | 199 |
| Year 12 | 57 | 13 | 12 | 3 | 1 | 149 | 10 | 188 |
| Year 13+ | 31 | 15 | 15 | 2 | 2 | 98 | 4 | 129 |
| Total | 325 | 115 | 92 | 10 | 18 | 769 | 21 | 980 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 72 | 28 | 21 | 2 | 6 | 160 | 0 | 199 |
| Age 14 | 81 | 26 | 20 | 2 | 6 | 179 | 0 | 219 |
| Age 15 | 72 | 26 | 20 | 0 | 3 | 154 | 3 | 201 |
| Age 16 | 63 | 18 | 14 | 3 | 1 | 149 | 11 | 196 |
| Age 17 | 34 | 13 | 14 | 2 | 2 | 107 | 3 | 136 |
| Age 18 | 3 | 4 | 2 | 1 | 0 | 20 | 3 | 27 |
| Age 19+ | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 2 |
| Total | 325 | 115 | 92 | 10 | 18 | 769 | 21 | 980 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
91.3%
| Waiuku College | 91.3% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 95.6% |
|---|---|
| Male | 88.2% |
| Māori | 87.3% |
| Pacific | 84.2% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 92.7% |
| Total | 91.3% |
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
82.1%
| Waiuku College | 82.1% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 86.8% |
|---|---|
| Male | 78.7% |
| Māori | 77.8% |
| Pacific | 78.9% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 83.8% |
| Total | 82.1% |
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
45.9%
| Waiuku College | 45.9% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 58.2% |
|---|---|
| Male | 37% |
| Māori | 33.3% |
| Pacific | 42.1% |
| Asian | 73.3% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 45.8% |
| Total | 45.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
19.7%
| Waiuku College | 19.7% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 27.5% |
|---|---|
| Male | 14.2% |
| Māori | 17.5% |
| Pacific | 10.5% |
| Asian | 20% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 20.7% |
| Total | 19.7% |
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
80.7%
| Waiuku College | 80.7% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 81.3% |
|---|---|
| Male | 80.3% |
| Māori | 82.5% |
| Pacific | 89.5% |
| Asian | 100% |
| MELAA | Too few to report |
| Other | Too few to report |
| European/Pākehā | 79.3% |
| Total | 80.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Māori | not reported |
|---|---|
| Female | not reported |
| Male | 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
49.5%
| Waiuku College | 49.5% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 27.3% |
|---|---|
| Male | 68.8% |
| Māori | 43.4% |
| Pacific | 61.4% |
| Asian | 52.4% |
| Other | 23.6% |
| European/Pākehā | 47.4% |
| Total | 49.5% |
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
8.2%
| Waiuku College | 8.2% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 4.5% |
|---|---|
| Male | 11.4% |
| Māori | 13.5% |
| Pacific | 4.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.6% |
| Total | 8.2% |
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
4.4%
| Waiuku College | 4.4% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 4.1% |
|---|---|
| Male | 4.7% |
| Māori | 7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3.1% |
| Total | 4.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 476
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- 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
- 22 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 November 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 22 November 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 1002 — 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 2017
801
Counted while ERO’s review team was at the school. Education Review Office, report of 1 November 2017
August 2014
908
Counted while ERO’s review team was at the school. Education Review Office, report of 8 October 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 22 November 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 two years of the Education Review Office and Waiuku College 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
Waiuku College, located in the Franklin District, provides education for students in Years 9 to 13. The school’s values, Whanaungatanga, Whakaute and Korowai Manaaki underpin the school’s vision, “ Empowering learners towards their future success/ Kia eke te tauira ki toona karairangatanga ”.
Waiuku College ’s strategic goals for improving outcomes for learners are:
learners at the centre
equitable opportunities for every learner
quality teaching and learning
learning for now and the future.
You can find a copy of the school’s strategic and annual plan on Waiuku College ’s website.
ERO and the school are working together to evaluate the extent to which culturally responsive curriculum, pedagogy and pastoral practices are supporting all students to engage and achieve.
The rationale for selecting this evaluation is:
the need to continue to pursue more equitable and excellent outcomes for Māori students
close alignment with the school’s strategic plan and ongoing improvement journey.
The school expects to see increased levels of engagement and equity resulting from:
a curriculum that closely reflects the values co-constructed with Ngāti Te Ata and increasingly incorporates te ao Māori
pastoral and mentoring practices that build connections to whānau, identify student aspirations and are consistently culturally responsive
teaching practices that are inclusive of and differentiated for each student
a range of student pathways that provide equity of opportunity.
Strengths
The school can draw from the following strengths to support its goal to pursue more culturally responsive practices:
values, co-constructed with Ngāti Te Ata that clearly articulate the school’s valued outcomes
cultural capacity and responsive practice in areas of the school that can provide insight into effective practice
the deliberate gathering of voice and aspirations of whānau, hapū and iwi is informing teaching practices to better meet the needs of Māori students.
Where to next?
Moving forward, the school will prioritise:
developing a shared understanding of mana enhancing pastoral practices and implementing those practices schoolwide
continuing to develop a curriculum that reflects the school values and incorporates te ao Māori
providing professional development and support for teachers to differentiate their teaching to meet the needs and interests of their students
continuing to expand the pathways available in response to student need and interest.
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
22 November 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).