Wesley College
Secondary (Year 7-15) · State : Integrated
- Year levels
- 7–13
- Total roll
- 332
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- State Highway 22, Pukekohe
- Territorial authority
- Franklin Local Board Area
- Phone
- 09-2370224
- admin@wesley.school.nz
- Website
- http://www.wesley.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
| EVERYDAY UNIFORM | | |---|---| | GIRLS | BOYS | | Black skirt | Wesley black shorts |
- Required
- Getting there
- MOE Day Student Bus provided by Ritchies Murphy Buses, departing Papakura Train Station at 7:50am and Wesley College at 3.30pm
MOE Day Student Bus The day student provider is Ritchies Murphy Buses. The bus departs at 7:50am from Papakura each morning and then again departs at 3.30pm from Wesley College each afternoon. Day students must be on time to catch the bus at the Papakura Train Station. If they miss the bus students will have to board the public bus to Paerata Rise. Ritchies Murphy Bus is a Ministry of Education funded bus.
- MOE Day Student Bus provided by Ritchies Murphy Buses, departing Papakura Train Station at 7:50am and Wesley College at 3.30pm
- How to enrol
- https://wesley.ibcdn.nz/media/2026_08_10_day-student-application-for-admission-10-8-26.pdf
Prospective students wishing to be considered for enrolment should complete an [Application For Admission](https://wesley.ibcdn.nz/media/2026_08_10_day-student-application-for-admission-10-8-26.pdf) returning it with all the requested information to Wesley College, Enrolment Administration, PO Box 58, Pukekohe.
- https://wesley.ibcdn.nz/media/2026_08_10_day-student-application-for-admission-10-8-26.pdf
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.
- Special character
- our Special Character says:
- We are Christian in Practise
- We are Methodist in ethos
- We are accepted as we are
- We are called to be the people of God and to do God’s work
- We belong to the Wesley College family and the family of God.
- International students
- Accepted, as stated
The following is a summary of the costs for an overseas student to attend Wesley College:
- 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
- Swimming
- Touch
- Tag
- Volleyball
- Orienteering
- Girls Cricket
- Rugby (Boys & Girls)
- Netball (Girls & Mixed)
- Badminton (Boys & Girls)
- Basketball (Boys & Girls)
- Rugby7’s (Senior/Junior Boys & Girls)
- Softball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 41
- Māori
- 69
- Pacific
- 276
- Asian
- 9
- MELAA
- 6
- Other
- 1
- International
- 9
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 | 16 | 61 | 1 | 2 | 0 | 7 | 0 | 68 |
| Year 10 | 16 | 67 | 2 | 1 | 0 | 10 | 2 | 81 |
| Year 11 | 17 | 59 | 2 | 0 | 1 | 6 | 2 | 74 |
| Year 12 | 14 | 47 | 0 | 1 | 0 | 11 | 4 | 62 |
| Year 13+ | 13 | 39 | 0 | 0 | 0 | 9 | 5 | 56 |
| Total | 76 | 273 | 5 | 4 | 1 | 43 | 13 | 341 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 12 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 13 | 12 | 49 | 0 | 1 | 0 | 4 | 0 | 54 |
| Age 14 | 18 | 68 | 3 | 2 | 0 | 13 | 1 | 81 |
| Age 15 | 15 | 53 | 2 | 0 | 1 | 5 | 0 | 66 |
| Age 16 | 15 | 46 | 0 | 0 | 0 | 10 | 2 | 59 |
| Age 17 | 10 | 42 | 0 | 1 | 0 | 7 | 7 | 57 |
| Age 18 | 6 | 14 | 0 | 0 | 0 | 4 | 3 | 23 |
| Total | 76 | 273 | 5 | 4 | 1 | 43 | 13 | 341 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
82.4%
| Wesley College | 82.4% |
|---|---|
| Auckland Region | 90.1% |
| Secondary (Year 7-15) | 89.6% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 87.5% |
|---|---|
| Male | 80.8% |
| Māori | 94.1% |
| Pacific | 79.2% |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | Too few to report |
| Total | 82.4% |
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
80.9%
| Wesley College | 80.9% |
|---|---|
| Auckland Region | 85.3% |
| Secondary (Year 7-15) | 83.3% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 87.5% |
|---|---|
| Male | 78.8% |
| Māori | 94.1% |
| Pacific | 77.4% |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | Too few to report |
| Total | 80.9% |
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
55.9%
| Wesley College | 55.9% |
|---|---|
| Auckland Region | 71.7% |
| Secondary (Year 7-15) | 64.5% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 81.3% |
|---|---|
| Male | 48.1% |
| Māori | 76.5% |
| Pacific | 50.9% |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | Too few to report |
| Total | 55.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
4.4%
| Wesley College | 4.4% |
|---|---|
| Auckland Region | 14.6% |
| Secondary (Year 7-15) | 14.7% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 6.3% |
|---|---|
| Male | 3.8% |
| Māori | 17.6% |
| Pacific | 0% |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | Too few to report |
| Total | 4.4% |
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
79.4%
| Wesley College | 79.4% |
|---|---|
| Auckland Region | 88.9% |
| Secondary (Year 7-15) | 83.1% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 81.3% |
|---|---|
| Male | 78.8% |
| Māori | 82.4% |
| Pacific | 77.4% |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Too few to report |
| European/Pākehā | Too few to report |
| Total | 79.4% |
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
28.6%
| Wesley College | 28.6% |
|---|---|
| Auckland Region | 29.7% |
| Secondary (Year 7-15) | 43.4% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 25.7% |
|---|---|
| Male | 29.8% |
| Māori | 23.3% |
| Pacific | 30.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 45% |
| Total | 28.6% |
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
16.3%
| Wesley College | 16.3% |
|---|---|
| Auckland Region | 3% |
| Secondary (Year 7-15) | 4.6% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 5.3% |
|---|---|
| Male | 20.6% |
| Māori | 19.4% |
| Pacific | 14.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 37.4% |
| Total | 16.3% |
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
5.6%
| Wesley College | 5.6% |
|---|---|
| Auckland Region | 1.4% |
| Secondary (Year 7-15) | 2% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 7.7% |
| Māori | 7.6% |
| Pacific | 4.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 15% |
| Total | 5.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 509
- Boarding
- Yes
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- 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
- 6
- Last reviewed
- 27 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (27 March 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 27 March 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.
What ERO wrote in its latest report
This is ERO’s report of 27 March 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
Wesley College is a state-integrated school established in 1844. The school is located on the outskirts of Pukekohe and provides education for approximately 360 students in Years 9 to 13. The roll is made up of 25% female and 75% male students, with the majority coming from areas of South Auckland. The school offers both boarding and day provisions.
Wesley College has a special character and Christian ethos, based on a relationship with the Methodist Church of New Zealand – Te Hāhi Weteriana o Aotearoa .
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
The school’s previous improvement goals are drawn from ERO’s evaluation work with the school in 2023 and 2024 and the progress and impact of actions taken to improve outcomes for learners.
Expected Improvements and Findings
The prioritising of the emotional and physical safety of students at school.
School leaders continue to make good progress on prioritising and providing for the emotional and physical safety of students.
Changes in leadership responsibilities and roles across the school and hostel are providing better oversight of student wellbeing across the school.
A safeguarding officer has been employed fulltime to support the school to implement systems and processes that ensure the emotional and physical safety of students.
Students report that the school environment is increasingly settled, and they experience a more inclusive and positive school culture.
School leaders regularly reporting the ongoing progress of the improvement priorities to the school board and community.
School leaders regularly report progress against improvement priorities to the school board.
Regular monitoring and tracking of progress made towards the recommendations identified in previous ERO reporting.
School leaders continue to work positively on progressing the recommendations identified in previous ERO reporting.
Progress reporting to the school board has improved; the board receives detailed reporting of progress against the school’s implementation and annual plan.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students make good progress and achieve well.
The large majority of students achieve National Certificate of Educational Achievement (NCEA) at Levels 1, 2 and 3; fewer than half of students achieve University Entrance (UE).
Overall achievement in NCEA for Māori and Pacific students is consistently higher than national averages and at similar levels for UE; most students leave school with at least NCEA Level 2.
Achievement information for Year 9 and 10 students shows that most students make sufficient progress to successfully transition to the next step in their educational journey.
Student attendance and chronic absence continues to improve. Less than half of students attend regularly and meeting the government’s attendance target remains a priority.
Conditions to support learner success
Leaders continue to strengthen systems and processes to improve outcomes for students.
Schoolwide professional learning and development opportunities support teachers to build their capacity and capability and embed improvements in teaching practice.
Leadership has made considered changes to roles and responsibilities for leaders and staff to increase shared professional accountability for students' academic and wellbeing outcomes.
Leaders and staff are beginning to collectively reinforce school systems for positive behaviour and raise expectations for students’ achievement, engagement and wellbeing.
The school is taking steps to improve the quality and consistency of teaching and learning.
Students benefit from orderly and settled classroom environments underpinned by mutually respectful and positive relationships with teachers that support their learning.
Leaders and teachers are building a shared understanding of quality teaching and learning; they are beginning to take planned and deliberate actions to bring about continuous improvement in student engagement and success.
The school curriculum provides a good range of opportunities for students to broaden their knowledge and experiences; established partnerships with the local community and career-based experiences promote engagement.
The school is taking positive steps to develop and implement systems and structures to improve conditions for students’ learning and wellbeing.
School leaders proactively access external expertise to support the implementation of health and safety and wellbeing initiatives.
Staff continue to strengthen communication, connection and alignment between the school and the hostel to respond to any safety and wellbeing concern in timely and appropriate ways.
School leaders and teachers are beginning to establish ways to review and evaluate the impact of initiatives and programmes on improving school conditions, student success and wellbeing.
School leaders gather and analyse achievement information; regular reporting to the board provides a comprehensive overview of the progress of cohorts and groups of students towards national qualifications.
Part C: Where to next?
The agreed next steps for the school are to:
enact and continue to embed the child safety improvement plan and evaluate the impact on student wellbeing and emotional and physical safety
review all leadership roles and structures across the school and hostel to ensure consistent practices; plan integrated, effective and well-paced improvements
develop a planned approach to review how well initiatives and programmes are working and for whom
continue to develop ways of reflecting and celebrating students’ language, culture and identity across the school and hostel to promote engagement
monitor and improve daily and regular student attendance by strengthening communication, monitoring and reporting of student attendance across all aspects of the school.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
continue to implement initiatives and programmes to improve school attendance and promote student emotional and physical safety
develop an evaluation plan to implement across the school to support ongoing improvement and know what is working and for who
strengthen the ongoing tracking, monitoring and reporting of daily attendance between the school and hostel to improve regular attendance.
Within six months:
establish a plan to evaluate the impact of the child safety improvement work on student wellbeing and include ongoing student feedback to inform next steps
establish a plan to review and evaluate leadership roles and structures across the school and hostel
review current student feedback processes to ensure the school has reliable and ongoing ways to include student feedback in relation to their attendance, wellbeing and learning.
Every six months:
review student wellbeing outcomes and address any identified areas of concern
review initiatives designed to promote positive student behaviour and build a positive school culture that reflects students’ language, culture and identity.
Annually:
monitor and report on student attendance, engagement, wellbeing, progress and achievement data to know what is working and for whom and to identify next steps
continue to evaluate and report on the impact of the implementation and ongoing progress of improvement priorities to the school board and community.
Actions taken against these next steps are expected to result in:
well established and embedded systems and processes for student attendance, wellbeing, learning outcomes and safety that are regularly evaluated to measure impact
unified and effective leadership structure and practices that support effective, well-paced and sustained improvement in student wellbeing and achievement outcomes
regular schoolwide planned review, evaluation and reporting on initiatives to know what is working and inform next steps
improved rates of regular attendance and engagement within a school environment that reflects and celebrate students’ language, culture and identity across the school and hostel.
ERO recommends that the Ministry of Education continue to provide support to the school to sustain progress and embed systems and processes focused on ongoing improving student safety and wellbeing.
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 Director of Schools (Acting)
27 March 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 6 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).