Whangaroa College
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 100
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 4157 State Highway 10, Kaeo
- Territorial authority
- Far North District
- Phone
- 09-4050199
- office@whc.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 26
- Māori
- 95
- Pacific
- 6
- Asian
- 2
- MELAA
- 0
- 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 | 18 | 2 | 2 | 0 | 0 | 3 | 0 | 20 |
| Year 08 | 12 | 0 | 1 | 0 | 0 | 2 | 0 | 12 |
| Year 09 | 30 | 2 | 0 | 0 | 0 | 3 | 0 | 31 |
| Year 10 | 17 | 0 | 0 | 0 | 0 | 3 | 0 | 17 |
| Year 11 | 13 | 1 | 0 | 0 | 0 | 4 | 0 | 15 |
| Year 12 | 6 | 0 | 0 | 0 | 0 | 5 | 0 | 10 |
| Year 13+ | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 99 | 5 | 3 | 0 | 0 | 21 | 0 | 109 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 15 | 2 | 1 | 0 | 0 | 2 | 0 | 16 |
| Age 12 | 14 | 0 | 1 | 0 | 0 | 3 | 0 | 15 |
| Age 13 | 27 | 2 | 1 | 0 | 0 | 3 | 0 | 28 |
| Age 14 | 19 | 0 | 0 | 0 | 0 | 3 | 0 | 19 |
| Age 15 | 9 | 0 | 0 | 0 | 0 | 4 | 0 | 11 |
| Age 16 | 10 | 1 | 0 | 0 | 0 | 5 | 0 | 14 |
| Age 17 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 18 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 99 | 5 | 3 | 0 | 0 | 21 | 0 | 109 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
66.7%
| Whangaroa College | 66.7% |
|---|---|
| Northland Region | 82.3% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 57.1% |
|---|---|
| Male | 75% |
| Māori | 60% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 80% |
| Total | 66.7% |
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
60%
| Whangaroa College | 60% |
|---|---|
| Northland Region | 72.1% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 42.9% |
|---|---|
| Male | 75% |
| Māori | 50% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 80% |
| Total | 60% |
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
20%
| Whangaroa College | 20% |
|---|---|
| Northland Region | 48.3% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 42.9% |
|---|---|
| Male | 0% |
| Māori | 30% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 20% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
6.7%
| Whangaroa College | 6.7% |
|---|---|
| Northland Region | 16.8% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 14.3% |
|---|---|
| Male | 0% |
| Māori | 10% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 0% |
| Total | 6.7% |
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
53.3%
| Whangaroa College | 53.3% |
|---|---|
| Northland Region | 72.9% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 57.1% |
|---|---|
| Male | 50% |
| Māori | 60% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 40% |
| Total | 53.3% |
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
136.7%
| Whangaroa College | 136.7% |
|---|---|
| Northland Region | 52% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 141.3% |
|---|---|
| Male | 132.4% |
| Māori | 146.8% |
| Pacific | Too few to report |
| Asian | Too few to report |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 64% |
| Total | 136.7% |
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
21.2%
| Whangaroa College | 21.2% |
|---|---|
| Northland Region | 6.5% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 26.1% |
|---|---|
| Male | 16.5% |
| Māori | 23.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 38.5% |
| Total | 21.2% |
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
4.7%
| Whangaroa College | 4.7% |
|---|---|
| Northland Region | 2.7% |
| Secondary (Year 7-15) | 2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 9.9% |
|---|---|
| Male | 0% |
| Māori | 5.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 20.3% |
| Total | 4.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 540
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1969
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
- 3
- Last reviewed
- 23 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (23 February 2024)
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 23 February 2024 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 23 February 2024 — “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 nine months of the Education Review Office and Whangaroa 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
Whangaroa College is in Kaeo , Te Tai Tokerau and provides education for students in Years 7 to 13. The school’s mission statement is “building confident global citizens that strive for excellence”. Whangaroa College acknowledges and upholds the values of Whakamana i te tangata (respect), Kawea ake te mana (responsibility), Mā te ngākau ū (commitment) and Kia manawaroa (perseverance). By following these values, the school aims to ensure all students are equipped with the skills to achieve their full potential and positively contribute to society.
Whangaroa College ’s strategic priorities for improving outcomes for learners are:
Community engagement
Teaching and learning
PB4L
Kaitiakitanga .
You can find a copy of the school’s strategic and annual plan on Whangaroa College ’s website.
ERO and the school are working together to evaluate how effectively culturally responsive and relational teaching practices are promoting positive outcomes for all students.
The rationale for selecting this evaluation is to:
Support students to achieve success with a strong, secure sense of their identity
strengthen teaching capability to improve the impact of teaching on learning and achievement for all students.
The school expects to see greater numbers of students attending regularly, engaged in their learning, and making accelerated progress to achieve their full potential.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively culturally responsive and relational teaching practices are promoting positive outcomes for all students:
the school is continuing to strengthen conditions, actions and practices to promote wellbeing, which includes te ao Māori and mātauranga Māori
strong networks with a range of external agencies who provide specialist support to individuals and groups of students
leadership is collaboratively strengthening the culture of relational trust to ensure ongoing organisational capacity building for continuous improvement.
Where to next?
Moving forward, the school will prioritise:
professional development which builds teaching capability in culturally responsive and relational teaching practices
continuing to develop and refine a localised curriculum reflective of the collective aspirations of whānau
implementing consistent curriculum progressions that provide robust frameworks for teaching and 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
23 February 2024
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 3 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).