Holy Family School (Wanaka)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 204
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 152 Aubrey Road, Wanaka
- Territorial authority
- Queenstown-Lakes District
- Phone
- 03-4432394
- office@holyfamilywanaka.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
This school has an enrolment zone, but Ministry of Education has not published a mapped boundary we could load for it. Contact the school directly to check your address.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 193
- Māori
- 13
- Pacific
- 2
- Asian
- 11
- MELAA
- 7
- Other
- 1
- 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 01 | 3 | 0 | 2 | 2 | 0 | 28 | 0 | 31 |
| Year 02 | 3 | 0 | 1 | 1 | 0 | 21 | 0 | 23 |
| Year 03 | 4 | 0 | 0 | 0 | 0 | 33 | 0 | 33 |
| Year 04 | 2 | 0 | 2 | 2 | 0 | 25 | 0 | 28 |
| Year 05 | 1 | 0 | 1 | 0 | 0 | 26 | 0 | 27 |
| Year 06 | 2 | 1 | 1 | 1 | 0 | 26 | 0 | 27 |
| Year 07 | 2 | 0 | 1 | 0 | 1 | 14 | 0 | 17 |
| Year 08 | 4 | 0 | 1 | 0 | 0 | 14 | 0 | 15 |
| Total | 21 | 1 | 9 | 6 | 1 | 187 | 0 | 201 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 2 | 1 | 0 | 28 | 0 | 30 |
| Age 06 | 3 | 0 | 1 | 2 | 0 | 21 | 0 | 24 |
| Age 07 | 4 | 0 | 0 | 0 | 0 | 32 | 0 | 32 |
| Age 08 | 2 | 0 | 2 | 2 | 0 | 26 | 0 | 29 |
| Age 09 | 0 | 0 | 0 | 0 | 0 | 25 | 0 | 25 |
| Age 10 | 3 | 1 | 2 | 1 | 0 | 25 | 0 | 27 |
| Age 11 | 2 | 0 | 0 | 0 | 1 | 14 | 0 | 16 |
| Age 12 | 3 | 0 | 2 | 0 | 0 | 13 | 0 | 15 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 21 | 1 | 9 | 6 | 1 | 187 | 0 | 201 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Holy Family School (Wanaka) | 0% |
|---|---|
| Otago Region | 36.8% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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
0%
| Holy Family School (Wanaka) | 0% |
|---|---|
| Otago Region | 4.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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
0%
| Holy Family School (Wanaka) | 0% |
|---|---|
| Otago Region | 2% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 387
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 20 October 2005
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
- 6 June 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (6 June 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 6 June 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.
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 204 — 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.
November 2019
205
Counted while ERO’s review team was at the school. Education Review Office, report of 6 March 2020
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 6 June 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 eight months of the Education Review Office and Holy Family School ( Wanaka ) 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
Holy Family School is a state-integrated Catholic primary school for children from years 0 to 8 in Wanaka , Central Otago. Its charism and Catholic values underpin the school community, bringing a strong sense of belonging. The school’s mission is to provide a balanced, innovative education responsive to individual needs.
Holy Family School ( Wanaka ) ’s strategic priorities for improving outcomes for learners are:
educationally powerful connections and relationships: community collaboration and partnerships extend and enrich opportunities for students to become confident, connected, actively involved, lifelong learners
a responsive curriculum: students learn, achieve and progress in the breadth and depth of The New Zealand Curriculum
professional capability and collective capacity: teachers engage in professional learning opportunities, increasing their knowledge and skills, developing adaptive expertise and improving the quality of teaching and organisational change.
You can find a copy of the school’s strategic and annual plan on Holy Family School ( Wanaka ) ’s website.
ERO and the school are working together to evaluate the impact of providing all children with equitable opportunities to reach their full potential in applying their learning across the curriculum.
The rationale for selecting this evaluation is:
to develop greater transference of knowledge and skills across the curriculum, based on experience gained through the school’s successes with structured learning approaches to develop foundational skills
through current robust processes for tracking learner achievement, the school intends to continue to ensure equity for all students.
The school expects to see:
students transferring literacy and numeracy skills across the curriculum, leveraged from established and effective structured learning approaches
the continued building of staff capability in transferable skill development through the school’s coaching model and whole school professional learning.
Strengths
The school can draw from the following strengths to support its goal to evaluate the impact of providing all children with equitable opportunities to reach their full potential in applying their learning across the curriculum:
strategic leadership and relational trust across the school community, enabling the school to be highly responsive to learners’ needs, abilities and interests
strong curriculum leadership with coherent, high quality teaching practices and learning approaches that enable all learners to gain personal success.
the progress and achievement of each learner is closely monitored as they move through the school.
Where to next?
Moving forward, the school will prioritise:
continuing to build and embed high-quality teaching, based on research-based pedagogy, to meet the diverse abilities of all learners.
developing the use of skills and knowledge from students’ literacy and numeracy learning and transferring them into learning across other areas of the curriculum.
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
6 June 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).