Holy Trinity Catholic Primary School
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 302
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 137 Airfield Road, Takanini, Auckland
- Territorial authority
- Papakura Local Board Area
- Phone
- 09-2969039
- office@holytrinity.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
Parents are required to ensure students are correctly dressed in the regulation school uniform as published by the school in its enrolment and school information.
- Required
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 vision at Holy Trinity Catholic Primary School calls us to:
- Learn, Love and Serve in the Name of the Father, the Son and the Holy Spirit
- Underpinned by the cardinal virtues of:
- Faith, Hope and Love
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 59
- Māori
- 16
- Pacific
- 79
- Asian
- 189
- MELAA
- 15
- 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 | 15 | 37 | 1 | 0 | 13 | 0 | 57 |
| Year 02 | 4 | 17 | 46 | 1 | 0 | 6 | 0 | 63 |
| Year 03 | 2 | 9 | 23 | 2 | 0 | 7 | 0 | 38 |
| Year 04 | 3 | 11 | 27 | 1 | 0 | 8 | 0 | 45 |
| Year 05 | 2 | 11 | 24 | 4 | 1 | 5 | 0 | 45 |
| Year 06 | 4 | 13 | 24 | 1 | 0 | 9 | 0 | 41 |
| Year 07 | 1 | 1 | 1 | 0 | 1 | 1 | 0 | 4 |
| Total | 19 | 77 | 182 | 10 | 2 | 49 | 0 | 293 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 13 | 35 | 0 | 0 | 12 | 0 | 51 |
| Age 06 | 5 | 15 | 42 | 2 | 0 | 7 | 0 | 59 |
| Age 07 | 2 | 9 | 26 | 2 | 0 | 7 | 0 | 41 |
| Age 08 | 3 | 15 | 24 | 1 | 0 | 8 | 0 | 46 |
| Age 09 | 2 | 9 | 29 | 4 | 1 | 5 | 0 | 49 |
| Age 10 | 4 | 14 | 25 | 1 | 0 | 9 | 0 | 42 |
| Age 11 | 1 | 2 | 1 | 0 | 1 | 1 | 0 | 5 |
| Total | 19 | 77 | 182 | 10 | 2 | 49 | 0 | 293 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28%
| Holy Trinity Catholic Primary School | 28% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 57.6% |
| Māori | 151.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 168.1% |
| European/Pākehā | 90.5% |
| Total | 28% |
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 Trinity Catholic Primary School | 0% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| 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 Trinity Catholic Primary School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| 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)
- 395
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 2016
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
- 4
- Last reviewed
- 21 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (21 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 21 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 302 — 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 2017
98
Counted while ERO’s review team was at the school. Education Review Office, report of 22 December 2017
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 21 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
Holy Trinity Catholic Primary School is located in South Auckland and provides education for students in Years 1 to 6. The school’s vision of Learn, Love and Serve in the Name of the Father, the Son and the Holy Spirit is underpinned by the six Gospel values of Kotahitanga |Unity, Arohanui |Compassion, Ngākau Pono |Integrity, Hiranga |Excellence, Manaakitia |Respect and Ngāwari |Resilience.
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
Learners are engaged, make progress and achieve well.
Most learners achieve at or above curriculum expectations in reading, writing and mathematics.
Disparity in achievement is evident for some groups of learners, particularly in reading; further reducing this disparity remains a priority for school leaders, the board and teachers.
Learners express a strong sense of belonging and are very proud of their Catholic faith; senior learners actively serve the school community through a range of leadership roles.
A large majority of learners attend school regularly; the school is approaching the Government’s target for regular attendance.
Conditions to support learner success
Effective and collaborative leadership sets and pursues relevant strategic initiatives.
Leadership uses a range of evidence, including achievement information and community feedback, to set strategic goals and inform well-aligned staff professional learning that meets learner needs.
Senior leaders focus on strengthening the capabilities of middle leaders, ensuring teaching and learning programmes are increasingly consistent and effective.
Strong relational trust among leaders, staff and the community enables open and robust professional conversations that focus on positive learner outcomes.
High quality teaching practice supports students to experience meaningful and rich learning opportunities.
Teachers plan and implement a carefully designed local curriculum where learners clearly see their identities, cultures and faith reflected within the school.
Learners speak confidently about their learning and are well supported by teachers to reflect on their progress against personalised learning goals, supporting independence in their learning.
Teachers increasingly use a range of progress and achievement information to plan learning that meets the many different needs of students, measuring the impact on learner outcomes.
Well-established school conditions strengthen continuous improvement in learner outcomes.
The board is highly effective in carrying out their roles and responsibilities and actively seek parent and whānau feedback by being accessible to the community.
Learners requiring additional support are identified promptly; teachers, whānau and learning assistants work together to ensure learners make progress against their goals.
Te reo Māori and tikanga Māori are increasingly embedded throughout teaching and learning; the school’s commitment to giving effect to Te Tiriti o Waitangi is well supported by ongoing professional learning for staff.
Senior leaders highly value the aspirations of whānau and the community by prioritising ongoing and intentional conversations that shape celebrations, events and initiatives and strengthen the identities of all learners.
Part B: Where to next?
The agreed next steps for the school are to:
monitor and review strategies to continue to improve all students’ regular attendance
strengthen the consistency of schoolwide assessment practices and analysis of achievement information to continue to reduce disparity for groups of learners
further refine curriculum initiatives, integrating the new literacy and mathematics requirements to support student progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
senior and middle leaders collaboratively review and refine the current assessment framework, ensuring a range of learner achievement information informs effective teaching and learning decisions
Every six months:
review the impact of initiatives to increase students’ regular attendance and identify further action
leaders and teachers analyse and use a range of achievement information to monitor and evaluate the impact of teaching and learning programmes
review structured literacy and mathematics approaches, providing ongoing staff professional learning to enhance teaching practice
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making for improvement
evaluate curriculum initiatives and assessment practices to understand the impact on teaching approaches and learner outcomes, informing next steps.
Actions taken against these next steps are expected to result in:
more students attending school regularly
increasingly equitable and excellent achievement outcomes for all learners
ongoing effective analysis and use of achievement information by all staff to improve student outcomes.
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
21 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 4 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).