St Anne's School (Wanganui)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 219
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Raine Street, Whanganui East, Whanganui
- Territorial authority
- Whanganui District
- Phone
- 06-3438389
- office@stannes.school.nz
- Website
- http://www.stannes.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
School Uniforms are compulsory.
- 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
- Living the Spirit of Jesus
- The special Catholic character is an integral part of our school life. All children participate in the religious education programme and attend Masses and other liturgical celebrations that mark important occasions in the church year. Daily prayer is a feature of each classroom programme.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 175
- Māori
- 67
- Pacific
- 11
- Asian
- 30
- MELAA
- 2
- 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 | 8 | 1 | 4 | 0 | 0 | 14 | 0 | 23 |
| Year 02 | 9 | 1 | 2 | 0 | 0 | 12 | 0 | 18 |
| Year 03 | 7 | 0 | 1 | 0 | 0 | 20 | 0 | 23 |
| Year 04 | 10 | 1 | 4 | 0 | 0 | 18 | 0 | 23 |
| Year 05 | 10 | 1 | 0 | 0 | 0 | 24 | 0 | 27 |
| Year 06 | 5 | 2 | 3 | 1 | 0 | 22 | 0 | 28 |
| Year 07 | 8 | 0 | 5 | 1 | 1 | 28 | 0 | 33 |
| Year 08 | 10 | 1 | 2 | 0 | 0 | 30 | 0 | 33 |
| Total | 67 | 7 | 21 | 2 | 1 | 168 | 0 | 208 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 1 | 4 | 0 | 0 | 13 | 0 | 22 |
| Age 06 | 9 | 1 | 2 | 0 | 0 | 13 | 0 | 19 |
| Age 07 | 7 | 0 | 1 | 0 | 0 | 20 | 0 | 23 |
| Age 08 | 10 | 1 | 4 | 0 | 0 | 18 | 0 | 23 |
| Age 09 | 10 | 1 | 0 | 0 | 0 | 24 | 0 | 27 |
| Age 10 | 5 | 2 | 3 | 1 | 0 | 21 | 0 | 27 |
| Age 11 | 8 | 0 | 4 | 0 | 1 | 25 | 0 | 29 |
| Age 12 | 9 | 1 | 2 | 1 | 0 | 29 | 0 | 32 |
| Age 13 | 1 | 0 | 1 | 0 | 0 | 5 | 0 | 6 |
| Total | 67 | 7 | 21 | 2 | 1 | 168 | 0 | 208 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
23%
| St Anne's School (Wanganui) | 23% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 40.1% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 28.3% |
| Total | 23% |
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
11.4%
| St Anne's School (Wanganui) | 11.4% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 19.6% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 14.4% |
| Total | 11.4% |
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
11.6%
| St Anne's School (Wanganui) | 11.6% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 19.9% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 14.8% |
| Total | 11.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 459
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1944
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
- 2
- Last reviewed
- 10 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 219 — 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.
April 2019
264
Counted while ERO’s review team was at the school. Education Review Office, report of 10 June 2019
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 10 October 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Saint Anne’s School ( Whanganui ) provides education for learners in Years 1 to 8. The school mission is Students Become Global Citizens with a Catholic Worldview , and its values are excellence, courage, service and aroha . The roll is currently 204 students, 25% of whom are Māori .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation .
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support high quality education for learners are driving excellent school performance.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
Less than half of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning in place to increase the rate of progress for all groups of students.
The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
The school leadership and Board of Trustees share a clear vision for the school based on improving all students’ rates of progress, achievement and wellbeing.
Leaders and staff have high expectations for student success. Students requiring additional support with their learning are identified early and receive targeted literacy and numeracy support.
Curriculum design is responsive to learner needs.
The school uses a structured approach to literacy and is embedding structured teaching approaches for mathematics.
Leaders and staff engage in targeted professional learning to strengthen teaching practices.
Leaders support teachers to review their practice, evaluate the impact of initiatives, and identify next steps for improvement in teaching and learning.
Key priorities for the school:
Review assessment practices to incorporate new literacy and mathematics requirements.
Adjust assessment methods to provide more accurate reporting on the progress of students with additional needs.
Embed structured literacy and implement mathematics programmes to align with the refreshed curriculum.
Improve regular attendance for all learners to meet Government targets.
Actions to bring about improvement:
Within three months:
leaders and teachers evaluate the impact of initiatives to improve student attendance and plan the next steps
Every six months:
leaders monitor and report to the School Board on the development of schoolwide assessment expectations
leaders and teachers analyse and report to the Board on learner progress and achievement in reading, writing and mathematics
leaders and teachers monitor and report on the impact of structured literacy and mathematics practices on achievement and engagement
Annually:
leaders and teachers review school assessment processes and expectations to identify the most successful initiatives to inform future planning
the School Board uses school-wide achievement data in literacy and mathematics to guide strategic and improvement planning
the School Board and leaders monitor the effectiveness of attendance strategies to improve attendance and plan further action as needed.
Expected outcomes
Teachers effectively use assessment information to inform their planning and support learners to know how well they are achieving and what they need to learn next.
Structured teaching and learning approaches are used to improve achievement and accelerate progress in literacy and mathematics.
Improved regular attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meet regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
The next public report on ERO’s website will be a School Report and is due within four 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
10 October 2025
Read the full report on ero.govt.nz →
All 2 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).