St Bernadette's School (Naenae)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 125
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 190 Naenae Road, Naenae, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5678056
- admin@stbs.school.nz
- Website
- http://www.stbs.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 15
- Māori
- 11
- Pacific
- 71
- Asian
- 32
- MELAA
- 17
- 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 | 0 | 5 | 3 | 2 | 0 | 2 | 0 | 9 |
| Year 02 | 1 | 6 | 7 | 1 | 1 | 1 | 0 | 16 |
| Year 03 | 1 | 7 | 0 | 2 | 0 | 1 | 0 | 10 |
| Year 04 | 1 | 3 | 4 | 2 | 0 | 0 | 0 | 8 |
| Year 05 | 3 | 15 | 3 | 3 | 0 | 2 | 0 | 24 |
| Year 06 | 1 | 10 | 1 | 0 | 0 | 1 | 0 | 12 |
| Year 07 | 1 | 8 | 5 | 3 | 0 | 1 | 0 | 17 |
| Year 08 | 2 | 10 | 1 | 1 | 0 | 1 | 0 | 12 |
| Total | 10 | 64 | 24 | 14 | 1 | 9 | 0 | 108 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 5 | 3 | 2 | 0 | 2 | 0 | 9 |
| Age 06 | 1 | 6 | 6 | 1 | 1 | 1 | 0 | 15 |
| Age 07 | 1 | 7 | 0 | 2 | 0 | 1 | 0 | 10 |
| Age 08 | 1 | 4 | 4 | 2 | 0 | 0 | 0 | 9 |
| Age 09 | 3 | 13 | 3 | 3 | 0 | 2 | 0 | 22 |
| Age 10 | 1 | 11 | 2 | 0 | 0 | 1 | 0 | 14 |
| Age 11 | 1 | 5 | 5 | 3 | 0 | 1 | 0 | 14 |
| Age 12 | 2 | 11 | 1 | 1 | 0 | 1 | 0 | 13 |
| Age 13 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 10 | 64 | 24 | 14 | 1 | 9 | 0 | 108 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Bernadette's School (Naenae) | 0% |
|---|---|
| Wellington Region | 24.7% |
| 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%
| St Bernadette's School (Naenae) | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| St Bernadette's School (Naenae) | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 488
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1948
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
- 3 September 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 3 September 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 125 — 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.
September 2018
130
Counted while ERO’s review team was at the school. Education Review Office, report of 11 October 2018
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 3 September 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
St Bernadette’s School provides education for learners in Years 1 to 8. The school roll of 107 comprises 62% Pacific heritage, 10% Māori and 10% Asian learners. The school’s vision of Loving our Learning, Living our Faith, Knowing our God , is underpinned by the values of Aroha , Respect and Truth; God’s Work of ART.
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 good quality teaching practice that improves progress and achievement in reading, writing and mathematics. The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 should improve its collection and use 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 65% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are 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.
The large majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information 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 is developing good quality planning 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 and/or pānui, tuhituhi and pāngarau targets for 2030.
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
Learners demonstrate a strong sense of belonging and pride in their school. They experience a positive and inclusive environment that supports their interests and cultures. Warm and caring relationships are evident, fostering a culture that reflects the school’s values.
Teachers have a deep understanding of their learners and maintain high expectations for both teaching and learning.
Students requiring additional support with learning are identified and receive targeted support focused on literacy. The school has integrated a structured approach to literacy schoolwide; the implementation of a structured mathematics approach is underway.
Parents are knowledgeable about student achievement, progress and wellbeing through effective communication between the school and them.
Staff demonstrate highly collaborative practice with opportunities to plan, share and apply strategies gained through their participation in professional learning, to improve outcomes for learners.
Key priorities
Strengthen the use of assessment data to track and report achievement.
Embed structured literacy and mathematics approaches schoolwide.
Strengthen assessment and moderation practice to improve achievement outcomes for all learners.
Enhance and build on partnerships on whānau and community to guide curriculum development and strategic direction.
Further improve regular attendance.
Actions to bring about improvement
Within six months:
leaders develop systems to monitor and report schoolwide progress over time
leaders and teachers identify learners’ needs, trends and patterns of achievement and plan for improvement
leaders review the alignment of teaching and learning approaches in literacy and mathematics with the new curriculum and assessment requirements, identifying next steps
Every six months
leaders monitor and report schoolwide progress, identifying learners’ needs, trends and patterns of achievement and plan for improvement
leaders and the School Board evaluate the impact of strategies used to further improve students’ regular attendance to guide next steps
Annually:
leaders evaluate and report on the impact of teaching and learning, highlighting successful initiatives to inform future planning and guide ongoing staff development and resourcing
the School Board and leaders review student attendance, progress and achievement information to inform ongoing strategic decision making and planning
leaders and the School Board invite community and whānau input to inform the development of the school curriculum and strategic planning.
Expected outcomes
The School Board, leaders and teachers know how well learners are progressing and achieving over time, including student wellbeing.
Effective high quality teaching practices in literacy and mathematics are embedded schoolwide.
Increased community input about school direction and the curriculum.
Sustained and improved regular student attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
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
Actions for Compliance
ERO and the board have identified the following area of non-compliance during the board assurance process:
conduct identity confirmation as part of their workforce safety checks for any persons the board has employed or engaged as a paid children’s worker [Children’s Act 2014, Sections 25, 26 and 27].
The Board has since addressed the area of non-compliance identified.
The next public report on ERO’s website will be a School Report and is due within 4 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)
3 September 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).