St Canice's School (Westport)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 142
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 24 A Brougham Street, Westport
- Territorial authority
- Buller District
- Phone
- 03-7897467
- secretary@stcanices.school.nz
- Directions
- Get directions
Other schools nearby: schools in West Coast
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
Children are all expected to wear the correct uniform as set out in the Schedule.
- 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
- All that we do at St Canice’s School is held together by our faith in Christ, which we live everyday through our actions and our words. We encourage our students to be Servants of Christ who have the confidence to advocate for the marginalised and to use the gifts they have been graced with to help those in need.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 120
- Māori
- 32
- Pacific
- 9
- Asian
- 13
- MELAA
- 5
- 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 01 | 5 | 1 | 1 | 1 | 0 | 11 | 0 | 14 |
| Year 02 | 7 | 1 | 0 | 0 | 0 | 13 | 0 | 14 |
| Year 03 | 2 | 0 | 2 | 2 | 0 | 16 | 0 | 19 |
| Year 04 | 8 | 1 | 5 | 0 | 0 | 16 | 0 | 23 |
| Year 05 | 4 | 0 | 2 | 1 | 0 | 24 | 0 | 28 |
| Year 06 | 3 | 0 | 2 | 2 | 0 | 13 | 0 | 16 |
| Year 07 | 8 | 4 | 1 | 1 | 0 | 17 | 0 | 25 |
| Year 08 | 1 | 3 | 1 | 1 | 0 | 13 | 0 | 18 |
| Total | 38 | 10 | 14 | 8 | 0 | 123 | 0 | 157 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 1 | 1 | 0 | 10 | 0 | 13 |
| Age 06 | 4 | 1 | 0 | 0 | 0 | 11 | 0 | 12 |
| Age 07 | 2 | 0 | 2 | 2 | 0 | 15 | 0 | 18 |
| Age 08 | 11 | 1 | 4 | 0 | 0 | 20 | 0 | 26 |
| Age 09 | 4 | 0 | 3 | 1 | 0 | 24 | 0 | 29 |
| Age 10 | 3 | 0 | 2 | 2 | 0 | 14 | 0 | 17 |
| Age 11 | 8 | 4 | 1 | 1 | 0 | 15 | 0 | 23 |
| Age 12 | 1 | 3 | 1 | 1 | 0 | 10 | 0 | 15 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Total | 38 | 10 | 14 | 8 | 0 | 123 | 0 | 157 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Canice's School (Westport) | 0% |
|---|---|
| West Coast Region | 76.2% |
| 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 Canice's School (Westport) | 0% |
|---|---|
| West Coast Region | 4.5% |
| 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 Canice's School (Westport) | 0% |
|---|---|
| West Coast 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)
- 436
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1882
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
- 22 April 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 April 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 22 April 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 22 April 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 12 months of the Education Review Office and St Canice’s School (Westport) 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
St Canice’s School is a Catholic integrated, full primary School for years 1 to 8, located in Westport on the West Coast of the South Island. The school was founded by the Catholic Community of Westport that opened in 1882 and the Sisters of Mercy joined the school in 1894. The school roll is 130 and is made up of students from both urban and rural areas.
The school aims for learners to be connected to their place and be confident of their identity and capability. They encourage learners to live their faith in action and model their social actions using the example they have from Jesus Christ.
St Canice’s School’s strategic priorities for improving outcomes for learners are to:
provide students with a broad range of educational opportunities with high aspirations for all learners
develop and deliver future focussed and connected curriculum that is inclusive and extends the learning capacity of all learners
develop a collaborative community by establishing respectful relationships that focus on the wellbeing of the tamariki and staff in the kura
provide a faith focussed community with an emphasis on encounter, stewardship and contribution by living their values.
You can find a copy of the school’s strategic and annual plan on St Canice’s School (Westport) ’s website.
ERO and the school are working together to evaluate how well the mathematics curriculum provides a coherent pathway for learning across the school and provides opportunity for learner agency through assessment for learning tools .
The rationale for selecting this evaluation is improve continuity of learning for students and coherent teacher practice in mathematics across the school. It will also help monitor learner progress and achievement in mathematics including students understanding of where they are at and what their next learning steps are.
The school expects to see:
more student agency in mathematics including student knowledge of their progress and goals
consistency and cohesion across the school in effective mathematics teaching strategies and practice
increased student engagement and achievement in mathematics
the use of meaningful assessment that informs teaching and learning.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how well the mathematics curriculum provides a coherent pathway for learning across the school and provides opportunity for learner agency through assessment for learning tools:
Strong leadership who model and support effective pedagogical practices
School leaders and teachers already participating in an appropriate professional growth cycle that provides multiple sources of evidence and feedback on teacher effectiveness
Coherent strategic planning formed through genuine partnership and consultation and a robust system of internal review and evaluation
An authentic, integrated local curriculum has been created that is aligned with the school’s vision, values and cultural narratives, in all areas of the New Zealand Curriculum
Connections with local iwi that is improving staff capability to engage with te reo Māori me nga tikanga Māori . Student identities, languages and cultures are represented in the enacted school curriculum
Strong board and community partnership that focus on success for all.
Where to next?
Moving forward, the school will prioritise:
informed delivery and meaningful assessment and moderation in mathematics that informs teaching and learning
consistency and cohesion across the school in effective mathematics teaching strategies and practices to improve outcomes for all learners in mathematics
implementation of changes to curriculum as part of the curriculum refresh.
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
22 April 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).