St Claudine Thevenet School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 189
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Rata Street, Wainuiomata, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-9399189
- office@stclaudine.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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
Not stated on the school’s website.
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Term 1Monday 2 February – Thursday 2 April
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 April – Friday 3 July
Term 2Monday 20 April – Friday 3 July
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 July – Friday 25 September
Term 3Monday 20 July – Friday 25 September
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October – Monday 14 December
Term 4Monday 12 October – Monday 14 December
Year stated as2026 Term Dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 26
- Māori
- 35
- Pacific
- 60
- Asian
- 71
- 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 | 2 | 8 | 1 | 0 | 1 | 0 | 17 |
| Year 02 | 3 | 11 | 5 | 1 | 0 | 1 | 0 | 21 |
| Year 03 | 8 | 7 | 8 | 2 | 0 | 2 | 0 | 27 |
| Year 04 | 5 | 13 | 7 | 0 | 0 | 2 | 0 | 27 |
| Year 05 | 2 | 13 | 8 | 0 | 0 | 3 | 0 | 26 |
| Year 06 | 5 | 9 | 9 | 1 | 0 | 5 | 0 | 29 |
| Year 07 | 5 | 11 | 7 | 0 | 0 | 1 | 0 | 24 |
| Year 08 | 4 | 9 | 14 | 0 | 0 | 3 | 0 | 30 |
| Total | 37 | 75 | 66 | 5 | 0 | 18 | 0 | 201 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 2 | 7 | 1 | 0 | 1 | 0 | 15 |
| Age 06 | 4 | 11 | 6 | 2 | 0 | 1 | 0 | 24 |
| Age 07 | 8 | 7 | 8 | 1 | 0 | 2 | 0 | 26 |
| Age 08 | 5 | 13 | 7 | 0 | 0 | 2 | 0 | 27 |
| Age 09 | 2 | 13 | 7 | 0 | 0 | 3 | 0 | 25 |
| Age 10 | 7 | 9 | 8 | 1 | 0 | 5 | 0 | 30 |
| Age 11 | 2 | 11 | 9 | 0 | 0 | 1 | 0 | 23 |
| Age 12 | 5 | 8 | 14 | 0 | 0 | 3 | 0 | 30 |
| Age 13 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 37 | 75 | 66 | 5 | 0 | 18 | 0 | 201 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
24.7%
| St Claudine Thevenet School | 24.7% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 59.3% |
| Māori | 0% |
| Pacific | 59% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 24.7% |
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 Claudine Thevenet School | 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 Claudine Thevenet School | 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)
- 447
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1967
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
- 26 May 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 26 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
caters for students from 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 189 — 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 2017
264
Counted while ERO’s review team was at the school. Education Review Office, report of 3 November 2017
February 2013
254
Counted while ERO’s review team was at the school. Education Review Office, report of 16 April 2013
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 26 May 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.
About the School
St Claudine Thevenet School is an integrated catholic school caters for students from Years 1 to 8. The school roll is 202 made up of 45% Pacific, 21% Māori, 26% Asian and 7% European. The school’s values of Respect ( Whākaute ), Compassion ( Ngākau Aroha ), Integrity ( Ngākau Tapatahi ) and Service ( Ringa Āwhina ) reflect the faith and aspirations of the community.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
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 equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
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
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly 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 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
A rich, innovative and connected curriculum reflects the school’s culturally diverse context and faith values. Learning programmes are engaging and extend students’ strengths, interests and knowledge.
Student achievement is high, with equitable outcomes for all groups, in reading, writing and mathematics.
The school is using a systematic approach to literacy and mathematics with Structured literacy well embedded across the school. A mathematics programme has been developed and is supported by targeted professional learning.
Strong, collaborative and stable leadership fosters high expectations for quality teaching practice and equitable learner outcomes.
Learners have a strong sense of belonging and connection to the school values. There is an embedded, school-wide culture of inclusion, care and acceptance. Learner voice is encouraged, and students are given a variety of leadership opportunities.
Planned and targeted professional learning builds strong teacher practice focused on improving student achievement and equitable outcomes for all learners.
There is a school-wide, planned evaluative focus on continual improvement with data, learning programmes and resourcing carefully analysed to determine future allocation of resources to support next steps.
Key priorities and actions for improvement
The agreed next steps for the school are to:
resource and implement the revised mathematics programme
further develop and prioritise next steps in continuing the school’s journey in giving effect to Te Tiriti o Waitangi and Te Ao Māori
implement an attendance plan to increase the regular attendance of learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
resource and implement the mathematics curriculum school wide
establish connections with the wider Māori community to guide the strengthening of Te Ao Māori initiatives across the school
implement the draft attendance plan to improve regular student attendance at school.
Every six months:
strengthen the integration of Te Tiriti and Te Ao Māori, including Te Reo within classrooms and across the wider school
review and report on the success of attendance strategies and adjust accordingly
analyse learners’ progress and achievement information to inform next steps and respond with targeted interventions for identified groups of students.
Annually:
evaluate school wide consistency of classroom practice for the mathematics curriculum
evaluate the effectiveness of te reo Māori, tikanga Māori and mātauranga Māori across the school to identify areas for improvement
analyse and report attendance, achievement and wellbeing outcomes to the board and community, in partnership with whanau , students and teachers.
Actions taken against these next steps are expected to result in:
revised mathematics curriculum fully embedded across the school with improved and equitable outcomes for student achievement
learners and staff confident and articulate in their understanding and application of Te Tiriti and te Ao Māori
improved levels of attendance that meet or exceed the Ministry of Education’s target for regular attendance.
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
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 Director of Schools (Acting)
26 May 2025
Education Counts
This 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).