St Columba's Catholic School (Frankton)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 472
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 50 Rifle Range Road, Frankton, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8479322
- admin@sccs.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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
It is expected that the correct uniform be worn at all times.
- Required
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Term 1 | Monday 2 February | Thursday 2 April
Year stated as2026 | First Day | Last Day
- Term 2, 2026: Monday 20 April – Friday 3 July
Term 2 | Monday 20 April | Friday 3 July
Year stated as2026 | First Day | Last Day
- Term 3, 2026: Monday 20 July – Friday 25 September
Term 3 | Monday 20 July | Friday 25 September
Year stated as2026 | First Day | Last Day
- Term 4, 2026: Monday 12 October – Monday 14 December
Term 4 | Monday 12 October | Monday 14 December
Year stated as2026 | First Day | Last Day
- Term 1, 2026: Monday 2 February – Thursday 2 April
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
- St Columba's Catholic School is a learning community walking in the
- footsteps of Jesus to fulfill the key aspects of Mission, Education & Service.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 232
- Māori
- 87
- Pacific
- 39
- Asian
- 177
- MELAA
- 28
- Other
- 2
- 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 | 9 | 4 | 20 | 3 | 0 | 28 | 0 | 52 |
| Year 02 | 5 | 4 | 18 | 7 | 1 | 25 | 0 | 54 |
| Year 03 | 15 | 6 | 28 | 1 | 0 | 28 | 0 | 64 |
| Year 04 | 16 | 0 | 20 | 2 | 2 | 33 | 0 | 56 |
| Year 05 | 10 | 4 | 16 | 4 | 1 | 29 | 0 | 48 |
| Year 06 | 12 | 6 | 23 | 1 | 0 | 31 | 0 | 62 |
| Year 07 | 8 | 5 | 18 | 4 | 0 | 33 | 0 | 60 |
| Year 08 | 14 | 6 | 17 | 2 | 1 | 36 | 0 | 62 |
| Total | 89 | 35 | 160 | 24 | 5 | 243 | 0 | 458 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 3 | 19 | 3 | 0 | 27 | 0 | 51 |
| Age 06 | 4 | 5 | 19 | 7 | 1 | 26 | 0 | 55 |
| Age 07 | 15 | 5 | 26 | 1 | 0 | 27 | 0 | 61 |
| Age 08 | 16 | 1 | 23 | 2 | 2 | 34 | 0 | 60 |
| Age 09 | 11 | 4 | 16 | 4 | 1 | 30 | 0 | 49 |
| Age 10 | 11 | 6 | 22 | 1 | 0 | 31 | 0 | 61 |
| Age 11 | 7 | 4 | 14 | 4 | 0 | 29 | 0 | 52 |
| Age 12 | 15 | 7 | 14 | 2 | 1 | 32 | 0 | 57 |
| Age 13 | 0 | 0 | 7 | 0 | 0 | 7 | 0 | 12 |
| Total | 89 | 35 | 160 | 24 | 5 | 243 | 0 | 458 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
69.6%
| St Columba's Catholic School (Frankton) | 69.6% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 58.3% |
|---|---|
| Male | 79.5% |
| Māori | 100.2% |
| Pacific | 33.3% |
| Asian | 31.9% |
| Other | 0% |
| European/Pākehā | 75.4% |
| Total | 69.6% |
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
4.3%
| St Columba's Catholic School (Frankton) | 4.3% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 9.2% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.5% |
| Total | 4.3% |
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 Columba's Catholic School (Frankton) | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 425
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1925
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 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 26 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students 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 472 — 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 2016
500
Counted while ERO’s review team was at the school. Education Review Office, report of 6 March 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 26 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 Columba’s Catholic School provides education for students in Years 1 to 8. The school’s roll is 452. The school is located within the Hamilton area. The schools’ roll comprises of mostly New Zealand European/ Pākehā students, and smaller numbers of Māori , Indian and Filipino learners. The gospel values of the school are Care, Honesty, Faith, Love and Respect .
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? The school is working towards high levels of success and progress for all learners.
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.
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 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 ongoing improvement to the quality of education for learners are well established.
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 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A small majority of 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.
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 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
Strong, positive relationships between the school, church and community are evident, including effective communication and consultation approaches that contribute to strategic planning.
Special character values are embedded in the school, creating a respectful and nurturing learning environment for all learners.
Leadership fosters and maintains expectations for high quality teaching and equitable and excellence outcomes for all learners.
Leaders and teachers continue to strengthen the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori .
Structured approaches to literacy and mathematics are a key focus for the school as it continues to enhance teaching knowledge and capacity through ongoing professional development.
The School Board are fully involved in strategic planning and resource initiatives to increase student attendance and achievement.
Key priorities
Create a strong review process to maintain consistent teaching practices and improve student outcomes and attendance across the school.
Establish cohesive schoolwide systems to ensure consistent learning for students as they move through the school.
Strengthen the use of data and ensure comprehensive reporting on all learners to inform strategic planning and decision-making.
Actions to bring about improvement
Within six months:
leaders develop and implement a teacher observation framework to review expected teaching practices and build a shared understanding and consistency of practice across the school
leaders and teachers establish structured teaching approaches for writing and mathematics to improve learner outcomes.
leaders and teachers investigate ways they can enhance the use of data to provide clear, accurate, and comprehensive learner data to the School Board
Every six months:
leaders review school attendance for trends and patterns and adjust the attendance plan as required
leaders monitor the delivery of teaching and learning practices for consistency across the school
teachers review learner progress and achievement in writing and mathematics and adjust learning programmes as needed to address learner needs
leaders review current data collection and analysis practices; to identify gaps in data accuracy and consistency
Annually:
leaders and the Board analyse attendance data looking for trends and patterns and report on the effectiveness of the attendance strategies to the school community
leaders evaluate and report the impact of structured teaching approaches on writing and mathematics achievement to inform further action
leaders and the Board use refined data analysis processes, highlighting trends, progress, achievement and areas for improvement to inform strategic planning.
Expected outcomes
All students regularly attending school.
Improved learner outcomes in literacy and mathematics.
Consistent teacher practice across the school.
Accurate data that is used to inform resourcing decisions and strategic and annual planning.
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 meeting 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 L et’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
26 September 2025
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).