St Dominic's Catholic School (Blockhouse Bay)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 264
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 32 Bolton Street, Blockhouse Bay, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-6265391
- admin@stdominics.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
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.
- In their words
- “A community centred in Christ, seeking Truth and nurturing excellence in attitude and learning.”
At St Dominic’s Catholic Primary School, our Mission and Vision are not just words on a page; they are the living pulse of our kura. “A community centred in Christ, seeking Truth and nurturing excellence in attitude and learning.”
- “A community centred in Christ, seeking Truth and nurturing excellence in attitude and learning.”
- Special character
- "We adopt Jesus Christ as our model in what we do and teach”
- "We educate children in the traditions of the Catholic Faith”
- "We challenge each child to achieve his or her full potential – academic, cultural, sporting, social and religious activities”
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 75
- Māori
- 12
- Pacific
- 46
- Asian
- 163
- MELAA
- 8
- 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 | 1 | 3 | 30 | 2 | 0 | 9 | 0 | 39 |
| Year 02 | 2 | 7 | 29 | 1 | 0 | 9 | 0 | 45 |
| Year 03 | 0 | 7 | 21 | 5 | 0 | 8 | 0 | 35 |
| Year 04 | 1 | 9 | 29 | 2 | 0 | 22 | 0 | 52 |
| Year 05 | 4 | 8 | 26 | 0 | 0 | 11 | 0 | 39 |
| Year 06 | 2 | 5 | 15 | 2 | 0 | 11 | 0 | 30 |
| Year 07 | 0 | 2 | 3 | 2 | 0 | 3 | 0 | 9 |
| Total | 10 | 41 | 153 | 14 | 0 | 73 | 0 | 249 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 3 | 26 | 1 | 0 | 8 | 0 | 35 |
| Age 06 | 1 | 5 | 30 | 2 | 0 | 9 | 0 | 43 |
| Age 07 | 1 | 9 | 22 | 5 | 0 | 9 | 0 | 39 |
| Age 08 | 1 | 8 | 29 | 2 | 0 | 21 | 0 | 51 |
| Age 09 | 4 | 8 | 25 | 0 | 0 | 9 | 0 | 36 |
| Age 10 | 2 | 6 | 18 | 2 | 0 | 14 | 0 | 36 |
| Age 11 | 0 | 2 | 3 | 2 | 0 | 3 | 0 | 9 |
| Total | 10 | 41 | 153 | 14 | 0 | 73 | 0 | 249 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Dominic's Catholic School (Blockhouse Bay) | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 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 Dominic's Catholic School (Blockhouse Bay) | 0% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| 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 Dominic's Catholic School (Blockhouse Bay) | 0% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| 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)
- 356
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 8 September 1962
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
- 4
- Last reviewed
- 1 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (1 November 2023)
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 1 November 2023 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.
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 264 — 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.
February 2017
238
Counted while ERO’s review team was at the school. Education Review Office, report of 23 May 2017
February 2014
254
Counted while ERO’s review team was at the school. Education Review Office, report of 28 April 2014
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 1 November 2023 — “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 6 months of the Education Review Office and St Dominic’s Catholic School (Blockhouse Bay) 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 Dominic’s Catholic Primary School is a state-integrated Catholic school in Blockhouse Bay, Auckland. It provides education for students from Years 1 to 6. The special character and the values of aroha, perseverance, unity, and respect are embedded and evident in all aspects of school life. The Catholic Special Character permeates the vision and strategic direction of the school.
St Dominic’s Catholic School (Blockhouse Bay)’s strategic priorities for improving outcomes for learners are to:
nurture a safe Catholic learning environment
provide holistic education with consistently high expectations for all students ’ achievement
ensure active student, whānau and community engagement
have inclusive, collaborative teaching and learning
through te ao M ā ori ensure Te Tiriti o Waitangi principles are upheld, and knowledge and understanding are woven into the school’s curriculum.
You can find a copy of the school’s strategic and annual plan on St Dominic’s Catholic School (Blockhouse Bay)’s website.
ERO and the school are working together to determine how well the school aligns quality and equitable ākonga learning outcomes with authentic parent/whānau engagement .
The rationale for selecting this evaluation is:
Students, their learning needs , t heir culture and their identity are at the very core of all decision making focussed on positive outcomes.
The 2021 special Catholic Review Report identifies that the school has strong relationships within the local community and local schools, but the Board of T ru stees and leadership team want to take that further, to ensure they are authentically using parent voice to guide the next steps that the school takes.
Currently staff are working to modify and adapt current parent/ whānau engagement to be more explicit, and to provide even greater opportunities for shared dialogue.
C ollective responsibility and visible learning are key drivers to continuous school improvement.
The school expects to see the alignment between teacher/learner relationships and whānau educative conversations deepened, to further support high student expectations, relational trust, and sustainable connected learning opportunities, through:
determining how well all ākonga are engaged in their learning and the influence parents and school have on that engagement
formulating ākonga agency and engagement plans that work for the whole school community
building on, and further developing established whānau partnerships through shared values, shared language, and shared expectations
further supporting and growing teacher capability, to implement a localised curriculum, to take on new informed challenges, and to focus on practices that impact positively on their teaching and learning outcomes.
Strengths
The school can draw from the following strengths to support its goal evaluate the alignment of quality and equitable ākonga learning outcomes with authentic parent/whānau engagement:
ākonga agency and learning is visible and explicit
parents acknowledge excellent learning outcomes and acceleration stories shared with whānau , and teachers underpin equitable ākonga success
a welcoming faith-based school culture where ākonga , staff and whānau demonstrate a strong sense of belonging and connection
informed schoolwide literacy development, led by teachers, researched by teachers, and shared by teacher
open and transparent governance and leadership practices and processes.
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 School
1 November 2023
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 4 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).