St Francis of Assisi Catholic School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 466
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 370 Innes Road, Mairehau, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-595 0730
- not reported
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
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.
- Special character
- The Franciscan charism includes the following dimensions:
- - Recognition of the primary of Christ
- - Reverence for all creation
- - Respect for the dignity of the human person
- - Community
- - Peace-making
- - Service
- - Compassion
- - Poverty and simplicity
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 321
- Māori
- 47
- Pacific
- 36
- Asian
- 125
- MELAA
- 25
- 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 | 3 | 6 | 23 | 3 | 0 | 33 | 0 | 55 |
| Year 02 | 10 | 7 | 16 | 4 | 0 | 43 | 0 | 60 |
| Year 03 | 9 | 4 | 16 | 5 | 0 | 38 | 0 | 57 |
| Year 04 | 5 | 4 | 13 | 3 | 0 | 27 | 0 | 43 |
| Year 05 | 10 | 5 | 18 | 6 | 0 | 53 | 0 | 67 |
| Year 06 | 5 | 5 | 8 | 1 | 1 | 38 | 0 | 47 |
| Year 07 | 4 | 3 | 20 | 3 | 0 | 45 | 0 | 67 |
| Year 08 | 9 | 2 | 11 | 1 | 0 | 40 | 0 | 51 |
| Total | 55 | 36 | 125 | 26 | 1 | 317 | 0 | 447 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 5 | 19 | 2 | 0 | 28 | 0 | 47 |
| Age 06 | 7 | 7 | 16 | 5 | 0 | 44 | 0 | 60 |
| Age 07 | 12 | 5 | 16 | 4 | 0 | 36 | 0 | 54 |
| Age 08 | 5 | 4 | 11 | 3 | 0 | 32 | 0 | 47 |
| Age 09 | 9 | 5 | 22 | 5 | 0 | 52 | 0 | 68 |
| Age 10 | 6 | 5 | 8 | 3 | 1 | 40 | 0 | 51 |
| Age 11 | 3 | 3 | 19 | 2 | 0 | 40 | 0 | 61 |
| Age 12 | 8 | 2 | 13 | 2 | 0 | 35 | 0 | 48 |
| Age 13 | 2 | 0 | 1 | 0 | 0 | 10 | 0 | 11 |
| Total | 55 | 36 | 125 | 26 | 1 | 317 | 0 | 447 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.8%
| St Francis of Assisi Catholic School | 9.8% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 11.8% |
|---|---|
| Male | 7.3% |
| Māori | 57.7% |
| Pacific | 130.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 4.3% |
| Total | 9.8% |
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 Francis of Assisi Catholic School | 0% |
|---|---|
| Canterbury Region | 3.7% |
| 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 Francis of Assisi Catholic School | 0% |
|---|---|
| Canterbury Region | 1.7% |
| 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)
- 408
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 26 January 2016
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
- 26 March 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 March 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for more than 450 learners in Year 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 466 — 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 2019
371
Counted while ERO’s review team was at the school. Education Review Office, report of 24 February 2020
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 March 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 Francis of Assisi atholic School is in Christchurch and provides education for more than 450 learners in Year 1 to 8. European/ Pākehā make up most learners at more than 70%, Asian more than 20% and Māori more than 10%. Students and staff aim to reflect the values of Christ as portrayed by St Francis of Assisi Respect, Compassion, Service and Integrity.
Progress since February 2020 ERO report
For sustained improvement and future learner success, the priority for further development was to give prominence to all aspects of bicultural and culturally responsive practice.
Leaders, staff and the board have prioritised the strategic goal of increasing staff capability in te ao Māori . Targeted resourcing to achieve this priority has been allocated. In conjunction with mana whenua , the cultural narrative of the school has been given significance through class programmes and the physical environment.
How well placed is the school to promote educational success and wellbeing?
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 high 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 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Most 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 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
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 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 Government reading, writing and mathematics and/or pānui , tuhituhi and pāngarau targets and is likely to meet them by 2030.
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
Learners are engaged, express a strong sense of wellbeing and belonging, interacting positively with each other and staff.
Learners enjoy a range of learning and leadership opportunities within the school and the wider community.
Capable and effective leadership is research based, and data driven, resulting in strategic goals that are carefully set and closely monitored to assist learner progress and achievement while supporting learner wellbeing.
Board and leaders have strategically allocated resources and time to prepare for curriculum change as early adopters of structured, explicit teaching practices in reading, writing and maths.
Curriculum opportunities for learners are rich and diverse, strongly connected to the special character and cultural narrative of the school.
Staff work collaboratively to build collective efficacy in their practice using a mutually supportive, structured approach; well connected to other colleagues and actively tracked through performance growth cycles.
There is an 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:
further develop the coaching model that supports and encourages the professional growth of staff to ensure cohesive, consistent teaching practice for all learners
take additional steps to sustain and exceed the Government targets with most learners at or above curriculum expectations in reading, writing and mathematics
formalise a robust self-review framework for the board to further improve the effectiveness of its performance
continue to prioritise an increase in regular attendance of learners and the decline of chronic absence.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review alignment of the school’s curriculum and assessment practices with national changes focusing on learner progress and achievement in reading, writing and mathematics
continue to prioritise the understanding and incorporation of Te Tiriti o Waitangi and te ao Māori across the school
ensure the ongoing development of a structured, formalised self-review process for the board.
review and refine strategies to increase regular attendance for learner
Annually:
review the school’s curriculum and assessment framework and content in relation to national expectations and plan for the coming year
continue to examine data and programmes determining best use of effective resourcing to benefit learners and their progress, checking outcomes for students are equitable and respond with targeted support where needed
consider further resourcing for next steps in embedding knowledge and understanding of Te Tiriti and te ao Māori for staff and learners
plan for ongoing self-review in the board workplan to ensure an ongoing focus on school improvement and lifting student achievement
plan for strategies and resourcing to support increased regular learner attendance.
Actions taken against these next steps are expected to result in:
resources allocated effectively that assist learner progress, achievement, wellbeing and equitable outcomes
learners and staff confident and articulate in their understanding and application of Te Tiriti and te ao Māori
a systematic, evaluative approach being used by the board in reviewing their actions and strategic decision making to ensure effective governance and increasing student achievement
increased regular attendance and reduced chronic absence.
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 Acting Director of Schools
26 March 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 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).