St John Bosco School (New Plymouth)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 259
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 21 Clinton Street, New Plymouth
- Territorial authority
- New Plymouth District
- Phone
- 06-7583165
- office@sjb.school.nz
- Website
- http://www.sjb.school.nz
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
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.
- Voluntary donation
- $100.00 for 2026
The school donation for 2026 is $100.00. This helps cover the cost of the Religious Education (RE) programme, activity fees (including paper use, bus trips to locations such as the Art Gallery, Puke Ariki and Catholic Schools Sports Day etc), photocopying and sports activities.
- $100.00 for 2026
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 227
- Māori
- 39
- Pacific
- 10
- Asian
- 28
- 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 | 6 | 0 | 2 | 0 | 0 | 33 | 0 | 35 |
| Year 02 | 6 | 1 | 6 | 2 | 0 | 39 | 0 | 45 |
| Year 03 | 8 | 0 | 5 | 1 | 0 | 36 | 0 | 40 |
| Year 04 | 8 | 4 | 7 | 2 | 0 | 38 | 0 | 45 |
| Year 05 | 10 | 2 | 5 | 2 | 0 | 35 | 0 | 41 |
| Year 06 | 8 | 0 | 5 | 2 | 0 | 43 | 0 | 45 |
| Year 07 | 1 | 0 | 1 | 0 | 0 | 6 | 0 | 8 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 47 | 7 | 31 | 9 | 0 | 231 | 0 | 260 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 2 | 0 | 0 | 32 | 0 | 34 |
| Age 06 | 6 | 1 | 6 | 2 | 0 | 39 | 0 | 45 |
| Age 07 | 8 | 0 | 5 | 1 | 0 | 37 | 0 | 41 |
| Age 08 | 8 | 4 | 7 | 2 | 0 | 37 | 0 | 44 |
| Age 09 | 10 | 2 | 5 | 2 | 0 | 34 | 0 | 40 |
| Age 10 | 8 | 0 | 5 | 2 | 0 | 45 | 0 | 47 |
| Age 11 | 1 | 0 | 1 | 0 | 0 | 6 | 0 | 8 |
| Age 12 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 47 | 7 | 31 | 9 | 0 | 231 | 0 | 260 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10.4%
| St John Bosco School (New Plymouth) | 10.4% |
|---|---|
| Taranaki Region | 41.7% |
| Contributing | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 21.6% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 420.3% |
| European/Pākehā | 0% |
| Total | 10.4% |
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 John Bosco School (New Plymouth) | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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 John Bosco School (New Plymouth) | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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)
- 385
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1942
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
- 2 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 2 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for children from Years 1 to 6
- Years 1 to 6
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 259 — 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 2019
251
Counted while ERO’s review team was at the school. Education Review Office, report of 26 April 2019
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 2 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 John Bosco School in New Plymouth, is a special character Catholic state-integrated school. It provides education for children from Years 1 to 6. The school has 264 students. 88% are Pākehā / New Zealand European, 18% are Māori , 13% are Asian and there are a small number of students who identify as other ethnicities.
The school’s vision for learning is Foundations and faith for the future . The school values are Aroha (Love), Mahitahi (Co-operation), Ratonga (Service), and Manawaroa (Resilience) .
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? 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 foundational 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 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 Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are 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 students attend school regularly.
The school is approaching the target of 80% regular attendance.
The school is yet to have a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the Government target of 80%.
Assessment
This section is about how well the school supports all learners to make sufficient progress.
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
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning to increase the rate of progress for all groups of learners.
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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.
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
Leadership is focused on maintaining excellence and the effective conditions for quality teaching and learning. They share and communicate high expectations for learning and behaviour.
Learners benefit from a rich curriculum and a broad range of opportunities within a culture of care and support. They are well known by teachers and leaders and exhibit a strong sense of belonging and connection to the school.
The school has embedded an effective approach to teaching literacy across all levels, and teachers are exploring new programmes and methods to improve mathematics instruction.
Strong, coherent systems and conditions support high-quality curriculum delivery. These systems prioritise literacy and mathematics while enriching the curriculum through school values.
Teachers, students, and parents collaborate to maintain high levels of engagement and achievement in learning.
Leaders and teachers build trusting relationships and work collaboratively to ensure positive learner outcomes and sustain quality practices and effective learning conditions.
Key priorities for the school
Sustain current systems and processes to support high-quality learner outcomes.
Fully implement the refreshed English and mathematics curriculum requirements.
Review how changes to the curriculum impact student achievement, progress, and acceleration, especially for those most at risk of not achieving.
Improve regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers work in partnership with the school’s community to develop a plan to sustain and improve regular attendance at school
Leaders and teachers develop and use measures to clearly show the impact of curriculum development for learners most at risk of under achieving
Every six months:
teachers and leaders collect, analyse, and report on student achievement, progress, attendance, and engagement to inform their planning
the Board use reporting from leaders to monitor progress towards annual and strategic goals for ongoing improvement
Annually:
the Board report to the community on achievement, progress, acceleration progress, attendance and engagement using the school’s annual reporting mechanism.
Expected outcomes:
Improved and sustained levels of attendance, achievement and progress across the school.
More refined reporting of progress and achievement that details the positive impact made for learners most at risk of under achieving.
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.
As part of the review process, ERO asks the school board of each school to complete the Self-Audit Checklists and Board Assurance Statement (BAS).
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 Let’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools (Acting)
2 September 2025
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).