St Joseph's Catholic School (Dargaville)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 96
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Charlotte Street, Dargaville
- Territorial authority
- Kaipara District
- Phone
- 09-4398639
- office@saintjosephs.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
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.
- School day starts
- 8:50 AM
Learning Block 1 8:50 AM - 10:15 AM
- 8:50 AM
- School day ends
- 2:50 PM
End of Day: 2:50 PM
- 2:50 PM
- Uniform
- Required
Children must wear school uniform at all times.
- Required
- Term dates
- Term 1, 2026: Thursday 29 January – Thursday 2 April
Term 1 Starts Thursday 29 January Ends Thursday 2 April
Year stated as2026 Dates
- Term 2, 2026: Monday 20 April – Friday 3 July
Term 2 Starts Monday 20 April Ends Friday 3 July
Year stated as2026 Dates
- Term 3, 2026: Monday 20 July – Friday 25 September
Term 3 Start Monday 20 July Finish Friday 25 September
Year stated as2026 Dates
- Term 4, 2026: Monday 12 October – TBC
Term 4 Start Monday 12 October Finish TBC
Year stated as2026 Dates
- Term 1, 2026: Thursday 29 January – 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 Joseph’s School continues to take the example from Mary MacKillop, who never saw a need without doing something about it. The staff encourages the students to strive for excellence and to inspire them to make a difference, both in the short time they are at primary school and in their lives in the future.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 36
- Māori
- 30
- Pacific
- 30
- Asian
- 23
- MELAA
- 1
- 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 | 3 | 3 | 2 | 0 | 0 | 4 | 0 | 11 |
| Year 02 | 5 | 3 | 2 | 1 | 0 | 4 | 0 | 14 |
| Year 03 | 2 | 6 | 4 | 0 | 0 | 4 | 0 | 16 |
| Year 04 | 1 | 4 | 3 | 0 | 0 | 3 | 0 | 11 |
| Year 05 | 2 | 3 | 1 | 0 | 0 | 2 | 0 | 8 |
| Year 06 | 4 | 4 | 1 | 0 | 1 | 7 | 0 | 16 |
| Year 07 | 2 | 4 | 2 | 0 | 0 | 6 | 0 | 13 |
| Year 08 | 3 | 5 | 2 | 0 | 1 | 7 | 0 | 17 |
| Total | 22 | 32 | 17 | 1 | 2 | 37 | 0 | 106 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 3 | 2 | 0 | 0 | 4 | 0 | 11 |
| Age 06 | 5 | 3 | 2 | 1 | 0 | 5 | 0 | 15 |
| Age 07 | 2 | 6 | 3 | 0 | 0 | 3 | 0 | 14 |
| Age 08 | 2 | 4 | 4 | 0 | 0 | 3 | 0 | 13 |
| Age 09 | 1 | 3 | 1 | 0 | 0 | 2 | 0 | 7 |
| Age 10 | 4 | 5 | 1 | 0 | 1 | 7 | 0 | 17 |
| Age 11 | 2 | 2 | 2 | 0 | 0 | 6 | 0 | 11 |
| Age 12 | 3 | 5 | 1 | 0 | 1 | 6 | 0 | 15 |
| Age 13 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 3 |
| Total | 22 | 32 | 17 | 1 | 2 | 37 | 0 | 106 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Joseph's Catholic School (Dargaville) | 0% |
|---|---|
| Northland Region | 52% |
| Full Primary | 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 Joseph's Catholic School (Dargaville) | 0% |
|---|---|
| Northland Region | 6.5% |
| 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 Joseph's Catholic School (Dargaville) | 0% |
|---|---|
| Northland Region | 2.7% |
| 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)
- 484
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1912
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
- 9 February 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 February 2024)
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 9 February 2024 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 96 — 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.
March 2019
97
Counted while ERO’s review team was at the school. Education Review Office, report of 14 June 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 9 February 2024 — “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 12 months of the Education Review Office and St Joseph’s Catholic School (Dargaville) 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 Joseph’s Catholic School (Dargaville) is a state integrated Catholic school catering for students in Years 1 to 8. The school’s stated mission is, ‘Flourish in faith, hope and love while realising all our gifts and talents’. At St Joseph’s Catholic School students strive to ‘Learn, Serve and Live like a S.A.I.N.T.’ The school charism reflects the values of: Service, Appreciation, Integrity, Neighbourly and Taking responsibility.
St Joseph’s Catholic School (Dargaville) ’s strategic priorities for improving outcomes for learners are:
building an open to learning organisational culture
embedding our shared language of learning
growing individual capability to increase collective capacity.
You can find a copy of the school’s strategic and annual plan on St Joseph’s Catholic School (Dargaville) ’s website.
ERO and the school are working together to evaluate how effectively ‘Assessment for Learning (AFoL)’ is impacting on student agency, progress and achievement.
The rationale for selecting this evaluation is to:
build teachers’ capacity and capability to promote equitable and excellent outcomes for all learners
foster a learning environment where students confidently talk about what they are learning and how they know they are learning it.
The school expects to see classrooms focused on learning where students can describe their contribution to the learning process, showing greater ownership of the lesson, as the responsibility for learning shifts from teacher to student.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effective assessment for learning is impacting on student agency, progress and achievement within its curriculum design:
The school’s special character values of service, appreciation, integrity, neighbourly and taking responsibility are evident in all aspects of school life and are reflected in the way the school community relates to others.
Improvements in school-wide systems and effective internal evaluation processes.
The school board, staff and the community are fully involved in school activities and are valued partners in learning.
Where to next?
Moving forward, the school will prioritise:
developing a school-wide language of learning
building a shared responsibility for evaluation at all levels of the school
prioritising the further development of the school curriculum to build learner agency
a culture of high expectations so that effective teaching and opportunities to learn reflect the school’s values in an ongoing manner.
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 Schools
9 February 2024
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 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).