St Joseph's Catholic School (Morrinsville)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 185
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 11 Linden Street, Morrinsville
- Territorial authority
- Matamata-Piako District
- Phone
- 07-8895306
- admin@stjoes.school.nz
- Website
- http://www.stjoes.school.nz/
- Directions
- Get directions
Other schools nearby: 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 important that the correct uniform is worn at all times.
- Required
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
- We are honoured to have St Joseph as our patron saint. St Joseph’s story reminds us that greatness is found in faith, service, and love.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 140
- Māori
- 21
- Pacific
- 6
- Asian
- 44
- MELAA
- 6
- 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 | 3 | 0 | 4 | 0 | 0 | 18 | 0 | 21 |
| Year 02 | 3 | 0 | 5 | 2 | 0 | 18 | 0 | 23 |
| Year 03 | 3 | 1 | 4 | 0 | 0 | 14 | 0 | 17 |
| Year 04 | 2 | 0 | 4 | 0 | 0 | 21 | 0 | 25 |
| Year 05 | 2 | 1 | 6 | 0 | 0 | 16 | 0 | 22 |
| Year 06 | 3 | 1 | 4 | 1 | 1 | 18 | 0 | 23 |
| Year 07 | 3 | 1 | 6 | 4 | 1 | 22 | 0 | 32 |
| Year 08 | 7 | 2 | 6 | 0 | 0 | 23 | 0 | 29 |
| Total | 26 | 6 | 39 | 7 | 2 | 150 | 0 | 192 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 4 | 0 | 0 | 19 | 0 | 22 |
| Age 06 | 3 | 0 | 4 | 2 | 0 | 17 | 0 | 21 |
| Age 07 | 3 | 1 | 5 | 0 | 0 | 14 | 0 | 18 |
| Age 08 | 2 | 0 | 5 | 0 | 0 | 20 | 0 | 25 |
| Age 09 | 2 | 1 | 5 | 0 | 0 | 17 | 0 | 22 |
| Age 10 | 3 | 1 | 4 | 1 | 1 | 18 | 0 | 23 |
| Age 11 | 2 | 0 | 6 | 2 | 0 | 14 | 0 | 22 |
| Age 12 | 7 | 2 | 5 | 2 | 1 | 29 | 0 | 36 |
| Age 13 | 1 | 1 | 1 | 0 | 0 | 2 | 0 | 3 |
| Total | 26 | 6 | 39 | 7 | 2 | 150 | 0 | 192 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
21.8%
| St Joseph's Catholic School (Morrinsville) | 21.8% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 42.7% |
| Māori | 57.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 20.4% |
| Total | 21.8% |
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 Joseph's Catholic School (Morrinsville) | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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 (Morrinsville) | 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)
- 420
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 1 February 1930
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
- 10 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 September 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 10 September 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 185 — 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
214
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 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 10 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
St Joseph’s Catholic School (Morrinsville) is a state-integrated school that provides education for students in Years 0 to 8. The principal began at the school at the start of 2023. The school’s values are expressed as: care, respect, faith, integrity| manaaki , whakaute, whakapono, ngākaupono.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students experience positive outcomes; disparity remains for some groups of learners.
Most students achieve at or above expected curriculum levels in reading, writing and mathematics.
There is disparity of achievement for boys in reading and writing.
The school is accelerating the progress of some students who are identified as at risk of not meeting curriculum level expectations.
The school is working towards meeting Ministry of Education targets for regular student attendance.
Conditions to support learner success
Leadership is increasingly focused on strengthening the provision of effective education for all learners.
Leaders are increasingly using a range of evidence to make decisions about improvement actions to support student outcomes.
Leaders are reviewing and improving processes to strengthen teaching practices and the school’s curriculum.
Leadership is building a culture that is increasingly collaborative, to build shared expectations and accountability for student learning and wellbeing.
Aspects of curriculum implementation and teachers’ practices are supporting positive outcomes for learners.
Relationships among students and teachers are respectful and lead to settled classroom environments that are conducive to learning.
Some students experience teaching that is differentiated and targeted to their learning needs and interests; this is an area for improved consistency across the school.
Students benefit from well-resourced learning environments that provide a variety of ways for learning to occur.
Key conditions that underpin successful schooling are being strategically reviewed and developed to strengthen learning opportunities for students.
Professional learning for teachers is increasingly aligned with the school’s strategic improvement plans to enhance student progress and achievement.
Partnerships with parents, whānau and the local community are increasingly supporting effective collaboration for learning and curriculum enrichment.
Processes are being developed to build teacher capability to inquire into the impact of teaching practices on student outcomes, particularly for students identified as requiring acceleration.
Progress and achievement data is being gathered and analysed by leaders; consistent use of data by teachers to inform teaching strategies and effective differentiation is a next step for improved practice.
Part B: Where to next?
The agreed next steps for the school are to:
reduce achievement disparity for boys in reading and writing
increase rates of regular student attendance
build schoolwide understanding of how to use assessment effectively to respond to the needs of all students
strengthen the consistency of targeted and intentional teaching practices across the school.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
clarify the expectations for the use of the school’s learning progressions and establish a process to monitor their use in each classroom
develop schoolwide processes to track and monitor the progress and achievement of all students
implement the planned teacher inquiry process, focused on improving the consistency of effective teaching practices.
Every six months:
monitor how effectively teachers’ inquiries are strengthening classroom practice, particularly in relation to targeted planning and intentional teaching strategies
use established monitoring processes to identify and respond effectively to teachers’ professional development needs
monitor and report to the board rates of student progress and attendance and adjust planned responses as necessary.
Annually:
report on the annual and over time progress and achievement of boys and other targeted students
report on the school’s attendance trends and patterns against Ministry of Education targets and the school’s strategic plan
evaluate the impact of teaching programmes and practices on improving student progress and achievement, and reducing disparity
use internal evaluation findings to plan for further improvement in processes and practices that support increased student achievement and attendance.
Actions taken against these next steps are expected to result in:
improved rates of regular attendance schoolwide
increased levels of achievement for boys in literacy
teaching practice that is increasingly responsive to the full range of students’ learning needs and interests.
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.
Shelley Booysen Director of Schools
10 September 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 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).