St Joseph's Catholic School (Onehunga)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 168
- Enrolment zone
- No
- Gender
- Primary Co-Ed/Secondary Girls
Where is it, and how do I get in touch?
- Address
- 125 Church Street, Onehunga, Auckland
- Territorial authority
- Maungakiekie-Tāmaki Local Board Area
- Phone
- 09-6368102
- admin@sjs.school.nz
- Website
- http://www.sjs.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.
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
Start of Day: 8:50 am
- 8:50 am
- School day ends
- 2:50 pm
End of Day: 2:50 pm
- 2:50 pm
- Uniform
- Required
we have a compulsory school uniform which is to be worn correctly to promote pride in our school
- 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 have established Mercy Values integral to our school and these will be integrated into our learning and teaching.
Our Mercy Values We have established Mercy Values integral to our school and these will be integrated into our learning and teaching.
- We have established Mercy Values integral to our school and these will be integrated into our learning and teaching.
- Voluntary donation
- $15.00 per term ($60.00 per annum) per student
The Catholic Special Character contribution is a voluntary donation of $15.00 per term ($60.00 per annum) per student.
- $15.00 per term ($60.00 per annum) per student
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 18
- Māori
- 8
- Pacific
- 114
- Asian
- 39
- MELAA
- 10
- 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 | 2 | 20 | 11 | 2 | 1 | 1 | 0 | 32 |
| Year 02 | 3 | 14 | 7 | 2 | 0 | 1 | 0 | 23 |
| Year 03 | 1 | 14 | 5 | 0 | 0 | 2 | 0 | 19 |
| Year 04 | 1 | 16 | 4 | 2 | 1 | 0 | 0 | 22 |
| Year 05 | 1 | 18 | 3 | 1 | 0 | 6 | 0 | 22 |
| Year 06 | 3 | 20 | 4 | 0 | 0 | 2 | 0 | 24 |
| Year 07 | 2 | 18 | 7 | 0 | 0 | 0 | 0 | 26 |
| Year 08 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 5 |
| Total | 13 | 125 | 41 | 7 | 2 | 12 | 0 | 173 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 20 | 12 | 2 | 1 | 1 | 0 | 33 |
| Age 06 | 3 | 14 | 6 | 2 | 0 | 1 | 0 | 22 |
| Age 07 | 1 | 15 | 5 | 0 | 0 | 2 | 0 | 20 |
| Age 08 | 1 | 15 | 4 | 2 | 1 | 0 | 0 | 21 |
| Age 09 | 1 | 18 | 3 | 1 | 0 | 6 | 0 | 22 |
| Age 10 | 3 | 22 | 4 | 0 | 0 | 2 | 0 | 26 |
| Age 11 | 1 | 16 | 6 | 0 | 0 | 0 | 0 | 22 |
| Age 12 | 1 | 5 | 1 | 0 | 0 | 0 | 0 | 7 |
| Total | 13 | 125 | 41 | 7 | 2 | 12 | 0 | 173 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
22.2%
| St Joseph's Catholic School (Onehunga) | 22.2% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 50% |
| Māori | 0% |
| Pacific | 30.6% |
| Asian | 107.1% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 22.2% |
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 (Onehunga) | 0% |
|---|---|
| Auckland Region | 3% |
| 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 (Onehunga) | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 447
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 25 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (25 March 2025)
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 25 March 2025 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 168 — 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.
April 2019
201
Counted while ERO’s review team was at the school. Education Review Office, report of 12 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 25 March 2025 — “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 ( Onehunga ) in Auckland, provides education for boys from Years 1 to 6 and for girls from Years 1 to 8 . The school’s vision is to nurture confident, compassionate and connected Catholic guardians of Aotearoa . A new principal began in Term 3 2024.
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
The majority of students are engaged and achieve at expected levels.
A large majority of learners achieve at expected curriculum levels in writing and mathematics; a small majority of learners achieve this in reading.
Students have a strong sense of belonging to the school and are confident in their identity, language and culture.
A small majority of students attend school regularly; the school is working towards the Government’s target for regular attendance.
Conditions to support learner success
Leaders are taking steps to ensure high quality teaching and learning for improved learner progress and achievement.
Leadership is effectively guiding the school through a period of change that is strengthening high quality teaching and learning.
Leaders are focused on continual improvement; they set and implement clear strategic goals that aim to increase learner outcomes and wellbeing.
Middle leaders effectively build relational trust within their teams that enables clear communication and good collaboration for planning and teaching among staff.
Teaching increasingly responds to the differing needs, strengths and interests of learners.
Students experience inclusive learning environments that foster positive and respectful relationships between staff and students.
Teachers continue to strengthen their use of assessment practices and achievement information to consistently inform planning and teaching.
Teachers adapt learning programmes, using individualised teaching practices, that support learner engagement, particularly for those at risk of not achieving.
Key school conditions are strengthening to enhance learner success.
Staff recognise and value the diverse school community, building a range of productive external partnerships that enrich teaching and learning.
Teachers are implementing school wide culturally responsive practices that enable learner success; they are taking steps to integrate te reo Māori and tikanga Māori consistently across all classrooms, giving greater effect to Te Tiriti o Waitangi .
Student wellbeing is supported by teachers and leaders using relationship-based approaches that improve student engagement.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen strategies and initiatives to improve students’ regular attendance
implement the new literacy and mathematics requirements school wide to increase student progress and achievement
strengthen effective teaching, learning and assessment practices through the newly-developed Inquiry and Professional Learning Group Framework to ensure consistency of high quality teaching approaches.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review structured literacy and mathematics approaches school wide and provide ongoing staff professional learning to enhance teaching practice
embed the Inquiry and Professional Learning Group Framework with staff, to support consistency of teaching, learning and assessment approaches
Every six months:
monitor and review initiatives intended to improve attendance and report to the board
review and refine the implementation of the Inquiry and Professional Learning Group Framework, supporting high quality teaching practice
Annually:
review and report to the board on student attendance, progress and achievement information to inform ongoing strategic decision making and planning
evaluate school wide consistency of teaching, learning and assessment practices, including the structured literacy and mathematics requirements, to identify next steps.
Actions taken against these next steps are expected to result in:
improved regular attendance for all learners
increased progress and achievement in reading, writing and mathematics
consistent high quality teaching practices embedded school wide.
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 Director of Schools (Acting)
25 March 2025
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).