St Joseph's Catholic School (Opotiki)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 150
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Grey Street, Opotiki
- Territorial authority
- Ōpōtiki District
- Phone
- 07-3156066
- admin@stjosopo.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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.
- Getting there
- School bus serving pupils from the Otara, Waioweka, Tablelands, Torere and Omarumutu areas
Pupils attend St. Joseph's from all areas of the town; some pupils travel by bus from the Otara, Waioweka, Tablelands, Torere and Omarumutu areas.
- School bus serving pupils from the Otara, Waioweka, Tablelands, Torere and Omarumutu areas
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 will, through our Religious Education Programme and effective modelling, teach our pupils the ideals and values taught by Jesus Christ and encourage them to be active members of our local and eventually, wider Catholic Church Community.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 50
- Māori
- 81
- Pacific
- 12
- Asian
- 30
- MELAA
- 2
- 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 | 10 | 1 | 2 | 0 | 0 | 3 | 0 | 14 |
| Year 02 | 11 | 1 | 3 | 1 | 0 | 8 | 0 | 23 |
| Year 03 | 12 | 1 | 2 | 0 | 0 | 3 | 0 | 18 |
| Year 04 | 14 | 2 | 3 | 1 | 0 | 7 | 0 | 25 |
| Year 05 | 8 | 1 | 1 | 0 | 0 | 3 | 0 | 13 |
| Year 06 | 11 | 0 | 5 | 0 | 0 | 6 | 0 | 22 |
| Year 07 | 11 | 1 | 5 | 0 | 0 | 5 | 0 | 21 |
| Year 08 | 12 | 1 | 6 | 0 | 0 | 1 | 0 | 19 |
| Total | 89 | 8 | 27 | 2 | 0 | 36 | 0 | 155 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 1 | 2 | 0 | 0 | 3 | 0 | 14 |
| Age 06 | 11 | 1 | 3 | 1 | 0 | 8 | 0 | 23 |
| Age 07 | 12 | 1 | 2 | 0 | 0 | 2 | 0 | 17 |
| Age 08 | 14 | 2 | 3 | 1 | 0 | 8 | 0 | 26 |
| Age 09 | 8 | 1 | 1 | 0 | 0 | 3 | 0 | 13 |
| Age 10 | 11 | 0 | 5 | 0 | 0 | 6 | 0 | 22 |
| Age 11 | 10 | 1 | 5 | 0 | 0 | 5 | 0 | 20 |
| Age 12 | 13 | 1 | 5 | 0 | 0 | 1 | 0 | 19 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 89 | 8 | 27 | 2 | 0 | 36 | 0 | 155 |
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 (Opotiki) | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| 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 (Opotiki) | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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 (Opotiki) | 0% |
|---|---|
| Bay of Plenty 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)
- 467
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 August 1890
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
- 22 April 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 22 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students in Years 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 150 — 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.
September 2017
196
Counted while ERO’s review team was at the school. Education Review Office, report of 2 November 2017
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 22 April 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 Joseph’s Catholic School ( Opotiki ) provides education for students in Years 1 to 8. Māori learners make up 50% of the roll, European/ Pakeha 27%, and a growing ethnic diversity of 23%.
The Sisters of Our Lady of the Missions established St Joseph's in 1890, with the present school being built around 1920. The school’s Catholic character and values support the vision of creating a ‘safe, stimulating and positive learning environment’.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good 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 sufficient 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 is improving its collection and use 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 Most 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 becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards 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 meeting Government reading, writing and mathematics targets for 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
Embedded school values and principles of the Catholic faith support learners’ wellbeing and inclusion.
Leaders and teachers are consolidating the consistency of quality teaching and learning practices across the school to progress improved outcomes and equity and excellence for all learners.
Curriculum leaders with expertise in structured literacy and mathematics support implementation of curriculum expectations and externally facilitated professional learning.
Systems for tracking student progress in literacy and mathematics are established.
Staff and the Board of Trustees build and sustain trust and collaboration within the school, whānau , parish and community.
Key priorities and actions for improvement
The agreed next steps for the school are to:
accelerated progress for students not yet meeting curriculum expectations in reading, writing and mathematics
embed schoolwide consistency of high-quality teaching and learning and use of assessment in reading, writing and mathematics
improve regular attendance for all students, to meet Government targets.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
identify teachers’ strengths and development needs within literacy and mathematics and provide professional learning to support consistency of quality teaching and learning
review how effectively teachers use student attendance, progress and achievement data in literacy and mathematics to plan and respond to learner needs
Every six months:
review the consistency of teaching and learning within literacy and mathematics, and the impact on learners’ progress and achievement
monitor accelerated progress for learners identified as underachieving or at risk of underachieving in literacy and mathematics
monitor and report on the impact of strategies used to improve regular attendance rates for all learners.
Annually:
evaluate improvements in reading, writing and mathematics outcomes for all learners; identify what is having the most impact for learners and what areas need further strengthening
analyse accelerated progress and achievement for learners at risk of not meeting curriculum expectations; confirm the most effective strategies and responsive teaching practices to support further development
evaluate patterns in attendance and use this information to identify next steps to continue increasing regular rates of attendance.
Actions taken against these next steps are expected to result in:
equitable and excellent progress and achievement outcomes for all learners in reading, writing and mathematics
embedded schoolwide consistency of high-quality teaching, learning and assessment practices in literacy and mathematics
improved rates of regular attendance for all learners.
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
Actions for Compliance
ERO and the board have identified the following areas of non-compliance during the board assurance process:
the requirement to implement an up-to-date curriculum policy that meets current Ministry of Education criteria for foundation and national curriculum statements. [Section 90 (1) (a), (b) Education and Training Act 2020]
the requirement to establish a Physical Restraints Policy [Sections 99, 100, 101 Education and Training Act 2020; Education (Physical Restraint) Rules 2023].
The board has since addressed the areas of non-compliance identified.
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 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)
22 April 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).