St Joseph's Catholic School (Te Aroha)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 62
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 41 Koromiko Street, Te Aroha
- Territorial authority
- Matamata-Piako District
- Phone
- 07-8849480
- office@stjosephs-tearoha.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
All students are expected always to wear the correct school uniform.
- 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
- Excellence in education for all within a Catholic environment.
- OUR VISION
- At St Joseph's Catholic School Te Aroha, our aim for our learners is to
- Strive to be confident, knowledgeable, lifelong learners who have a high level of understanding and feeling about what it is to be a Catholic in the 21st Century.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 27
- Māori
- 4
- Pacific
- 14
- Asian
- 23
- MELAA
- 4
- 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 | 0 | 1 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 02 | 0 | 1 | 3 | 1 | 0 | 6 | 0 | 10 |
| Year 03 | 2 | 1 | 2 | 1 | 0 | 1 | 0 | 7 |
| Year 04 | 0 | 0 | 4 | 0 | 0 | 2 | 0 | 6 |
| Year 05 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Year 06 | 0 | 2 | 2 | 1 | 0 | 3 | 0 | 7 |
| Year 07 | 0 | 2 | 5 | 1 | 0 | 4 | 0 | 12 |
| Year 08 | 0 | 1 | 3 | 0 | 0 | 4 | 0 | 7 |
| Total | 3 | 8 | 21 | 4 | 0 | 24 | 0 | 56 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 1 | 1 | 0 | 0 | 2 | 0 | 3 |
| Age 06 | 0 | 1 | 3 | 1 | 0 | 6 | 0 | 10 |
| Age 07 | 1 | 1 | 2 | 1 | 0 | 1 | 0 | 6 |
| Age 08 | 1 | 0 | 3 | 0 | 0 | 2 | 0 | 6 |
| Age 09 | 1 | 0 | 2 | 0 | 0 | 1 | 0 | 4 |
| Age 10 | 0 | 2 | 2 | 1 | 0 | 4 | 0 | 8 |
| Age 11 | 0 | 1 | 4 | 1 | 0 | 3 | 0 | 9 |
| Age 12 | 0 | 2 | 4 | 0 | 0 | 5 | 0 | 10 |
| Total | 3 | 8 | 21 | 4 | 0 | 24 | 0 | 56 |
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 (Te Aroha) | 0% |
|---|---|
| Waikato Region | 53.9% |
| 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 (Te Aroha) | 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 (Te Aroha) | 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)
- 446
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1903
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
- 20 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 February 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 same report — the board assurance report of 20 February 2025 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO and the board have identified the following area of non-compliance during the board assurance process:
adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community [s91 Education and Training Act 2020].
The board has since addressed this area of non-compliance identified.
ERO and the board have also identified the following area of non-compliance:
ensure all students in Years 7 and above are provided with appropriate career education and guidance. [s103 Education and Training Act 2020].
The board has since taken steps to address this area of non-compliance.
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 62 — 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.
May 2019
96
Counted while ERO’s review team was at the school. Education Review Office, report of 30 July 2019
February 2016
89
Counted while ERO’s review team was at the school. Education Review Office, report of 28 June 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 20 February 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 ( Te Aroha ) is located in the township of Te Aroha and provides education for students in Years 1 to 8. The school aims to ensure that students both ‘learn to love and love to learn’, with a ‘deep understanding’ of what it means to be a Catholic in the 21 st century.
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
Outcomes for learners show that improvement is sustained over time.
Almost all learners achieve at or above expected curriculum levels in reading and mathematics, and most learners achieve these in writing.
Learners express a positive sense of wellbeing and belonging, supported by the integration of school values in relationships, routines and celebrations.
The large majority of students attend school regularly; the school meets the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
Collaborative and strategic leadership prioritises high quality teaching and a focus on learner progress and achievement.
Leadership prioritises areas for school improvement through gathering and evaluating well-considered student achievement information.
The board and leadership value and nurture a culture of professional growth among staff that supports shared understandings of responsive teaching practices; this leads to improved outcomes for students.
Leadership demonstrates in-depth understanding of curriculum changes and requirements so that improvement initiatives are sustainable.
Learners increasingly benefit from a meaningful curriculum that supports their success and wellbeing.
Learners experience a broad range of learning opportunities from The New Zealand Curriculum that are seamlessly integrated within the special character context and are responsive to the diverse cultures in the school.
Leaders and teachers have regular professional discussions about teaching, learning and assessment practices that support all learners to progress and achieve.
Teachers create engaging and orderly classroom environments through clear expectations for learning and behaviours based on the school’s values.
Key conditions that underpin successful school experiences for learners are being strengthened.
An appropriate range of student achievement information is used by leaders and teachers to track and monitor the progress of each learner, enabling relevant and responsive interventions.
The board, leaders and teachers continue to strengthen partnerships with parents and whānau so that their children’s identities and cultures are reflected throughout the learning environment.
Students experience a range of wellbeing initiatives that increasingly support a positive sense of engagement and belonging.
Part B: Where to next?
The agreed next steps for the school are to:
refine the teaching and learning framework so that it integrates structured literacy and mathematics approaches across the school
embed high quality teaching and learning practices to support equitable and excellent outcomes for all learners
continue to develop and implement initiatives so that all learners attend regularly and successfully manage their own wellbeing.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to integrate structured literacy and mathematics approaches in all teaching and learning programmes
provide professional learning opportunities so that leaders and teachers strengthen their understanding of high quality teaching practices in the classroom
survey students’ perceptions of engagement and wellbeing to inform ongoing school wide initiatives.
Annually:
review and report to the board on student attendance, progress and achievement to evaluate the impact of curriculum developments and shifts in teaching practices, identifying further refinements
evaluate school wide initiatives for student attendance and engagement to know how effective these are in supporting students’ wellbeing.
Actions taken against these next steps are expected to result in:
sustained progress and achievement for all learners
a refined curriculum that provides high quality teaching and learning and equitable and excellent learner outcomes
well-engaged students who attend regularly and capably manage their learning and wellbeing challenges.
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 Acting Director of Schools
20 February 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 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).