St Joseph's School (Dannevirke)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 125
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- McPhee Street, Dannevirke
- Territorial authority
- Tararua District
- Phone
- 06-3747910
- admin@stjosephsdvke.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
The school uniform is an integral part of the sense of belonging to a school and by ensuring that everyone wears it well is an important aspect of our school.
- Required
- Where to buy the uniform
- https://stjosephsdvke.nzuniforms.com/
Uniform can be purchased from [NZ Uniform](https://stjosephsdvke.nzuniforms.com/) in store Palmerston North or online.
- https://stjosephsdvke.nzuniforms.com/
- Term dates
- Term 1, 2026: Monday 2 February - Thursday 2 April
Monday 2 February - Thursday 2 April
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April - Friday 3 July
Monday 20 April - Friday 3 July
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July - Friday 25 Sep
Monday 20 July - Friday 25 Sep
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October - Tuesday 15 Dec
Monday 12 October - Tuesday 15 Dec
Year stated asTerm Dates 2026
- Term 1, 2026: Monday 2 February - Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 100
- Māori
- 49
- Pacific
- 9
- Asian
- 9
- MELAA
- 1
- 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 | 4 | 2 | 1 | 0 | 0 | 10 | 0 | 11 |
| Year 02 | 4 | 2 | 3 | 0 | 0 | 9 | 0 | 13 |
| Year 03 | 8 | 1 | 2 | 0 | 0 | 16 | 0 | 19 |
| Year 04 | 4 | 1 | 1 | 0 | 0 | 9 | 0 | 13 |
| Year 05 | 9 | 0 | 3 | 1 | 0 | 12 | 0 | 17 |
| Year 06 | 5 | 0 | 1 | 0 | 0 | 14 | 0 | 16 |
| Year 07 | 12 | 1 | 1 | 0 | 0 | 18 | 0 | 23 |
| Year 08 | 10 | 3 | 2 | 0 | 0 | 14 | 0 | 20 |
| Total | 56 | 10 | 14 | 1 | 0 | 102 | 0 | 132 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 2 | 1 | 0 | 0 | 10 | 0 | 11 |
| Age 06 | 4 | 2 | 3 | 0 | 0 | 9 | 0 | 13 |
| Age 07 | 8 | 1 | 2 | 0 | 0 | 16 | 0 | 19 |
| Age 08 | 4 | 1 | 1 | 0 | 0 | 9 | 0 | 13 |
| Age 09 | 8 | 0 | 3 | 1 | 0 | 11 | 0 | 16 |
| Age 10 | 5 | 0 | 1 | 0 | 0 | 14 | 0 | 16 |
| Age 11 | 12 | 0 | 1 | 0 | 0 | 17 | 0 | 22 |
| Age 12 | 10 | 4 | 2 | 0 | 0 | 14 | 0 | 20 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Total | 56 | 10 | 14 | 1 | 0 | 102 | 0 | 132 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
18.4%
| St Joseph's School (Dannevirke) | 18.4% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 41.4% |
| Māori | 44.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 18.4% |
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 School (Dannevirke) | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| 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 | Not available (source marker: "nd") |
| 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 School (Dannevirke) | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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 | Not available (source marker: "nd") |
| 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)
- 473
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 29 January 1910
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
- 22 March 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 March 2023)
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 22 March 2023 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 125 — 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.
August 2018
113
Counted while ERO’s review team was at the school. Education Review Office, report of 20 September 2018
March 2016
94
Counted while ERO’s review team was at the school. Education Review Office, report of 30 May 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 22 March 2023 — “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 18 months of the Education Review Office and St Joseph’s School (Dannevirke) 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 School, located in Dannevirke, provides education for learners from years 0 to 8.
St Joseph’s School (Dannevirke) has these strategic priorities for improving outcomes for learners:
that they are connected to their faith and are fully engaged in faith practices within the school
to provide a high-quality, student centred education ensuring equity and excellence for all
to develop the use of effective systems and procedures that empower school leaders and teachers to improve learning outcomes for students
to actively strengthen partnerships for learning through meaningful connections with students, whānau and families.
You can find a copy of the school’s strategic and annual plan on St Joseph’s School (Dannevirke) website.
ERO and the school are working together to evaluate how effectively the interventions and programmes accelerate the literacy achievement of all students, with particular focus on priority learners.
The rationale for selecting this evaluation is:
that leaders and teachers have identified the need to comprehensively review the teaching of literacy throughout the school
to support leadership to align systems and processes, strengthen curriculum delivery, data literacy and teacher practice, and lift the achievement of all learners.
The school expects to see the review supporting the board, leadership and staff in decision-making that will guide their strategic direction, embed high-quality literacy practice and delivery, and focus on continuous improvement in outcomes for learners.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how effectively the interventions and programmes accelerate the literacy achievement of all students, with particular focus on priority learners:
teachers who actively research and trial a range of well-informed approaches to literacy learning clearly focused on raising student achievement
well established systems that monitor, track and support the progress of priority learners in literacy
a committed board, focused on student achievement, that prioritises the resourcing of teachers’ professional learning in literacy.
Where to next?
Moving forward, the school will prioritise:
the development of a strategic framework to review and evaluate literacy programmes schoolwide
using the evaluation findings to guide the board, leaders and staff in decision-making, build collective capability and culturally responsive practice, align systems and processes for sustained improvement in literacy.
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.
Kathy Lye Acting Director Review and Improvement Services (Southern) Southern Region | Te Tai Tini
22 March 2023
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).