St Joseph's School (Feilding)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 73
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 60 Derby Street, Feilding
- Territorial authority
- Manawatu District
- Phone
- 06-3234766
- office@stjosephsfeilding.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
Black polo fleece jersey with school emblem. Maroon polo shirt with school emblem - short or long sleeved.
- 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
- At Saint Joseph's School, tamariki (children) are encouraged to develop a positive relationship with God and to be living witnesses to the Gospel values of Jesus Christ.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 50
- Māori
- 7
- Pacific
- 11
- Asian
- 16
- 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 | 1 | 1 | 1 | 0 | 0 | 4 | 0 | 6 |
| Year 02 | 2 | 0 | 1 | 0 | 0 | 7 | 0 | 9 |
| Year 03 | 0 | 4 | 6 | 0 | 0 | 6 | 0 | 14 |
| Year 04 | 4 | 2 | 2 | 0 | 0 | 14 | 0 | 16 |
| Year 05 | 2 | 1 | 2 | 0 | 0 | 5 | 0 | 8 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Year 07 | 2 | 1 | 4 | 0 | 0 | 4 | 0 | 10 |
| Year 08 | 2 | 1 | 1 | 0 | 0 | 3 | 0 | 5 |
| Total | 17 | 10 | 17 | 0 | 0 | 51 | 0 | 77 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 1 | 0 | 0 | 4 | 0 | 6 |
| Age 06 | 2 | 0 | 1 | 0 | 0 | 7 | 0 | 9 |
| Age 07 | 0 | 4 | 6 | 0 | 0 | 6 | 0 | 14 |
| Age 08 | 4 | 2 | 2 | 0 | 0 | 14 | 0 | 16 |
| Age 09 | 2 | 1 | 2 | 0 | 0 | 5 | 0 | 8 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 8 | 0 | 9 |
| Age 11 | 2 | 1 | 2 | 0 | 0 | 4 | 0 | 8 |
| Age 12 | 2 | 1 | 3 | 0 | 0 | 2 | 0 | 6 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 17 | 10 | 17 | 0 | 0 | 51 | 0 | 77 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
45.1%
| St Joseph's School (Feilding) | 45.1% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 77.7% |
| Māori | 78.2% |
| Pacific | 0% |
| Asian | 129.8% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 76.7% |
| Total | 45.1% |
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 (Feilding) | 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 (Feilding) | 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)
- 435
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1908
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
- 6 November 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 6 November 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 73 — 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 2018
141
Counted while ERO’s review team was at the school. Education Review Office, report of 16 November 2018
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 6 November 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
St Joseph’s School (Feilding) provides education for students in Years 1 to 8. The roll is 90; 25% of learners are Māori , 19% identify as Asian and 15% are of Pacific heritage. The school’s special Catholic character is deeply rooted in the charism of Saint Mary MacKillop and the founding Sisters of Saint Joseph of Nazareth. The school values are Community, Acceptance, Respect and Excellence. Since the last ERO report, a new principal has been appointed and new leadership team established.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
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 an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The school is approaching the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing 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 and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Students experience a strong sense of belonging; diverse cultures are acknowledged and celebrated, contributing to respectful relationships between teachers and learners.
School leaders use student achievement and wellbeing information to inform strategic planning; goals are clearly aligned with improving outcomes for all learners.
The school’s special Catholic character is a core strength, with the Charism of inclusion, nurture and growth clear in a caring, faith-based environment.
Leaders and teachers actively engage with local iwi , ensuring that the local cultural context is authentically embedded across teaching and learning programmes.
Teachers participate in targeted professional learning and development in structured literacy and mathematics; collaborative practices are evident, with staff supporting one another to strengthen teaching effectiveness.
The school has implemented structured literacy and numeracy approaches school wide.
Key priorities
The agreed next steps for the school are to:
leadership develop and implement a schoolwide attendance strategy to increase regular student attendance
leadership establish a consistent schoolwide writing programme that embeds high quality teaching practices to accelerate achievement, ensuring equitable outcomes
teachers strengthen their use of achievement information to adapt teaching and monitor student progress, supporting improved outcomes for all students in reading, writing and mathematics.
Actions to bring about improvement
Within six months:
leadership review attendance information to support a schoolwide strategy that further improves regular student attendance
leadership and teaching staff review assessment, moderation and teaching practices in writing to inform a schoolwide writing programme
Every six months:
leadership monitor attendance information and strategies, identifying future actions
teachers engage in schoolwide professional development in writing, strengthening their use of effective assessment, moderation and teaching practices
leadership and teachers collaborate to analyse achievement trends, undertake regular class observations and adjust teaching practices to ensure all learners progress in reading, writing and mathematics
Annually:
leadership review and report to the board on student attendance, progress and achievement information to inform ongoing strategic planning and decision making
leadership and teachers evaluate the impact of the schoolwide writing programme on enhancing teaching, learning and assessment practices, accelerating student progress and achievement.
Expected outcomes
sustained and improved regular student attendance towards the Government’s target
accelerated achievement for all groups of students in writing
high quality teaching practices consistently embedded schoolwide for improved student outcomes in reading, writing and mathematics.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
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 has identified the following area for improvement:
the board and principal follow the documented policy and procedures for dealing with complaints to adequately support complainants and the school to reach satisfactory resolution of complaints.
ERO has identified the following areas of non-compliance during the board assurance process:
ensure all education outside the classroom (EOTC) activities are approved according to school policies and procedures [Health and Safety at Work Act 2015]
follow school policy, processes and practices relating to stand downs. [s78 to 89 Education and Training Act 2020].
The board has since addressed the areas of non-compliance identified.
The next public report on ERO’s website will be a School Report and is due within four 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
6 November 2025
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).