St Joseph's School (Grey Lynn)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 75
- Enrolment zone
- No
- Gender
- Primary Co-Ed/Secondary Girls
Where is it, and how do I get in touch?
- Address
- 456 Great North Road, Grey Lynn, Auckland
- Territorial authority
- Waitematā Local Board Area
- Phone
- 09-376-5456
- office@st-joseph.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.
- Getting there
- We have School Vans available to drop any child off home who lives in the Inner City
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 6
- Māori
- 6
- Pacific
- 25
- Asian
- 44
- MELAA
- 1
- Other
- 2
- International
- 1
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 | 4 | 4 | 0 | 0 | 1 | 0 | 11 |
| Year 02 | 1 | 3 | 2 | 0 | 0 | 0 | 0 | 6 |
| Year 03 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 8 |
| Year 04 | 1 | 5 | 4 | 0 | 0 | 0 | 0 | 10 |
| Year 05 | 0 | 6 | 3 | 0 | 2 | 1 | 0 | 11 |
| Year 06 | 1 | 2 | 4 | 0 | 0 | 0 | 0 | 7 |
| Year 07 | 0 | 0 | 2 | 1 | 0 | 2 | 1 | 6 |
| Year 08 | 1 | 5 | 7 | 1 | 0 | 0 | 0 | 14 |
| Total | 6 | 29 | 30 | 2 | 2 | 4 | 1 | 73 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 5 | 4 | 0 | 0 | 1 | 0 | 12 |
| Age 06 | 1 | 2 | 2 | 0 | 0 | 0 | 0 | 5 |
| Age 07 | 0 | 4 | 4 | 0 | 0 | 0 | 0 | 8 |
| Age 08 | 1 | 4 | 4 | 0 | 0 | 0 | 0 | 9 |
| Age 09 | 0 | 7 | 4 | 0 | 2 | 1 | 0 | 13 |
| Age 10 | 1 | 2 | 3 | 0 | 0 | 0 | 0 | 6 |
| Age 11 | 0 | 1 | 2 | 0 | 0 | 2 | 1 | 6 |
| Age 12 | 1 | 3 | 5 | 2 | 0 | 0 | 0 | 11 |
| Age 13 | 0 | 1 | 2 | 0 | 0 | 0 | 0 | 3 |
| Total | 6 | 29 | 30 | 2 | 2 | 4 | 1 | 73 |
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 School (Grey Lynn) | 0% |
|---|---|
| Auckland Region | 29.7% |
| 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 School (Grey Lynn) | 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 School (Grey Lynn) | 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
- 25 January 1884
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
- 9 November 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (9 November 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 same report — the board assurance report of 9 November 2023 — 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 has identified the following areas of non-compliance during the board assurance process:
accurate records about each aspect of the safety checking process have not been kept. [Children’s Act 2014.]
The board has since taken steps to address the areas of non-compliance identified.
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 75 — 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 2016
67
Counted while ERO’s review team was at the school. Education Review Office, report of 28 October 2016
May 2013
81
Counted while ERO’s review team was at the school. Education Review Office, report of 28 June 2013
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 9 November 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 24 months of the Education Review Office and St Joseph’s School (Grey Lynn) 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 (Grey Lynn) is a small integrated Catholic school located in inner city Auckland, catering for ākonga /learners from Years 1 to 6 and girls through to Year 8. The Board appointed a new school leader in September 2023. The school currently has an appointed Limited Statutory Manager (LSM) to support the Board and new Principal.
The school values of excellence, respect, compassion and honesty are lived through the vision “Serving with Faith and Love’.
St Joseph’s School (Grey Lynn)’s strategic priorities for improving outcomes for learners are:
nurturing a safe Catholic learning environment
holistic education with student achievement at 80 percent in literacy and numeracy
active student, parent, and community engagement
inclusive collaborative learning
te ao Māori – recognising New Zealand’s cultural diversity.
You can find a copy of the school’s strategic and annual plan on St Joseph’s School (Grey Lynn)’s website.
ERO and the school are working together to evaluate how effectively teachers and leaders develop and implement a localised and culturally responsive curriculum that result s in positive and excellent learner outcomes across the school.
The rationale for selecting this evaluation is:
providing ākonga with current curriculum teaching and learning to include the refreshed NZ curriculum, refreshed religious education curriculum and the Aotearoa NZ History Curriculum
to ensure the processes and practices are in place to ensure that ākonga wellbeing is a key priority
teachers want to be able to innovate their teaching curriculum in a knowledgeable informed way, hence a focus on building professional and reflective learning practices and processes
to better systematise the practices and processes of instructional teaching, learning and leadership
to build consistent leadership supported by a collaborative and knowledgeable Board.
The school expects to see:
learning that fosters ākonga agency consistently across the school
a school that delivers quality educational opportunities for all ākonga , teachers and leaders
leadership that is informed, strategic, relational and ensures the school develops strong systematised practices and processes
the Board, working alongside the Limited Statutory Manager, to support the principal to focus on developing capacity and capability in communication, policy development, stabilising school leadership and providing targeted teacher development
The school, as a place of stability and schooling excellence to meet community needs.
Strengths
The school can draw from the following strengths to support the school in its goal to implement an up-to-date, localised and culturally responsive curriculum that ensures excellence in teaching and leading resulting in positive learner outcomes across the school:
ākonga have a strong sense of belonging
school values underpin the care and kindness and respect shown by teachers and ākonga
student achievement and progress are positive
whānau support the school; wanting only the best for their tamariki
the Catholic character of the school is embedded in all that the school does.
Where to next?
Moving forward, the school will prioritise:
evaluating school wide practices and processes for consistency, being fit for purpose, and providing clear guidance to the school
ensuring systems, that are now in place to ensure St Joseph’s ākonga feel safe and confident interacting with the children from the other school on site, are regularly reviewed and monitored
focusing on upskilling teachers, board and leaders to ensure a culturally responsive localised curriculum can be developed and implemented consistently and effectively
back map the evaluation focus to consider and prioritise the teachers, leaders and students' needs.
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.
Shelley Booysen Director of Schools
9 November 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).