St Joseph's School (Hawera)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 204
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 32 Victoria Street, Hāwera
- Territorial authority
- South Taranaki District
- Phone
- 06-2787482
- admin@sjshawera.school.nz
- Website
- http://www.sjh.school.nz
- Directions
- Get directions
Other schools nearby: schools in Taranaki
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 134
- Māori
- 42
- Pacific
- 7
- Asian
- 43
- MELAA
- 6
- Other
- 1
- 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 | 8 | 1 | 1 | 0 | 0 | 10 | 0 | 15 |
| Year 02 | 5 | 2 | 8 | 0 | 0 | 11 | 0 | 23 |
| Year 03 | 6 | 2 | 3 | 1 | 0 | 19 | 0 | 25 |
| Year 04 | 3 | 0 | 8 | 0 | 0 | 10 | 0 | 18 |
| Year 05 | 0 | 1 | 6 | 0 | 0 | 13 | 0 | 18 |
| Year 06 | 5 | 2 | 2 | 1 | 0 | 17 | 0 | 23 |
| Year 07 | 6 | 1 | 6 | 1 | 0 | 38 | 0 | 45 |
| Year 08 | 9 | 3 | 4 | 0 | 0 | 29 | 0 | 37 |
| Total | 42 | 12 | 38 | 3 | 0 | 147 | 0 | 204 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 1 | 2 | 0 | 0 | 10 | 0 | 16 |
| Age 06 | 5 | 2 | 7 | 0 | 0 | 11 | 0 | 22 |
| Age 07 | 6 | 2 | 3 | 1 | 0 | 19 | 0 | 25 |
| Age 08 | 3 | 0 | 7 | 0 | 0 | 10 | 0 | 17 |
| Age 09 | 0 | 1 | 6 | 0 | 0 | 12 | 0 | 17 |
| Age 10 | 5 | 2 | 3 | 1 | 0 | 19 | 0 | 26 |
| Age 11 | 4 | 0 | 5 | 0 | 0 | 29 | 0 | 33 |
| Age 12 | 7 | 4 | 4 | 1 | 0 | 29 | 0 | 38 |
| Age 13 | 4 | 0 | 1 | 0 | 0 | 8 | 0 | 10 |
| Total | 42 | 12 | 38 | 3 | 0 | 147 | 0 | 204 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
40.9%
| St Joseph's School (Hawera) | 40.9% |
|---|---|
| Taranaki Region | 41.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 92.3% |
| Māori | 55.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 43.2% |
| Total | 40.9% |
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 (Hawera) | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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 (Hawera) | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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)
- 439
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1875
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 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (20 March 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 board assurance report of 20 March 2025 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.
What ERO wrote in its latest report
This is ERO’s report of 20 March 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 School ( Hāwera ) provides education for learners from years 1 to 8. The school is part of the South Taranaki Kāhui Ako.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of March 2023, ERO and the school have been working together to evaluate how effectively the school’s mathematics programme supports all learners to make improvement in this learning area.
Expected Improvements and Findings
The school expected to see:
All learners showing improved progress and achievement in mathematics, with accelerated progress being made for those who have been identified as needing this.
The large majority of learners are achieving in mathematics with reduced levels of disparity for groups of learners. Priority learners are identified, extra support is provided with improved confidence and achievement as a result.
A coherent and consistently understood mathematics programme implemented across the school.
External professional development has upskilled key internal leaders and staff. Structured approaches to teaching mathematics have been implemented across the school to support schoolwide coherence for learning.
Improved teacher capacity to use assessment to inform teaching and learning decisions.
Teacher understanding and use of assessment to inform learning has developed schoolwide; improved consistency of use, understanding and practice across the school to use assessments to respond to learner needs is evident.
Other Findings
During the course of the evaluation, it was found that building teachers’ common knowledge through consistency of approaches has helped to build a culture of high trust and confidence; children are well supported to learn and progress in mathematics.
The greatest shift that occurred in response to the school’s action has been the positive impact of a schoolwide approach to teaching mathematics; this has set a clear direction, purpose and high expectations for teaching and learning across the school.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learners are engaged and make good progress in their learning.
Most learners achieve to expectation in reading and writing with the large majority achieving in mathematics.
Almost all priority learners make progress in reading; priority learners are quickly identified and responded to using a tiered approach of increasing support.
Settled and supportive environments for learning are evident; learners’ engagement is supported by shared expectations for learning and behaviour.
Regular attendance is not yet at government targets; an attendance improvement plan is in place and aims to improve regular attendance rates.
Conditions to support learner success
Confident leadership builds a collaborative team culture that promotes high expectations and a collective responsibility for learning.
Leaders prioritise a collaborative approach to professional learning; a culture that supports continuous growth of teacher capacity is strongly evident.
Carefully selected professional learning has established a consistent and cohesive teaching approach that supports learners progress through the school.
Leadership opportunities are shared amongst the teaching team; this promotes a range of internal expertise to support staff development.
The needs of learners are well responded to through strengthened teaching and learning programmes in literacy and mathematics.
Teachers and leaders work well together to prioritise a seamless progression of learning in literacy and mathematics.
Learners are well supported to make progress with consistency of approach, language and collective responsibility by staff for learning, across the school.
Learners benefit from targeted group teaching across the school that supports their learning needs in structured literacy.
Well embedded school systems and practices drive continuous improvement for learners.
Professional development has strengthened the evaluative capacity of teaching staff to know the impact of their teaching practices for improving learning.
Strategic planning is focused on a small number of carefully considered goals that are reviewed regularly; these are well informed by good quality information from leaders and teachers.
Te reo, tikanga and matauranga Māori are well supported and consistently woven through the daily life of the school.
Partnerships for learning are strengthened by regular communication, and reporting of learning in real time.
Part C: Where to next?
The agreed next steps for the school are to:
consolidate the structured literacy teaching and learning programme to further enhance learning coherence across the school
embed the structured mathematics programme across the school
continue to develop and review the school’s attendance plan to further improve attendance at school
implement the schools collaboratively designed Graduate Profile to support learner agency and to help build skills in lifelong learning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
fully implement the structured mathematics programme across classes
implement the Graduate Profile across the school
further refine systems to support intervention strategies for priority learners in the classroom
Annually:
evaluate programmes of learning including the analysis of assessment, attendance and wellbeing information to determine what is working and who for
as part of setting strategic direction, widely consult with key stakeholders, including whānau Māori , to ensure that school priorities are meeting community expectations
Actions taken against these next steps are expected to result in:
further improved engagement, attendance, achievement and wellbeing for learners, particularly those in priority groups
teachers and other key staff continuing to build capacity and shared responsibility to support learning in consistently understood ways.
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 March 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).