St Joseph's School (New Plymouth)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 281
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 41A Calvert Road, New Plymouth
- Territorial authority
- New Plymouth District
- Phone
- 06-7580364
- admin@stjosephsnp.school.nz
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
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.
- How to enrol
- https://stjosephsnp.school.nz/contact-us/
[School Office](https://stjosephsnp.school.nz/contact-us/)regarding prospective enrolment.
- https://stjosephsnp.school.nz/contact-us/
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
- The mission of Catholic education is to educate students within an atmosphere of Christ’s love. The school encourages growth in faith and prepares young people for their life as Catholic Christians in the community.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Hard Ball
The school fields teams in Hard Ball, Incrediball and Kiwi Cricket in Term 1 and Term 4.
- Incrediball
The school fields teams in Hard Ball, Incrediball and Kiwi Cricket in Term 1 and Term 4.
- Kiwi Cricket
The school fields teams in Hard Ball, Incrediball and Kiwi Cricket in Term 1 and Term 4.
- Cross Country
The school holds annual Cross Country and Athletics competitions.
- Athletics
The school holds annual Cross Country and Athletics competitions.
- mini ball
St Joseph’s fields teams in both the mini ball and basket ball competitions which are held in Term 2 and 3.
- basket ball
St Joseph’s fields teams in both the mini ball and basket ball competitions which are held in Term 2 and 3.
- a triathlon for Year 1-6 students
Each year the school holds a triathlon for Year 1-6 students which leads into the ‘Weetbix Tryathlon’.
- Weetbix Tryathlon
Each year the school holds a triathlon for Year 1-6 students which leads into the ‘Weetbix Tryathlon’.
- Seaside Touch Competition
The Seaside Touch Competition is run on the St Joseph’s fields in Term 4.
- Future Ferns netball competitions
Year 1-6 students participate in the Future Ferns netball competitions.
- North Taranaki Junior Hockey competition
St Joseph’s participates in the North Taranaki Junior Hockey competition which runs on Saturday mornings
- Rippa Rugby
All students have a go at Rippa Rugby at school.
- Interschool Rugby Competition
St Joseph’s also plays in the Interschool Rugby Competition.
- swimming sports
The middle and senior school have swimming sports at the neighbouring Devon Intermediate pool at the conclusion of the swimming season.
- soccer
We participate in netball, rugby and soccer.
- a production showcasing the performing arts
Every second year St Joseph’s produces a production showcasing the performing arts.
- Kapa Haka Ropu
Our Kapa Haka Ropu is tutored by Whaea Unity Wara and supported by Miss Kate Landrigan.
- Dance Extravaganza
Dance Extravaganza On alternate years with the production the school presents an evening of dance.
- art auction
Every second year, the school runs an art auction which is used as a fundraising initiative.
- choir
Juliette Parker is our choir tutor. The group sings together every week and performs regularly.
- Hard Ball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 159
- Māori
- 28
- Pacific
- 8
- Asian
- 106
- MELAA
- 10
- 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 | 5 | 2 | 21 | 2 | 0 | 25 | 0 | 49 |
| Year 02 | 3 | 0 | 26 | 1 | 0 | 24 | 0 | 52 |
| Year 03 | 5 | 1 | 13 | 2 | 0 | 23 | 0 | 39 |
| Year 04 | 7 | 1 | 14 | 2 | 0 | 28 | 0 | 47 |
| Year 05 | 6 | 2 | 14 | 2 | 0 | 27 | 0 | 42 |
| Year 06 | 6 | 2 | 20 | 1 | 0 | 20 | 0 | 45 |
| Year 07 | 2 | 2 | 0 | 0 | 0 | 11 | 0 | 13 |
| Total | 34 | 10 | 108 | 10 | 0 | 158 | 0 | 287 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 2 | 20 | 2 | 0 | 23 | 0 | 46 |
| Age 06 | 3 | 0 | 21 | 1 | 0 | 25 | 0 | 48 |
| Age 07 | 5 | 1 | 16 | 2 | 0 | 22 | 0 | 41 |
| Age 08 | 7 | 1 | 12 | 2 | 0 | 26 | 0 | 44 |
| Age 09 | 6 | 2 | 16 | 2 | 0 | 27 | 0 | 44 |
| Age 10 | 6 | 2 | 20 | 1 | 0 | 21 | 0 | 46 |
| Age 11 | 2 | 2 | 3 | 0 | 0 | 14 | 0 | 18 |
| Total | 34 | 10 | 108 | 10 | 0 | 158 | 0 | 287 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28%
| St Joseph's School (New Plymouth) | 28% |
|---|---|
| Taranaki Region | 41.7% |
| Contributing | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 57.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 46.4% |
| Total | 28% |
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 (New Plymouth) | 0% |
|---|---|
| Taranaki Region | 4.1% |
| Contributing | 3.5% |
| 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 (New Plymouth) | 0% |
|---|---|
| Taranaki Region | 1.6% |
| Contributing | 1.5% |
| 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)
- 384
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 23 October 1926
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
- 20 May 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 20 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 281 — 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.
June 2018
284
Counted while ERO’s review team was at the school. Education Review Office, report of 21 September 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 20 May 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.
About the School
St Joseph’s School (New Plymouth) is a state integrated co-educational Catholic school and provides education for learners in Years 1 to 6. The current roll is 267. More than 58% of learners are European and Pākehā , 34% are Asian, 4% identify as Māori and 4% are of Pacific heritage.
The school motto “Skills and Values for Life” aligns with the gospel values of ‘ Tika, Pono , and Aroha ’ and is underpinned by the school’s eight competencies (8C’s) that are ‘Christian Living, Confident, Culturally Aware, Communication, Critical Thinking, Creative, Collaboration, and Connected’.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully 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 responds well to a wide range 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has 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 is likely to meet them by 2030.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Learners benefit from high expectations for teaching and learning and experience a strong sense of belonging through positive relationships with peers and teachers.
Leaders continue to prioritise student learning and achievement through strategic planning and decision making, selected initiatives promote improved outcomes for learners; reducing achievement disparity for boys in writing remains a priority.
Structured literacy approaches are well embedded school wide; implementing a structured mathematics programme is a focus in 2025.
Learners experience a well-considered school curriculum that provides meaningful opportunities and experiences to support their needs and interests.
Professional development for staff is targeted, planned and strategically implemented for ongoing improvement of teaching and learning.
Leaders and teachers are increasingly using a wide range of information and feedback to inform decision making for school improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
maintain current strategies to increase rates of attendance, including initiatives with parents and whānau that raise collective awareness of the importance of regular attendance
build teacher capability in structured mathematics to implement changes to the New Zealand Mathematics Curriculum and sustain learner progress and achievement
use the school’s evidence-based approach to evaluate teaching, learning and assessment practices and monitor their impact on learner progress and achievement outcomes, particularly for boys in writing.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
evaluate the impact of initiatives designed to increase rates of regular attendance to inform next steps
provide professional learning opportunities that strengthen teachers’ understanding and use of highly effective teaching, learning and assessment practices in structured mathematics
Every six months:
review and report learner attendance, progress and achievement information to support ongoing decision making for improvement
use an evidenced based approach to evaluate the impact of programmes and initiatives designed to improve learner progress and achievement, with a particular focus on strengthened targets and writing outcomes for boys
Annually:
evaluate the impact of teaching, learning and assessment practices on learners’ progress and achievement and use this information for further strategic planning
report on the impact and success of strengthened targets and writing outcomes for boys to inform next steps and resourcing decisions.
Actions taken against these next steps are expected to result in:
students attending school regularly, meeting the Government’s target of 80% regular attendance
improved and equitable student achievement outcomes in literacy and mathematics
effective use of evaluation for improvement that supports the development of high-quality teaching, learning and assessment practices schoolwide.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
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 areas of non-compliance during the board assurance process:
implement a formalised method of identifying, addressing and monitoring hazards, and regularly reporting hazard management practices to the board [Health and Safety at Work Act 2015; Health and Safety at Work (General Risk and Workplace Management) Regulations 2016]
followed Education Outside the Classroom Guidelines (MOE) risk management procedures [Health and Safety at Work Act 2015; Health and Safety at Work (General Risk and Workplace Management) Regulations 2016]
The board has since taken steps to address the areas of non-compliance identified.
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 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 Director of Schools (Acting)
20 May 2025
Education Counts
This 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 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).