St Joseph's School (Opunake)

What ERO wrote in its latest report

This is ERO’s report of 18 September 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 ( Opunake ) provides education for students in Years 1 to 8 and has a current school roll of 113. New Zealand European/ Pākehā make up a majority of the school roll, 27% of learners identify as Māori and 3% of Pacific heritage, 4% are of Asian descent and a further 12% are students from other diverse cultures. A new principal and leadership team were appointed at the beginning of 2025.

The school’s Gospel values as Humility – Te Haehaa , Excellence – Rawe , Faith – Whakapono , Respect – Whakaute and Integrity – Tapatahi (UNITY).

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 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 foundational 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 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 65% 65 to 79% 80 to 90% Over 90%

Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics Most 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 large majority of learners attend school regularly.

The school is behind 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.

Assessment information is used well 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 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 2030.

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

Learners thrive in a positive and inclusive environment where high expectations and the school’s ‘Unity’ values guide teaching and learning.

Learners feel a strong sense of belonging, pride and safety, knowing they are supported to succeed in all areas of school life.

Teachers work together to deliver a balanced curriculum, using schoolwide achievement information to guide focused teaching and learning programmes.

Structured literacy is embedded throughout the school and the school is implementing a structured approach to mathematics to support learner progress and achievement.

Professional learning opportunities for staff are targeted, planned and strategically implemented to align with the school’s strategic goals.

The School Board and leaders use a wide range of information and feedback to inform decision making for school improvement, student achievement and attendance.

Key priorities

Evaluate how structured teaching approaches are improving student progress, achievement and equity.

Strengthen engagement with whānau Māori and the community to help guide strategic decisions for school improvement.

Sustain improved attendance rates that meet the Government targets.

Actions to bring about improvement

Within three months:

leaders to establish a whānau group and provide opportunities for families to share their aspirations for the school

leaders implement and share the school’s attendance plan with the community

Every six months:

leaders and teachers review and analyse student progress information and evaluate how professional learning has influenced teaching practice and learner outcomes

leaders and teachers strengthen current practice by establishing regular opportunities for whānau to actively engage in school planning and decision-making

the School Board and leaders monitor and analyse student attendance information to inform next steps

Annually:

leaders and teachers evaluate how structured teaching approaches impact on student outcomes, and use this information to guide future staff professional learning and strategic planning

the School Board and leaders gather whānau feedback to review the effectiveness of current engagement and partnerships, and to identify areas for improvement

the School Board and leaders review, analyse and report on the impact of initiatives aimed at improving regular attendance rates.

Expected outcomes

Improvement in evaluation practices to show the impact of actions and inform decisions to improve progress, achievements and equity for all learners.

Increased engagement with whānau and the wider community, with more active involvement in the school’s strategic decision-making.

Improved and sustained regular attendance that meets the Government targets.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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 meeting 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:

obtained a police vet for every person the board appoints or intends to appoint to a position at the school and who is to work at the school during normal school hours [Section 104 of the Education and Training Act 2020]

conduct identity confirmation as part of their workforce safety checks for any persons the board has employed or engaged as a paid children’s worker. [Sections 25, 26 and 27 of the Children’s Act 2014]

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

18 September 2025

Read this report on ero.govt.nz →