St Joseph's School (Orakei)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 22
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 16 Brenton Place, Orakei, Auckland
- Territorial authority
- Ōrākei Local Board Area
- Phone
- 09-5210866
- angela@sjorakei.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.
- Uniform
- Required
The wearing of School Uniform is compulsory.
- 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.
- In their words
- Our learners care for God’s world and believe they can make a positive difference in their own future.
- Voluntary donation
- $80 per term or $320 for the year, 2026
The fees for 2026 are $80 per term or $320 for the year. This is a voluntary contribution which assists the school to pay the day to day costs not covered by Government funding.
- $80 per term or $320 for the year, 2026
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 10
- Māori
- 5
- Pacific
- 6
- Asian
- 7
- MELAA
- 4
- 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 | 0 | 0 | 0 | 2 | 0 | 4 | 0 | 4 |
| Year 02 | 0 | 0 | 1 | 2 | 0 | 2 | 0 | 4 |
| Year 03 | 1 | 3 | 1 | 1 | 0 | 1 | 0 | 5 |
| Year 04 | 1 | 0 | 4 | 1 | 0 | 2 | 0 | 6 |
| Year 05 | 1 | 2 | 1 | 2 | 0 | 5 | 0 | 9 |
| Year 06 | 1 | 1 | 1 | 2 | 0 | 5 | 0 | 6 |
| Year 07 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 |
| Total | 4 | 6 | 8 | 11 | 0 | 20 | 0 | 35 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 0 | 2 | 0 | 4 | 0 | 4 |
| Age 06 | 0 | 0 | 1 | 2 | 0 | 2 | 0 | 4 |
| Age 07 | 0 | 2 | 1 | 1 | 0 | 1 | 0 | 4 |
| Age 08 | 2 | 1 | 4 | 1 | 0 | 2 | 0 | 7 |
| Age 09 | 1 | 2 | 1 | 2 | 0 | 5 | 0 | 9 |
| Age 10 | 1 | 1 | 1 | 2 | 0 | 5 | 0 | 6 |
| Age 11 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 |
| Total | 4 | 6 | 8 | 11 | 0 | 20 | 0 | 35 |
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 (Orakei) | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 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 (Orakei) | 0% |
|---|---|
| Auckland Region | 3% |
| 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 (Orakei) | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 394
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1957
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
- 5
- Last reviewed
- 25 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (25 February 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 25 February 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.
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 22 — 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.
November 2018
102
Counted while ERO’s review team was at the school. Education Review Office, report of 18 January 2019
September 2015
120
Counted while ERO’s review team was at the school. Education Review Office, report of 6 November 2015
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 25 February 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 ( Orakei ) is a small Catholic school in central Auckland and provides education for students in Years 1 to 6. The school’s vision is to build Strength through Gentleness | Kia pakari, Kia ngākau māhaki .
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The majority of learners are engaged, make progress and achieve well.
A large majority of students achieve at and above the expected curriculum levels in reading and mathematics; a small majority of students achieve this in writing.
Students have a strong sense of belonging and pride in their school; they experience a positive and supportive learning environment that acknowledges their culture, language and identity.
A small majority of learners attend school regularly; the school is working towards the Government’s target for regular attendance.
Conditions to support learner success
Leadership sets and pursues strategic goals that are focused on quality teaching and learning for all students.
The principal is visible throughout the school and works collaboratively with teachers to improve learning outcomes and wellbeing for all students.
Distributed leadership opportunities enable staff to use their strengths so that students experience a variety of activities that broaden their learning.
The principal and teachers use evidence, including achievement information and parent feedback, to appropriately plan and monitor the school’s strategic and annual planning.
Learners engage in a meaningful curriculum that provides a diverse range of learning opportunities.
Students experience classroom environments that are consistently characterised by respect and collaboration, and support learners to take responsibility for their learning.
A culture of professional growth and development among staff supports teaching practices that respond to learners’ strengths, needs and challenges.
Teachers plan and implement a local curriculum that increasingly reflects community aspirations so that students see their culture, identity and faith reflected in their learning.
Key conditions that underpin a positive education experience for learners are strengthening.
The board actively works with staff and whānau to implement strategies that promote the school in the wider community and ensure systems and processes focus on improving student outcomes.
Teachers continue to strengthen te reo Māori and tikanga Māori in every day classroom practices, giving greater effect to Te Tiriti o Waitangi .
Staff identify and respond promptly to learners with additional needs, enabling students to make progress in their learning.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen initiatives and strategies to increase students’ regular attendance
refine the school curriculum, integrating the new literacy and mathematics requirements to improve student progress and achievement
further integrate te reo Māori and tikanga Māori in classroom programmes, developing students’ knowledge and understanding of Aotearoa New Zealand.
Within six months:
review structured literacy and mathematics approaches, providing ongoing staff professional learning to enhance teaching practice
Every six months:
monitor and review the impact of initiatives and strategies to improve regular attendance and identify further actions
review the integration of te reo Māori and tikanga Māori in classroom programmes to inform next steps
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic planning
evaluate curriculum initiatives in literacy and mathematics to know the impact on teaching approaches and learner outcomes
evaluate and report to the board on the impact of te reo Māori and tikanga Māori classroom practices on school culture and student engagement.
Actions taken against these next steps are expected to result in:
more students attending school regularly
increasingly equitable and excellent achievement outcomes for all learners in reading, writing and mathematics
students confident in their knowledge, understanding and use of te reo Māori and tikanga Māori .
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
25 February 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 5 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).