St Joseph's School (Patea)

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 5 — 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.

1. September 2018

   16

   Counted while ERO’s review team was at the school. Education Review Office, report of 10 December 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 5 November 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 Josephs’s School, Patea , is a small, Catholic school in the South Taranaki town of Patea . There are 11 students enrolled, all identify as Māori , and all are in Years 1 to 3. The school vision reflects the special character and is underpinned by the TAHI values, Taking responsibility, Achieving excellence, Having respect, In it together (1 st Commandment).

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? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.

What is the quality of teaching and learning? The school needs to improve teaching and learning.

How well does the school curriculum respond to all learners needs? Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.

How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school is taking steps to improve learners’ engagement, wellbeing and inclusion.

How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 64% 65 to 79% 80 to 90% Over 90%

Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet 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.

Less than a third of learners attend school regularly.

The school is significantly behind the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information 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 is developing good quality planning to increase the rate of progress for all groups of students.

The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making some progress towards meeting Government reading, writing and mathematics targets for 2030.

Support

During the course of this review ERO had concerns about the quality of education being provided and made recommendations for specialist support to the Ministry of Education.

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

The school Board, Principal and staff demonstrate an authentic engagement with Te Tiriti principles; partnership, and protection are embedded in practice and decision-making.

The principal and staff show openness to new ideas and a positive approach to personal and professional growth.

The school Board works effectively as a team, they value collaboration, shared learning, and collective responsibility for improvement.

Students who start at the school make sufficient progress in their first year. Ensuring that students in Years 2 to 6 make progress and achieve towards expected levels is a priority.

Key priorities

Improve attendance.

Develop the quality of teaching and learning approaches.

Sharpen the focus on accelerating and extending achievement outcomes in reading, writing and mathematics.

Build assessment capability to understand and use in teaching and learning.

Strengthen school Board capability in evaluation for improvement.

Actions to bring about improvement

Within three months:

the principal and staff put the attendance plan into action, share with the community to help parents understand how attendance affects achievement

the principal and teachers engage in professional development opportunities to learn and implement effective teaching practices

the school Board ensure non compliances have been addressed

Within six months:

the principal and teachers access professional development and undertake further learning in structured literacy and mathematics approaches

the principal and teachers research and build knowledge of assessment practices to align with the curriculum requirements

the principal and teachers undertake professional development in the effective analysis and use of learner progress and achievement data to guide continuous improvement

Every six months:

the Board receive, and review analysed student information including wellbeing, attendance, engagement, progress and achievement outcomes to discuss and address through ongoing strategic planning

the Board support staff to participate in professional learning opportunities that strengthens teachers’ understanding and use of effective teaching, learning, assessment and evaluation practices

the principal and teachers are observed and receive feedback to demonstrate effective teaching practice that improves outcomes for students

Annually:

the Board and leaders review learner attendance, progress and achievement information to support ongoing strategic decision making and resourcing for improvement.

Expected outcomes

Improved attendance.

Improved teaching capability to meet the needs of all learners.

Teaching that accelerates and extends learners progress and achievement.

Improved quality of information to support the school board to evaluate and plan strategically.

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 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:

maintain up to date policy and undertake regular practice of drills (lockdown) Fire and Emergency New Zealand (Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018.

The Board has since taken steps to address the areas of non-compliance identified.

Recommendation to the Ministry of Education

ERO will initiate conversations with the Ministry of Education about support. ERO recommendation to the Ministry of Education will be outlined in the confirmed report to bring about the following improvements:

leadership of teaching and learning

capability and quality of teaching

Assessment practices.

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

5 November 2025

Read this report on ero.govt.nz →