St Joseph's School (Temuka)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 106
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Wilkin Street, Temuka
- Territorial authority
- Timaru District
- Phone
- 03-6158206
- office@stjotemu.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
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
Girls - Navy blue polo shirt—long sleeves for winter, short sleeves for summer - Summer—options of summer skirt, dress, culottes
- Required
- Where to buy the uniform
- https://www.nzuniforms.com/?utm_source=google&utm_medium=organic&utm_campaign=gmb&utm_term=timaru&utm_content=website_button#
Website: [NZ Uniforms Timaru](https://www.nzuniforms.com/?utm_source=google&utm_medium=organic&utm_campaign=gmb&utm_term=timaru&utm_content=website_button#)
- https://www.nzuniforms.com/?utm_source=google&utm_medium=organic&utm_campaign=gmb&utm_term=timaru&utm_content=website_button#
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 94
- Māori
- 31
- Pacific
- 7
- Asian
- 6
- MELAA
- 1
- 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 | 2 | 0 | 1 | 1 | 0 | 12 | 0 | 13 |
| Year 02 | 4 | 1 | 1 | 0 | 0 | 10 | 0 | 12 |
| Year 03 | 7 | 1 | 1 | 1 | 0 | 15 | 0 | 19 |
| Year 04 | 5 | 1 | 1 | 1 | 0 | 15 | 0 | 17 |
| Year 05 | 2 | 2 | 2 | 1 | 0 | 13 | 0 | 15 |
| Year 06 | 2 | 1 | 1 | 0 | 0 | 11 | 0 | 11 |
| Year 07 | 4 | 1 | 0 | 0 | 0 | 13 | 0 | 13 |
| Year 08 | 2 | 2 | 1 | 0 | 0 | 18 | 0 | 18 |
| Total | 28 | 9 | 8 | 4 | 0 | 107 | 0 | 118 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 1 | 1 | 0 | 12 | 0 | 13 |
| Age 06 | 3 | 1 | 1 | 0 | 0 | 9 | 0 | 10 |
| Age 07 | 8 | 1 | 1 | 1 | 0 | 14 | 0 | 19 |
| Age 08 | 5 | 1 | 1 | 1 | 0 | 17 | 0 | 19 |
| Age 09 | 2 | 2 | 2 | 1 | 0 | 12 | 0 | 14 |
| Age 10 | 2 | 0 | 1 | 0 | 0 | 11 | 0 | 11 |
| Age 11 | 4 | 2 | 0 | 0 | 0 | 12 | 0 | 12 |
| Age 12 | 2 | 2 | 1 | 0 | 0 | 15 | 0 | 15 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Total | 28 | 9 | 8 | 4 | 0 | 107 | 0 | 118 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
25.5%
| St Joseph's School (Temuka) | 25.5% |
|---|---|
| Canterbury Region | 38.3% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 50% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 29% |
| Total | 25.5% |
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 (Temuka) | 0% |
|---|---|
| Canterbury Region | 3.7% |
| 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 (Temuka) | 0% |
|---|---|
| Canterbury Region | 1.7% |
| 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)
- 451
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 October 1883
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
- 3
- Last reviewed
- 27 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 27 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 106 — 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 2019
122
Counted while ERO’s review team was at the school. Education Review Office, report of 28 April 2020
February 2015
98
Counted while ERO’s review team was at the school. Education Review Office, report of 17 April 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 27 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 ( Temuka ) is in South Canterbury and provides education for learners in Years 1 to 8. The roll is over 120. More than 80% of learners identify as European/ Pakeha and just over 10% identify as Māori. Learners and teachers, supported by the community, focus on the values of faith/ whakapono , thriving/ ako and belonging/ whanaunatanga. Teachers and learners aim to live out the Gospel though Catholic beliefs, values, and practices. A new Principal has been appointed since the previous review.
Progress since April 2020 ERO report
To sustain improvement and future learner success, two next steps were identified:
Having a strategic approach to developing educational success for Māori as Māori and implementing practices that will connect Māori students to their culture and learning.
Developing a school wide approach to internal evaluation to better know what is working and why.
Since the last review, leaders and teachers have worked together to develop cultural understanding and knowledge. This remains a priority, alongside the implementation of culturally responsive teaching in classes. Teaching practices have improved the achievement of Māori learners in the last three years. Useful school wide approaches have been developed for internal evaluation. Assessment methods and tools are now used consistently across the school. Data is gathered and analysed to provide targeted resources to meet learner needs.
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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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 not yet equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is 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
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/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
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 engage effectively and purposefully with their learning; interacting positively with each other and teachers.
Leaders intentionally foster a positive collaborative culture with priority given to strategic goals and relationships.
Strategically allocated resources have supported the early adoption of structured literacy and mathematics.
Planning is in place to deliver reading, writing and mathematics programmes effectively alongside developing teaching practices which respond to learners’ cultures.
Priority has been given building collective capability for the delivery of teaching and learning to effectively support ongoing improvement and learner progress.
Plans for the systematic evaluation of learning programmes is being strengthened through intentional development.
Key priorities and actions for improvement
The agreed next steps for the school are to:
strengthen systematic evaluation to inform effective decision making, supporting and resourcing improved, equitable outcomes for learners
develop teachers’ capacity to further incorporate deeper understanding and integration of te ao Māori and te reo Māori in conjunction with the special character of the school
improve the regular attendance of learners and reduce chronic absences.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
ensure current, effective methods are used to evaluate practice and programmes assisting with improved outcomes and equity for learners
confirm and monitor teacher’s goals and progress for the development of their te ao Māori and te reo Māori individually and collectively
review and implement additional strategies and resources to increase attendance further.
Annually:
schedule regular, timely reviews in targeted areas that are aligned with strategic goals to assist with school improvement
review progress with te ao Māori and te reo Māori and set further goals for the coming year
evaluate strategies used to improve attendance tracking progress against government targets; reallocating resources as required.
Actions taken against these next steps are expected to result in:
improved achievement and equity for all learners
effective, collaborative evaluation so resources are targeted effectively to support learner progress and achievement
cohesive teaching practices which support learners in their understanding and appreciation of te ao Māori and te reo Māori
improved and sustained regular attendance of learners.
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
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 Director of Schools (Acting)
27 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 3 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).