St Joseph's School (Upper Hutt)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 552
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Pine Avenue, Upper Hutt
- Territorial authority
- Upper Hutt City
- Phone
- 04-5284910 Ext 802
- office@stjosephsuh.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 244
- Māori
- 83
- Pacific
- 66
- Asian
- 241
- MELAA
- 24
- Other
- 3
- 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 | 18 | 9 | 41 | 2 | 0 | 40 | 0 | 88 |
| Year 02 | 7 | 12 | 30 | 1 | 0 | 23 | 0 | 60 |
| Year 03 | 10 | 7 | 34 | 1 | 0 | 27 | 0 | 65 |
| Year 04 | 13 | 10 | 31 | 3 | 1 | 29 | 0 | 67 |
| Year 05 | 12 | 11 | 33 | 3 | 0 | 39 | 0 | 77 |
| Year 06 | 5 | 6 | 23 | 2 | 0 | 25 | 0 | 52 |
| Year 07 | 15 | 6 | 28 | 1 | 0 | 39 | 0 | 74 |
| Year 08 | 9 | 13 | 32 | 2 | 0 | 41 | 0 | 79 |
| Total | 89 | 74 | 252 | 15 | 1 | 263 | 0 | 562 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 9 | 39 | 2 | 0 | 40 | 0 | 86 |
| Age 06 | 7 | 12 | 26 | 0 | 0 | 22 | 0 | 54 |
| Age 07 | 9 | 7 | 39 | 1 | 0 | 26 | 0 | 69 |
| Age 08 | 14 | 10 | 29 | 4 | 1 | 31 | 0 | 68 |
| Age 09 | 11 | 11 | 32 | 3 | 0 | 39 | 0 | 75 |
| Age 10 | 6 | 6 | 25 | 2 | 0 | 24 | 0 | 54 |
| Age 11 | 13 | 4 | 26 | 1 | 0 | 36 | 0 | 67 |
| Age 12 | 11 | 13 | 33 | 2 | 0 | 41 | 0 | 81 |
| Age 13 | 0 | 2 | 3 | 0 | 0 | 4 | 0 | 8 |
| Total | 89 | 74 | 252 | 15 | 1 | 263 | 0 | 562 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.8%
| St Joseph's School (Upper Hutt) | 28.8% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 30.6% |
|---|---|
| Male | 27.3% |
| Māori | 17.7% |
| Pacific | 42.9% |
| Asian | 8% |
| Other | 117.6% |
| European/Pākehā | 29.9% |
| Total | 28.8% |
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 (Upper Hutt) | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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 (Upper Hutt) | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 411
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 16 November 1858
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
- 6 October 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 6 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for students 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 552 — 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.
March 2019
430
Counted while ERO’s review team was at the school. Education Review Office, report of 6 May 2019
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 6 October 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 (Upper Hutt) provides education for students in Years 1 to 8. The school roll at the time of the review is 540. This includes 9% of learners of Pacific heritage, 16 % identify as Māori , 29% NZ European/ Pākehā , 43% Asian and 3% Middle Eastern, Latin American or African. The school’s vision – ‘Faith in the future, Love of learning, Love of Life’ - is underpinned by the values of Determination, Respect, Creativity, Love and Excellence, known throughout the school community as ‘DRIVE’.
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? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. The school is improving teaching and learning.
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 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 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 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 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
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
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.
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 making progress towards meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 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
School values are well embedded and underpin all aspects of school life. Learners experience a positive supportive learning environment.
School leadership is directly aligned to the strategic goals with a consistent focus on evaluating the impact of initiatives to drive learner success and wellbeing. Evaluation for improvement is well established across the school.
Relational trust between all staff has enabled them to work collaboratively and share best practice to improve outcomes for learners.
Staff professional development is targeted, intentional and implemented for continuous improvement of teaching and learning.
Structured literacy is well embedded across the school; a consistent focus on supporting all learners to gain foundational skills in reading, writing and mathematics is a priority for the school.
Key priorities
Improved attendance.
Implement the new reading, writing and mathematics curriculum requirements.
Enhance student progress and achievement.
Strengthen learning partnerships with whānau, parents and the wider community.
Actions to bring about improvement
Within six months:
leaders report on student attendance to the School Board; review the attendance plan, identify effective initiatives, and plan actions for improvement for the next six months
Every six months:
leaders review the impact of structured approaches and teacher practice on student achievement in reading, writing and mathematics
leaders and staff facilitate regular parent and whānau engagement in the learning and life of the school
Annually:
the School Board and leaders review student attendance and the impact of initiatives on achievement in reading, writing, and mathematics to guide ongoing improvement planning
leaders and teachers collect feedback from students about learning and wellbeing to respond to and plan for the following year
leaders and teachers regularly gather feedback from whānau , parents and the wider community; evaluate how well these actions have strengthened learning partnerships and identify future actions.
Expected outcomes
Regular attendance for all learners.
Equitable, excellent outcomes for all learners in reading, writing and mathematics.
Strengthened learning partnerships with whānau that support improved learning outcomes.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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
Provision for International Students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review.
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 tamarik L et’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
6 October 2025
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).