St Mary's Catholic School (Avondale)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 170
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2136 Great North Road, Avondale, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8285599
- stmarysoffice@stmarysavondale.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.
- How to enrol
- https://docs.google.com/document/d/1pnQUs38daMpw6oQh5M8fSRtAsnjh5efji3UD3EYPpJ0/copy
[Enrolment form](https://docs.google.com/document/d/1pnQUs38daMpw6oQh5M8fSRtAsnjh5efji3UD3EYPpJ0/copy)
- https://docs.google.com/document/d/1pnQUs38daMpw6oQh5M8fSRtAsnjh5efji3UD3EYPpJ0/copy
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 Mission:
- Growing hearts, minds and bodies to learn, serve and make a difference
- Our Vision:
- Confident lifelong learners who C A R E - Connect, Achieve, Reflect, Engage
- Special character
- At St Mary's our Catholic Special Character is the heart of our school's existence. Our multicultural traditions, beliefs and strong faith as Catholic Christians are visible in every aspect of our lives.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 10
- Pacific
- 85
- Asian
- 74
- MELAA
- 12
- 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 | 6 | 7 | 0 | 0 | 0 | 0 | 12 |
| Year 02 | 1 | 10 | 8 | 3 | 0 | 1 | 0 | 22 |
| Year 03 | 0 | 9 | 11 | 1 | 0 | 2 | 0 | 21 |
| Year 04 | 2 | 12 | 6 | 1 | 0 | 2 | 0 | 19 |
| Year 05 | 4 | 18 | 14 | 1 | 0 | 1 | 0 | 34 |
| Year 06 | 2 | 13 | 9 | 0 | 0 | 2 | 0 | 24 |
| Year 07 | 2 | 14 | 7 | 3 | 0 | 1 | 0 | 26 |
| Year 08 | 2 | 16 | 10 | 1 | 0 | 2 | 0 | 29 |
| Total | 13 | 98 | 72 | 10 | 0 | 11 | 0 | 187 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 6 | 7 | 0 | 0 | 0 | 0 | 12 |
| Age 06 | 1 | 10 | 9 | 3 | 0 | 1 | 0 | 23 |
| Age 07 | 0 | 9 | 10 | 1 | 0 | 2 | 0 | 20 |
| Age 08 | 2 | 12 | 6 | 1 | 0 | 2 | 0 | 19 |
| Age 09 | 4 | 17 | 14 | 0 | 0 | 2 | 0 | 33 |
| Age 10 | 2 | 14 | 8 | 1 | 0 | 1 | 0 | 24 |
| Age 11 | 2 | 11 | 8 | 3 | 0 | 1 | 0 | 24 |
| Age 12 | 2 | 16 | 8 | 1 | 0 | 1 | 0 | 26 |
| Age 13 | 0 | 3 | 2 | 0 | 0 | 1 | 0 | 6 |
| Total | 13 | 98 | 72 | 10 | 0 | 11 | 0 | 187 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Mary's Catholic School (Avondale) | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 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 Mary's Catholic School (Avondale) | 0% |
|---|---|
| Auckland Region | 3% |
| 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 Mary's Catholic School (Avondale) | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 447
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major 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
- 3
- Last reviewed
- 9 May 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (2 May 2024)
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 2 May 2024 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 170 — 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.
September 2017
605
Counted while ERO’s review team was at the school. Education Review Office, report of 9 November 2017
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 9 May 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 18 months of the Education Review Office and St Mary’s Catholic School (Avondale) working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
St Mary’s Catholic School (Avondale) is a state integrated co-educational Catholic primary school providing special character education for learners from Years 1 to 8. The school values are Respect – Whakaute , Joy – Harikoa , Excellence – Hiranga , Justice – Tika, Compassion - Ngākau Aroha , and Service – Ratonga.
St Mary’s Catholic School (Avondale) strategic priorities for improving outcomes for learners are:
to promote a learner focused culture where the needs, including faith needs, of all ākonga (learners) are recognised and met
to foster whanaungatanga so that our learners are supported to learn, serve and make a difference
to provide a safe, inclusive environment that enhances spirituality, hauora and learning
You can find a copy of the school’s strategic and annual plan on St Mary’s Catholic School (Avondale) website.
ERO and the school are working together to evaluate how effectively the development of student agency initiatives enhances the progress of the students and improves outcomes for all.
The rationale for selecting this evaluation is:
supporting ākonga to have greater ownership of their learning is an ongoing priority for the school
foster an environment where ākonga talk confidently about their learning, achievement and next steps
acknowledgment that improved student agency will lead to better engagement and outcomes in other areas.
The school expects to see improvements in levels of confidence and engagement of all ākonga, leading to equitable and improved outcomes. The school expects to see teachers supporting ākonga to reflect effectively on their learning.
Strengths
The school can draw from the following strengths to support its goal to evaluate its development of student agency initiatives that enhance the progress of ākonga and improve outcomes for all.
committed staff who support positive change and are responsive to needs of individuals
leadership of teachers in utilising achievement data to inform teaching and learning programmes
strong Catholic values, respectful school culture, and a nurturing environment that promotes a love for learning.
Where to next?
Moving forward, the school will prioritise:
further enhancing culturally responsive practices which promotes success for all
embedding assessment practices and increasing assessment capabilities to promote greater student agency
continued focus on strengthening teachers’ capability to provide effective teaching and learning opportunities for all ākonga to succeed.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
2 May 2024
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 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).