St Mary's Catholic School (Rotorua)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 451
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 37 Carnot Street, Glenholme, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3481701
- admin@stmarysrotorua.school.nz
- Directions
- Get directions
Other schools nearby: schools in Rotorua · schools in Bay of Plenty
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
Summer Uniform Summer Dress Summer Skort Polo Shirt Grey Shorts (Summer) Jumper Bucket Style Sunhat
- Required
- Getting there
- School bus operator Go Bus (Ewen @ Go Bus, phone 07 5432926); the school bell goes at 2.45pm for bus students, who board at the Ranolf Street entrance
Our school bus operator is Go Bus.
- School bus operator Go Bus (Ewen @ Go Bus, phone 07 5432926); the school bell goes at 2.45pm for bus students, who board at the Ranolf Street entrance
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.
- Special character
- Religious Education is at the heart of learning and culture at St Mary's School, where staff and students strive to live by Gospel values. The school's special character is nurtured through daily prayer, religious education, and active participation in Masses and liturgies.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Netball
St Mary's Netball Registration Form Term 4 2026
- SmashPlay Cricket
SmashPlay Cricket is an entry level, coached programme and is best suited to children 5-8 years
- Incrediball Cricket (Years 3-5 approx.)
- Hardball Cricket (for years 4-6)
- Tough Guy & Gal Challenge 2026
Tough Guy & Gal Challenge 2026 This is an 'extreme running event' - a chance for kids to get involved
- Netball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 157
- Māori
- 62
- Pacific
- 30
- Asian
- 216
- MELAA
- 26
- Other
- 1
- 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 | 6 | 6 | 34 | 5 | 0 | 18 | 0 | 61 |
| Year 02 | 8 | 6 | 42 | 5 | 0 | 24 | 0 | 81 |
| Year 03 | 7 | 2 | 27 | 0 | 0 | 23 | 0 | 58 |
| Year 04 | 12 | 5 | 34 | 7 | 0 | 23 | 0 | 78 |
| Year 05 | 15 | 7 | 39 | 3 | 0 | 26 | 0 | 85 |
| Year 06 | 10 | 2 | 32 | 1 | 0 | 27 | 0 | 71 |
| Year 07 | 3 | 2 | 4 | 1 | 0 | 7 | 0 | 17 |
| Total | 61 | 30 | 212 | 22 | 0 | 148 | 0 | 451 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 5 | 23 | 4 | 0 | 18 | 0 | 48 |
| Age 06 | 8 | 6 | 47 | 5 | 0 | 20 | 0 | 83 |
| Age 07 | 7 | 3 | 30 | 1 | 0 | 26 | 0 | 65 |
| Age 08 | 12 | 5 | 34 | 7 | 0 | 24 | 0 | 79 |
| Age 09 | 14 | 6 | 41 | 3 | 0 | 25 | 0 | 84 |
| Age 10 | 9 | 3 | 31 | 0 | 0 | 27 | 0 | 69 |
| Age 11 | 5 | 2 | 6 | 2 | 0 | 8 | 0 | 23 |
| Total | 61 | 30 | 212 | 22 | 0 | 148 | 0 | 451 |
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 (Rotorua) | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| 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 Mary's Catholic School (Rotorua) | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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 Mary's Catholic School (Rotorua) | 0% |
|---|---|
| Bay of Plenty 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)
- 387
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 January 1924
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
- 13 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 13 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students in Years 1 to 6
- Years 1 to 6
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 451 — 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 2018
444
Counted while ERO’s review team was at the school. Education Review Office, report of 21 November 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 13 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 Mary’s Catholic School ( Rotorua ) is a state integrated school that provides education for students in Years 1 to 6. Asian students make up 46% of the roll, 32% of students identify as NZ European/ Pākehā , and 12% identify as Māori . The school’s mission is Living with J.O.Y (Jesus, Others, Yourself) and the vision is Empowering our C.R.E.W (Courage, Respect, Excellence, Wonder).
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 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a 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 6
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 Most 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 becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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 large majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school is yet to have a suitable plan 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 significantly 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 for 2030 and agrees this will need to be a key strategic priority.
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
Learners report a sense of belonging in their school and experience a positive and inclusive environment supporting both learning and wellbeing and underpinned by the school values.
Learners are well supported through positive, respectful relationships with staff and high-quality teaching. Carefully considered resources and teaching approaches benefit learners.
Cohesive, distributed leadership drives strategic goals, and staff are supported to grow their leadership and teaching capability. Leaders foster a collaborative school culture that promotes teamwork and high expectations for everyone.
Teachers are supported to strengthen their practice through targeted, research-based professional learning that is aligned to strategic goals to improve outcomes for learners.
An explicit structured approach to teaching literacy and mathematics was adopted early and is well established across the school.
The School Board and leaders use evidence from various sources, such as student achievement data, to guide strategic planning with the aim of improving outcomes for all learners, including those with additional needs.
Key priorities
Embed explicit teaching strategies across all curriculum areas to improve student outcomes for all learners.
Establish a cohesive approach to self-review at all levels of the school to ensure equitable outcomes for all learners.
Continue to improve regular attendance.
Actions to bring about improvement
Within six months:
the School Board and leaders develop and implement an attendance plan to improve regular attendance
Every six months:
leaders review the impact of explicit teaching strategies to improve learner outcomes and identify areas for further development
leaders closely monitor all self-review processes across the school for consistency and effectiveness
Annually:
leaders and the School Board review the impact of explicit teaching strategies to improve learner outcomes and equity, using these insights to inform future direction
leaders and the School Board review the attendance plan and making further changes if necessary and share with the community.
Expected outcomes
Well-established, explicit teaching strategies that increase student achievement across all learning areas.
A robust self-review process that supports decision making for continuous improvement.
Increasing numbers of students attending school regularly.
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 of the report 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 tamariki Let’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
13 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).