St Mary's School (Carterton)

What ERO wrote in its latest report

This is ERO’s report of 21 January 2026 — “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 School (Carterton) provides education for learners from Years 1 to 8. Of the 132 students currently enrolled, approximately 64% identify as New Zealand European/Pākehā, 15% as Māori , and 10% as Pacific heritage.

The school’s vision is to nurture children to grow as happy, faith-filled, resilient learners who are inspired to achieve their personal best. Its core values are Aroha , Respect, Integrity, and Excellence .

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

Improvement and progress

This section is about the progress the school has made since the November 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school aimed to implement effective writing instruction to actively engage students and improve their achievement. The school expected to see opportunities to contribute to learning provided to all students and their whānau . Equitable and excellent outcomes for every learner and student and whānau voices respected, and learning outcomes strengthened through community partnerships.

Findings

Staff engaged in professional learning and development (PLD) focused on writing, introducing effective teaching practices that are now being embedded and sustained.

Teachers have implemented targeted writing approaches designed to actively engage learners and raise achievement. These initiatives were supported by external professional development facilitated by a specialist provider.

Strengthening student wellbeing and engagement was a key strategic goal in 2024, with practical strategies integrated across the curriculum to foster a positive and inclusive learning environment.

Systems and processes have been established to support practical strategies that promote student wellbeing and encourage care for self and others, and this work is ongoing.

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. The school is improving teaching and learning.

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 an increasingly consistent focus on supporting learners to gain skills in 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 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 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 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 large majority of students 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.

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 not 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

Students have access to a range of learning opportunities which support their enjoyment at school.

Positive relationships between staff and students create settled, focused classrooms. The school culture is underpinned by strong relationships and a shared understanding of the St Mary’s way .

Collaborative, distributed leadership supports growth and aligns strategic goals with targeted professional learning.

Teachers know their learners well. Learners benefit from structured literacy and mathematics teaching. Learners requiring additional support, including English language learners, receive targeted support.

Curriculum is designed and delivered around big ideas that respond to students’ needs and interests. Teachers effectively integrate concepts across subjects using the school special character lens.

Key priorities

Monitor and review attendance plans to improve regular attendance to meet Government targets.

Engage in professional learning to implement the refreshed English and mathematics curriculum and assessments effectively.

Evaluate the impact of improvement initiatives to determine their impact on learner progress and achievement, focusing on equity and excellence across groups of learners.

Actions to bring about improvement

Within six months:

leaders and teachers evaluate the impact of professional learning on implementing the refreshed mathematics and English curriculum and assessments

Every six months:

leaders review and report attendance to the board and adjust the attendance plan to improve regular attendance

leaders and teachers analyse learner achievement and report findings to the school board

leaders evaluate the impact of improvement initiatives on learner progress and achievement outcomes

Annually:

leaders with the school Board evaluate the impact of the attendance plan and set strategic goals to ensure resources are allocated to improve regular attendance

leaders and the school Board analyse and report student progress and achievement and evaluate the impact of improvement initiatives aimed at reducing achievement disparities.

Expected outcomes

Increased and sustained regular attendance.

Effective implementation of the refreshed English and mathematics curriculum and assessment requirements.

Increased student achievement and progress and reduced disparity between learner groups.

Regulatory and legislative requirements

This section of the report is about how the school meets 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 meeting 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

The board and ERO has identified the following areas of non-compliance during the board assurance process:

ensure suitable human resource management practices are implemented, including: (a) obtaining a Police vet before a person starts work at the school and, (b) considering the information contained in the Police vet to assess whether the person would pose a risk to the safety of children if the person were to carry out work at the school. [Education and Training Amendment Act 2023, Children’s Act 2014]

The board has since addressed the areas of non-compliance identified.

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

21 January 2026

Read this report on ero.govt.nz →