St Mary's School (Christchurch)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 123
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 375 Manchester Street, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3662005
- office@stmaryschch.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
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
All items must be worn neatly and variations are not permitted.
- Required
- Where to buy the uniform
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
- - Service/ ratonga – We help others in our school and community as Jesus would do. We stand up for what is right and just.
- - Teamwork/ mahi ngātahi – We work together for the good of all.
- - Acceptance/ whakaaetanga – We are positive about different views, beliefs, and cultures as we live our Catholic faith.
- - Respect/ whakaute – We look after ourselves, others and the environment God gave us.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 39
- Māori
- 9
- Pacific
- 8
- Asian
- 71
- MELAA
- 8
- 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 | 1 | 3 | 13 | 0 | 0 | 1 | 0 | 17 |
| Year 02 | 2 | 0 | 10 | 1 | 0 | 3 | 0 | 14 |
| Year 03 | 2 | 2 | 7 | 1 | 0 | 4 | 0 | 14 |
| Year 04 | 2 | 1 | 12 | 1 | 0 | 6 | 0 | 20 |
| Year 05 | 1 | 0 | 11 | 1 | 0 | 3 | 0 | 15 |
| Year 06 | 2 | 1 | 8 | 2 | 0 | 6 | 0 | 17 |
| Year 07 | 1 | 1 | 5 | 2 | 0 | 4 | 0 | 12 |
| Year 08 | 0 | 0 | 10 | 0 | 0 | 5 | 0 | 14 |
| Total | 11 | 8 | 76 | 8 | 0 | 32 | 0 | 123 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 3 | 13 | 0 | 0 | 1 | 0 | 17 |
| Age 06 | 2 | 0 | 10 | 1 | 0 | 3 | 0 | 14 |
| Age 07 | 2 | 2 | 8 | 1 | 0 | 4 | 0 | 15 |
| Age 08 | 2 | 1 | 11 | 1 | 0 | 6 | 0 | 19 |
| Age 09 | 1 | 0 | 11 | 1 | 0 | 3 | 0 | 15 |
| Age 10 | 2 | 1 | 8 | 2 | 0 | 6 | 0 | 17 |
| Age 11 | 1 | 1 | 5 | 2 | 0 | 4 | 0 | 12 |
| Age 12 | 0 | 0 | 9 | 0 | 0 | 5 | 0 | 13 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 11 | 8 | 76 | 8 | 0 | 32 | 0 | 123 |
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 School (Christchurch) | 0% |
|---|---|
| Canterbury Region | 38.3% |
| 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 School (Christchurch) | 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 Mary's School (Christchurch) | 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)
- 397
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 11 August 1894
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
- 13 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (19 October 2022)
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 19 October 2022 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.
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 8
provides education for students in Years 1 to 8
- Years 1 to 8
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 School (Christchurch) is a Catholic state integrated school that provides education for students in Years 1 to 8. There are 126 students currently attending the school, of which 27% are Filipino; 21% are Indian, 18% are New Zealand European/ Pākehā , 8% are Māori . Learners are encouraged to actively live the school’s STAR values Service| ratonga , Teamwork| mahi ngātahi , Acceptance| whakaaetanga , Respect| whakaute .
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 October 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school has continued to sustain high levels of engagement and achievement through strengthening parent partnerships and inclusive teaching practices. The integration of te reo Māori and Tagalog has made the school’s curriculum more reflective of its community.
Findings
More students are now attending regularly; this has contributed positively to improved achievement outcomes for learners.
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? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent 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 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 is improving its reporting 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 Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are 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 developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately 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 meeting Government reading; writing and mathematics targets set for 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
Learners experience a strong sense of belonging and connection within the school community, supported by staff.
Leaders and staff actively foster a culture of care, inclusivity, and wellbeing, which supports engagement, achievement, and success for all learners.
Leaders and the school Board foster a supportive, collaborative staff environment, prioritise continuous improvement and set high expectations for teaching and learning.
Teachers work collaboratively to plan and deliver high-quality, responsive teaching across the school; purposeful learning programmes are designed and implemented to effectively support learners’ progress in literacy and mathematics.
Leaders and teachers clearly identify learners who require additional support or extension and provide effective targeted support, monitor progress regularly and share learner successes with whānau .
Teachers engage in evaluative and reflective practices to continually refine their teaching approaches, ensuring they are responsive to learners’ needs and focused on ongoing improvement.
Key priorities
Align assessment practices to meet curriculum changes in reading, writing and mathematics and reflect learning across a wider range of learning areas.
Enhance teachers’ expertise in the English and Mathematics curriculum through targeted professional learning.
Sustain learner progress and achievement in reading, writing and mathematics.
Focus on improving outcomes in boys’ writing and ensuring equitable progress across all learner groups.
Increase learner regular attendance.
Actions to bring about improvement
Every six months:
leaders and teachers review and refine schoolwide assessment processes to align with the wider curriculum
leaders and teachers evaluate reading, writing and mathematics progress and achievement information to better inform planning, refine teaching practice and support high-quality reporting
leaders and teachers collaborate through professional learning to evaluate the impact of structured teaching practices across the school
the school Board, leaders, and teachers check attendance data, adjust their approach to increase regular attendance, and share the plan with the community
Annually:
leaders and teachers evaluate schoolwide data and share this information with the school Board and the community
leaders and teachers evaluate the impact of professional learning on teaching practice
the Board and leaders evaluate initiatives implemented to improve attendance, identify areas for ongoing improvement and plan next steps.
Expected outcomes
Sustained progress and achievement in reading, writing and mathematics for all groups of learners.
Strengthened schoolwide assessment practices to effectively inform next steps in teaching, curriculum planning and learning.
Regular attendance meets the Government attendance target of 80% and chronic absence is reduced.
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
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 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).