St Mary's School (Northcote)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 327
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 45 Gladstone Road, Northcote, Auckland
- Territorial authority
- Kaipātiki Local Board Area
- Phone
- 09-4184333
- office@sms.school.nz
- Website
- http://www.sms.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.
- Uniform
Not stated on the school’s website.
- Term dates
- Term 4, 2026: Starts Monday, 12 October 2026
Term 4 Starts Monday, 12 October 2026
- Term 4, 2026: Starts Monday, 12 October 2026
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 school vision reflects our Dominican founders and our Mercy connections and is as follows:
- Empowering each other, we strive to learn, we strengthen our faith, we seek to serve.
- Special character
- Our School charism has been developed through our association with the Sisters of Mercy and the Dominican nuns who were the first to teach in our school. The charism of Respect – Manaakitanga, Unity – Kotahitanga and Compassion – Atawhaitanga are a part of the Mercy values and truth is a part of the Dominican values.
- International students
- Accepted, as stated
We welcome the enrolment of international students and the School is a signatory to the Code of Practice for the Pastoral Care of International Students.
- Accepted, as stated
- Voluntary donation
- $70.00 per annum per student
Per Annum – Per Student $70.00 This contribution provides the main source of funding for all services provided to St Mary’s School by the Catholic Education Services Board.
- $70.00 per annum per student
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
- swimming
We participate in inter-school competitions such as swimming, cross country and athletics.
- cross country
We participate in inter-school competitions such as swimming, cross country and athletics.
- athletics
We participate in inter-school competitions such as swimming, cross country and athletics.
- swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 196
- Māori
- 24
- Pacific
- 23
- Asian
- 117
- MELAA
- 25
- Other
- 3
- International
- 1
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 | 8 | 10 | 14 | 2 | 0 | 28 | 0 | 48 |
| Year 02 | 2 | 3 | 13 | 5 | 0 | 25 | 0 | 36 |
| Year 03 | 1 | 3 | 20 | 2 | 0 | 25 | 0 | 46 |
| Year 04 | 4 | 5 | 23 | 5 | 0 | 28 | 0 | 55 |
| Year 05 | 2 | 3 | 26 | 5 | 0 | 31 | 1 | 57 |
| Year 06 | 3 | 3 | 18 | 3 | 0 | 28 | 1 | 49 |
| Year 07 | 1 | 1 | 1 | 0 | 0 | 5 | 0 | 6 |
| Total | 21 | 28 | 115 | 22 | 0 | 170 | 2 | 297 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 10 | 14 | 2 | 0 | 28 | 0 | 48 |
| Age 06 | 2 | 3 | 13 | 5 | 0 | 26 | 0 | 37 |
| Age 07 | 1 | 3 | 20 | 2 | 0 | 24 | 0 | 45 |
| Age 08 | 4 | 5 | 22 | 5 | 0 | 28 | 0 | 54 |
| Age 09 | 2 | 3 | 26 | 5 | 0 | 29 | 1 | 56 |
| Age 10 | 3 | 3 | 18 | 3 | 0 | 31 | 1 | 51 |
| Age 11 | 1 | 1 | 2 | 0 | 0 | 4 | 0 | 6 |
| Total | 21 | 28 | 115 | 22 | 0 | 170 | 2 | 297 |
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 (Northcote) | 0% |
|---|---|
| Auckland Region | 29.7% |
| 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 School (Northcote) | 0% |
|---|---|
| Auckland Region | 3% |
| 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 School (Northcote) | 0% |
|---|---|
| Auckland 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)
- 365
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1934
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
- 4
- Last reviewed
- 6 March 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (20 December 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 20 December 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 6 March 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
It provides education for students in Years 1 to 6.
- Years 1 to 6
What ERO wrote in its latest report
This is ERO’s report of 6 March 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.
About the School
St Mary’s School (Northcote) is located in Auckland. It provides education for students in Years 1 to 6. The school follows the Mercy and Dominican values Unity, Respect, Compassion and Truth. Through the Catholic charism: we strive to learn, we strengthen our faith, we seek to serve.
The school roll is 288. The ethnic composition is NZ/European 52%, Asian 36%, Pacific 4%, Māori 2% and other ethnic groups 6%.
Progress since December 2022 ERO report
The school continues to review learning programmes, and this includes supporting the role of students’ language, culture and identity in achieving more successful outcomes for all learners.
During the course of the review, teachers were increasingly using responsive learning and assessment practices to support all students to make increased progress and achieve well.
The greatest shift in student outcomes occurred when teachers collaboratively shared information about what students know and identified strategies that made the biggest difference. The school provided targeted programmes for the students and adapted assessment tools to continue to increase equitable learning opportunities for all students.
How well place is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
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 and 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more 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
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
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
The school has high 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 significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards Government reading, writing and mathematics targets and is likely to meet them by 2030.
Part B - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students learn in caring, respectful and inclusive environments. They are engaged in their learning and feel a strong sense of belonging. Students know what they are learning and are increasingly able to talk about their next learning steps.
Senior leadership builds a school culture founded on relational trust. They create opportunities for staff to build quality teaching and learning practices by strategically using internal and external expertise.
Students experience a broad school curriculum focused on sound foundational skills in literary and mathematics through structured teaching and learning approaches. The school’s teaching and learning resources support coherent and effective school curriculum implementation.
Teachers use a variety of evidence-based and differentiated strategies and create a collaborative and orderly learning environment that fosters inclusive participation and maximises the use of learning time.
Professional learning opportunities are strategically aligned with the school’s improvement goals and learners' needs; leaders and teachers monitor and evaluate the expected changes in practice and learner outcomes.
Organisational conditions including leadership, policies, systems process and practices support strategic improvement goals and activities across all levels of the school.
Key priorities and actions for improvement
The agreed next steps for the school are to:
embed and continue to evaluate the impact of structured literacy and mathematics to identify strategies that make the biggest difference to those students who require additional support
refine schoolwide assessment practices to increase student’s ownership of their next learning steps
explore strategies that support whānau /family to meet Government targets for regular students’ attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to monitor learning outcomes for students in literacy and mathematics as a result of differentiated professional development for teachers
review the impact of refined schoolwide assessment practices that support students to have increased ownership over their next learning steps
monitor and evaluate regular attendance initiatives to increase regular attendance
Annually:
continue to provide literacy and mathematics achievement reports to the board, including what interventions are having the greatest impact on those students at risk of underachieving
report annual attendance to the board including on the impact of initiatives on improving regular attendance.
Actions taken against these next steps are expected to result in:
consistent schoolwide teaching and learning approaches in literacy and mathematics to enable more equitable and excellent learning outcomes for all students
students consistently knowing what they are learning and how this is determining their next steps
increased regular attendance.
Background
The Education Review Office reviews schools that are signatories 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.
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 and has completed an annual self-review of its implementation of the Code. The school has attested that it complies with all aspects of the Code.
At the time of this review there were 3 international students attending the school, and no exchange students.
International students are well supported to be members of the school community. Well targeted teaching programmes and learning support strategies are in place for student who need assistance to achieve well.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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 Acting Director of Schools
6 March 2025
Education Counts
This 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 4 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).