St Matthew's School (Marton)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 55
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Ross Street, Marton
- Territorial authority
- Rangitikei District
- Phone
- 06-327 7945
- office@stmatthewsmarton.school.nz
- Website
- https://www.smsm.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 18
- Māori
- 9
- Pacific
- 26
- Asian
- 7
- MELAA
- 3
- 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 | 2 | 1 | 2 | 0 | 2 | 0 | 7 |
| Year 02 | 2 | 4 | 2 | 0 | 0 | 1 | 0 | 9 |
| Year 03 | 3 | 1 | 1 | 1 | 0 | 0 | 0 | 6 |
| Year 04 | 1 | 4 | 0 | 0 | 0 | 2 | 0 | 6 |
| Year 05 | 2 | 2 | 0 | 0 | 0 | 5 | 0 | 8 |
| Year 06 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 2 |
| Year 07 | 1 | 8 | 0 | 0 | 0 | 1 | 0 | 10 |
| Year 08 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 10 | 23 | 5 | 3 | 0 | 12 | 0 | 50 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 2 | 1 | 2 | 0 | 2 | 0 | 7 |
| Age 06 | 2 | 4 | 2 | 0 | 0 | 1 | 0 | 9 |
| Age 07 | 3 | 1 | 1 | 1 | 0 | 0 | 0 | 6 |
| Age 08 | 1 | 4 | 0 | 0 | 0 | 2 | 0 | 6 |
| Age 09 | 2 | 2 | 0 | 0 | 0 | 5 | 0 | 8 |
| Age 10 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 2 |
| Age 11 | 1 | 6 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 12 | 0 | 2 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 14 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 10 | 23 | 5 | 3 | 0 | 12 | 0 | 50 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
33.3%
| St Matthew's School (Marton) | 33.3% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 60.8% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 89.1% |
| Total | 33.3% |
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
51.8%
| St Matthew's School (Marton) | 51.8% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 125.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 134.7% |
| Total | 51.8% |
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
52.4%
| St Matthew's School (Marton) | 52.4% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 125.4% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 139.6% |
| Total | 52.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 484
- Boarding
- No
- Language of instruction
- Some students taught in a Pacific language
- Urban / rural
- Small urban area
- Date opened
- 25 January 1915
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
- 10 April 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 10 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
for students in Years 1 to 8
- Years 1 to 8
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 55 — 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.
April 2019
35
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 2019
June 2016
39
Counted while ERO’s review team was at the school. Education Review Office, report of 9 August 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 10 April 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 Matthew’s School (Marton) is a Catholic integrated school for students in Years 1 to 8 in Marton. At the time of this review the roll was 47. Samoan learners make up the largest proportion of the roll (36%), with 20% identifying as Māori and 22% as European/ Pakeha .
The school’s mission ‘Christ Centred Education’ is underpinned by the Gospel Mercy Values of Hospitality; Respect; Excellence; Service; Social Justice which are translated into te reo Māori and gagana Samoa .
How well placed 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 sufficient 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 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A large majority of 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 A large majority of 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 is developing a suitable plan to improve attendance.
Regular attendance is improving towards the target.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
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 making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
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
Learners demonstrate a strong sense of belonging and confidence in their identity, language and culture; they confidently participate and make contributions to the local community.
Learners make sustained progress and achieve at appropriate levels, particularly in reading, writing and mathematics.
Leaders foster and sustain a culture of quality teaching, equity and excellence; leadership builds and sustains high levels of relational trust and effective collaboration within the school community to achieve the strategic vision and improvement goals.
Teachers implement structured approaches in reading, writing and mathematics and regularly inquire into the effectiveness of their planning and teaching to sustain ongoing improvement.
Learners are well supported to be physically, emotionally and culturally safe and healthy in an inclusive environment.
Teachers use a variety of evidence-based and differentiated teaching strategies to provide purposeful and well-paced learning; the curriculum builds on learners’ experiences, knowledge and understanding to promote engagement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
implement the revised curriculum with year-by-year progressions to ensure engagement and success for all learners
implement assessment practices aligned to the revised curriculum to support learner progress and achievement and provide clarity to whānau , teachers and the board about year-by-year progress
refine teaching and learning programmes to provide opportunities for learners to set goals and further extend their learning
continue to embed initiatives that support regular attendance so that most students attend regularly.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
provide professional learning to support teachers to implement progressions of learning in reading, writing and mathematics
review current assessment practices and introduce appropriate standardised assessments to measure reading, writing and mathematics
survey learners and support them to develop learning focussed goals that are engaging and challenging
review current attendance initiatives and draft a plan to improve attendance.
Every six months:
review the effectiveness of professional learning support in reading, writing and mathematics
observe and provide feedback to teachers on the implementation of structured literacy and mathematics programmes
analyse engagement and achievement information from a range of sources, including student voice to inform planning and teaching
communicate with families and the wider community about attendance where necessary.
Annually:
analyse a range of information to inform strategic planning to support raised engagement and achievement in reading, writing and mathematics
incorporate learner review of goals into school reports
monitor the success of attendance initiatives.
Actions taken against these next steps are expected to result in:
consistency in the teaching of reading, writing and mathematics and raised learner achievement
assessment information that provides an effective measure of student progress across the school and is used well to adjust teaching practices to ensure ongoing improvement
learners who can confidently talk about their achievements and their goals for future learning
most students attending regularly.
Part C: Regulatory and Legislative Requirements
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 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 Director of Schools (Acting)
10 April 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 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).