St Patrick's Catholic School (Taupo)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 230
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 86 Acacia Bay Road, Taupo
- Territorial authority
- Taupo District
- Phone
- 07-3780205
- office@stpatstaupo.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
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
- Kindness - AtawhaiIntegrity - TapatahiDetermination - HiringaUnity - Kotahitanga
- Special character
- We do what Jesus wants us to do We see a need and do something about it We live out our faith with actions not just words We love others We show empathy, acceptance, forgiveness, kindness and caring
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 149
- Māori
- 29
- Pacific
- 15
- Asian
- 67
- MELAA
- 8
- Other
- 2
- 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 | 5 | 2 | 8 | 2 | 1 | 14 | 0 | 27 |
| Year 02 | 3 | 1 | 9 | 2 | 0 | 13 | 0 | 25 |
| Year 03 | 3 | 1 | 9 | 0 | 0 | 9 | 0 | 17 |
| Year 04 | 5 | 3 | 5 | 1 | 0 | 22 | 0 | 30 |
| Year 05 | 4 | 1 | 3 | 1 | 0 | 21 | 0 | 27 |
| Year 06 | 7 | 4 | 9 | 1 | 0 | 22 | 0 | 34 |
| Year 07 | 2 | 1 | 12 | 0 | 1 | 27 | 0 | 36 |
| Year 08 | 6 | 3 | 13 | 3 | 1 | 35 | 0 | 50 |
| Total | 35 | 16 | 68 | 10 | 3 | 163 | 0 | 246 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 5 | 1 | 0 | 11 | 0 | 19 |
| Age 06 | 5 | 2 | 11 | 3 | 1 | 16 | 0 | 32 |
| Age 07 | 3 | 1 | 10 | 0 | 0 | 9 | 0 | 18 |
| Age 08 | 5 | 3 | 5 | 1 | 0 | 19 | 0 | 27 |
| Age 09 | 4 | 1 | 3 | 1 | 0 | 22 | 0 | 28 |
| Age 10 | 6 | 4 | 8 | 1 | 0 | 21 | 0 | 32 |
| Age 11 | 1 | 1 | 12 | 0 | 1 | 25 | 0 | 35 |
| Age 12 | 6 | 0 | 10 | 2 | 1 | 31 | 0 | 40 |
| Age 13 | 2 | 3 | 4 | 1 | 0 | 9 | 0 | 15 |
| Total | 35 | 16 | 68 | 10 | 3 | 163 | 0 | 246 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
29.6%
| St Patrick's Catholic School (Taupo) | 29.6% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 9.8% |
|---|---|
| Male | 49.3% |
| Māori | 34.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 39% |
| Total | 29.6% |
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
20.4%
| St Patrick's Catholic School (Taupo) | 20.4% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 41.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 26.8% |
| Total | 20.4% |
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
7%
| St Patrick's Catholic School (Taupo) | 7% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 14% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.2% |
| Total | 7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 418
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 27 January 1997
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
- 24 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (24 July 2023)
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 same report — the board assurance report of 24 July 2023 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following area of non-compliance during the board assurance process:
renewal of police vets for non-teaching staff every three years.
[s 104, Education and Training Act 2020]
The board has since addressed the area of non-compliance identified.
What ERO wrote in its latest report
This is ERO’s report of 24 July 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within eight months of the Education Review Office and St Patrick’s Catholic School ( Taupo ) working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
St Patrick’s Catholic School is a state integrated school located in Taupō. It provides education for learners from Years 1 to 8. A new principal was appointed in 2022.
St Patrick’s Catholic School ( Taupo )’s strategic priorities for improving outcomes for learners are to:
enable each child to grow in their faith
provide quality, child-centred education
contribute to the wellbeing of students and wider school community
be visible contributors to our parish, local community and environment.
You can find a copy of the school’s strategic and annual plan on St Patrick’s Catholic School ( Taupo )’s website.
ERO and the school are working together to evaluate the extent to which the school is providing a localised curriculum to support equitable outcomes for all learners.
The rationale for selecting this evaluation is to:
further respond to the culture and identity of all learners for improved outcomes
strengthen partnerships for learning with mana whenua and the community
develop a broader, more meaningful curriculum to support engagement in learning.
The school expects to see:
improved and more equitable outcomes for all
a curriculum that reflects learners’ identity, where they have come from and the school special character
strengthened relationships and collaboration with mana whenua and the community to support learners to become confident, compassionate, connected and actively involved.
Strengths
The school can draw from the following strengths to support its goal to evaluate the extent to which they are providing a localised curriculum to support equitable outcomes for all learners:
a deliberate strategic focus on developing teacher capacity in te reo Māori and tikanga Māori to strengthen practice across the school
pro-active engagement with local iwi through Mana Whenua professional learning programme that is supported by the Kāhui Ako
significant, existing relationships with local council through the Greening Taupō initiative and other environmental organisations
a relevant existing framework in the school to support the identification of culturally responsive practices.
Where to next?
Moving forward, the school will prioritise:
implementing the collaboratively developed strategic plan with a focus on the internal evaluation of the local curriculum
further analysing the trends and patterns in school-wide data to fully inform next steps in the evaluation of the effectiveness of localised curriculum
continuing with assessment for learning strategies to identify next learning steps for learners which will support progress and achievement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
24 July 2023
About the School
The Education Counts 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).