St Patrick's School (Kaponga)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 28
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 71 Victoria Street, Kaponga
- Territorial authority
- South Taranaki District
- Phone
- 06-7646563
- office@stpatskaponga.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Taranaki
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 19
- Māori
- 5
- Pacific
- 0
- 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 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Year 02 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Year 03 | 1 | 0 | 0 | 1 | 0 | 3 | 0 | 4 |
| Year 04 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 05 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 06 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Year 07 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 3 |
| Year 08 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 3 | 0 | 7 | 1 | 0 | 13 | 0 | 22 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Age 06 | 0 | 0 | 1 | 0 | 0 | 3 | 0 | 4 |
| Age 07 | 1 | 0 | 0 | 1 | 0 | 3 | 0 | 4 |
| Age 08 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Age 09 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Age 11 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 2 |
| Age 12 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 3 |
| Total | 3 | 0 | 7 | 1 | 0 | 13 | 0 | 22 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Patrick's School (Kaponga) | 0% |
|---|---|
| Taranaki Region | 41.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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 Patrick's School (Kaponga) | 0% |
|---|---|
| Taranaki Region | 4.1% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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 Patrick's School (Kaponga) | 0% |
|---|---|
| Taranaki Region | 1.6% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 437
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 1 February 1921
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
- 2
- Last reviewed
- 3 September 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 3 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
caters for 21 learners 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 28 — 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
16
Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 2019
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 3 September 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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
St Patrick’s School ( Kaponga ) caters for 21 learners in Years 1 to 8 of whom 52% identify as NZ European/ Pākehā , 29% Filipino, 14% identify as Māori and 5% Nigerian.
The vision of the school is to provide a learning environment which supports their Catholic Character and promotes ‘ Enthusiasm and Excellence ’. The school’s values are based on gospel values of hope, fortitude, thankfulness, kindness, understanding and empathy. Everyday interactions seek to model the shared values of Ako ; We learn, Whanaungatanga ; We help, Manaakitanga : We care and Pono : We are respectful .
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
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? 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 an increasingly consistent focus on supporting learners to gain 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 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of 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 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.
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 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 and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 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
The school has well established processes to respond to the language development of English Speakers of Other languages.
The school is highly inclusive of learners; practices reflect their shared Catholic values and encourage positive wellbeing at school for all learners.
Leaders and staff partner meaningfully with the School Board and the school community to progress their collective vision for learner success.
The school’s curriculum appropriately prioritises the acquisition of foundation skills; delivery of reading, writing and mathematics is meeting the one hour per day expectation.
Teachers are well supported to build their practice collectively through the provision of relevant professional learning and development (PLD) and modelling of practice by the school leader.
The School Board provide significant resourcing that benefits learner engagement, progress and achievement.
Key priorities
Revise strategic planning to set school priorities, guide improvement, and evaluate how actions affect learner outcomes.
Expand structured literacy methods into the senior school.
Establish new mathematics approaches to support positive learner outcomes.
Improve regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers develop an attendance plan that identifies actions for improvement
the principal and the School Board engage in professional learning to build understanding of strategic planning and start updating planning with input from the community
teachers participate in professional learning to extend structured literacy approaches in the senior school and build upon changes in delivery of the mathematics curriculum
Annually:
leaders and the School Board review attendance, progress, achievement and engagement information to evaluate the impact of actions on outcomes for learners and plan next steps for improvement.
Expected outcomes
The schools strategic plan clearly identifies key priorities for improvement.
Increase in learner attendance is sustained overtime to meet the Government target.
Schoolwide implementation of effective approaches to teaching structured literacy and mathematics.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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 (Acting)
3 September 2025
Read the full report on ero.govt.nz →
All 2 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).