St Patrick's School (Kilbirnie)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 125
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 5 Childers Terrace, Kilbirnie, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-3873370
- admin@spps.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 12
- Māori
- 6
- Pacific
- 16
- Asian
- 80
- MELAA
- 18
- Other
- 1
- 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 | 1 | 14 | 1 | 0 | 0 | 0 | 16 |
| Year 02 | 0 | 1 | 10 | 3 | 0 | 1 | 0 | 15 |
| Year 03 | 0 | 1 | 13 | 2 | 0 | 0 | 0 | 16 |
| Year 04 | 0 | 4 | 7 | 1 | 0 | 3 | 0 | 15 |
| Year 05 | 0 | 1 | 7 | 2 | 0 | 1 | 0 | 11 |
| Year 06 | 1 | 4 | 13 | 7 | 0 | 1 | 0 | 25 |
| Year 07 | 0 | 2 | 9 | 2 | 0 | 0 | 0 | 13 |
| Year 08 | 0 | 3 | 8 | 6 | 0 | 2 | 0 | 17 |
| Total | 1 | 17 | 81 | 24 | 0 | 8 | 0 | 128 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 1 | 14 | 1 | 0 | 0 | 0 | 16 |
| Age 06 | 0 | 1 | 10 | 3 | 0 | 1 | 0 | 15 |
| Age 07 | 0 | 1 | 13 | 2 | 0 | 0 | 0 | 16 |
| Age 08 | 0 | 4 | 7 | 1 | 0 | 3 | 0 | 15 |
| Age 09 | 0 | 2 | 7 | 2 | 0 | 1 | 0 | 12 |
| Age 10 | 1 | 3 | 13 | 7 | 0 | 1 | 0 | 24 |
| Age 11 | 0 | 2 | 8 | 3 | 0 | 0 | 0 | 13 |
| Age 12 | 0 | 3 | 8 | 4 | 0 | 2 | 0 | 15 |
| Age 13 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 2 |
| Total | 1 | 17 | 81 | 24 | 0 | 8 | 0 | 128 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
32.7%
| St Patrick's School (Kilbirnie) | 32.7% |
|---|---|
| Wellington Region | 24.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 71.4% |
| Māori | Too few to report |
| Pacific | 208.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | Too few to report |
| Total | 32.7% |
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 (Kilbirnie) | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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 Patrick's School (Kilbirnie) | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 433
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 20 June 1925
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
- 30 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 30 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for 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 125 — 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.
February 2018
120
Counted while ERO’s review team was at the school. Education Review Office, report of 16 April 2018
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 30 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 Patricks School (Kilbirnie) is located in Wellington and provides education for learners in Years 1 to 8. At the time of the review there were 124 students on the roll. The majority of these are English Language Learners. There are 54% Asian students and 23% MELAA students. The school’s values of social justice, unity, resilience, aroha and respect reflect the faith and aspirations of the community.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 an increasingly 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A small 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 or beyond the target.
Chronic absence is reducing over time.
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 is developing 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
Students report a strong culture of inclusion and acceptance. A wide range of initiatives to accelerate students’ learning and enhance their wellbeing and sense of belonging are in place.
A rich curriculum reflects the school’s culturally diverse context, faith values and whānau aspirations. Learning programmes are engaging and extend students’ interests, strengths and knowledge.
Structured literacy and mathematics are prioritised across all classes. Learners at risk of not achieving are supported, and many have made accelerated progress.
Leaders and teachers work collaboratively to grow professional capability and a shared understanding of quality teaching practice through ongoing staff inquiry.
Targeted professional learning builds strong teacher practice for improvements in student achievement and learning outcomes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
implement and monitor schoolwide professional learning of structured literacy and mathematics to promote student engagement and achievement, and embed high quality teaching practice
refine and strengthen the schoolwide approach to gathering, analysing and using data to build greater consistency and inform teaching practice and planning
strengthen learning partnerships with whānau , parents and the wider community
monitor and plan for improved attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review the effectiveness of teaching practice through classroom observations and learners’ achievement of structured literacy and mathematics; report progress and planned next steps to the board
establish a process to monitor teachers’ knowledge and implementation of assessment practices to ensure consistency across the school
leaders and staff facilitate regular parent and whānau engagement in the learning and life of the school
report on student attendance to the board; review the attendance plan, identify effective initiatives and plan actions for improvement for the next six months
Annually:
analyse schoolwide achievement in structured literacy and mathematics, including that of identified learners; use this data to report to the board and to strategically plan actions to improve the achievement and learning outcomes of all learners
review progress of school achievement processes and expectations; identify initiatives that have been most successful and use this information in schoolwide strategic planning
leaders and teachers regularly gather feedback and ideas from whānau, parents and the wider community; evaluate how well these actions have strengthened engagement, learning and wellbeing and identify future actions
report on student attendance to the board; evaluate the effectiveness of the attendance initiatives and develop a plan for the following year.
Actions taken against these next steps are expected to result in:
improved achievement outcomes and accelerated progress in literacy and mathematics
robust assessment systems and processes that inform teachers’ planning and practice
strengthened partnerships with whānau that support learners’ achievement and wellbeing
improved 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.
No international students were enrolled at the time of the ERO review.
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)
30 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 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).