St Patrick's School (Napier)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 236
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 24 Riverbend Road, Marewa, Napier
- Territorial authority
- Napier City
- Phone
- 06-8439238
- admin@stpatsnapier.school.nz
- Directions
- Get directions
Other schools nearby: schools in Napier · schools in Hawke’s Bay
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.
- Special character
- We are proud to be Catholic Character School.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 128
- Māori
- 37
- Pacific
- 21
- Asian
- 57
- MELAA
- 13
- 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 | 3 | 4 | 5 | 2 | 0 | 11 | 0 | 23 |
| Year 02 | 1 | 6 | 4 | 0 | 0 | 14 | 0 | 23 |
| Year 03 | 8 | 2 | 5 | 2 | 0 | 12 | 0 | 27 |
| Year 04 | 6 | 7 | 3 | 2 | 0 | 14 | 0 | 27 |
| Year 05 | 6 | 2 | 11 | 0 | 0 | 14 | 0 | 33 |
| Year 06 | 7 | 2 | 5 | 1 | 0 | 20 | 0 | 33 |
| Year 07 | 9 | 1 | 13 | 2 | 0 | 29 | 0 | 49 |
| Year 08 | 8 | 2 | 7 | 2 | 0 | 40 | 0 | 56 |
| Total | 48 | 26 | 53 | 11 | 0 | 154 | 0 | 271 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 4 | 4 | 2 | 0 | 11 | 0 | 22 |
| Age 06 | 1 | 6 | 5 | 0 | 0 | 14 | 0 | 24 |
| Age 07 | 8 | 3 | 4 | 2 | 0 | 12 | 0 | 27 |
| Age 08 | 5 | 5 | 4 | 2 | 0 | 13 | 0 | 25 |
| Age 09 | 7 | 3 | 10 | 0 | 0 | 13 | 0 | 32 |
| Age 10 | 7 | 2 | 6 | 0 | 0 | 19 | 0 | 33 |
| Age 11 | 9 | 1 | 12 | 3 | 0 | 28 | 0 | 47 |
| Age 12 | 6 | 1 | 7 | 1 | 0 | 29 | 0 | 42 |
| Age 13 | 2 | 1 | 1 | 1 | 0 | 15 | 0 | 19 |
| Total | 48 | 26 | 53 | 11 | 0 | 154 | 0 | 271 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
3.7%
| St Patrick's School (Napier) | 3.7% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 8.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6.5% |
| Total | 3.7% |
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 (Napier) | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| 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 (Napier) | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| 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)
- 435
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 July 1859
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
- 4 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 4 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education 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 236 — 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.
July 2019
358
Counted while ERO’s review team was at the school. Education Review Office, report of 20 August 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 4 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 four years to evaluate what is working well for learners and what needs to be improved.
About the School
St Patrick’s School (Napier), a Catholic primary school in Napier, provides education for students in Years 1 to 8. The school has 270 learners, with students who identify as New Zealand European/ Pākehā making up approximately 56 percent of the roll; 22 percent of learners identify as Māori . The school has recently enrolled a number of students who are learning English as a second language. The school is guided by Catholic gospel and practices, and the key values of Whakaute /Respect , Manaaki /Care and Nanaiore /Striving and Resilience.
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 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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school should improve 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 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 becoming more equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are not yet 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 small majority of learners attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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.
Support
During the course of this review, ERO identified that assistance in facilitating consultation with the community would benefit strategic planning and made a recommendation for support to the Ministry of Education.
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
Students learn in caring, respectful and inclusive environments and strong sense of belonging is evident; students with additional learning needs are well supported.
Leaders and teachers work collaboratively to grow professional capability, engaging in relevant professional learning opportunities and collegial discussion focused on improving learner outcomes.
Structured approaches to teaching literacy and mathematics are evident across the school. Classrooms are well resourced with learning materials and programmes to support learning.
Students experience a range of learning approaches designed to build skill in the foundations of reading, writing and mathematics; a next step identified by the school is to ensure teachers are clear about expectations for assessment practices as students move across the levels of the school.
Teachers monitor student progress in the areas of reading, writing and mathematics and adjust planning and support to meet student needs.
Key priorities
Improve rates of regular student attendance.
Set explicit expectations for teaching, learning and assessment for all year levels.
Grow teacher confidence and capacity in te ao Māori ; strengthen links with whānau, hapū and iwi .
Identify effectiveness measures that show the impact of school actions on learner outcomes to guide strategic and annual planning.
Use achievement information to report schoolwide progress and trends for all learners.
Engage with parents and whānau when evaluating the effectiveness of curriculum delivery to ensure it addresses the needs of all learners across every level.
Consult with the community and respond to community feedback when setting strategic direction for the school, to ensure parent/ whānau priorities inform decisions; this includes parents/ whānau of Māori learners.
Actions to bring about improvement
Within three months:
the School Board commence consultation with the school community, gathering and responding to feedback, to inform future school planning and actions; further the work from contact made with the Ministry of Education in March 2025, for consulting with parents of Māori learners
Within six months:
leaders and teachers regularly analyse school attendance information, working with the community to improve regular attendance
leaders support teachers to improve confidence and capacity in te ao Māori, including te reo Māori
leaders and teachers continue to review the teaching of the curriculum, ensuring requirements are met and learner progress and achievement is measured consistently schoolwide
leaders share explicit expectations for teaching, learning and assessment for all year levels to support transition across the school
leaders and the Board work with the Ministry adviser, identify and implement ways to strengthen ongoing connection with all partners in the school community, including whānau, hapū and iwi
plans and targets for Māori learners are in place and shared with the school’s community
Every six months:
leaders and the Board review attendance information and the effectiveness of school actions in improving regular attendance and respond accordingly
leaders and the Board analyse schoolwide progress and achievement data for all learners, identifying trends to inform school actions
Annually:
the Board and leadership ensures school planning is informed by schoolwide data, reflects community input and includes clear measures to assess the impact of school actions
leaders and teachers analyse the impact of their professional learning and teaching actions on student outcomes.
Expected outcomes
Regular student attendance meeting or exceeding the Government target.
Students progressing through the school curriculum supported by consistent practices in teaching and assessment as they move between year levels; disparity in learning outcomes are reduced.
Teachers further incorporating te ao Māori learning in the classroom and school life; teachers and students using te reo Māori with greater proficiency.
Stronger links between the school and all groups of the school community, including whānau, hapū and iwi, that supports learner engagement.
School direction informed by consultation with the school’s community, including evaluation of the effectiveness of the curriculum.
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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
ensure safety checking processes for staff appointments contain sufficient records of identity [s104 Education and Training Act 2020, Children’s Act 2014]
keeping of in-committee meeting minutes. [Local Government Official Information and Meetings Act 1987, Section 48]
The board has addressed the areas of non-compliance identified.
Recommendation to the Ministry of Education
ERO recommends that the Secretary for Education/Ministry of Education consider specialist help as listed in section 173 of the Education and Training Act 2020 in order to bring about the following improvements:
expand community consultation to inform strategic planning and leading change
evaluation of the curriculum and key initiatives that includes parents and whānau input.
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)
4 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).