St Paul's Catholic School (Ngaruawahia)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 115
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Belt Street, Ngaruawahia
- Territorial authority
- Waikato District
- Phone
- 07-8248603
- office@stpaulsnga.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 73
- Māori
- 34
- Pacific
- 18
- Asian
- 13
- MELAA
- 1
- 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 | 7 | 1 | 3 | 0 | 0 | 7 | 0 | 13 |
| Year 02 | 8 | 2 | 3 | 1 | 0 | 9 | 0 | 19 |
| Year 03 | 6 | 0 | 1 | 1 | 0 | 4 | 0 | 11 |
| Year 04 | 6 | 1 | 0 | 0 | 0 | 3 | 0 | 10 |
| Year 05 | 2 | 0 | 2 | 1 | 0 | 9 | 0 | 13 |
| Year 06 | 3 | 1 | 1 | 1 | 0 | 5 | 0 | 11 |
| Year 07 | 2 | 0 | 1 | 0 | 0 | 7 | 0 | 9 |
| Year 08 | 3 | 0 | 0 | 1 | 0 | 7 | 0 | 11 |
| Total | 37 | 5 | 11 | 5 | 0 | 51 | 0 | 97 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 1 | 3 | 0 | 0 | 7 | 0 | 13 |
| Age 06 | 7 | 2 | 3 | 1 | 0 | 9 | 0 | 18 |
| Age 07 | 7 | 0 | 1 | 1 | 0 | 4 | 0 | 12 |
| Age 08 | 6 | 1 | 0 | 0 | 0 | 3 | 0 | 10 |
| Age 09 | 2 | 0 | 2 | 1 | 0 | 8 | 0 | 12 |
| Age 10 | 3 | 1 | 1 | 1 | 0 | 7 | 0 | 13 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 12 | 4 | 0 | 1 | 1 | 0 | 5 | 0 | 11 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Total | 37 | 5 | 11 | 5 | 0 | 51 | 0 | 97 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Paul's Catholic School (Ngaruawahia) | 0% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| St Paul's Catholic School (Ngaruawahia) | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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 Paul's Catholic School (Ngaruawahia) | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 456
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 January 1928
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
- 4
- Last reviewed
- 5 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 September 2024)
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 5 September 2024 — 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 areas of non-compliance during the board assurance process:
renew police vets for non-teaching staff every three years. [s 104 Education and Training Act 2020]
The board has since addressed this area of non-compliance identified.
The following area of non-compliance requires further action:
consult regularly with the school’s Māori community to develop and make known school policies, plans and targets for improving the progress and achievement of Māori students. [Education and Training Act 2020]
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 115 — 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
108
Counted while ERO’s review team was at the school. Education Review Office, report of 19 April 2018
May 2014
124
Counted while ERO’s review team was at the school. Education Review Office, report of 24 June 2014
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 5 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
St Paul’s Catholic School ( Ngaruawahia ) is an integrated state school, located in rural Waikato, providing education for students in Years 1 to 8. The school’s mission is to provide collaborative, holistic learning founded on Catholic ideals. The vision is to know, love and serve God .
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritized for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are becoming more equitable and excellent.
The majority of students progress and achieve at expected curriculum levels in reading, writing and mathematics, including Māori learners.
Students with additional learning needs make appropriate progress towards their individual goals.
In relation to the Ministry of Education’s target for attendance, the majority of learners attend school regularly; for those students where attendance is of concern, dedicated personnel monitor and address issues of non-attendance.
Conditions to support learner success
School leadership works collaboratively and strategically to improve outcomes for learners.
Leaders and the board use evidence, including student achievement information and community feedback, to set and implement relevant strategic goals designed to promote continuous improvement and benefit learners.
Leaders collaborate with the board, staff, students and the community so that the school’s vision and values are visible in all aspects of school life.
Leaders continually engage in professional knowledge building with teachers, and this enhances teaching effectiveness for improved learner outcomes.
Teachers collaborate well and use agreed teaching strategies to support the many different needs of learners.
Students learn in class environments with well-established routines and expectations, and they consistently show respect, inclusion, empathy and collaboration.
Teachers engage students to purposefully build their knowledge and skills and help them progress in their learning.
Teachers use relevant literacy and mathematics programmes with explicit teaching approaches that support positive learning outcomes.
Key conditions that underpin successful education, including staff collaboration and parent partnerships, support students in their learning.
Leaders provide positive guidance and work closely alongside teachers to enhance their teaching practice.
Staff relationships with parents, whānau and the community are increasingly collaborative and supportive of learner success.
Established evaluation processes inform the school’s strategic direction with a focus on continuous improvement.
Part B: Where to next?
The agreed next steps for the school are to:
meaningfully engage with Māori whānau to develop mutually beneficial learning partnerships that support ongoing learner success
strengthen teachers’ collective knowledge and delivery of teaching and learning strategies that enable students to lead their own learning
continue to improve attendance rates for all learners.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
organise to consult with Māori whānau about what outcomes they want for their children and progress and achievement
continue to engage teachers in relevant professional learning opportunities that will promote student-led learning
monitor, review and respond to the effectiveness of strategies used to improve attendance rates for all learners.
Annually:
collate, analyse and respond to information gathered from Māori whānau to enhance learning partnerships and inform relevant changes to curriculum delivery
evaluate, report to the board and respond to information about student attendance, progress and achievement and the impact of teachers’ professional learning on learner outcomes.
Actions taken against these next steps are expected to result in:
enhanced learning partnerships with Māori whānau to ensure ongoing Māori student success
improved student attendance, progress and achievement
increased student confidence in discussing their own learning and determining their next steps.
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 Evaluation 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
Shelley Booysen Director of Schools
5 September 2024
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 4 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).