St Paul's School (Massey)
Contributing · State : Integrated
- Year levels
- 1–6
- Total roll
- 447
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 498 Don Buck Road, Massey, Auckland
- Territorial authority
- Henderson-Massey Local Board Area
- Phone
- 09-8327200
- office@stpaulsprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
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.
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.
- How to enrol
- https://www.stpaulsprimary.school.nz/wp-content/uploads/2023/03/St-Pauls-Pre-Enrolment-form.pdf
[St Paul’s Pre-Enrolment form](https://www.stpaulsprimary.school.nz/wp-content/uploads/2023/03/St-Pauls-Pre-Enrolment-form.pdf)
- https://www.stpaulsprimary.school.nz/wp-content/uploads/2023/03/St-Pauls-Pre-Enrolment-form.pdf
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.
- Voluntary donation
- $17.50 per term ($70.00 per annum) per student
The Catholic Special Character contribution is a voluntary donation of $17.50 per term ($70.00 per annum) per student.
- $17.50 per term ($70.00 per annum) per student
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 140
- Māori
- 41
- Pacific
- 96
- Asian
- 218
- MELAA
- 25
- Other
- 3
- 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 | 8 | 11 | 30 | 6 | 0 | 21 | 0 | 66 |
| Year 02 | 8 | 20 | 50 | 6 | 0 | 26 | 0 | 87 |
| Year 03 | 6 | 21 | 23 | 8 | 0 | 25 | 0 | 72 |
| Year 04 | 12 | 23 | 37 | 5 | 0 | 30 | 0 | 75 |
| Year 05 | 7 | 22 | 39 | 2 | 0 | 26 | 0 | 76 |
| Year 06 | 12 | 18 | 26 | 3 | 0 | 18 | 0 | 63 |
| Year 07 | 2 | 2 | 2 | 0 | 0 | 3 | 0 | 7 |
| Total | 55 | 117 | 207 | 30 | 0 | 149 | 0 | 446 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 10 | 30 | 6 | 0 | 21 | 0 | 65 |
| Age 06 | 8 | 19 | 46 | 4 | 0 | 25 | 0 | 80 |
| Age 07 | 6 | 24 | 26 | 9 | 0 | 24 | 0 | 77 |
| Age 08 | 12 | 22 | 36 | 5 | 0 | 31 | 0 | 76 |
| Age 09 | 7 | 21 | 40 | 3 | 0 | 26 | 0 | 76 |
| Age 10 | 12 | 19 | 27 | 3 | 0 | 19 | 0 | 65 |
| Age 11 | 2 | 2 | 2 | 0 | 0 | 3 | 0 | 7 |
| Total | 55 | 117 | 207 | 30 | 0 | 149 | 0 | 446 |
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 School (Massey) | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 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 School (Massey) | 0% |
|---|---|
| Auckland Region | 3% |
| Contributing | 3.5% |
| 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 School (Massey) | 0% |
|---|---|
| Auckland Region | 1.4% |
| Contributing | 1.5% |
| 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)
- 398
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 29 January 2002
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
- 30 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 October 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 board assurance report of 30 October 2024 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
What ERO wrote in its latest report
This is ERO’s report of 30 October 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 School (Massey) is a state integrated Catholic school in West Auckland and provides education for learners in Years 1 to 6. The school’s vision of Love| Aroha , Learn| Ako , Serve| Mahi and the Gospel Values of Respect, Trust in God and Servant Leadership, underpin its special character.
The school is a member of Te Kāhui Ako o Waitakere .
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of December 2022, the school has been working with ERO to evaluate the effectiveness of initiatives, that are designed to respond to diversity, on outcomes for all learners.
Expected Improvements and Findings
The school expected to see:
A responsive curriculum that meets the learning needs of the diverse community of learners at the school.
Learners gain strong foundational skills in reading, writing and mathematics through programmes that reflect their identities and learning needs.
Teachers and leaders have adapted teaching and learning programmes to incorporate professional learning in relational and co-operative learning approaches.
Teachers empowering learners to be engaged, confident, enjoy learning and be successful.
The deliberate teaching of co-operative learning strategies has empowered learners to learn from and with one another.
Learners are supported in their social skills development and in their learning by working in deliberate ways with their peers.
Learners have developed confidence and leadership skills by helping one another to be successful.
Faith filled respectful learners who love, trust in God and are servant leaders.
Learners value the school’s values and use these to guide them.
Student leadership is highly valued by teachers and learners.
Learners supported to become compassionate, critical thinkers who can solve issues that impact them and their world.
Learners have opportunities to apply their learning to social justice initiatives and individual projects.
Other Findings
During the course of the evaluation, it was evident that learners feel valued and comfortable in expressing their faith, cultures, languages and identities.
The greatest shift that occurred in response to the school’s action was improved confidence and growth in oral language as a result of learners working collaboratively.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are excellent and equitable.
Almost all learners achieve at or above expected curriculum levels in reading and mathematics with most learners at or above expectation in writing.
Most Māori and Pacific learners achieve at or above curriculum levels in reading, writing and mathematics.
Learners have a strong sense of belonging and association with the school’s special character and are confident in their identity, language and culture.
The majority of learners attend school regularly; the school is working towards meeting the Ministry of Education target for regular attendance.
Conditions to support learner success
Leaders foster and sustain a culture of quality teaching with equitable and excellent outcomes.
Leaders support high quality teaching and learning programmes that are clearly focused on improvement and responding to the cultures and identities of the school community.
Senior leaders work collaboratively with a high level of relational trust; a next step is to build capacity at the middle leadership level.
Leaders build community and professional relationships to enhance the school’s special character and teaching and learning programmes.
Teachers set high expectations for achievement.
Cooperative learning practices increasingly improve oral language, confidence and engagement.
Teachers use effective assessment to measure and respond to learner progress and achievement.
Learners have rich opportunities to learn in ways that reflect their interests, needs and identities.
Evaluation is valued and becoming embedded in supporting continuous improvement.
Leaders use data from a range of sources provides a strong evidence base for strategic decision making.
Leaders and teachers recognise and value the individual identities and abilities of learners and use a range of effective strategies and initiatives that support success for all.
The school is giving effect to Te Tiriti o Waitangi through its partnership with Māori and mana whenua and beginning to extend its programme for the use of te reo Māori .
Part C: Where to next?
The agreed next steps for the school are to:
continue to embed strategies that promote responsive and cooperative learning and increase learner engagement
extend the use of te reo Māori throughout the school
continue to develop middle leadership capacity
work with community agencies and whānau to improve the consistency of student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
review how well relational and cooperative strategies support learning over time to inform shared understanding of what engagement in learning looks like
continue to work alongside Te Kawerau a Maki , Māori whānau and the specialist teacher of te reo Māori to develop a plan for the classroom teaching of te reo Māori
co-construct a plan to build professional capability of middle leaders
develop a plan to maintain high levels of attendance.
Every six months:
teachers develop their professional inquiry through planned observations to further inquire into effective practices
senior and middle leaders monitor use of te reo Māori by teachers and learners and provide feedback to teachers on their progress
collect teacher voice on the impact of strengthened middle leader support
review and adapt initiatives that improve the consistency of attendance.
Annually:
analyse achievement data and learner voice to indicate the success of effective practices that promote relational, cooperative learning and strong foundational practices in literacy and mathematics
evaluate the effectiveness of the te reo Māori programme to measure its impact on both learners and teachers and use findings to inform strategic plan
evaluate middle leadership initiatives and roles to support future planning
evaluate and adapt to strengthen initiatives that improve attendance.
Actions taken against these next steps are expected to result in:
almost all learners achieving at and above curriculum expectation in writing to match the achievement in reading and mathematics
strengthened middle leadership to support teachers and learning programmes
increased use of te reo Māori throughout the school by teachers and learners
improved attendance to consistently meet Ministry of Education targets.
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
30 October 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).