St Paul's School (Richmond)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 362
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 63 Salisbury Road, Richmond, Nelson
- Territorial authority
- Tasman District
- Phone
- 03-5442243
- office@stpauls-richmond.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
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.
- Term dates
- Term 1, 2026: Thursday 5th Feb (school starts for all students) – Thursday 2nd April
Thursday 5th Feb - School Starts for All Students - 6 February - Waitangi Day - Thursday 2nd April - last of Term 1
Year stated asfor the 2026 school year
- Term 2, 2026: 20 April - 3 July
Term 2 - 20 April - 3 July
Year stated asfor the 2026 school year
- Term 3, 2026: 20 July - 25 September
Term 3 20 July - 25 September
Year stated asfor the 2026 school year
- Term 4, 2026: 12 October - 17 December
Term 4 12 October - 17 December
Year stated asfor the 2026 school year
- Term 1, 2027: Wednesday 3rd Feb (school starts for all students) – End of Term 9th April
Term 1 2027 - Wednesday 3rd Feb - School Starts for All Students - 8 February Waitangi Day Observance/Public Holiday - 26 March - Good Friday - 29-30 March - Easter Monday & Easter Tuesday - End of Term - 9th April
- Term 2, 2027: 27 April - 2 July
Term 2 - 27 April - 2 July
Year stated asTerm 1 2027
- Term 1, 2026: Thursday 5th Feb (school starts for all students) – Thursday 2nd April
- Getting there
- Students who live more than 3.2 Km away from school are eligible for the free school bus service.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 283
- Māori
- 28
- Pacific
- 10
- Asian
- 71
- MELAA
- 11
- 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 | 5 | 1 | 6 | 1 | 0 | 20 | 0 | 27 |
| Year 02 | 3 | 0 | 6 | 1 | 0 | 30 | 0 | 35 |
| Year 03 | 4 | 1 | 5 | 1 | 0 | 26 | 0 | 33 |
| Year 04 | 2 | 0 | 10 | 0 | 0 | 27 | 0 | 34 |
| Year 05 | 6 | 4 | 12 | 3 | 0 | 44 | 0 | 55 |
| Year 06 | 1 | 0 | 7 | 3 | 0 | 37 | 1 | 43 |
| Year 07 | 9 | 1 | 10 | 0 | 0 | 60 | 0 | 72 |
| Year 08 | 1 | 3 | 6 | 2 | 0 | 46 | 0 | 55 |
| Total | 31 | 10 | 62 | 11 | 0 | 290 | 1 | 354 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 6 | 1 | 0 | 20 | 0 | 27 |
| Age 06 | 3 | 0 | 6 | 1 | 0 | 31 | 0 | 36 |
| Age 07 | 4 | 1 | 5 | 1 | 0 | 25 | 0 | 32 |
| Age 08 | 2 | 0 | 10 | 0 | 0 | 29 | 0 | 36 |
| Age 09 | 6 | 4 | 12 | 3 | 0 | 43 | 0 | 54 |
| Age 10 | 1 | 0 | 7 | 3 | 0 | 36 | 1 | 42 |
| Age 11 | 6 | 1 | 5 | 0 | 0 | 44 | 0 | 50 |
| Age 12 | 3 | 0 | 7 | 2 | 0 | 48 | 0 | 57 |
| Age 13 | 1 | 3 | 4 | 0 | 0 | 14 | 0 | 20 |
| Total | 31 | 10 | 62 | 11 | 0 | 290 | 1 | 354 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
15.6%
| St Paul's School (Richmond) | 15.6% |
|---|---|
| Tasman Region | 33% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 33.1% |
| Māori | 56.3% |
| Pacific | 0% |
| Asian | 45.9% |
| Other | 0% |
| European/Pākehā | 10% |
| Total | 15.6% |
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 (Richmond) | 0% |
|---|---|
| Tasman Region | 3.2% |
| 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 Paul's School (Richmond) | 0% |
|---|---|
| Tasman Region | 2.1% |
| 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)
- 404
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 26 January 1999
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
- 5
- Last reviewed
- 16 June 2023
- Latest report
- Te Ara Huarau | School Profile Report – Confirmed
- Report type
- Profile report
- Board assurance
- The board attested to all areas (16 June 2023)
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 16 June 2023 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.
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 362 — 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.
November 2017
237
Counted while ERO’s review team was at the school. Education Review Office, report of 13 March 2018
July 2014
222
Counted while ERO’s review team was at the school. Education Review Office, report of 21 August 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 16 June 2023 — “Te Ara Huarau | School Profile Report – Confirmed” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 22 months of the Education Review Office and St Paul’s School (Richmond) working in Te Ara Huarau, an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
St Paul’s School (Richmond) is a Catholic School catering for students in Years 0-8. The school’s vision is to grow confident, capable learners who actively live their faith. This is supported by their learner capabilities of “curious, communicate, collaborate, can do”. The school is a part of the Waimea Kāhui Ako.
St Paul’s School (Richmond)’s strategic priorities for improving outcomes for learners are:
equipping students as biculturally capable and confident learners who are prepared to contribute to Aotearoa’s future
embedding a culture of agency across the school, fostering in students the capability to positively influence their own life and the world around them
strengthening genuine partnerships with whānau and community that will improve learner outcomes
providing learning opportunities for students to experience what it is to actively live their faith.
You can find a copy of the school’s strategic and annual plan on St Paul’s School (Richmond)’s website.
ERO and the school are working together to evaluate how well the mathematics curriculum provides a coherent pathway for learning across the school.
The rationale for selecting this evaluation is:
improve continuity of learning for students and coherent teacher practice in mathematics across the school
strengthen learner progress and achievement in Maths including students understanding where they are at in their learning and their next steps.
The school expects to see:
student agency in mathematics including student knowledge of their progress and goals
consistency and cohesion across the school in effective mathematics teaching strategies and practice
increased student engagement and achievement in maths
the use of meaningful assessment that informs teaching and learning.
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how well the mathematics curriculum provides a coherent pathway for learning across the school:
a reflective and visionary leadership team that creates and promotes opportunities for ongoing improvement
staff that actively engage in strengthening teaching and learning practices to promote authentic learning experiences and student agency.
Where to next?
Moving forward, the school will prioritise:
meaningful assessment and moderation in mathematics that informs teaching and learning
consistency and cohesion across the school in effective mathematics teaching strategies and practice to improve outcomes for all learners in mathematics
tracking and monitoring the impact changes in teaching strategies are having on the progress and achievement of those learners below curriculum expectations, in order to focus on improving equity and excellence for groups of students.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
16 June 2023
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 5 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).