St Peter Chanel School (Green Island)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 47
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Main Road, Green Island, Dunedin
- Territorial authority
- Dunedin City
- Phone
- 03-4881519
- office@stpeterchanel.school.nz
- Directions
- Get directions
Other schools nearby: schools in Dunedin · schools in Otago
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.
- In their words
- 'WE SHINE,
- WE SHARE,
- WE CARE'
- - St Peter Chanel School motto
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 30
- Māori
- 7
- Pacific
- 5
- Asian
- 13
- MELAA
- 5
- 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 | 1 | 1 | 3 | 1 | 0 | 2 | 0 | 5 |
| Year 02 | 1 | 0 | 2 | 1 | 0 | 4 | 0 | 7 |
| Year 03 | 3 | 1 | 1 | 0 | 0 | 8 | 0 | 10 |
| Year 04 | 0 | 0 | 0 | 2 | 0 | 3 | 0 | 4 |
| Year 05 | 0 | 4 | 3 | 0 | 0 | 7 | 0 | 10 |
| Year 06 | 1 | 0 | 0 | 1 | 0 | 10 | 0 | 11 |
| Year 07 | 1 | 0 | 1 | 0 | 0 | 2 | 0 | 4 |
| Total | 7 | 6 | 10 | 5 | 0 | 36 | 0 | 51 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 1 | 3 | 1 | 0 | 2 | 0 | 5 |
| Age 06 | 1 | 0 | 1 | 1 | 0 | 4 | 0 | 6 |
| Age 07 | 2 | 1 | 2 | 0 | 0 | 7 | 0 | 10 |
| Age 08 | 0 | 0 | 0 | 2 | 0 | 3 | 0 | 4 |
| Age 09 | 1 | 4 | 3 | 0 | 0 | 8 | 0 | 11 |
| Age 10 | 1 | 0 | 0 | 1 | 0 | 11 | 0 | 12 |
| Age 11 | 1 | 0 | 1 | 0 | 0 | 1 | 0 | 3 |
| Total | 7 | 6 | 10 | 5 | 0 | 36 | 0 | 51 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Peter Chanel School (Green Island) | 0% |
|---|---|
| Otago Region | 36.8% |
| 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 Peter Chanel School (Green Island) | 0% |
|---|---|
| Otago Region | 4.6% |
| 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 Peter Chanel School (Green Island) | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 427
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1955
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
- 6 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (6 November 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 6 November 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.
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 47 — 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.
August 2016
75
Counted while ERO’s review team was at the school. Education Review Office, report of 12 September 2016
March 2013
60
Counted while ERO’s review team was at the school. Education Review Office, report of 6 June 2013
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 6 November 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 Peter Chanel School (Green Island) is a Catholic state integrated school for students in Years 1 to 6. A new principal was appointed at the beginning of Term 1, 2024. It is a member of Dunedin Catholic School’s Kāhui Ako . The school’s core values are we shine, we share, we care . The school was founded by the order of The Presentation Sisters.
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 prioritised 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
Learners are engaged, most make appropriate progress in their learning and have a strong sense of belonging.
Most learners achieve expected curriculum levels in reading, with a large majority in writing and mathematics.
Improving equity for groups of learners remains a school priority.
The school is meeting the 2024 Ministry of Education target for regular attendance at school.
Conditions to support learner success
Leadership effectively fosters a culture committed to high quality learning and excellent and equitable outcomes for learners.
Leaders work cohesively to improve planning and programmes that meet the needs of learners; this strengthens learning and wellbeing outcomes.
Leadership builds and now sustains high levels of relational trust and effective collaboration at every level of the school community; this supports progress towards achieving the strategic vision and improvement goals.
Leaders are reviewing and improving processes to strengthen teaching practices and delivery of the school's curriculum.
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, they consistently show respect, inclusion, empathy and collaboration.
Respectful relationships between staff and learners are seen throughout the school, promoting a strong sense of student belonging.
Teachers effective use of targeted programmes and initiatives meet the individual needs of learners, so that they progress and experience successful learning outcomes.
Key systems, processes and practices that further support improved learner outcomes are being embedded across the school.
Leaders and teachers are strengthening the ways in which they collect, analyse and respond to a range of data to inform classroom and schoolwide decision making.
Strong community partnerships support the school in identifying and achieving its strategic goals for learning and achievement.
The board receives relevant and timely information about student progress and achievement, ensuring decisions clearly reflect their collective vision for learner success.
Part B: Where to next?
The agreed next steps for the school are to:
develop an understanding of the changes in The New Zealand Curriculum
gather a relevant and consistent range of long-term data to better understand progress of learning and improvements in wellbeing over time
continue to refine and strengthen the schoolwide approach to gathering, analysing and using data to build reliability and inform improvements for greater consistency in teaching practice
build staff and learner capabilities in te reo Māori, tikanga Māori and mātauranga Māori.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
leaders monitor teachers’ knowledge and implementation of assessment practices to ensure consistency across the school
leaders and teachers analyse and monitor achievement data to ensure programmes continue to strengthen equitable and excellent outcomes for all learners
teachers continue to engage in relevant professional learning opportunities that will help lead to better outcomes for all learners.
Annually:
leaders evaluate the effectiveness of professional learning to ensure staff are growing their knowledge and skills to improve outcomes for learning, report this to the board and identify areas for ongoing improvement
leaders plan, monitor and evaluate programmes for individuals and groups requiring additional assistance to achieve equitable outcomes and modify where appropriate
leaders and teachers regularly gather feedback and ideas from whānau, parents and the wider community to evaluate the impact of actions on strengthening learner engagement and wellbeing at school and identify where to next.
Actions taken against these next steps are expected to result in:
sustained high levels of achievement and attendance
consistent use of assessment information that informs programmes so these meet the needs of learners
teachers’ understanding and use of high quality teaching strategies, that will promote consistency of practice across the school
regular communication and engagement with the community, ensuring the curriculum continues to reflect their aspirations for learners.
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
6 November 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).