St Peter's Catholic School (Cambridge)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 196
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 22 Anzac Street, Cambridge
- Territorial authority
- Waipa District
- Phone
- 07-8276623
- office@stpeterscatholic.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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 is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- school swimming sports
All students take part in the school swimming sports.
- school swimming sports
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 140
- Māori
- 14
- Pacific
- 7
- Asian
- 47
- MELAA
- 19
- Other
- 1
- 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 | 4 | 1 | 6 | 4 | 0 | 9 | 0 | 19 |
| Year 02 | 1 | 3 | 8 | 2 | 0 | 18 | 0 | 29 |
| Year 03 | 4 | 0 | 4 | 2 | 0 | 14 | 0 | 19 |
| Year 04 | 1 | 0 | 3 | 3 | 1 | 20 | 0 | 24 |
| Year 05 | 2 | 0 | 7 | 2 | 0 | 19 | 0 | 26 |
| Year 06 | 3 | 2 | 5 | 2 | 0 | 17 | 0 | 26 |
| Year 07 | 2 | 1 | 7 | 4 | 0 | 12 | 0 | 21 |
| Year 08 | 1 | 2 | 1 | 2 | 0 | 13 | 0 | 18 |
| Total | 18 | 9 | 41 | 21 | 1 | 122 | 0 | 182 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 1 | 6 | 4 | 0 | 8 | 0 | 18 |
| Age 06 | 1 | 3 | 8 | 2 | 0 | 19 | 0 | 30 |
| Age 07 | 4 | 0 | 4 | 2 | 0 | 15 | 0 | 20 |
| Age 08 | 1 | 0 | 3 | 3 | 1 | 20 | 0 | 24 |
| Age 09 | 0 | 0 | 6 | 2 | 0 | 13 | 0 | 20 |
| Age 10 | 5 | 2 | 6 | 2 | 0 | 22 | 0 | 31 |
| Age 11 | 2 | 1 | 6 | 3 | 0 | 12 | 0 | 20 |
| Age 12 | 1 | 2 | 2 | 3 | 0 | 12 | 0 | 18 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 18 | 9 | 41 | 21 | 1 | 122 | 0 | 182 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
16.7%
| St Peter's Catholic School (Cambridge) | 16.7% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 34.4% |
|---|---|
| Male | 0% |
| Māori | 173.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 16.7% |
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
24.5%
| St Peter's Catholic School (Cambridge) | 24.5% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 51% |
|---|---|
| Male | 0% |
| Māori | 246.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 24.5% |
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
12.4%
| St Peter's Catholic School (Cambridge) | 12.4% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 26.3% |
|---|---|
| Male | 0% |
| Māori | 124.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 12.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 399
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1904
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 April 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (26 May 2022)
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 26 May 2022 — 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 area of non-compliance during the board assurance process:
working towards offering students opportunities for learning second or subsequent languages in Years 7-8.
[The New Zealand Curriculum]
The board has since taken steps to address the area of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 30 April 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 0 to 8
provides education for learners in Years 0 to 8
- Years 0 to 8
What ERO wrote in its latest report
This is ERO’s report of 30 April 2026 — “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 Peter’s Catholic School provides education for learners in Years 0 to 8. The school’s roll of 192 includes 55% New Zealand European/ Pākehā students, 8% M āori students and small numbers of students from a wide range of other cultures.
The school has strong links to the St Peter’s Parish and supports learners to “walk as one with Christ as they grow and learn in our faith community - Me haere tahi tātou me Te Ariki .”
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
Improvement and progress
This section is about the progress the school has made since the May 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
Priorities from the last review were to evaluate how well school conditions contribute to improving student achievement and enable equitable and excellent outcomes for all learners. The school expected to implement consistent assessment practices, develop and sustain cultural competency and empower parents and whānau in quality learning partnerships.
Findings
The embedding of robust assessment practices strengthened the consistency and reliability of school-wide data, improved the quality of targeted teaching and learning, and enabled equitable outcomes for all learners. Purposeful engagement with parents and families supports collaborative learning partnerships. An increased focus on local iwi stories and bicultural contexts for learning promotes an inclusive and authentic local curriculum.
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 high 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain foundational 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
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 reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range 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 64% 65 to 79% 80 to 90% Over 90%
Reading Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Most 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 large majority of students 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.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well 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 has 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 Government reading, writing and mathematics targets and is likely to meet them by 2030.
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 experience high levels of academic success, make positive progress and achieve equitable outcomes.
Students requiring additional support for learning and wellbeing are clearly identified and responsive strategies are implemented to address their holistic needs.
Leadership fosters a culture committed to high quality teaching and works collaboratively to develop and achieve the school’s strategic vision and improvement goals.
A consistent approach to the teaching of structured literacy and mathematics is well embedded and supports students to gain strong foundation skills for learning.
Students have a wide range of opportunities to participate and learn in a broad and rich curriculum. The school’s special character contributes to a strong sense of belonging for students and calm and settled environments for learning.
Clear guidelines, regular collaboration and the provision of professional learning opportunities strengthen teacher capability to respond to students’ needs and enable consistency of practice across the school.
Leaders and teachers regularly inquire into students’ progress in learning to inform targeted planning for improvement. The St Peter’s Catholic School Board makes well-informed decisions to enable equitable opportunities for students to learn and succeed.
Key Priorities
Sustain high levels of overall achievement.
Further challenge students to excel and achieve excellence.
Strengthen aspects of internal evaluation.
Engage with parents to strengthen strategies to increase rates of regular attendance.
Actions to bring about improvement
Within three months:
leaders and the Board extend annual targets to include a focus on challenging students in their learning and increasing the number exceeding in reading, writing and mathematics
Every six months:
the principal and teachers monitor the attendance target, report to the board on progress and share key insights with parents to strengthen collective responsibility for improvement
leaders and teachers inquire deeply into a range of school data and implement further strategies to improve outcomes for identified learners
Annually:
the principal and Board review the attendance management plan and address any ongoing barriers to regular attendance
leaders formally report on student outcomes and effectiveness of the school’s targeted action, and work with the board to identify future priorities for continuous school improvement.
Expected outcomes
Increased and sustained levels of equity and excellence for all learners.
Increased rates of regular attendance meet the target of 80%.
Strengthened evaluation practices improve targeted planning and outcomes for students.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
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 area of non-compliances during the board assurance process:
having a fire evacuation scheme approved by Fire and Emergency New Zealand (FENZ) and notifying FENZ of the result of trial evacuations.
[Regulations 18-19 and 32 of Fire and Emergency New Zealand (Fire Safety, Evacuation Procedures, and Evacuation Schemes) Regulations 2018]
The St Peter’s Catholic School Board has taken steps to address the area of non-compliance identified.
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self-review of its implementation of the Code.
No international students were enrolled at the time of the ERO review.
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
30 April 2026
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).