St Teresa's School (Featherston)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 117
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 63 Bell Street, Featherston
- Territorial authority
- South Wairarapa District
- Phone
- 06-3089064
- office@teresas.school.nz
- Website
- http://www.teresas.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
- Uniform
- Required
All students must be in full school uniform every day.
- Required
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
- swimming
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- athletics
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- cross country
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- rugby
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- football
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- mini-ball
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- rippa rugby
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- chess
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- hockey
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- softball
We take part in cluster events such as swimming, athletics, cross country, rugby, football, mini-ball, rippa rugby, chess, hockey and softball.
- swimming
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 93
- Māori
- 37
- Pacific
- 8
- Asian
- 15
- MELAA
- 3
- 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 | 2 | 1 | 0 | 13 | 0 | 15 |
| Year 02 | 5 | 1 | 0 | 0 | 0 | 10 | 0 | 12 |
| Year 03 | 2 | 0 | 3 | 0 | 1 | 9 | 0 | 12 |
| Year 04 | 4 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Year 05 | 6 | 2 | 4 | 0 | 1 | 12 | 0 | 17 |
| Year 06 | 4 | 1 | 3 | 0 | 0 | 11 | 0 | 16 |
| Year 07 | 1 | 1 | 3 | 1 | 1 | 9 | 0 | 12 |
| Year 08 | 5 | 0 | 1 | 0 | 0 | 10 | 0 | 14 |
| Total | 31 | 6 | 16 | 2 | 3 | 84 | 0 | 109 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 1 | 2 | 1 | 0 | 12 | 0 | 14 |
| Age 06 | 6 | 1 | 0 | 0 | 0 | 11 | 0 | 13 |
| Age 07 | 2 | 0 | 3 | 0 | 1 | 8 | 0 | 11 |
| Age 08 | 4 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 09 | 6 | 2 | 4 | 0 | 1 | 13 | 0 | 18 |
| Age 10 | 4 | 1 | 3 | 0 | 0 | 10 | 0 | 15 |
| Age 11 | 0 | 0 | 2 | 1 | 1 | 9 | 0 | 11 |
| Age 12 | 5 | 1 | 2 | 0 | 0 | 9 | 0 | 13 |
| Age 13 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 3 |
| Total | 31 | 6 | 16 | 2 | 3 | 84 | 0 | 109 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Teresa's School (Featherston) | 0% |
|---|---|
| Wellington Region | 24.7% |
| 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 Teresa's School (Featherston) | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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 Teresa's School (Featherston) | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 January 1954
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
- 22 January 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 January 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 22 January 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 117 — 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.
June 2019
98
Counted while ERO’s review team was at the school. Education Review Office, report of 28 August 2019
June 2016
98
Counted while ERO’s review team was at the school. Education Review Office, report of 24 August 2016
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 22 January 2024 — “Te Ara Huarau | School Profile Report” — 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 21 months of the Education Review Office and St Teresa’s School (Featherston) 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 Teresa’s School is an integrated Catholic primary school located in Featherston . It provides education for learners from years 1 to 8. A new principal was appointed at the beginning of 2023.
St Teresa’s School (Featherston) ’s strategic priorities for improving outcomes for learners are:
that students are engaged in their learning and feel confident, valued, and successful
to involve whānau in the child’s education
to increase the school roll by developing and promoting an attractive, holistic approach to education.
You can find a copy of the school’s strategic and annual plan on St Teresa’s School (Featherston) ’s website.
In 2024 the school is implementing new documentation to support a clearly articulated localised curriculum that weaves together:
Te Mātaiaho ,
Tō Tātou Whakapono (the school’s faith based special character) and
Te Marautanga o Ngāti Kahungunu ki Wairarapa
to grow lifelong learners in a student-centred environment.
ERO and the school are working together to evaluate the impact of the refreshed local curriculum on progress, achievement, and wellbeing outcomes for ākonga .
The rationale for selecting this evaluation is to:
develop ākonga confidence and capability as learners
increase engagement of learners and whānau
ensure cultural competency is embedded across the school.
The school expects to see:
consistent, effective teaching and assessment practices
confident students who can successfully articulate their learning to make further progress and thrive
achievement in the senior area of the school lifted for all students
reduced disparity for boys overall and Māori learners in writing.
Strengths
The school can draw from the following strengths to support its goal to grow lifelong learners in a student-centred environment:
a commitment by staff to strengthen learner outcomes
community voice has been gathered and analysed to inform the development of the new curriculum
implementation of robust systems and processes to support teaching and learning and monitor progress and achievement
existing opportunities that connect the school with the community to support and enhance the localised curriculum
opportunities within the Southern Wairarapa Kāhui Ako to work collaboratively to support this goal.
Where to next?
Moving forward, the school will prioritise:
continued development of documentation to support implementation of the localised curriculum and share this with the school community
professional learning and development to support the inclusion of Te Marautanga o Ngāti Kahungungu ki Wairarapa , and grow the capability of all staff in cultural competency
ongoing analysis of wellbeing and achievement data, and ākonga and whānau engagement to inform future planning and resourcing and evaluate the impact of this initiative.
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
22 January 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).