St Teresa's School (Karori)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 125
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 299 Karori Road, Karori, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-9391725
- office@stteresas.ac.nz
- Website
- http://www.stteresas.ac.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · 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
Compulsory Uniform for St Teresa’s School Karori
- Required
- Getting there
- Metlink Route 18 – Karori ↔ Miramar; key stops in Karori: Karori Mall, Marsden Village, stopping a few stops before St Teresa's bus stop. Every 20–30 minutes on weekdays; hourly on weekends
- Route 18 – Karori ↔ Miramar - Route: Karori (Allington Road) → Kelburn → Victoria University → Newtown → Kilbirnie → Miramar (Darlington Road) - Frequency: Every 20–30 minutes on weekdays; hourly on weekends - Operating Hours: Weekdays from 6:11 AM to 7:45 PM; weekends from 6:38 AM to 7:38 PM - Key Stops in Karori: Karori Mall, Marsden Village. This bus stops a few stops before St Teresa's bus stop.
- Metlink Route 18 – Karori ↔ Miramar; key stops in Karori: Karori Mall, Marsden Village, stopping a few stops before St Teresa's bus stop. Every 20–30 minutes on weekdays; hourly on weekends
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3024
Details of our [online enrolment form](https://enrolments.linc-ed.com/apply/NZ/3024)
- https://enrolments.linc-ed.com/apply/NZ/3024
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.
- International students
- Accepted, as stated
St Teresa’s accepts students who are staying in New Zealand temporarily, as fee-paying students.
- Accepted, as stated
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
- St Teresa’s School Netball Club
St Teresa’s School Netball Club St Teresa’s Netball club is run by volunteers of St Teresa’s.
- FutureFerns programme for years 1 and 2
We also offer a FutureFerns programme for years 1 and 2.
- Miniball – Years 5 and 6 only
- Basketball – Years 7 and 8 only
- Music Lessons at School
Lewis Eady – Music Lessons at School
- Friday Running Club
Friday Running Club This is the St Teresa's Running Club at Karori Park last Friday morning.
- St Teresa’s School Netball Club
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 51
- Māori
- 12
- Pacific
- 13
- Asian
- 58
- MELAA
- 11
- Other
- 2
- 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 | 0 | 5 | 0 | 0 | 3 | 0 | 7 |
| Year 02 | 0 | 2 | 4 | 1 | 0 | 2 | 0 | 9 |
| Year 03 | 2 | 0 | 8 | 2 | 0 | 4 | 0 | 14 |
| Year 04 | 3 | 2 | 5 | 2 | 1 | 7 | 0 | 14 |
| Year 05 | 0 | 1 | 7 | 1 | 0 | 6 | 0 | 15 |
| Year 06 | 1 | 1 | 4 | 2 | 1 | 4 | 0 | 11 |
| Year 07 | 2 | 6 | 7 | 2 | 0 | 13 | 0 | 26 |
| Year 08 | 0 | 3 | 5 | 1 | 1 | 12 | 0 | 19 |
| Total | 9 | 15 | 45 | 11 | 3 | 51 | 0 | 115 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 4 | 0 | 0 | 3 | 0 | 6 |
| Age 06 | 0 | 2 | 5 | 1 | 0 | 2 | 0 | 10 |
| Age 07 | 2 | 0 | 8 | 2 | 0 | 5 | 0 | 15 |
| Age 08 | 3 | 2 | 4 | 2 | 1 | 7 | 0 | 13 |
| Age 09 | 0 | 1 | 8 | 1 | 0 | 5 | 0 | 15 |
| Age 10 | 1 | 1 | 4 | 2 | 1 | 4 | 0 | 11 |
| Age 11 | 2 | 4 | 7 | 2 | 0 | 10 | 0 | 21 |
| Age 12 | 0 | 4 | 3 | 1 | 1 | 14 | 0 | 20 |
| Age 13 | 0 | 1 | 2 | 0 | 0 | 1 | 0 | 4 |
| Total | 9 | 15 | 45 | 11 | 3 | 51 | 0 | 115 |
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 (Karori) | 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 (Karori) | 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 (Karori) | 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)
- 390
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 31 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (31 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 same report — the board assurance report of 31 October 2024 — 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 areas of non-compliance during the board assurance process:
staff must be aware of and equipped to enact child protection policies, procedures and guidelines. [Section 18 &19, Children’s Act 2014; Section 15 Oranga Tamariki Act 1989]
The board has addressed the area of non-compliance identified.
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 125 — 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 2018
149
Counted while ERO’s review team was at the school. Education Review Office, report of 30 October 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 31 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 Teresa’s School ( Karori ) is located in Karori , Wellington and provides education for students in Years 1 to 8. The school’s mission states that they are a “Catholic community, nurturing motivated faith-filled learners inspired to achieve their best”.
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
Most learners are engaged and make sustained progress.
Most learners achieve at the appropriate curriculum level for reading, writing and mathematics.
Data on the progress and achievement of year group cohorts and Māori and Pacific learners schoolwide is unknown; while staff and leaders collect information to track and monitor individual learners, the school does not analyse data to know the impact of teaching and learning on groups of students.
Regular attendance is lower than the Ministry of Education attendance target; the school is working with parents and whānau to support the regular attendance of students.
Conditions to support learner success
Collaborative leadership is building positive conditions to improve learner outcomes.
Leaders create a positive environment that is inclusive, values diversity and promotes student wellbeing for learning.
Leadership fosters a culture of high-quality teaching through well-considered professional development for teachers.
Learners with additional needs are well supported and make progress against challenging goals set in their individual education plans; external agencies are involved when appropriate.
Teachers are growing and embedding effective teaching practices.
Teachers use a range of explicit teaching skills consistently to enable student understanding and mastery of literacy and mathematical concepts.
A wide range of assessment tools are used effectively to support targeted teaching and accelerate the progress of students; those student’s achieving below their expected level are closely tracked and monitored to know the impact of strategies put in place to support them.
Teachers foster positive classroom relationships that empower students to ask for help with their learning when they require it.
Key school conditions promote learners’ wellbeing and engagement in learning.
Catholic values are highly evident schoolwide and underpin the inclusive response to enhancing students’ attendance, wellbeing, engagement and learning.
Relationships with the school community are promoted by close links to the church parish; partnerships with Māori whānau and Pacific families are being strengthened to ensure all members of the community contribute to the strategic direction of the school.
Board members know their roles and responsibilities well; they appropriately scrutinise achievement data to inform strategic decisions for improvement.
Teachers are beginning to integrate te reo Māori and tikanga Māori into the classroom environment to strengthen their commitment to Te Tiriti o Waitangi .
Part B: Where to next?
The agreed next steps for the school are to:
strengthen the use and analysis of data to identify, track and monitor progress and achievement of groups of learners to inform responsive teaching strategies
examine the impact of initiatives and programmes on improving outcomes for groups of students to inform ongoing strategic planning
continue to strengthen partnerships with Māori whānau and Pacific aiga so their input can be authentically gathered to inform the strategic direction of the school.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
regularly analyse, monitor and respond to attendance data, and progress and achievement information, both school-wide and for groups of students
continue to build partnerships with Pacific and Māori whānau through regular hui and fono to gather their aspirations for learner success
Annually:
review the impact of teaching and learning programmes on achievement outcomes to know what has been successful and what needs further improvement to inform ongoing strategic direction; ensuring information is also analysed for groups of students to identify any trends or patterns that may need addressing
report to the board and community on the impact of initiatives to strengthen progress, achievement and attendance, and identify areas for potential improvement
continue to work with families to promote the regular attendance of students.
Actions taken against these next steps are expected to result in:
more students attending regularly and achieving at appropriate curriculum levels
knowing the impact of initiatives on students and groups of students, to inform next steps for learners and to respond to any disparity identified
reciprocal learning partnerships between parents, whānau and the school that inform strategic direction and planning and support learner success.
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
31 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).