St Therese School (Three Kings)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 83
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 463 Mt Albert Road, Three Kings, Auckland
- Territorial authority
- Puketāpapa Local Board Area
- Phone
- 09-6209441
- office@sttherese.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
Not stated on the school’s website.
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.
- Special character
- Charism is the unique spiritual gift, or spiritual culture, that a saint or community embraces and exudes. St Therese’s “Little Way” is her spiritual gift to the world and is embraced by St Therese Catholic School as our charism. The “Little Way” is a way of life that is centred around doing little things well with great love.
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
- Primary and Intermediate Netball Teams
- Primary and Intermediate Netball Teams compete in the Saturday morning netball season at Windmill Courts.
- Primary and Intermediate Netball Teams
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 3
- Māori
- 2
- Pacific
- 37
- Asian
- 37
- MELAA
- 11
- 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 | 0 | 5 | 7 | 1 | 0 | 0 | 0 | 12 |
| Year 02 | 2 | 9 | 4 | 1 | 0 | 0 | 0 | 14 |
| Year 03 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 3 |
| Year 04 | 0 | 4 | 2 | 2 | 0 | 1 | 0 | 8 |
| Year 05 | 0 | 4 | 0 | 1 | 0 | 2 | 0 | 5 |
| Year 06 | 0 | 9 | 0 | 3 | 0 | 1 | 0 | 12 |
| Year 07 | 0 | 6 | 1 | 1 | 0 | 0 | 0 | 8 |
| Year 08 | 1 | 10 | 1 | 1 | 0 | 0 | 0 | 12 |
| Total | 3 | 49 | 16 | 10 | 0 | 4 | 0 | 74 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 5 | 7 | 1 | 0 | 0 | 0 | 12 |
| Age 06 | 2 | 9 | 4 | 1 | 0 | 0 | 0 | 14 |
| Age 07 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 3 |
| Age 08 | 0 | 4 | 2 | 2 | 0 | 1 | 0 | 8 |
| Age 09 | 0 | 4 | 0 | 1 | 0 | 2 | 0 | 5 |
| Age 10 | 0 | 9 | 0 | 3 | 0 | 1 | 0 | 12 |
| Age 11 | 0 | 6 | 1 | 1 | 0 | 0 | 0 | 8 |
| Age 12 | 1 | 10 | 0 | 1 | 0 | 0 | 0 | 11 |
| Age 13 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 3 | 49 | 16 | 10 | 0 | 4 | 0 | 74 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
18.8%
| St Therese School (Three Kings) | 18.8% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 31.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 117.4% |
| European/Pākehā | 0% |
| Total | 18.8% |
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 Therese School (Three Kings) | 0% |
|---|---|
| Auckland Region | 3% |
| 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 Therese School (Three Kings) | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 470
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 2 June 1945
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
- 5 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (5 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 5 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 83 — 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.
April 2019
90
Counted while ERO’s review team was at the school. Education Review Office, report of 12 June 2019
June 2014
126
Counted while ERO’s review team was at the school. Education Review Office, report of 1 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 5 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 Therese School (Three Kings) is a Catholic school in Mount Roskill, Auckland that provides special character education for students from Years 1 to 8. Its mission is to develop passionate, faith-filled, life-long learners with the skills and knowledge to be successful community members .
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
Learner outcomes are positive and sustained over time.
Most learners achieve at or above curriculum level expectations in reading with the large majority achieving at or above curriculum levels in writing and mathematics.
Pacific learners are achieving at levels equal or above other groups of learners in reading, writing and mathematics.
Regular monitoring and use of effective strategies ensures that most learners attend regularly, well above the Ministry of Education’s target.
Responsive approaches to wellbeing create an environment where learners confidently participate, have a strong sense of belonging and know their cultures are valued.
Conditions to support learner success
Leaders create and sustain a culture committed to achieving positive outcomes for learners.
Leaders guide teacher practice to adapt and respond to learners’ interests and needs in targeted ways.
Leaders implement effective systems and processes and ensure that professional development is aligned with strategic priorities and improved learner outcomes.
Clear, cohesive strategic and annual planning and achievement targets for learners are developed and monitored to ensure learners meet goals relevant to them.
Effective curriculum delivery and intentional teaching approaches achieve positive outcomes for learners.
Effective planning builds students’ foundational skills in literacy and numeracy through structured, responsive, well-paced learning opportunities.
Teachers and support staff know students well, tailoring learning to meet their individual needs in an orderly and positive learning environment.
The curriculum is regularly reviewed to ensure it is fit for purpose and reflects local contexts in a way that builds on learner’s experiences, knowledge and understanding.
Planning for improvement is well informed by evidence and in partnership with the school’s community.
Leaders skilfully use achievement information across year levels and learning areas to monitor student progress, identify areas for improvement and plan development strategies.
Established partnerships between the school, specialists and parents ensure learners with additional and complex needs receive interventions aligned to their specific educational needs.
Learners experience an inclusive culture, enabled through caring and respectful relationships between teachers, students and whānau , with regular opportunities provided for parents to be involved in their children’s learning.
In consultation with the community, the board of trustees sets and pursues a number of improvement goals and targets, including raising the progress and achievement of all learners.
Part B: Where to next?
The agreed next steps for the school are to:
further strengthen the local curriculum to ensure it is responsive to learners, is aligned with changes to The New Zealand Curriculum and is clearly structured with sequenced steps
improve accessibility of data for classroom teachers, to inform planning and responding to learner needs and improve outcomes for all learners
continue to build teachers’ confidence and capability in use of te reo Māori , knowledge of tikanga Māori and explore connections with local iwi , so that all learners have a greater understanding of Aotearoa New Zealand.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
develop a plan to further strengthen the local curriculum to ensure it is responsive to learners and is clearly structured with sequenced steps
implement methods that makes data more accessible for classroom teachers
decide on and implement initiatives for continuing to improve confidence and capability in use of te reo Māori and tikanga Māori.
Every six months:
implement initiatives to progress the strengthening of the local curriculum
upskill and provide professional learning on use of data analysis to inform classroom teaching
continue to embed ways of incorporating use of te reo Māori and tikanga Māori.
Annually:
collect staff and student voice to evaluate progress on strengthening of local curriculum to ensure it is responsive to learners
review classroom teachers’ use of data to inform planning and responding to learner needs
monitor the progress of the integration of te reo Māori and tikanga into everyday use and of learners’ understanding of their role in giving effect to Te Tiriti o Waitangi.
Actions taken against these next steps are expected to result in:
a strengthened local curriculum that is responsive to learners, ensures alignment with the New Zealand Curriculum and is clearly structured with sequenced steps
teachers comfortably accessing and using data to inform teaching, able to be more responsive to learner’s needs in targeted ways to improve outcomes for all learners
teachers and learners demonstrate increased confidence in the use of te reo and tikanga, connection to local iwi and history and their role of giving effect to Te Tiriti o Waitangi.
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
5 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).