Sts Peter and Paul School (L Hutt)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 442
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Myrtle Street, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5695759
- admin@stpeterpaul.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
Not stated on the school’s website.
- Where to buy the uniform
- https://stpeterpaul.nzuniforms.com/
Our school uniform is available through NZ Uniforms. Uniform items can be purchased either online or in person. Available 24/7: [stpeterpaul.nzuniforms.com](https://stpeterpaul.nzuniforms.com/)
- https://stpeterpaul.nzuniforms.com/
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 174
- Māori
- 42
- Pacific
- 44
- Asian
- 239
- MELAA
- 26
- 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 | 3 | 6 | 47 | 0 | 0 | 11 | 0 | 63 |
| Year 02 | 6 | 5 | 34 | 3 | 0 | 16 | 0 | 53 |
| Year 03 | 8 | 4 | 33 | 2 | 0 | 23 | 0 | 60 |
| Year 04 | 5 | 4 | 36 | 4 | 0 | 20 | 0 | 60 |
| Year 05 | 6 | 8 | 32 | 5 | 0 | 25 | 0 | 66 |
| Year 06 | 4 | 3 | 24 | 0 | 0 | 24 | 0 | 50 |
| Year 07 | 8 | 6 | 25 | 1 | 0 | 34 | 0 | 64 |
| Year 08 | 5 | 6 | 13 | 2 | 0 | 18 | 0 | 37 |
| Total | 45 | 42 | 244 | 17 | 0 | 171 | 0 | 453 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 6 | 46 | 0 | 0 | 11 | 0 | 62 |
| Age 06 | 6 | 5 | 33 | 3 | 0 | 16 | 0 | 52 |
| Age 07 | 8 | 4 | 35 | 2 | 0 | 22 | 0 | 61 |
| Age 08 | 5 | 5 | 36 | 4 | 0 | 22 | 0 | 62 |
| Age 09 | 6 | 7 | 31 | 4 | 0 | 24 | 0 | 63 |
| Age 10 | 4 | 3 | 26 | 1 | 0 | 24 | 0 | 53 |
| Age 11 | 7 | 5 | 21 | 1 | 0 | 30 | 0 | 57 |
| Age 12 | 5 | 6 | 13 | 2 | 0 | 17 | 0 | 34 |
| Age 13 | 1 | 1 | 3 | 0 | 0 | 5 | 0 | 9 |
| Total | 45 | 42 | 244 | 17 | 0 | 171 | 0 | 453 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Sts Peter and Paul School (L Hutt) | 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%
| Sts Peter and Paul School (L Hutt) | 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%
| Sts Peter and Paul School (L Hutt) | 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)
- 380
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1929
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
- 2
- Last reviewed
- 15 September 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 15 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for learners in Years 1 to 8
- Years 1 to 8
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 442 — 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.
March 2019
427
Counted while ERO’s review team was at the school. Education Review Office, report of 16 May 2019
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 15 September 2025 — “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
Sts Peter and Paul School is a state integrated Catholic school located in Lower Hutt and provides education for learners in Years 1 to 8. The school’s roll is currently 462, 50% of learners identify as Asian, 42% as New Zealand European/ Pākehā , 10% as Māori , 8% of Pacific heritage and 5% as Middle Eastern, Latin American or African.
The school’s vision is ‘ To nurture independent and collaborative learners who are creative, critical and caring in their thinking, strengthened by their Catholic Identity.’ The school’s values are Joy, Faith, Aroha and Stewardship.
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
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? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from excellent 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 65% 65 to 79% 80 to 90% Over 90%
Reading Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more 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 small majority of learners 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 improving towards or beyond the target.
Chronic absence is reducing over time.
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 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set for 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
High levels of achievement in literacy and numeracy underpin learner progress across the curriculum.
Learners who have unique learning needs are well supported and catered for through targeted, personalised learning programmes.
School leaders foster a strong culture of continuous improvement and a commitment to providing excellent quality teaching and learning programmes.
Structured literacy approaches are well-established across all year levels of the school. The school is implementing and refining structured mathematics programmes that align with new curriculum initiatives.
Learners benefit from a rich and deep curriculum grounded in a strong foundation that reflects the school’s faith-based values.
Targeted professional learning opportunities contribute to building the collective capabilities of all staff and draw upon evidence from research.
School leaders and teaching staff work collaboratively and demonstrate shared responsibility to improve learner outcomes through effective embedded inquiry and evaluation practices.
Key priorities
Reduce disparity in writing for identified groups of learners.
Further enhance assessment and moderation processes to ensure collective understanding and consistency across the school.
Increase regular attendance to meet the Government target.
Actions to bring about improvement
Every six months:
leaders and teachers review and refine assessment and moderation processes to align with new curriculum requirements
leaders and teachers explore the effectiveness of teaching and learning initiatives that focus on reducing disparity in writing for identified groups of learners
leaders and the School Board review and analyse schoolwide attendance information and report to the school community on the progress made towards meeting attendance targets
Annually:
leaders and the School Board review the impact of teaching and learning, assessment and moderation practices on student outcomes, including achievement in writing, to guide future steps and identify further improvement initiatives
the school, including the School Board collectively review and evaluate family-related initiatives that have been successful in raising levels of regular attendance to support future measures.
Expected outcomes
Schoolwide curriculum delivery and assessment practices align with the new curriculum requirements and lead to high achievement and progress for all learners.
Improved writing achievement for identified groups of learners.
Increased rates of regular attendance that meet government targets.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
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
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
15 September 2025
Read the full report on ero.govt.nz →
All 2 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).