St Patrick's School (Greymouth)

St Patrick's School (Greymouth)

Te Ara Huarau | School Profile Report


This Profile Report was written within five months of the Education Review Office and St Patrick’s School (Greymouth) 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.


St Patrick’s School (Greymouth) is a state-integrated, Catholic, primary school located in Westland. It provides education for learners in years 1 to 8. St Patrick’s (Greymouth) aspires for their learners, through faith and excellence to be just, resilient, enterprising, skilled communicators and team players. A first-time principal has led the school since 2021.

St Patrick’s School (Greymouth)’s strategic priorities for improving outcomes for learners are:

  • teaching and learning will be responsive to student needs and informed by clear, evidence-based student achievement goals which will be monitored, reviewed, and reported regularly

  • students at risk of not achieving the school’s baseline goals in literacy and numeracy will be identified and supported with responsive teaching and learning plans

  • to develop and implement strategies to assist students to reach their full potential. This will include identifying and catering for gifted and talented learners

  • all students will experience successful transition into the school, then between each year level, and onto high school.

A copy of the school’s strategic and annual plan is available on request from St Patrick’s School (Greymouth).

ERO and the school are working together to evaluate the impact of strengthening teachers’ literacy practices to improve student achievement.

The rationale for selecting this evaluation is:

  • the school has identified that a number of students have yet to meet school-wide expectations in literacy

  • to build consistent and sustainable literacy practices, including assessment, across the school.

The school expects to see:

  • improved student literacy achievement throughout the school, with accelerated progress for those identified as needing it

  • increased teacher knowledge, skills, and consistency of practices for the teaching of literacy.


The school can draw from the following strengths to support its goal to evaluate the strengthening teachers’ literacy practices to improve student achievement:

  • teachers and leaders work collaboratively to promote student achievement and wellbeing

  • the school systematically uses achievement and wellbeing data to identify students’ needs, including those needing acceleration

  • achievement data across the school shows that outcomes for learners are becoming increasingly equitable.

Where to next?

Moving forward, the school will prioritise:

  • using clear, evidence-based student achievement goals so that teachers are increasingly responsive to students’ individual needs

  • targeted professional learning for support and teaching staff in literacy strategies so that literacy practices are more consistent across the school

  • refining systems for monitoring, tracking, and reporting student achievement outcomes and progress so that teachers know the impact of their practices.

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
27 September 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

St Patrick's School (Greymouth)

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026

As of July 2023, the St Patrick’s School (Greymouth) Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Actions for Compliance

ERO has identified the following areas of non-compliance during the board assurance process: 

  • the school needs to check a primary identity document and a secondary identity document, required for safety checking of workforce [Children’s Act 2014] 

  • the Board needs to have regularly obtained and considered information from New Zealand Police vets for all persons employed or engaged as paid children’s workers [Section 27, Children’s Act 2014, Section 597, Education and Training Act 2020].

The board has since taken steps to address the areas of non-compliance identified.

Further Information

For further information please contact St Patrick’s School (Greymouth), School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website.

Shelley Booysen
Director of Schools
27 September 2023 

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.

St Patrick's School (Greymouth) - 23/05/2019

School Context

St Patrick’s School, is a state integrated Catholic school in Greymouth for students in Years 1 to 8. The school roll is 154 students, many whom come from diverse cultural backgrounds.

The school’s vision is for students to: ‘be inspired to live and share the Catholic faith; to reach their full potential; embrace integrity; respect themselves and others; become lifelong learners and fully integrated members of the community.’ The motto is: ‘Faith, Good Works and Striving for Excellence.’

Valued outcomes for students are to: ‘aspire through Faith and Excellence to be just, resilient, enterprising, skilled communicators and team players.’

Key strategic goals for school leaders and teachers are to provide a Christ-centred learning environment; ensure an inclusive school; foster wider community collaboration; and provide a safe, inclusive supportive environment for all.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics, and all learning programmes
  • wellbeing, special character and the school’s virtues.

Since the 2015 ERO review, there have been some changes in staffing. The board is currently preparing for the appointment of a new principal. The school is actively involved in the Toki Pounamu cluster group, ensuring all students have access to the wider curriculum through digital technology.

The school is a member of the Māwhera Kāhui Ako|Community of Learning.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is effectively achieving equitable and excellent outcomes for the majority of its students in literacy, mathematics and wellbeing.

School information shows that in 2018, most students, including Māori, achieved or exceeded curriculum expectations in reading. The majority of these students achieved or exceeded curriculum expectations in writing and mathematics.

There is some disparity in writing achievement for boys, with girls achieving significantly higher. There is also some disparity for Māori students in mathematics in relation to the school’s expectations.

All children are well supported and benefit from programmes of learning that develop their understanding of the school’s values, virtues and The New Zealand Curriculum key competencies.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

The school effectively identifies and closely monitors the Māori and other students who need to have their learning accelerated. These students are well supported to make progress in their learning. However, the overall picture of accelerated progress for targeted groups of students is not yet clearly reported.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

The school’s inclusive and welcoming culture fosters positive relationships. The Catholic special character, values and virtues are well embedded and are central to the wider school’s identity and promote equity and excellence. There is a strong focus on the wellbeing of children, families and staff. Meaningful partnerships and connections are valued and fostered within and beyond the school.

Students experience a broad range of learning opportunities within and beyond the school. Good use of local expertise and resources support meaningful teaching and learning activities. Leaders and teachers regularly reflect on learning programmes and make appropriate changes to meet the needs and interests of learners.

Teachers know children well and support a strong sense of belonging and connection with the school and parish. Children’s specific learning needs are clearly identified and closely monitored. Targeted programmes and in-class support enhance children’s learning, progress and achievement.

Senior students have a range of leadership opportunities that contribute to their learning and support wellbeing across the school. The close link and ongoing partnership with the Catholic high school contribute to well-managed transitions for senior students.

Teachers benefit from long-standing collaborations within the school and with other education providers to build their capacity and teaching practices. They regularly participate in targeted professional learning opportunities that relate specifically to the school’s annual priorities. There are clear expectations for teachers that guide the enactment of the curriculum and assessment. Good use is made of teachers’ strengths and expertise to support teaching and learning.

The board is well informed about all aspects of school operations, including student progress, achievement and wellbeing, through regular, detailed reports. Strategic provision of resourcing to support teaching and learning is responsive to the identified strengths, needs and interests of students and staff.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

School leaders and teachers need to further analyse schoolwide information to:

  • report on the sufficiency of progress for those students who are at risk of not achieving at expected levels

  • know more about the impact of initiatives and programmes

  • identify specific targeted teaching strategies to support improved learning outcomes

  • know about the effectiveness of teaching strategies that support equity and excellence in learning.

School leaders have identified that they need to further develop aspects of the localised curriculum to better reflect New Zealand’s bicultural heritage and identity.

The appraisal process needs to be refined and strengthened to ensure that the requirements of the Teaching Council are made clear.

3 Board Assurance on Legal Requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of St Patrick’s School performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • prioritising and promoting the school’s values, virtues and special character
  • the positive and inclusive school culture that builds a sense of belonging and wellbeing for students
  • the collaborative and supportive links within and beyond the wider school community.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • analysing schoolwide information to improve outcomes for students
  • incorporating bicultural perspectives into the wider localised curriculum
  • clarifying the appraisal process to ensure the school meets all requirements of the Teaching Council.

Alan Wynyard

Director Review and Improvement Services

Southern Region

23 May 2019

About the school



Ministry of Education profile number


School type

State Integrated Catholic Primary (Years 1 to 8)

School roll


Gender composition

Girls 52%, Boys 48%

Ethnic composition

Māori 18%

NZ European/Pākehā 57%

Asian 12%

Pacific 5%

Other ethnicities 8%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

March 2019

Date of this report

23 May 2019

Most recent ERO report(s)

Education Review October 2015
Education Review February 2011
Education Review March 2010