Sts Peter and Paul School (L.Hutt)

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.

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. 

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