easy bootstrap web page generator software

Board of Trustees 

The board of trustees is a Crown entity. A Crown entity is an organisation that is part of New Zealand's public sector. The board's job is to see that everything that needs to be done gets done - legally, ethically, and as well as possible in the best interests of its students.


The board acts in a stewardship role and is entrusted to work on behalf of all stakeholders. It is accountable for the school’s performance, emphasises strategic leadership, sets the vision for the school and ensures compliance with legal and policy requirements.

Board policies are at a governance level and outline clear delegations to the principal. The board and principal form the leadership team with the role of each documented and understood. 

The board is proactive rather than reactive in its operations and decision-making and does not involve itself in the administrative details of the day to day running of the school. 

A Catholic School board is comprised of 5 parent elect, 4 Proprietor representatives, staff rep. and the principal.  

Davina Mackley


Elected by Parents

Luke McSoriley

Deputy Chairperson

Elected by Parents 

Bede Quill



Christopher Telfer


Clare Lenihan


Anna McKay

Elected by Parents 

Chris Harvey

Elected by Parents 

Sheree Marrah

 Elected by Parents

Father Anthony Harrison

Parish Priest


Julian Ineson


Julie McElhinney

Deputy Principal 
(Staff Representative)
Elected by Staff


Concerns and Complaints Policy 


Smokefree Policy  

Financial Statement

Communications Policy

Bullying Policy 

What others say about our school

"St Theresa’s School is effective in accelerating learning for those students who need extra support to succeed in their learning. All students receiving support accelerated their learning appropriately. "(ERO 2019)
"A distributed leadership model is building capacity for teachers to make use of their areas of expertise and experience, and to sustain improvement. Leaders make strategic resourcing decisions directed at improving student outcomes, including specialist teacher aides and reading recovery programmes. " (ERO 2019)
"The school and its community are engaged in reciprocal learning-centred relationships. Leaders make use of networks of local early childhood centres and schools to support transitions for students and to enhance extra-curricular opportunities." (ERO 2019)
"Effective culturally responsive initiatives are supporting all students, their whānau and community to participate actively in school life. Teaching and learning reflects increasing confidence in te reo Māori and te ao Māori within the context of the school’s special character. " (ERO 2019)