The Board  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.  

Luke McSoriley


Proprietor Rep

Richard Poff

Deputy Chairperson

Proprietor Rep 

Simon Vaughan

Proprietor Rep


Kari Graber

Elected by Parents

Tamara Pine

Elected by Parents

Nigel Robertson

Elected by Parents 

Sheree Marrah

Elected by Parents 

Father Anthony Harrison

Parish Priest
Proprietor Rep

Julian Ineson


Nicki Radka

Staff Representative

Jacqueline Hudson

Elected by Parents


Concerns and Complaints Policy 


Smokefree Policy  

Bullying Policy  



Privacy Policy 

Special Character Policy 

Annual Financial Statement Audit


Sun Smart 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)