Maangere Bridge School

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 328 — 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.

1. March 2019

   381

   Counted while ERO’s review team was at the school. Education Review Office, report of 24 May 2019

2. June 2016

   384

   Counted while ERO’s review team was at the school. Education Review Office, report of 19 August 2016

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 23 October 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 stage 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

Mangere Bridge School is located at the base of Te Pane o Mataoho, Mangere Mountain. The school provides education for learners in Years 1 to 6. Of the 370 students on the roll, 40% are of Pacific heritage, 39% identify as Māori , 11% Pākehā | New Zealand European and 10% Asian, Middle Eastern, Latin American or African.

Te Hiaroa is the Māori bilingual unit, established together with whānau and the community. It has a roll of over 50 students in three classes.

The school’s vision is Aroha (we care), Ako (We learn) and Angitu (we succeed) and the school values are Kotahitanga , Manaakitanga , Kaitiakititanga and Rangatiratanga .

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? Success and progress for all learners is increasing.

What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing, mathematics and pānui, tuhituhi, pāngarau .

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 an increasingly consistent focus on supporting learners to gain 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 64% 65 to 79% 80 to 90% Over 90%

Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Pānui Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Tuhituhi Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.

Pāngarau A small majority of 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 behind 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 good quality planning to increase the rate of progress for all groups of students.

The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is working towards meeting Government reading, writing and mathematics targets set for 2030.

The school is meeting Government pānui, tuhituhi and pāngarau targets set for 2030.

Rumaki /Bilingual Outcomes and Conditions to Support Learners Success

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki /bilingual classroom/s within in English medium schools.

Learner success and wellbeing

Tamariki in Te Hiaroa are consistently exposed to local Māori contexts and narratives, fostering meaningful learning and proficiency in te reo Māori .

Almost all tamariki are meeting or exceeding curriculum expectations in tuhituhi , most are meeting expectations in pānui , and a small majority in pāngarau .

Local external partnerships with the school support tamariki and their whānau with attendance and pastoral care.

Conditions to support learner success

A strong focus on foundational literacy skills and differentiated learning meets diverse needs.

High-quality teaching and early achievement assessments inform targeted programmes that are regularly reviewed to drive continuous improvement.

Positive relationships with kaiako , whānau and mana whenua are built and sustained.

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

The leadership team provides strong, clear expectations and direction for all aspects of school life. The composition of the School Board, leadership team and staff reflect the cultures in the school community.

School values promote an inclusive culture that underpins all decision-making and a positive learning environment. Learners have a strong sense of belonging, wellbeing and pride in their school.

Students experience a broad range of meaningful learning opportunities linked to local context. Leaders and teachers continue to strengthen the integration of curriculum initiatives and programmes that draw on te reo Māori, tikanga Māori and te ao Māori.

Active participation and expertise give positive effect to Te Tiriti o Waitangi across the school.

Meaningful partnerships with the school and wider community benefit students’ learning and teaching programmes.

Key priorities

Further develop assessment practices in line with curriculum and assessment changes.

Implement the refreshed curriculum.

Develop the use of digital technologies to enhance learning, progress and achievement.

Consult with the community about the development of a Pacific bilingual unit.

Review initiatives and plans to increase regular attendance of all students.

Implement formative assessment practices, so tamariki in Te Hiaroa can understand, monitor and track their learning.

Actions for improvement

Within three months:

leaders and teachers deliver and use new assessment practices in Te Hiaroa

teachers review the attendance plan and increase monitoring of attendance rates

leaders present the plan to establish a Pacific bilingual unit to the community

Every six months:

leaders evaluate curriculum and assessment tools to ensure these effectively support learning and teaching. This includes the extent to which formative assessment practices are used in Te Hiaroa for tamariki to understand, monitor and track their own learning

leaders collect and report midyear data to the School Board and community and respond accordingly

leaders continue to provide, professional learning opportunities that strengthen teachers’ understanding and use of effective teaching, learning and assessment practices and monitor their impact.

Annually:

leaders and teachers undertake a schoolwide wellbeing survey and set goals for the following year

leaders use a whānau survey to gather feedback from parents on content for the new curriculum and their aspirations.

Expected outcomes

A continued trajectory of increased achievement in reading, writing and mathematics.

The school's culture is enhanced by increasingly acknowledging students' perspective, fostering a sense of belonging and pride among students.

Teachers demonstrate a deeper understanding of the curriculum and science of learning that benefits all learners.

Establishment of a Pacific bilingual unit.

Students attend school regularly.

Kaiako, kura and whānau support students to become self-determined learners.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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

23 October 2025

Read this report on ero.govt.nz →