Mana College

The same report — the board assurance report of 10 April 2026 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.

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

authorised employees, who are not teachers, and who have been trained to use physical restraint must be given a written copy of the authorisation. [Section 99, Education and Training Act, 2020; Rule 5, Education (Physical Restraint) Rules, 2024]

The board has since addressed the area of non-compliance identified.

Read this board assurance report on ero.govt.nz →

What ERO wrote in its latest report

This is ERO’s report of 29 August 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Evaluation 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

Mana College is a co-educational, secondary school located in Porirua City. It provides education for learners in Years 9 to 13, including in onsite Construction and Service Academies. There are just over 500 learners enrolled in the school. 57% of students identify as Māori . 42% identify as Pākehā / New Zealand European, and 34% as being of Pacific heritage. The school’s vision is Towards Flourishing. Its values are Manaakitanga, A’O, Ngakau and Aspire. An entirely new leadership team has been appointed since Term 4, 2024.

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

The judgments in this section are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

Learner Success and Wellbeing

This section provides a summary of learner success and wellbeing.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%

Improvement is required to ensure students are attending regularly, engaged in learning, making sufficient progress and achieving well.

Less than half of learners achieve at expected curriculum levels in reading, writing and mathematics by the end of Year 10.

A majority of learners achieve National Certificate of Educational Achievement (NCEA) Levels 1, 2, and 3. Few learners achieve University Entrance.

The school has yet to achieve equity of achievement for boys in reading, writing and NCEA. There is slight disparity of achievement for Māori and Pacific learners in NCEA Levels 2 and 3.

Fewer than half of students attend school regularly (more than 90% of the time).

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

Leaders have identified key priorities for improvement and are taking strategic steps to improve outcomes for learners.

The new leadership team are clear in their strategic vision for the school and are implementing a research and evidence-based plan, Ngā Kawa o te Kāreti o Mana , that builds on effective and inclusive learning relationships to improve student outcomes.

Leaders are beginning to establish shared expectations for coherent and consistent teaching practices with a focus on improving outcomes for students, particularly in reading, writing and mathematics in Years 9 and 10.

Leaders, teachers and support staff identify and provide a range of well-considered pathways for learners towards further study or employment beyond school.

Leaders and teachers are taking steps to provide responsive learning programmes and consistent, high-quality teaching practices.

Teachers know their learners well and increasingly use a range of effective practices that respond to learners’ languages, cultures and identities, and engage them with purposeful and relevant learning.

Te reo Māori, tikanga Māori and te ao Māori are well integrated in learning, pastoral care and school systems.

The school is working towards a common agreement for assessment practices to improve teachers’ insights into learners’ progress and needs to inform planning and improve outcomes.

Systems, structures and supports to improve engagement, progress and achievement are strengthening.

Learners express strong pride in their school and say that their cultures, identities and languages are celebrated and affirmed.

Relationships between staff and learners are founded on respect and mutual trust that allow students to ask for help and support.

Trusting and sustained partnerships with local iwi, Ngāti Toa Rangatira , support learning pathways and actively give meaningful effect to Te Tiriti o Waitangi .

Leaders and teachers are building a shared understanding of the role of evaluation for improvement.

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.

Key priorities

Embedding coherent and consistent teaching, learning and assessment practices.

Improve reading, writing and mathematics achievement, particularly for students Years 9 and 10.

Implementing Ngā Kawa o te Kāreti o Mana strategies to improve attendance, achievement, engagement, wellbeing and success for Māori and all learners.

Using evidence to plan, apply, and evaluate actions that improve students' attendance, engagement, and achievement.

Actions to bring about improvement

Within three months:

leaders and teachers will gather baseline wellbeing data from learners, whānau and community to inform planning for improvement

leaders and teachers develop a plan to improve regular attendance and share with the community

Within six months:

leaders provide professional learning for teachers so that Ngā Kawa o te Kāreti o Mana is understood and being incorporated consistently in teaching and learning practices across the school

Every six months:

leaders and teachers respond to reading, writing and mathematics progress and achievement data for Year 9 and 10 learners to plan for improving outcomes

leaders will monitor how consistently the Ngā Kawa o te Kāreti o Mana strategies have been implemented by teachers and provide support as required

leaders and teachers will evaluate the effectiveness of planned strategies on improving regular attendance and use this to review attendance strategies and plan next steps

Annually:

leaders and teachers evaluate how well teaching, learning and assessment practices have raised engagement and improved reading, writing and mathematics for Year 9 and 10 learners to enable planning for the following year

the School Board and leaders evaluate the impact of the implementation of Ngā Kawa o te Kāreti o Mana strategies on the achievement, engagement, wellbeing and success of Māori and all learners to refine annual planning

the School Board and leaders evaluate, and report to and community on, the impact of strategies to increase regular attendance.

Expected outcomes

Learner achievement and equity in reading, writing and mathematics progress will improve.

Increased achievement, engagement, wellbeing and success for all learners, including Māori learners.

Evaluation will be embedded to enable analysis of the impact of actions and strategies, and drive improve planning.

Students’ levels of regular attendance will improve.

The next public report on ERO’s website will be a School Evaluation Report and is due within 4 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 (Acting)

29 August 2025

Read this report on ero.govt.nz →