Manchester Street School
Contributing · State
- Year levels
- 1–6
- Total roll
- 381
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 160 Manchester Street, Feilding
- Territorial authority
- Manawatu District
- Phone
- 06-323 6175
- office@manchesterstreet.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 316
- Māori
- 95
- Pacific
- 26
- Asian
- 32
- MELAA
- 12
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 11 | 6 | 4 | 3 | 1 | 53 | 0 | 60 |
| Year 02 | 22 | 6 | 6 | 2 | 0 | 56 | 0 | 69 |
| Year 03 | 23 | 5 | 9 | 1 | 1 | 56 | 0 | 69 |
| Year 04 | 11 | 2 | 0 | 2 | 0 | 48 | 0 | 54 |
| Year 05 | 15 | 3 | 5 | 1 | 0 | 51 | 0 | 62 |
| Year 06 | 13 | 2 | 4 | 0 | 0 | 44 | 0 | 51 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Total | 97 | 24 | 28 | 9 | 2 | 315 | 0 | 373 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 11 | 6 | 4 | 3 | 1 | 51 | 0 | 58 |
| Age 06 | 22 | 6 | 6 | 2 | 0 | 53 | 0 | 66 |
| Age 07 | 23 | 4 | 7 | 1 | 1 | 58 | 0 | 70 |
| Age 08 | 11 | 2 | 1 | 2 | 0 | 51 | 0 | 57 |
| Age 09 | 15 | 4 | 7 | 1 | 0 | 49 | 0 | 62 |
| Age 10 | 13 | 2 | 3 | 0 | 0 | 46 | 0 | 52 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 7 | 0 | 8 |
| Total | 97 | 24 | 28 | 9 | 2 | 315 | 0 | 373 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
22.6%
| Manchester Street School | 22.6% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 48.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 27.2% |
| Total | 22.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Manchester Street School | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Manchester Street School | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 449
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 1 November 1874
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 3
- Last reviewed
- 10 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 381 — 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.
September 2018
410
Counted while ERO’s review team was at the school. Education Review Office, report of 20 November 2018
June 2014
396
Counted while ERO’s review team was at the school. Education Review Office, report of 5 August 2014
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 10 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 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
Manchester Street School provides education for learners in Years 1 to 6. In July 2024 the roll was 358. Most learners identify as Pākehā | New Zealand European, and approximately a quarter are Māori . The school’s CARE Code underpins all aspects of school life and is shown in the whakatauki of E manaaki ana mātou – We CARE .
The School Board appointed a new principal in 2023.
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 good quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 is improving its reporting 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 Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most 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 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.
Assessment
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information 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 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 making progress towards meeting Government reading, writing and mathematics targets and is likely to meet them by 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
Students express a strong sense of belonging and pride in their school that enhances their wellbeing and engagement with learning.
A collaborative senior leadership team works strategically to strengthen school conditions to support student success and wellbeing. There is high relational trust among leaders and teachers.
Students experience calm, inclusive and supportive learning environments that actively reflect the CARE Code . Mutual respect between teachers and learners enables positive engagement in learning.
Structured literacy is established across the school and consistent schoolwide implementation of structured mathematics is a focus for 2025.
Staff continue to strengthen the integration of curriculum initiatives that draw on te reo Māori and tikanga Māori so that all learners know and understand more about Aotearoa New Zealand.
Staff have well-considered professional development opportunities that support the school’s strategic goals. These opportunities are targeted and purposefully implemented for ongoing improvement of teaching and learning.
Attendance monitoring systems continue to have a positive impact on regular student attendance. The school met the Government’s target of 80% regular attendance in the first term of 2025.
Key priorities
Sustain and improve students’ regular attendance.
Strengthen effective teaching, learning and assessment practices to support consistency of teaching.
Refine the school curriculum and integrate the new structured literacy and mathematics expectations.
Increase students’ progress and achievement in reading, writing and mathematics.
Embed te reo Māori and tikanga Māori schoolwide so that staff and students are confident in their knowledge, understanding and use.
Actions to bring about improvement
Within six months:
leaders and teachers review attendance ongoing monitoring of systems and initiatives and adjust if needed
leaders and teachers embed schoolwide structured teaching approaches in mathematics, ensuring these align with the new curriculum requirements
Every six months:
leaders and teachers review the impact of systems and initiatives to increase students’ regular attendance and identify further actions
leaders provide ongoing professional learning opportunities to strengthen teachers’ understanding and use of effective teaching, learning and assessment practices
leaders and teachers review the progress made with refining the school curriculum, including embedding te reo Māori and tikanga Māori , to support next steps
Annually:
leaders review and report to the School Board on student attendance, progress and achievement information to inform ongoing strategic decision making and curriculum planning
leaders and teachers evaluate the impact of teaching, learning and assessment practices on students’ progress and achievement and use this information to identify next steps.
Expected outcomes:
Student attendance is sustained and improved.
Learners schoolwide achieve equitable and excellent outcomes as a result of high-quality teaching, learning and assessment practices.
Students actively participate in the learning process and are able to explain how well they are learning and what their next learning steps will be.
Students and staff confident in their knowledge, use and understanding of te reo Māori and tikanga Māori .
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
Actions for Compliance
ERO has identified the following area of non-compliance during the board assurance process:
ensure police vets for non-teaching staff are renewed every three years [s104 Education and Training Act 2020].
The board has since addressed the area of non-compliance identified.
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
10 October 2025
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).