Mangakino School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 50
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 55 Karamu Street, Mangakino
- Territorial authority
- Taupo District
- Phone
- 07-8828149
- office@mangakino.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
Mangakino School requires that its students wear a school uniform.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 8
- Māori
- 44
- Pacific
- 4
- Asian
- 0
- MELAA
- 0
- Other
- 1
- 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 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 02 | 4 | 1 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 03 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 04 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 05 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 06 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 08 | 3 | 1 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 37 | 5 | 0 | 0 | 0 | 5 | 0 | 41 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 06 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Age 07 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 08 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 09 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 10 | 4 | 2 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 12 | 4 | 1 | 0 | 0 | 0 | 1 | 0 | 5 |
| Total | 37 | 5 | 0 | 0 | 0 | 5 | 0 | 41 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
213.8%
| Mangakino School | 213.8% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 61.9% |
|---|---|
| Male | 361.8% |
| Māori | 237.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 493.9% |
| Total | 213.8% |
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%
| Mangakino School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| 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%
| Mangakino School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| 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)
- 550
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural settlement
- Date opened
- 10 July 1994
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
- 2
- Last reviewed
- 19 December 2022
- Latest report
- Mangakino School December 2022
- Report type
- Review report
- Board assurance
- not reported
What ERO wrote in its latest report
This is ERO’s report of 19 December 2022 — “Mangakino School December 2022” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Findings
The school will transition into ERO’s Evaluation for Improvement process, Te Ara Hurau . This Education Review Report will also serve as the Profile Report as the school moves to Te Ara Hurarau.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will also support the school in reporting their progress to the community.
The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
What is the background and context for this school’s review?
Mangakino School provides education for students in Years 1 to 8. The school is located in a small town southwest of Tokoroa . Since the last ERO review in 2020 the school roll has grown from 37 to 46. All students are Māori . The principal resigned at the end of Term 1 2021. An acting principal was in place for the remainder of 2021 and a new permanent principal was appointed at the beginning of 2022.
Priorities identified for review and development
The following priorities were identified following the 2020 ERO review:
continue to implement and embed recently developed systems and processes that guide teachers to promote positive learning and wellbeing outcomes for all students
evaluate the effectiveness of recent changes and the impact on student wellbeing and learning
fully implement appraisal processes for all staff
further strengthen communication with the community
further develop the curriculum to include careers and second language learning.
Progress
Due to ongoing changes to school personnel and multiple changes in leadership, progress in building teacher capability to promote positive learning outcomes for all learners has been compromised.
Since being appointed in Term 1 2022, the principal has demonstrated a well-managed approach to identifying and planning to address areas in the school that require review and development.
Priority has been given to improving levels of student achievement and engagement through:
improving the quality of classroom teaching practice
establishing learning focused relationships
engaging with parents and whānau .
Specific progress during 2022 has been:
the introduction of a more rigorous approach to planning and assessment. Teachers worked with the principal and Ministry of Education to identify each student’s achievement levels and established target students in each class. Teachers have used this information to plan more deliberately to address students’ learning needs in reading
increasing opportunities for teachers to plan collaboratively to meet student learning needs
a more rigorous approach to teacher appraisal
recent substantial community consultation, led by the principal, which has provided a sound foundation for the review of school strategic goals and direction
consultation and planning to inform the development of the school’s local curriculum ‘ Managakino School’s Marau a Kura’
te reo Māori is now included in the local curriculum.
How well placed is the school to sustain and continue to improve and review its performance?
The school is in a good position to begin a journey focused on improving and sustaining school performance. The principal has consulted widely across the school community to establish school direction and to plan for improved outcomes for student learning and engagement. A new board of trustees, elected mid-year 2022, is representative of the school community. A programme of ongoing board training is planned, and trustees are enthusiastic about learning more about governance roles and responsibilities.
Key next steps
Moving forward the school will prioritise:
establishing relevant shared strategic goals and direction focused on raising levels of student achievement and engagement
professional development for teachers in assessment for learning; and to improve teacher capability to systematically identify and address student learning needs, through the context of reading in 2023
building internal evaluation capability to include regular, planned review to inform planning for improvements to student learning and engagement
ongoing community consultation and deliberately planned community engagement to build a partnership in learning with parents and whānau.
Attention to these priorities is needed to establish and sustain a focus on improving student outcomes in terms of achievement and engagement.
Board assurance on legal requirements
Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists . In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance
school policies in relation to meeting the requirements of the Children’s Act 2014.
Recommendations, including any to other agencies for ongoing or additional support.
ERO recommends that the school continue to work with the Ministry of Education for ongoing support to address the areas for improvement in this report.
Conclusion
The school will transition into ERO’s Evaluation for Improvement process, Te Ara Hurau . This Education Review Report will also serve as the Profile Report as the school moves to Te Ara Hurarau.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will also support the school in reporting their progress to the community.
The next public report on ERO’s website will be a School Evaluation Report and is due within three years.
Phil Cowie Director Review and Improvement Services (Central) Central Region - Te Tai Pūtahi Nui
19 December 2022
About the school
The Education Counts website provides further information about the school’s student population, student engagement and student achievement.
Read the full report on ero.govt.nz →
All 2 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).