Mangamuka School

The same report — the board assurance report of 19 June 2025 — 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 and the board have identified the following areas of non-compliance during the board assurance process:

ensure any conflicts of interest on the board are declared [Clause 10, Schedule 23, Education and Training Act 2020]

ensure the school’s strategic and annual implementation plans are accessible on the school website [Section 146, Education and Training Act 2020]

report on the progress and achievement of students in reading, writing and mathematics at least twice a year to students and parents and report on the achievement of students with special needs [Section 639, Education and Training Act 2020]

consult with the school community on the delivery of the health curriculum, at least once in every two years [Section 91, Education and Training Act 2020]

develop and implement teaching and learning programmes in Technology [Section 164, Education and Training Act 2020]

develop an emergency plan, including pandemic planning emergency/evacuation procedures, lockdowns, notification, duty of care for students, testing procedures [National Civil Defence Emergency Management Plan Order 2015]

consistently documenting the Education Outside the Classroom (EOTC) processes for excursions [Health and Safety at Work Act 2015]

ensure the provision and maintenance of a work environment is without risks to health and safety and the board receives regular reporting on its compliance with the Health and Safety at Work Act [Health and Safety at Work Act 2015]

ensure the Board reports its compliance with the principle of being a good employer in its employer policy [Section 597, Education and Training Act 2020]

implement a documented risk assessment process before appointing staff [Section 599 Education and Training Act 2020]

annually assess the principal against the professional standards for principals [NZ Education Gazette].

The board has not yet addressed the areas of non-compliance identified.

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

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 12 — 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. May 2016

   13

   Counted while ERO’s review team was at the school. Education Review Office, report of 29 June 2016

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 10 October 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

Mangamuka School is located in the rural Northland district of Okaihau and provides education for students from Years 1 to 6. The school has 11 learners, all of whom identify as Māori . The school has a teaching principal, with learning supported by one kaiāwhina . The school provides level 2 Māori medium education for 11 tamariki from Years 1 to 6. A review of the provision of level 2 Māor i medium education was in April 2024.

The school’s vision is Ko Au, Ko Maunga Taniwha; Ko Maunga Taniwha, Ko Au and its values are whakapapa, pōhiri, pono, tika and aroha .

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.

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%

Learner Success and Wellbeing

This section provides a summary of learner success and wellbeing.

School achievement and progress information is not sufficient to accurately determine learner outcomes.

At the time of review valid and reliable student progress and achievement information in reading, writing and mathematics was not regularly collected or analysed.

Learners with additional needs achievement data should be separated and analysed to determine their progress.

Students demonstrate a strong sense of wellbeing and belonging in the school.

Very few students attend school regularly and attendance continues to decline. The school is working to improve regular attendance to meet the Government’s targets.

Conditions to support learner success

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

School leadership is establishing systems and processes to improve outcomes for learners.

Whakawhanaungatanga is a focus of the leadership in the school to establish an effective and supportive staff culture that improves learner outcomes.

Leadership has identified that a key next step is to build staff capability in the teaching and assessment of reading, writing and mathematics.

Teachers are beginning to provide students with deliberate teaching and learning in reading, writing and mathematics and te reo Māori.

Students engage in a range of learning experiences including education outside the classroom as part of the curriculum.

Teaching practices are beginning to respond to students’ culture and identity to support their sense of belonging and engagement in relevant learning.

Teachers promote a calm, orderly and respectful class environment that supports students’ engagement in learning.

Improving school systems and processes with a focus on student achievement outcomes is a central strategic priority.

Leaders, board members, staff and students are beginning to give effect to Te Tiriti o Waitangi through school kawa and an increasingly culturally responsive curriculum.

School leaders should establish the effective use of attendance, progress, and achievement information for all students and groups of students to better inform decision-making.

The school has a documented policy framework. School leaders and the board should ensure all legislative requirements are met through regular monitoring and review.

School leaders should implement an effective evaluation model that promotes improvement to practices over time.

Learner success and wellbeing

Tamariki are motivated to learn through authentic learning opportunities.

Tamariki confidently apply their knowledge through the sharing of karakia, waiata and pepeha .

Conditions to support learner success

Authentic relationships with whānau and the wider community enhance meaningful learning.

Whānau have positive learner-centred relationships with the school and are actively engaged.

A lack of reo speaking kaiako is impacting tamariki achievement.

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

Improve students’ regular attendance to meet Government’s targets.

Improve capability in the teaching and assessment of reading, writing and mathematics.

Implement the assessment and reporting of students’ attendance, achievement and wellbeing information.

Explicitly plan for collective opportunities to critically reflect on tamariki achievement data in the bilingual class and prioritise implementing a plan to progress learner outcomes for literacy and numeracy.

Review and implement policies and procedures to ensure legislative requirements are met.

Actions to bring about improvement

Within three months:

leaders and teachers collect valid and reliable baseline student achievement information in reading, writing and mathematics to inform responsive programmes for learning

the School Board use reporting on student information to inform strategic decision making and improvement priorities

the Board address identified non-compliance areas of human resource and health and safety to meet legislative requirements

Within six months:

leaders and teachers engage in professional development to enable effective planning, teaching and assessment for all year levels in reading, writing and mathematics

Every six months:

leaders and teachers collect, analyse and report on attendance, progress, achievement and wellbeing information to guide teaching and learning and inform strategic improvement priorities

Annually:

the Board and leaders use student attendance, progress, achievement and wellbeing information to evaluate the effectiveness of initiatives to improve learner outcomes in reading, writing, mathematics and te reo Māori

the Board and leaders review the school’s strategic goals to ensure key priorities are progressed

the Board and leaders implement an ongoing policy and procedure review cycle to ensure all legislative requirements are met.

Expected outcomes

Students achieve and progress to expectations in reading, writing, mathematics and te reo Māori.

Students experience teaching and learning that is responsive to their learning needs. Teaching informed by the regular collection, analysis and monitoring of attendance, progress, achievement and wellbeing information.

Organisational systems and processes guided by school policies and procedures that meet legislative requirements.

Levels of regular attendance improve.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide targeted support for:

teachers’ professional learning in the use of explicit and deliberate teaching and assessment of reading, writing and mathematics and te reo Māori

compliance with the regulations and procedures for curriculum, personnel and health and safety.

The next public report on ERO’s website will be a School Evaluation 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 this report on ero.govt.nz →