Mangere College

The same report — the board assurance report of 16 October 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 has identified the following areas of non-compliance during the board assurance process:

ensure a risk assessment process is completed before appointing staff [Section 31, Children’s Act 2014]

ensure safety checks are completed before students undertake work experience [Section 53, Education and Training Act 2020]

ensure the school reports the use of physical restraint to the Ministry of Educatio n [Sections 99, 100 and 101 of the Education and Training Act 2020: limits, rules and use of physical restraint and behaviour management at registered schools; Ministry of Education (Physical Restraint) Rules 2023].

The board has since taken steps to address 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 773 — 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. August 2018

   707

   Counted while ERO’s review team was at the school. Education Review Office, report of 11 October 2018

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 16 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

Mangere College is located in South Auckland and provides education for learners in Years 9 to 13. The current roll of approximately 760 students includes just 23% of students who identify as Māori and 45 percent who are from Pacific heritage; Samoan, Tongan and Cook Island Māori students make up the largest Pacific nation groups.

The school’s vision is Excellence in Education. The school values are respect and responsibility . The school hosts its two Keith Park School satellite classes and the Achievement Centre for alternative education.

The Principal was appointed during Term 2 of 2024, and a new Deputy Principal was appointed in Term 4 of 2024. Another new Deputy Principal was appointed at the beginning of 2025.

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

The judgments in this section 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.

Outcomes for learners require improvement.

A small majority of students achieved National Certificate of Educational Achievement NCEA Level 2, and a large majority achieved NCEA Level 3. Less than a third of students achieved (NCEA) Level 1 and University Entrance in 2024.

Most students gained NCEA Level 1 literacy and numeracy. Disparity of achievement is evident for males, Māori , and Pacific students across NCEA and with the exception of Level 3, achievement in NCEA has declined compared to previous years.

The majority students in Years 9 and 10 are achieving below curriculum expectations in literacy and mathematics. Raising junior students' achievement is an urgent priority.

Students’ cultural background is valued and celebrated contributing to their positive sense of wellbeing.

Less than half of students attend school regularly. Regular attendance rates are significantly below the Government target of 80% regular attendance.

Conditions to support learner success

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

Leadership across the school requires further development.

Leadership is beginning to plan and coordinate the school’s curriculum so that teaching expectations for high-quality teaching is shared and understood.

Leadership is taking steps to foster a culture committed to quality teaching and equity and excellence in learner outcomes. A strategic goal is to grow and support the capacity and capability of staff.

Leadership is beginning to use limited evidence to plan and monitor aspects of the school’s strategic improvement cycle and effectiveness strategies designed to improve learner outcomes.

Teachers are beginning to provide suitable learning opportunities for learners.

Learners have some opportunities to learn across the breadth and depth of the curriculum. There is a varying emphasis on helping learners develop strong foundational skills in literacy and mathematics.

Teachers are beginning to use some evidence-based and teaching strategies adapted to learner needs. These strategies include self-management and thinking skills.

Across the school a strong focus is evident on students’ home languages including te reo Māori . Teachers are beginning to understand their commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership to improve outcomes and promote engagement.

The school is taking steps to establish conditions that support ongoing improvement in the quality of education for learners.

The Board is taking steps to represent, serve and work with the school community including mana whenua , to enact the school’s vision, values, strategic direction, improvement priorities and goals related to learner learning, wellbeing, achievement and progress.

Shared understanding of the role of evaluation in school improvement is not yet in place. The Board is beginning to evaluate its own performance.

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 identifies actions for improvement.

Key priorities

Improve the quality of teaching for better progress and achievement at all year levels.

Improve conditions for learning, including provision of learning support and support for student wellbeing.

Strengthen the quality and use of assessment information in teaching and learning.

Ensure collaboration between leaders, staff and the wider school community to have clear strategic direction for improvement.

Ensure students can access meaningful pathways to further education or employment.

Improve students’ regular attendance.

Actions to bring about improvement

Within three months:

leaders and teachers work together to identify the key barriers to improving the quality of teaching and develop a plan to address these

leaders and staff collaborate to identify, understand, and start applying effective strategies and interventions that enhance student learning and outcomes

the Board and school leaders work with the school community to develop and implement a suitable attendance plan

Within six months:

leaders finalise a cohesive plan to improve the quality of teaching monitor this for consistent implementation, including outcomes measures to track improvements to teaching and the impact on learner outcomes

leaders create and put into action a clear plan to improve teaching and track its progress, making sure it leads to better outcomes for students

staff work with students and their families/ whānau to ensure they are aware of different pathways through and beyond school to be able to make well informed decisions

the Board has an attendance plan in place and has shared this with the school community

Every six months:

school leaders evaluate and report to the Board on teaching effectiveness, learner engagement and attendance, informed by student achievement information

the Board review achievement, attendance and engagement information and work with school leaders to monitor progress, identify areas for further improvement and plan next steps

Annually:

school leaders and teachers’ review attendance, engagement, progress and achievement to evaluate the impact of teaching and learning, identify areas for improvement and plan for the following year

leaders and the school Board review student outcomes, including achievement and attendance, identify improvement priorities, use these to inform planning and resourcing and report to the school community.

Expected outcomes

Improved progress and achievement outcomes for all students.

Student achievement data is reviewed regularly and used to inform planning of teaching and learning.

Leaders, teachers and the Board know the extent of the impact of initiatives on students’ engagement and learning through regulate review and evaluation.

Improved attendance that meets or exceeds the Government’s target of 80% regular attendance.

Recommendation to the Ministry of Education

ERO recommends that the Secretary for Education consider a support/intervention(s) listed in section 171 of the Education and Training Act 2020 in order to bring about the following improvements:

improving the quality of teaching

raising achievement for students in Years 9 and 10

the use of assessment information in teaching and learning

strategies to improve students’ regular attendance

leadership to bring about improvement.

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

16 October 2025

Read this report on ero.govt.nz →