Māngere East School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 551
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 21 Yates Road, Mangere East, Auckland
- Territorial authority
- Māngere-Ōtāhuhu Local Board Area
- Phone
- 09-2764689
- office@meps.school.nz
- Website
- http://www.meps.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Our Mission
- To provide an innovative, inclusive, and nurturing learning environment that empowers every student to reach their full potential, embrace their cultural identity, and become confident, lifelong learners.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 20
- Māori
- 120
- Pacific
- 440
- Asian
- 52
- MELAA
- 6
- Other
- 2
- 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 | 13 | 67 | 11 | 0 | 0 | 4 | 0 | 80 |
| Year 02 | 16 | 66 | 5 | 1 | 0 | 5 | 0 | 76 |
| Year 03 | 13 | 52 | 11 | 0 | 0 | 4 | 0 | 64 |
| Year 04 | 15 | 55 | 10 | 1 | 0 | 2 | 0 | 67 |
| Year 05 | 17 | 64 | 12 | 2 | 2 | 5 | 0 | 80 |
| Year 06 | 16 | 51 | 5 | 0 | 0 | 2 | 0 | 65 |
| Year 07 | 15 | 55 | 5 | 0 | 0 | 3 | 0 | 68 |
| Year 08 | 11 | 56 | 8 | 0 | 0 | 3 | 0 | 69 |
| Total | 116 | 466 | 67 | 4 | 2 | 28 | 0 | 569 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 9 | 48 | 5 | 0 | 0 | 4 | 0 | 57 |
| Age 06 | 14 | 50 | 10 | 1 | 0 | 3 | 0 | 59 |
| Age 07 | 16 | 70 | 9 | 0 | 0 | 4 | 0 | 84 |
| Age 08 | 16 | 63 | 13 | 0 | 0 | 3 | 0 | 76 |
| Age 09 | 18 | 65 | 9 | 3 | 2 | 6 | 0 | 81 |
| Age 10 | 18 | 49 | 8 | 0 | 0 | 2 | 0 | 66 |
| Age 11 | 13 | 50 | 4 | 0 | 0 | 3 | 0 | 62 |
| Age 12 | 9 | 60 | 8 | 0 | 0 | 2 | 0 | 69 |
| Age 13 | 3 | 11 | 1 | 0 | 0 | 1 | 0 | 15 |
| Total | 116 | 466 | 67 | 4 | 2 | 28 | 0 | 569 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
37.9%
| Māngere East School | 37.9% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 43.9% |
|---|---|
| Male | 31% |
| Māori | 42.6% |
| Pacific | 46.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 122.6% |
| Total | 37.9% |
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%
| Māngere East School | 0% |
|---|---|
| Auckland Region | 3% |
| 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%
| Māngere East School | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 505
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 10 March 1927
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
- 4
- Last reviewed
- 7 April 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (7 April 2025)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 7 April 2025 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 551 — 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.
November 2017
587
Counted while ERO’s review team was at the school. Education Review Office, report of 5 March 2018
November 2014
499
Counted while ERO’s review team was at the school. Education Review Office, report of 16 January 2015
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 7 April 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.
Context
Māngere East School is in South Auckland and provides education for students in Years 1 to 8 . The school’s vision is Me Ako Tahi Tātou | Together We Learn .
The school has four language units: Te Poho o Rāwhiti provides Māori bilingual learning; Kafa Taha provides Tongan bilingual learning; Rotoi’anga o Te Reo Kuki Airani provides Cook Island bilingual learning; O Lou Ala i Malo provides Samoan bilingual learning.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students make good progress and achieve well.
Most students achieve at expected curriculum levels in reading and mathematics; a large majority achieve this in writing.
Students have a strong sense of belonging to their school; they speak positively about a supportive learning environment that acknowledges their culture, language and identity.
Less than half of learners attend school regularly; the school continues to work towards the Government’s target for regular attendance.
Conditions to support learner success
Leaders increasingly foster a culture committed to high quality teaching and improving outcomes for all learners.
A collaborative leadership team works together effectively, enabling smooth and efficient school management.
Leadership continues to review and refine teaching and learning programmes to ensure greater alignment with strategic goals.
Leaders plan relevant professional development for teachers that supports teaching practice and increasingly responds to learners’ needs.
Students experience a range of meaningful learning opportunities within a positive and inclusive environment.
Respectful and collaborative relationships between staff and students support a learning environment that increasingly promotes student engagement in learning.
Teachers continue to strengthen assessment practices and use of student achievement information to inform ongoing planning and practice.
Learners with additional needs are identified promptly and provided with effective support that progresses their learning.
School conditions that underpin ongoing school improvement are strengthening.
Leaders have established professional networks and community partnerships that provide rich learning experiences for all students and that value students’ culture, language and identity.
Staff actively work with external agencies to support students and their whānau to reduce barriers, increase attendance and improve wellbeing.
The board effectively represents and serves the community, ensuring that strategic planning aligns with community aspirations for learners.
Learner success and wellbeing
Ākonga are provided opportunities to experience and develop tikanga , culture and identity.
Most ākonga in the rumaki are meeting the expected curriculum levels.
Most ākonga in Te Poho o Rāwhiti attend school regularly.
Conditions to support learner success
Kaiako work collaboratively to design programmes that reflect both The New Zealand Curriculum and Te Marautanga o Aotearoa .
Kaiako collect regular formative assessment data to monitor and track ākonga achievement.
Māori learning pathway options are limited for ākonga and whānau .
Part B: Where to next?
The agreed next steps for the school are to:
increase the regular attendance of all students through refining the range of responsive engagement strategies
embed effective teaching, learning and assessment practices to ensure consistency of high quality teaching and to further improve student achievement in reading, writing and mathematics
review and align current learning outcomes with the refreshed marautanga key objectives and Māori assessment tools, to strengthen kaiako tracking and monitoring practices of ākonga progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
review kaiako capabilities in, and understanding of, the data collection and analysis processes in the school’s Student Management System
Within six months:
design and implement a plan to build kaiako and leadership capabilities and understanding of the refreshed Te Marautanga o Aotearoa curriculum, and Māori assessment tools, used to improve ākonga achievement
Every six months:
monitor and review current attendance strategies to inform ongoing planning and next steps
review the impact of professional learning opportunities that strengthen teachers’ understanding and consistent use of highly effective teaching, learning and assessment practices
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic planning
evaluate the schoolwide consistency of teaching, learning and assessment practices, including the impact on students’ engagement, progress and achievement, and use this to inform next steps
review the implementation of the plan for impact against learning outcomes of ākonga in Te Poho o Rāwhiti .
Actions taken against these next steps are expected to result in:
improved regular student attendance
increased progress and achievement in reading, writing and mathematics
high quality teaching, learning and assessment practices embedded schoolwide
effective kaiako assessment practices and deeper understanding leading to improved ākonga achievement.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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 Acting Director of Schools
7 April 2025
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 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).