Manuka Primary School
Contributing · State
- Year levels
- 1–6
- Total roll
- 235
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Manuka Road, Glenfield, Auckland
- Territorial authority
- Kaipātiki Local Board Area
- Phone
- 09-4448775
- office@manuka.school.nz
- Website
- http://www.manuka.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 70
- Māori
- 12
- Pacific
- 23
- Asian
- 130
- MELAA
- 5
- Other
- 4
- 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 | 1 | 5 | 23 | 1 | 0 | 13 | 0 | 39 |
| Year 02 | 5 | 7 | 24 | 4 | 0 | 7 | 0 | 42 |
| Year 03 | 5 | 8 | 24 | 3 | 0 | 15 | 0 | 49 |
| Year 04 | 1 | 1 | 30 | 0 | 1 | 16 | 0 | 47 |
| Year 05 | 3 | 4 | 26 | 4 | 0 | 14 | 0 | 47 |
| Year 06 | 2 | 6 | 17 | 2 | 0 | 13 | 0 | 38 |
| Year 07 | 1 | 0 | 4 | 0 | 0 | 3 | 0 | 8 |
| Total | 18 | 31 | 148 | 14 | 1 | 81 | 0 | 270 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 4 | 18 | 1 | 0 | 12 | 0 | 33 |
| Age 06 | 4 | 6 | 27 | 3 | 0 | 8 | 0 | 42 |
| Age 07 | 6 | 10 | 23 | 4 | 0 | 15 | 0 | 52 |
| Age 08 | 1 | 1 | 32 | 0 | 1 | 15 | 0 | 48 |
| Age 09 | 2 | 3 | 23 | 4 | 0 | 13 | 0 | 41 |
| Age 10 | 4 | 7 | 19 | 2 | 0 | 12 | 0 | 42 |
| Age 11 | 0 | 0 | 6 | 0 | 0 | 6 | 0 | 12 |
| Total | 18 | 31 | 148 | 14 | 1 | 81 | 0 | 270 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.9%
| Manuka Primary School | 9.9% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 21.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 19.5% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 9.9% |
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%
| Manuka Primary School | 0% |
|---|---|
| Auckland Region | 3% |
| 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%
| Manuka Primary School | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 411
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 22 November 1968
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
- 28 January 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (28 January 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 28 January 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 235 — 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.
May 2019
297
Counted while ERO’s review team was at the school. Education Review Office, report of 11 July 2019
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 28 January 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
Manuka Primary School is located on Auckland’s North Shore and provides education for students in Years 1 to 6. The school’s vision of Inspiring Today’s Learners for Tomorrow’s World is underpinned by the three core values of Be Respectful| Whakaute , Be Resilient| Manawaroa , and Be Responsible| Takohanga.
The school has two Wilson School satellite units onsite .
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
Learner outcomes are increasingly equitable and excellent.
Most learners achieve at and above expected curriculum levels for mathematics, and the large majority of learners achieve these expectations in reading and writing.
The school continues to respond to inequity in achievement for some groups of learners, particularly in writing and mathematics; addressing this remains an identified priority for leaders and teachers.
Learners have a strong sense of wellbeing and belonging; they experience a positive and inclusive learning environment.
The majority of learners attend school regularly; the school is not yet meeting the 2024 Ministry of Education target for regular attendance.
Conditions to support learner success
Effective leadership works collaboratively and strategically to improve outcomes for learners.
Strategic leadership determines areas for school improvement and actions are carefully planned to achieve positive outcomes for learners.
Leaders create a culture of collaborative inquiry among staff where they question, discuss and adapt teaching practices to effectively respond to learner strengths and needs.
Shared leadership responsibility ensures that systems, practices and teaching and learning approaches are clear and consistent across the school.
Responsive, engaging teaching practices create positive and respectful learning environments.
Teachers plan and implement highly engaging learning experiences that support students’ many different needs and interests; staff know their learners well, and relationships are warm and respectful.
Learners speak confidently about their current learning goals and are well supported by teaching staff to take increasing ownership of their learning.
Leaders and teachers continue to refine the school’s localised curriculum so that it better reflects the aspirations of learners and the wider community.
The school continues to strengthen and refine systems and processes that promote positive outcomes for all learners.
Learners requiring additional support are identified promptly and provided with effective support that enables them to learn and progress at an appropriate pace.
Parents are valued partners in their child’s education; regular communication from leaders and teachers ensures that parents and whānau are aware of their child’s learning goals and progress.
Te reo Māori and tikanga Māori are increasingly integrated into teaching and learning across the school, building staff and learner confidence in their knowledge and understanding of Aotearoa New Zealand.
Leaders gather a range of achievement information; they are strengthening their analysis of this to ensure they respond effectively to the needs of all learners.
Part B: Where to next?
The agreed next steps for the school are to:
continue to develop effective strategies and initiatives to improve the attendance, progress and achievement of all learners
refine the localised curriculum, reflecting the aspirations of learners and the wider community and integrating the new literacy and mathematics requirements
strengthen schoolwide analysis and use of achievement information to effectively respond to learner needs.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
consult with whānau and the wider community to gather their input and aspirations to inform the refinement of the localised curriculum
continue to provide professional learning opportunities that strengthen teachers’ understanding and use of the new literacy and mathematics requirements
investigate high quality examples of schoolwide data analysis and design a framework for reporting that shows learner progress and achievement over time.
Every six months:
review the impact of initiatives to improve students’ regular attendance and identify further action
monitor and report to the board on rates of progress for all students at risk of underachieving to further inform effective teaching and learning practice.
Annually:
review and report to the board on student attendance, progress and achievement information to support ongoing strategic decision making
evaluate the progress made with refining the localised curriculum to inform future planning and action.
Actions taken against these next steps are expected to result in:
improved attendance, progress and achievement for all learners
a responsive localised curriculum that provides high quality teaching and learning and captures the aspirations of learners and the wider community
effective use of schoolwide student learning information to continue to improve student attendance, progress and 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
Shelley Booysen Director of Schools
28 January 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).