Manukorihi Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 208
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Manukorihi Road, Waitara
- Territorial authority
- New Plymouth District
- Phone
- 06-7548025
- office@manukorihi.school.nz
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
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
Our students at Manukorihi Intermediate wear their school uniform with pride.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 113
- Māori
- 119
- Pacific
- 7
- Asian
- 3
- MELAA
- 1
- 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 07 | 68 | 3 | 0 | 2 | 0 | 37 | 0 | 105 |
| Year 08 | 66 | 3 | 4 | 2 | 0 | 47 | 0 | 118 |
| Total | 134 | 6 | 4 | 4 | 0 | 84 | 0 | 223 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 11 | 52 | 2 | 1 | 1 | 0 | 29 | 0 | 83 |
| Age 12 | 66 | 3 | 3 | 3 | 0 | 44 | 0 | 113 |
| Age 13 | 15 | 1 | 0 | 0 | 0 | 10 | 0 | 26 |
| Total | 134 | 6 | 4 | 4 | 0 | 84 | 0 | 223 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
51.4%
| Manukorihi Intermediate | 51.4% |
|---|---|
| Taranaki Region | 41.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 97.9% |
| Māori | 56.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 46.8% |
| Total | 51.4% |
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
3.5%
| Manukorihi Intermediate | 3.5% |
|---|---|
| Taranaki Region | 4.1% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 6.7% |
| Māori | 6.4% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.5% |
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%
| Manukorihi Intermediate | 0% |
|---|---|
| Taranaki Region | 1.6% |
| Intermediate | 1.9% |
| 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)
- 512
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 3 February 1974
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
- 5
- Last reviewed
- 7 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (7 November 2024)
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 November 2024 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 208 — 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.
June 2017
200
Counted while ERO’s review team was at the school. Education Review Office, report of 24 July 2017
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 7 November 2024 — “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
Manukorihi Intermediate is in Waitara, Taranaki. It provides education for students in Years 7 and 8. The school has recently refreshed its values, now known as WHAIA; Whakawhanaungatanga, Hauora, Akoranga, Ihi and Aroha . These values underpin the school’s new strategic plan that is formed around the four articles of Te Tiriti o Waitangi.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of October 2022, ERO and the school have been working together to evaluate the extent to that deliberate literacy teaching strategies improve learner outcomes in reading.
Expected Improvements and Findings
The school expected to see improved achievement and progress across the curriculum for targeted groups of learners.
A range of information is used to identify target groups of learners including those who are not yet achieving curriculum expectations in reading; teachers respond well to most needs in the classroom, more targeted support is made available for those who need it most.
Teachers have participated in internal and external professional learning and have a clearer understanding of how to teach reading to those learners that are not yet achieving at expected levels.
Information shows that by the end of the year, the majority of target learners are at expected levels in reading with most learners making expected or accelerated progress.
Other Findings
During the course of the evaluation, it was found that internal expertise was the most effective way to support teacher development; internal experts continue to help teachers to effectively tailor teaching to meet identified learner needs.
The greatest shift that occurred in response to the school’s action was teachers’ understanding of how to effectively teach reading. Teachers now teach reading in more structured ways and choose more reading materials aligned to learner interest. This has made reading more accessible and interesting for learners.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most students are engaged and make progress with a majority achieving at expected levels; outcomes are increasingly equitable between groups of students.
Overall achievement levels are lower than expected, data shows that most learners make progress over each year, particularly in writing with less progress made in reading and mathematics; there is some disparity for boys in reading and writing.
Student wellbeing is evident and promoted by the explicit teaching of the WHAIA values; students are helped to better understand themselves, each other and their community.
Learners with additional needs are well supported; internal and external expertise is used effectively to meet diverse needs.
Less than half of students attend school regularly, below the Ministry of Education target; a range of well-considered strategies and approaches to support improved attendance and engagement have been developed.
Conditions to support learner success
Leaders and staff increasingly promote a positive school culture with a focus on improving learner achievement, engagement and wellbeing.
The WHAIA values are evident in daily routines and classroom practice; learners build a firm sense of belonging along with the skills needed for successful lifelong learning.
Leaders ensure that professional learning aligns with school and national education priorities; internal expertise is used in systematic ways to build teacher capacity and trusted external expertise helps ensure the school has access to best practice that promotes improved outcomes for all learners.
Leaders are responsive to the increasing range of students’ needs; systems and processes are in place to ensure needs are identified and responded to quickly and effectively.
Teaching is increasingly intentional and responsive to the diverse strengths and needs of learners.
Staff know learners well; staff are increasingly working together to use information to determine well considered strategies and actions that help them to effectively respond to learners.
Learners are well supported to build knowledge and skills for successful living; a range of strategies are in place to support young people to engage and build confidence in learning.
Te reo Māori, tikanga me mātauranga Māori are visible and integrated into the school’s local curriculum; belonging and connection is prioritised, providing a strong platform for learning.
Planning for improvement is strengthening and more in partnership with the school’s community.
The new strategic plan aligns the priorities expressed by the community and sets aspirational goals for ongoing development; the articles of Te Tiriti o Waitangi are used by the school to provide a strong foundation to drive improvement.
The school communicates well with parents and whānau using a range of tools; some classes have established useful ways to work with whānau to identify and support shared aspirations and goals.
Community expertise and knowledge are increasingly sought, encouraged and offered; this helps learners to access a broad range of skills, knowledge and opportunities.
Part C: Where to next?
The agreed next steps for the school are to:
further refine the use of schoolwide assessment to create a consistently understood approach that supports the quality implementation of the school’s local curriculum
further determine the strategies, systems, processes and practices that make the most difference to learner success, wellbeing and regular attendance; embed and sustain these practices across the school
continue to seek opportunities to meaningfully engage with whānau in reciprocal learning partnerships that identify, support and celebrate learner success
further embed and sustain the inclusion of te ao Māori and te reo Māori into daily school life.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
decide and implement the standardised assessment tool the school will use for reading and mathematics
Every six months:
gather and analyse schoolwide information on achievement and progress, attendance, wellbeing, engagement, behaviour and te reo me on tikanga Māori; present this information to the board for their scrutiny and decision-making
Annually:
use schoolwide achievement and progress, attendance, wellbeing, engagement, behaviour, whānau partnership and te reo me ōna tikanga Māori information to know what is working best for all learners and develop next steps for strategic planning
share evaluation findings with the community so they know what is working well and can be effective partners in learning.
Actions taken against these next steps are expected to result in:
improved outcomes and reduced disparity for learners’ achievement and progress, attendance, wellbeing, engagement, behaviour
all staff having a more consistent understanding about what works best to support learning and wellbeing and implementing best practice
improved confidence and use of te reo Māori in all classrooms; Manukorihitanga and mātauranga Māori authentically used throughout the school
enhanced learning partnerships with whānau that support and celebrate shared aspirations for success.
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
7 November 2024
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 5 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).