Manurewa High School

The same report — the board assurance report of 8 April 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 area of non-compliance during the board assurance process:

renewals of Police vet every three years for non-teaching employees. [S104 Education and Training Act 2020]

The board has since addressed the area 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 2386 — 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 2018

   2009

   Counted while ERO’s review team was at the school. Education Review Office, report of 28 June 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 8 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

Manurewa High School , a large multi-cultural coeducational secondary school in South Auckland, provides education for learners in Years 9 to 13. The school vision statement is ’ Piki atu ki te rangi , aim high, strive for excellence’. The school values are ‘Respect, Excellence, Whanaungatanga and Akoranga ’. The school roll comprises 51% Pacific, 33% Māori and 13% Asian students.

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

The majority of students progress and achieve well, particularly in the senior school.

The majority of students achieve National Certificate of Education Achievement (NCEA) Level 1 with almost all gaining Level 1 literacy and most numeracy.

The large majority of students achieve well in NCEA Levels 2 and 3; although less than half of Year 13 achieve University Entrance, a steady increase in attainment over the past three years is evident, with a significant rise in 2024. This increase includes for Māori and Pacific learners.

The majority of Year 9 students are at or above the expected curriculum level in literacy and numeracy; although less than half of Year 10 are at or above in literacy, the majority are working at or above in numeracy. A next step for the school is to improve assessment practices for consistency of this data across all learning areas.

Students demonstrate a strong sense of belonging, well supported through the school’s indigenous educational framework ( Te Ara o Taawhaki ) that is grounded in hauora .

The school is well below the Government’s target for attendance; incremental improvement in regular attendance is evident in 2024 compared to the previous year and chronic absences are decreasing.

Conditions to support learner success

Leadership for equity, in an environment where cultural responsiveness is well embedded (culturally sustaining), is highly evident.

School conditions that support learner success are embedded; leaders provide clear guidance for all aspects of school life, through Te Ara o Taawhaki , a well-defined and understood educational framework, that encompasses indigenous perspectives.

Strategic direction, including Te Tiriti led leadership, is decided collaboratively with the school community; intentions for enhanced learner outcomes and hauora are clearly outlined, actioned and monitored for effectiveness .

The school has purposefully developed relationships with other educational providers, such as vocational pathways programmes, to enhance opportunities for students to gain work experience and qualifications within and beyond the school.

Curriculum design is creative, encompassing the many different learners, their cultures, needs and interests.

An innovative curriculum and timetable, designed to increase student engagement, progress and achievement, is positively impacting on learner outcomes and reflected in a steady improvement in NCEA attainment.

The learning environment features mana enhancing and respectful relationships between teachers and students; high standards and consistent teaching practices across the school are evident and learners are engaged.

Reflected in the curriculum is the strong commitment to equity in outcomes for all students, as aspired to by the community and to honour Te Tiriti o Waitangi and mātauranga Māori .

The school has well-aligned systems, structures and processes with focus on equitable, improved learner outcomes.

Leaders and teachers use data well to closely track and monitor student progress and achievement; this analysed data is used to inform decision-making and monitor student achievement and outcomes.

Engagement with whānau , aiga and iwi is positive and valued; the school provides numerous opportunities for whānau , aiga and the community to affirm and celebrate learning through the many cultures that comprise the school.

Staff professional development aligns with the intentions of the strategic plan, fostering a unified ethos and culture, and raising the awareness of teachers regarding culturally sustaining practices.

The board provides effective governance and is representative of the school community, students, and mana whenua ; the community is actively involved in deciding the school’s direction.

Part B: Where to next?

The agreed next steps for the school are to:

embed the school’s attendance strategy and specific actions, that are in line with the strength-based community and hauora focus; regularly monitor the effectiveness of actions in increasing rates of attendance

as outlined in the school’s strategic plan, continue to improve teacher capability in junior assessment practices, so the data is accurate and reliably informs teaching

as outlined in the school’s strategic plan, continue to embed culturally sustaining teaching practices (those that recognise and respond to learners’ cultures) across the school.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within six months

examine the effectiveness of current attendance strategies, that includes partnership with parents, whānau and community, and adjust accordingly

review and make necessary changes to assessment practices in the junior school, supported by targeted professional learning

Every six months:

monitor the impact of strategies and initiatives to raise attendance and continue to adjust these as needed

evaluate the extent to which assessment practices in the junior school result in accurate data and used to inform teaching practice

monitor the extent to which culturally sustaining teaching practices are embedding, meeting targets in the strategic plan and having an impact on learner outcomes

Annually:

evidence-based evaluation and reporting to the board and community about the impact of key initiatives on students’ attendance, engagement, progress and achievement to inform future planning and actions.

Actions taken against these next steps are expected to result in:

improved attendance, engagement and achievement for all learners

accurate, consistently used junior progress and achievement data that informs teaching; overall progress and achievement in the junior school continues to improve

consistently applied, culturally sustaining teaching practices that contribute to improved student engagement 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

Sharon Kelly Director of Schools (Acting)

8 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 this report on ero.govt.nz →