Manurewa Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 929
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 76 Russell Road, Manurewa, Auckland
- Territorial authority
- Manurewa Local Board Area
- Phone
- 09-2668268
- office@manurewaint.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
- 122
- Māori
- 342
- Pacific
- 557
- Asian
- 147
- MELAA
- 24
- 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 07 | 173 | 290 | 77 | 11 | 1 | 60 | 0 | 471 |
| Year 08 | 209 | 289 | 82 | 10 | 7 | 66 | 0 | 502 |
| Total | 382 | 579 | 159 | 21 | 8 | 126 | 0 | 973 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 1 |
| Age 11 | 156 | 245 | 67 | 7 | 2 | 55 | 0 | 403 |
| Age 12 | 191 | 283 | 79 | 12 | 4 | 59 | 0 | 484 |
| Age 13 | 34 | 51 | 12 | 1 | 2 | 12 | 0 | 84 |
| Age 14 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 382 | 579 | 159 | 21 | 8 | 126 | 0 | 973 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
35.9%
| Manurewa Intermediate | 35.9% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 46.9% |
|---|---|
| Male | 25.9% |
| Māori | 71.6% |
| Pacific | 26.3% |
| Asian | 12.1% |
| Other | 0% |
| European/Pākehā | 35.3% |
| Total | 35.9% |
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
4.6%
| Manurewa Intermediate | 4.6% |
|---|---|
| Auckland Region | 3% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 5.8% |
|---|---|
| Male | 3.5% |
| Māori | 5.1% |
| Pacific | 4.6% |
| Asian | 7.8% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.6% |
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
4.9%
| Manurewa Intermediate | 4.9% |
|---|---|
| Auckland Region | 1.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 6.1% |
|---|---|
| Male | 3.7% |
| Māori | 5.4% |
| Pacific | 4.9% |
| Asian | 8.2% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 518
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 13 April 1962
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
- 3
- Last reviewed
- 7 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 7 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for learners in Years 7 and 8
- Years 7 and 8
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 929 — 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.
March 2017
773
Counted while ERO’s review team was at the school. Education Review Office, report of 8 May 2017
October 2012
751
Counted while ERO’s review team was at the school. Education Review Office, report of 10 December 2012
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 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
About the School
Manurewa Intermediate provides education for learners in Years 7 and 8. In July 2024, the roll was 938, with 59 percent of learners of Pacific heritage and 37 percent Māori. The roll has increased to approximately 960 learners in 2025. The vision of Adventurous risk takers; persistent focussed achievement represents the school and is underpinned by moral and educational values.
How well placed is the school to promote educational success and wellbeing?
A large majority of learners enter Manurewa Intermediate significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support high quality education for learners are driving excellent school performance.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level . Results are becoming more equitable for all groups of learners.
Attendance
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.
Part B: Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Leaders and teachers have consistently high expectations of learners that fosters students’ high engagement in learning and empowers them to succeed.
Learners express an appreciation and pride for their school that supports their strong sense of belonging; they speak very positively about a learning environment that values their language, culture and identity.
Achievement information shows that by the end of Year 8, students make significant progress in their learning, particularly in reading and writing.
A highly collaborative leadership team sets and pursues a range of relevant strategic priorities that have learners at the centre of all aspects of school life, promoting a community of learners; robust systems and processes ensure the effective management of the school.
Structured literacy has been effectively implemented to target learners who require the greatest support in reading and writing; structured mathematics is well integrated in teaching and learning.
Students experience impactful teaching approaches that enable learners to know what they are learning, why, and their next learning steps so that they make appropriate progress.
Teachers actively probe into their practice through engaging in highly reflective professional inquiries that build their capability and focus on improving learning and wellbeing outcomes for all students.
Robust schoolwide processes for collecting, analysing and reviewing student progress and achievement information ensures the high integrity of this data to drive continuous school improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to monitor initiatives to sustain and increase the regular attendance of all students
further review strategies and innovations to maintain high quality teaching practice for ongoing improvement
further review and refine the schoolwide implementation of the new literacy and mathematics requirements to continue to improve student progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to review the impact of initiatives to increase students’ regular attendance and identify further action
provide ongoing professional learning opportunities that enhance teachers’ understanding and use of highly effective teaching, learning and assessment practices
Annually:
continue to report to the board on student attendance, progress and achievement information to support ongoing strategic decision making and planning
continue to evaluate the impact of strategies, practices and innovations on students’ progress and achievement and use this to inform next steps.
Actions taken against these next steps are expected to result in:
sustained and improved regular student attendance
increased student progress and achievement in reading, writing and mathematics
continued high quality and innovative teaching, learning and assessment practices integrated schoolwide.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 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)
7 May 2025
Education Counts
This 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 3 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).