Manurewa West School
Contributing · State
- Year levels
- 1–6
- Total roll
- 436
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Mckean Avenue, Manurewa, Auckland
- Territorial authority
- Manurewa Local Board Area
- Phone
- 09-2668631
- admin@manurewawest.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.
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.
- How to enrol
- https://drive.google.com/file/d/1wSyyod1gIQmYgTWDHjQvgRTXGKYJa27p/view?usp=sharing
Completed [MWPS Enrolment Form](https://drive.google.com/file/d/1wSyyod1gIQmYgTWDHjQvgRTXGKYJa27p/view?usp=sharing)
- https://drive.google.com/file/d/1wSyyod1gIQmYgTWDHjQvgRTXGKYJa27p/view?usp=sharing
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 29
- Māori
- 109
- Pacific
- 255
- Asian
- 124
- MELAA
- 6
- 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 | 13 | 43 | 23 | 1 | 1 | 3 | 0 | 72 |
| Year 02 | 15 | 48 | 24 | 0 | 0 | 2 | 0 | 77 |
| Year 03 | 23 | 45 | 13 | 1 | 0 | 2 | 0 | 68 |
| Year 04 | 16 | 27 | 20 | 1 | 1 | 5 | 0 | 60 |
| Year 05 | 19 | 36 | 26 | 0 | 1 | 4 | 0 | 78 |
| Year 06 | 30 | 36 | 21 | 1 | 2 | 6 | 0 | 79 |
| Year 07 | 0 | 3 | 1 | 0 | 0 | 0 | 0 | 3 |
| Total | 116 | 238 | 128 | 4 | 5 | 22 | 0 | 437 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 36 | 16 | 1 | 0 | 3 | 0 | 58 |
| Age 06 | 13 | 46 | 25 | 0 | 1 | 2 | 0 | 76 |
| Age 07 | 24 | 44 | 18 | 1 | 0 | 2 | 0 | 72 |
| Age 08 | 12 | 31 | 21 | 1 | 1 | 2 | 0 | 61 |
| Age 09 | 22 | 41 | 24 | 0 | 1 | 7 | 0 | 83 |
| Age 10 | 32 | 37 | 23 | 1 | 2 | 6 | 0 | 84 |
| Age 11 | 0 | 3 | 1 | 0 | 0 | 0 | 0 | 3 |
| Total | 116 | 238 | 128 | 4 | 5 | 22 | 0 | 437 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
6.5%
| Manurewa West School | 6.5% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.5% |
| Māori | 22.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 131.9% |
| Total | 6.5% |
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%
| Manurewa West 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%
| Manurewa West 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)
- 495
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 16 November 1858
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
- 1 September 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 1 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for learners in Years 1 to 6
- Years 1 to 6
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 436 — 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 2019
530
Counted while ERO’s review team was at the school. Education Review Office, report of 19 March 2020
November 2014
489
Counted while ERO’s review team was at the school. Education Review Office, report of 19 December 2014
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 1 September 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Manurewa West School provides education for learners in Years 1 to 6. The school roll is approximately 420, of which Pacific heritage learners make up the largest group at 45%, followed by Asian at 26% and Māori students at 24%. The remaining 5% identify as either Pākehā | New Zealand European or other ethnicities.
The school’s vision is Dream, Believe, Fly and its core values are manaakitanga - r espect and kindness, kaitiakitanga - guardianship, whanaungatanga - relationships and belonging, and rangatiratanga - leadership and self-determination .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from excellent 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 section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundation levels.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners attend school regularly.
The school is behind 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
This section is about how the school assesses learner progress and achievement.
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
This section is about how well the school supports all learners to make sufficient 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 to some extent 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.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
The school focuses on improving academic outcomes for all students, supported by the effective tracking of both individual and group progress.
Recent improvements in mathematics are guiding the school's efforts to improve reading and writing.
Learners learn in a well-designed, engaging and inclusive environment that fosters a strong sense of belonging, pride, and wellbeing.
Students with additional needs are catered to by effective support systems.
School leaders provide clear direction, effective planning, and data-informed decisions to sustain a focus on enhancing outcomes for learners.
Learners are supported by well-established approaches in structured numeracy. The introduction of similarly structured approach in reading and writing is supporting ongoing improvement.
Leaders and teachers design and deliver an innovative curriculum that incorporates Science, Technology, Engineering, Arts and Mathematics (STEAM) subjects in an integrated approach.
Teaching is centred in locally relevant contexts and fosters problem-solving and the active engagement of learners.
The school cultivates high-quality and schoolwide teaching practices, including those of teaching assistants, ensuring a cohesive, purposeful approach is used by all teachers.
School leaders and the School Board utilise surveys, feedback, and data analysis to evaluate programmes, set new targets, and identify clear next steps for continuous improvement.
Key priorities
Identify and implement additional strategies to increase regular attendance.
Integrate effective strategies to improve achievement in reading, writing and mathematics.
Strengthen partnerships with mana whenua and ensure the principles of Te Tiriti o Waitangi are enacted within the school context, to achieve equity and excellence in learner outcomes.
Actions to bring about improvement
Within six months:
leaders and teachers review current attendance information to inform planning to improve regular attendance
leaders and teachers plan and implement additional strategies to increase regular attendance
Every six months:
leaders and teachers review attendance data, evaluate the effectiveness of current strategies, and implement new approaches based on findings and feedback
leaders provide ongoing professional development in the school’s literacy teaching methods to upskill teachers and teaching assistants new to the school, and to offer additional guidance for parents
leaders strengthen collaborative initiatives with mana whenua , and refine integration of te reo Māori, tikanga Māori , and mātauranga Māori into teaching and learning programmes
Annually:
the School Board and leaders conduct a comprehensive analysis of attendance trends and refine long-term strategies to ensure sustained improvement
leaders and teachers review the impact of current literacy strategies based on evaluation and feedback
the School Board and leaders evaluate the effectiveness of existing partnerships with mana whenua and plan long term strategies to further promote equity and excellence in learner outcomes.
Expected outcomes
Regular school attendance increases, providing students with greater learning opportunities and improved overall outcomes for learners.
Literacy outcomes improve, including higher student achievement, increased confidence and engagement in reading and writing, and a stronger foundation for lifelong learning.
Meaningful partnerships with mana whenua ensure that te reo Māori, tikanga Māori , and mātauranga Māori are integrated across the school curriculum.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO and the board have identified the following area of non-compliance during the board assurance process:
consistently implement education outside the classroom (EOTC) risk management practices to align with school policies [Health and Safety at Work Act 2015].
The board has since taken steps to address the area of non-compliance identified.
The next public report on ERO’s website will be a School Report and is due within four 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)
1 September 2025
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).