Miramar North School
Contributing · State
- Year levels
- 1–6
- Total roll
- 232
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Weka Street, Miramar, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-3886657
- reception@mns.school.nz
- Website
- http://www.mns.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · schools in Wellington Region
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.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Basketball
Or it could be through extra curricular sports teams representing MNS like Basketball, Floorball, Touch, Netball, Athletics and Cross Country.
- Floorball
Or it could be through extra curricular sports teams representing MNS like Basketball, Floorball, Touch, Netball, Athletics and Cross Country.
- Touch
Or it could be through extra curricular sports teams representing MNS like Basketball, Floorball, Touch, Netball, Athletics and Cross Country.
- Netball
Or it could be through extra curricular sports teams representing MNS like Basketball, Floorball, Touch, Netball, Athletics and Cross Country.
- Athletics
Or it could be through extra curricular sports teams representing MNS like Basketball, Floorball, Touch, Netball, Athletics and Cross Country.
- Cross Country
Or it could be through extra curricular sports teams representing MNS like Basketball, Floorball, Touch, Netball, Athletics and Cross Country.
- Basketball
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 170
- Māori
- 27
- Pacific
- 17
- Asian
- 48
- MELAA
- 12
- 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 01 | 7 | 5 | 7 | 2 | 0 | 30 | 0 | 39 |
| Year 02 | 4 | 3 | 7 | 1 | 0 | 22 | 0 | 31 |
| Year 03 | 7 | 5 | 8 | 0 | 0 | 30 | 0 | 39 |
| Year 04 | 2 | 0 | 8 | 0 | 0 | 24 | 0 | 31 |
| Year 05 | 8 | 4 | 12 | 3 | 0 | 41 | 0 | 57 |
| Year 06 | 2 | 5 | 5 | 1 | 1 | 22 | 0 | 28 |
| Year 07 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 31 | 23 | 47 | 7 | 1 | 170 | 0 | 228 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 5 | 6 | 2 | 0 | 26 | 0 | 35 |
| Age 06 | 4 | 3 | 7 | 1 | 0 | 25 | 0 | 33 |
| Age 07 | 7 | 4 | 8 | 0 | 0 | 32 | 0 | 41 |
| Age 08 | 2 | 1 | 10 | 0 | 0 | 23 | 0 | 32 |
| Age 09 | 8 | 4 | 11 | 3 | 0 | 41 | 0 | 56 |
| Age 10 | 2 | 6 | 5 | 1 | 0 | 22 | 0 | 28 |
| Age 11 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 3 |
| Total | 31 | 23 | 47 | 7 | 1 | 170 | 0 | 228 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10.6%
| Miramar North School | 10.6% |
|---|---|
| Wellington Region | 24.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 21.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 14.2% |
| Total | 10.6% |
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%
| Miramar North School | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Miramar North School | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 380
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 19 March 1939
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
- 20 August 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 20 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education to students in Years 1-6
- 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 232 — 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.
February 2019
240
Counted while ERO’s review team was at the school. Education Review Office, report of 29 April 2019
July 2014
296
Counted while ERO’s review team was at the school. Education Review Office, report of 20 August 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 20 August 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
Miramar North School provides education to students in Years 1-6. Most learners identify as Pākehā /New Zealand European (74%) with 13% of students identifying as Māori and 11% learners of Pacific heritage.
The school’s mission to “help our young children learn the knowledge, skills and values necessary to be confident, connected, engaged lifelong learners” is underpinned by the TIKA values of Teamwork, Integrity, Kindness and Ako .
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 foundational 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 6
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 foundational skills.
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 Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Most 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 not yet 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 large majority of learners attend school regularly.
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is not yet 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 to some extent 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets set 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
School leaders work collaboratively, are improvement focused and place learners at the centre of decisions they make.
Students requiring additional support with their learning are identified and provided with effective assistance to access the school curriculum and experience success.
Teaching and learning of structured literacy and mathematics is prioritised across all classes. Warm, respectful relationships are highly evident between teachers and students with well understood classroom routines promoting a good pace of learning and student confidence.
An appropriate range of professional learning and development is in place to support and grow teacher capability in key teaching and learning areas aligned to the school’s strategic priorities and needs.
Students have access to a rich and broad curriculum, including the authentic integration of tikanga Māori . This offers a wide range of learning opportunities and consequently strengthens reciprocal relationships between whānau and the school.
The school’s TIKA values, aligned to the values in te ao Māori , are well-known and enacted to promote positive behaviour, wellbeing and engagement for learning.
School leaders promote a reflective culture that supports staff to review their teaching practice to positively impact learner outcomes.
Key priorities and actions for improvement
The agreed next steps for the school are to:
Accelerate the progress and achievement of Māori learners in reading and mathematics, and boys in writing.
Increase regular attendance, working towards the Government’s target.
continue to refine and embed curriculum changes.
Actions to bring about improvement
Within six months:
leaders and teachers implement a plan for improving attendance, including regular review to identify effective initiatives and plan actions for improvement for the next six months
Every six months:
refine and monitor schoolwide teaching and learning in structured literacy and mathematics to align with new curriculum, assessment tools and reporting requirements
Annually:
leaders and the School Board review schoolwide achievement in structured literacy and mathematics, including that of identified groups of learners to guide ongoing planning to improve the achievement and learning outcomes of all learners
leaders and the School Board evaluate the effectiveness of the attendance plan initiatives and develop a plan for the following year.
Expected outcomes
Improved achievement outcomes for identified groups of learners including accelerated progress in literacy and mathematics.
Improved regular attendance.
Literacy and mathematics curriculum requirements are embedded in school teaching programmes.
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
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)
20 August 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).