Monrad - Te Kura Waenga o Tirohanga
Intermediate · State
- Year levels
- 7–8
- Total roll
- 334
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 228 Botanical Road, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3579777
- office@monrad.school.nz
- Website
- http://www.monrad.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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
Students may wear sports shoes or black/blue/brown/white; sandals or crocs (no jibits) as part of their uniform.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 154
- Māori
- 178
- Pacific
- 58
- Asian
- 19
- MELAA
- 3
- 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 | 100 | 37 | 11 | 1 | 2 | 91 | 0 | 164 |
| Year 08 | 127 | 40 | 12 | 3 | 3 | 131 | 0 | 214 |
| Total | 227 | 77 | 23 | 4 | 5 | 222 | 0 | 378 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 83 | 33 | 10 | 1 | 1 | 80 | 0 | 140 |
| Age 12 | 131 | 37 | 11 | 3 | 4 | 122 | 0 | 210 |
| Age 13 | 13 | 7 | 2 | 0 | 0 | 20 | 0 | 28 |
| Total | 227 | 77 | 23 | 4 | 5 | 222 | 0 | 378 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
33.5%
| Monrad - Te Kura Waenga o Tirohanga | 33.5% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 44.3% |
|---|---|
| Male | 24.3% |
| Māori | 47.5% |
| Pacific | 39.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 21% |
| Total | 33.5% |
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
7.1%
| Monrad - Te Kura Waenga o Tirohanga | 7.1% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 10.3% |
|---|---|
| Male | 4.4% |
| Māori | 8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.6% |
| Total | 7.1% |
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
2.5%
| Monrad - Te Kura Waenga o Tirohanga | 2.5% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 5.4% |
|---|---|
| Male | 0% |
| Māori | 4.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 4% |
| Total | 2.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 517
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Large urban area
- Date opened
- 3 February 1963
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
- 9 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (9 July 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 9 July 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 334 — 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.
October 2017
276
Counted while ERO’s review team was at the school. Education Review Office, report of 12 January 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 9 July 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
Monrad - Te Kura Waenga o Tirohanga in Palmerston North, provides education for students in Years 7 and 8. The school endeavours to be a Te Tiriti o Waitangi -led school and to grow successful young people. Tahuna-a-Rua (the school’s rumaki ) and the Pacific language class are an integral part of the school.
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
A small majority of students achieve at expected curriculum levels, and over their two years at the school most make accelerated progress.
Slightly more than half of the learners achieve at or above curriculum expectations in reading, writing and mathematics; slightly fewer Year 8, than Year 7 students, achieve at or above curriculum expectations in these areas .
The school closely monitors attendance and data for 2023 shows most students attended school regularly; at the start of 2024 attendance is slightly below the Ministry of Education 2024 target for regular attendance at school.
A wide range of school initiatives and collaboration with agencies support student wellbeing and readiness for learning.
Conditions to support learner success
Leadership is building a culture committed to high quality teaching and improved learner outcomes.
Leaders set and relentlessly pursue significant improvement goals and targets, with focus on target students who are identified as being at risk of underachievement; these students progress as expected, with some acceleration evident.
Leaders develop teaching teams, providing targeted support and professional growth opportunities in line with the school’s strategic goals.
Leaders ensure planning, coordination and evaluation of the school's curriculum, teaching, and pastoral care, so that expectations for school-wide, high-quality teaching are clear and monitored.
Students have rich opportunities to learn through a local curriculum.
Leaders and teachers are increasingly focused on supporting learners to gain sound foundational skills.
Learners see themselves, their identity and culture in the curriculum; teaching practice and curriculum priorities reflect those of iwi and a genuine commitment to the principles of Te Tiriti o Waitangi .
Leaders and teachers authentically demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi partnership by understanding, recognising and celebrating the unique status of tangata whenua .
School conditions underpinning successful outcomes for learners, are well aligned and being strengthened.
Professional learning opportunities are well aligned with the school’s improvement goals and learner needs.
Leaders and teachers use a wide range of effective strategies to reduce barriers to education and support access to learning for all.
Leaders and teachers authentically and actively build trusting and respectful partnerships with Māori and mana whenua , parents and whānau , encouraging and valuing their contribution to board decision making for school improvement.
Leaders and teachers are strengthening the ways they collect, analyse and interpret data to report to the board and inform decision making for school improvement, focused on learner outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
increase the number of students attending school regularly and showing accelerated progress so they achieve at and above curriculum expectations in reading and mathematics, and particularly in writing
build teacher capability for high-quality, evidence-informed teaching to improve learner outcomes
ensure teachers are consistently implementing professional learning about the effective teaching of writing, using agreed teaching tools and providing writing opportunities aligned with the school’s local curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
school leaders and teachers closely analyse achievement and progress information for all learners, to implement differentiated programmes to accelerate progress of identified learners
as per the school’s 2024 Implementation Plan, leaders analyse and monitor attendance on a weekly basis, work with the learners and whānau to identify solutions, and use internal and external resources and services in a targeted and deliberate way
teachers engage in targeted professional development about writing; and from this clear expectations are set for consistency in the teaching of writing and knowing the impact of practice on learner outcomes
school leaders observe classroom practice and provide feedback and coaching through teachers’ professional growth cycle conversations
Every six months:
analyse school-wide achievement and progress data and report to the board; strategically plan actions based on this information to improve the achievement outcomes for all students, with focus on those at risk of underachievement
as per the 2024 Implementation Plan, leaders and teachers continue to monitor, track and use interventions and agencies to improve the attendance of learners who are chronically absent from school
teachers engage in collaborative planning, and making and moderating assessment judgements
gather and respond to student voice about attitudes towards writing
Within a year:
progressions for learning in writing by teachers are used to make and moderate assessment judgements
teachers are implementing the school’s writing action plan to ensure explicit teaching of writing is embedded in teaching programmes
professional learning about writing is having an impact on teaching and learning; student attitudes towards writing are more positive
a literacy team is established; this team closely analyses and responds to literacy data, and leads school-wide professional learning
Annually:
use the analysis of achievement and progress data, and other evidence, to know and report on the impact of professional learning on learner outcomes and know what is working for who, and make necessary adjustments
review attendance data and interventions, analyse the impact of actions on students whose attendance was 50% or less, and make necessary changes to the school approach to attendance issues.
gather teacher voice about the quality of the professional learning, feedback on observations and how this has impacted teacher confidence and skill.
Actions taken against these next steps are expected to result in:
improved learner achievement outcomes, with an increased number of students achieving at or above curriculum expectations in writing, and sustained equity for groups of learners
the percentage of students attending school regularly, according to the Ministry of Education targets, is met and sustained
the agreed teaching tools and methods of assessment are consistently used by all teachers; high-quality, evidence-informed teaching for improved learner outcomes.
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
9 July 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 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).