Mount Maunganui College

The same report — the board assurance report of 23 March 2026 — 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 and the board have identified the following areas of non-compliance during the board assurance process:

Reporting of incidents of physical restraint to the Ministry of Education. [Sections 100 and 101 of the Education and Training Act 2020: limits, rules and use of physical restraint and behaviour management at registered schools; Ministry of Education (Physical Restraint) Rules and Guidelines 2024]

The board has since not yet addressed the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

What ERO wrote in its latest report

This is ERO’s report of 23 March 2026 — “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.

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

Mount Maunganui College provides education for learners in Years 9 to 13. The roll is 1815, including 57% Pākehā /New Zealand European, 30% Māori, 2% Pacific heritage, 6% Asian, 5% Middle Eastern, Latin American or African and other ethnic groups. The school’s values are Mana and Aroha , and the vision is Mā tō rourou, mā tōku rourou, ka ora ai te iwi - Together as learners, we are inspired to grow .

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

Improvement and progress

This section is about the progress the school has made since the August 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school evaluated its use of learner progress and achievement information in Years 9 and 10.

The school expected to see improved use of assessment tools to measure junior learner progress, more targeted support and resourcing for priority learners, achievement data showing accelerated progress and increasingly excellent and equitable student outcomes.

Findings

Progress is evident and achievement information is better used by teachers at Years 9 and 10. A standardised assessment tool is used to regularly monitor Year 9 and 10 learner progress and identify priority learners. Data is now used more deliberately to inform teaching and support decisions, enabling earlier identification of learning needs, more targeted literacy support, and a wider range of support strategies for learners requiring acceleration.

The school has increased resourcing in learner support. Student progress is tracked by staff at multiple levels and communicated clearly to parents. Changes in reporting align with systems used in previous educational stages, making it easier for parents to understand and allowing them to take a more active part in their child’s education.

Other findings

The greatest shift that occurred is improved outcomes for more learners. Year 9 and 10 achievement in reading, writing and mathematics has increased significantly for all groups of students.

What we know about learner success

This section provides a summary of learner success, wellbeing and foundation school conditions, including any education in Rumaki/Reo Rua settings. The judgments are based on the ERO School Improvement Framework and evidence provided to ERO during the evaluation .

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%

Learner success and wellbeing

This section provides a summary of learner success and wellbeing.

Outcomes for learners are increasingly equitable and excellent.

Most learners achieve National Certificate of Educational Achievement (NCEA) at Levels 1 and 3 and almost all achieve at Level 2. A small majority achieve University Entrance.

Most learners achieve at or above expected levels in reading, writing and mathematics in Years 9 and 10.

Most learners achieve NCEA literacy and numeracy. Some disparity remains for Pacific learners and for Māori learners in Years 9 and 10 and in University Entrance.

Less than half of learners attend school regularly. Regular attendance is not improving towards the Government target of 80% and chronic absence is not reducing. Improving all learners’ attendance remains a priority for the school.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement .

Effective leadership drives improvement in outcomes for learners.

Leadership is relentlessly focused on improvement. Leaders have a solutions‑focused approach that places teaching, learning, and learner outcomes at the centre of decision‑making.

Leaders across the school contribute a range of skills and expertise, effectively leading their teams, influencing others, and driving development within their areas of responsibility, while ensuring a coherent and unified school ‑ wide approach.

Strategic and annual planning and target-setting are comprehensive and evidence ‑ informed, with ongoing work to improve clarity, coherence and responsiveness.

Curriculum and teaching effectively support successful learner outcomes

The curriculum provides rich and varied learning opportunities that respond to diverse learner needs and interests. Students are well supported by extensive co ‑ curricular options, career pathway planning and future ‑ focused courses.

Teachers establish positive conditions for learning and build mutually respectful, trusting relationships that allow learners to seek help when required and promote engagement and progress.

The school maintains a strong, sustained focus on developing teacher practice, underpinned by clear expectations and a well ‑ established, best ‑ practice observation tool that is used to improve teaching quality.

Key conditions for successful schooling are effective and becoming well embedded

Teachers provide relevant information to parents and whānau about engagement and achievement, with clear opportunities for communication that support shared understanding and optimise learner progress.

Learners requiring additional support are identified early and provided with timely, tailored interventions that enable inclusion and support steady, appropriate progress and wellbeing.

Clear and systematic processes are in place to monitor learner progress, enabling early identification, adaptive teaching and targeted support that promotes achievement.

The school actively builds strong partnerships with industry, training providers, and local groups, creating a connected, community hub ‑ focused school culture where learners and families/ whānau experience belonging, connection, and pride.

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 identifies key priorities and actions for improvement.

Key priorities

Increase regular student attendance and reduce chronic absence.

Improve achievement for priority learners to ensure equitable outcomes.

Build on strong teaching practice to achieve consistently excellent teaching.

Actions to bring about improvement

Every six months:

leaders and the Board review attendance information to identify trends and barriers and enhance support and interventions for students with low attendance

teachers identify priority learners and implement targeted teaching, monitoring, and support strategies to accelerate their progress

leaders and teachers use coaching, observation, and shared inquiry to strengthen effective teaching practices and address areas for improvement

Annually:

leaders and the school Board monitor the impact of attendance initiatives, celebrate improved attendance and identify new targets to keep strengthening overall attendance

analyse achievement data to evaluate impact, adjust approaches, and ensure sustained equitable outcomes for priority learners

review teaching quality across the school to refine expectations, share best practice, and ensure consistently excellent teaching.

Expected outcomes

Increased regular student attendance and reduced chronic absence.

Priority learners make accelerated progress over time, resulting in equitable achievement outcomes across the school.

Teaching practice is consistently high quality across the school, resulting in improved learning experiences and outcomes for all learners.

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

23 March 2026

Read this report on ero.govt.nz →