Mulberry Grove School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 24
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 271 Shoal Bay Road, Tryphena
- Territorial authority
- Aotea/Great Barrier Local Board Area
- Phone
- 09-4290475
- office@mulberrygrove.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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 does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Our school teaches our values through the acronym PRIDE. This represents our our belief that when we persevere, show respect, integrity, diversity and strive to be best we can be, then we have pride in ourselves, our school and our community.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 18
- Māori
- 10
- Pacific
- 3
- Asian
- 2
- MELAA
- 0
- Other
- 0
- 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 | 1 | 0 | 1 | 0 | 0 | 5 | 0 | 5 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 04 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 06 | 3 | 1 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 07 | 3 | 1 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 08 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 11 | 2 | 2 | 0 | 0 | 23 | 0 | 28 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 1 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Age 08 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 2 | 0 | 2 |
| Age 10 | 2 | 1 | 0 | 0 | 0 | 2 | 0 | 4 |
| Age 11 | 4 | 1 | 0 | 0 | 0 | 3 | 0 | 5 |
| Age 12 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 11 | 2 | 2 | 0 | 0 | 23 | 0 | 28 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Mulberry Grove School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Mulberry Grove School | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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%
| Mulberry Grove School | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| 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)
- 482
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- 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
- 22 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (6 April 2023)
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 6 April 2023 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.
What this report states about the school
As stated in ERO’s report of 22 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides education for children in Years 1 to 8
- Years 1 to 8
What ERO wrote in its latest report
This is ERO’s report of 22 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
Mulberry Grove School is a full primary school on Aotea , Great Barrier Island and provides education for children in Years 1 to 8. The school’s roll is 27, half of whom are Māori .
The school promotes its vision Opening a World of Possibilities through using the local environment to inform the curriculum and children's learning.
Progress since April 2023 ERO report
Since the previous ERO report the school has been evaluating how well teachers respond to learners needs to ensure successful outcomes for all learners. The school expected to see :
teachers planning that reflects individual learner’s needs and interests
teachers able to effectively use assessment information to inform planning
the development of a curriculum that is relevant and meaningful for learners.
Teachers work collaboratively to plan and teach programmes that reflect the curriculum focus and responds well to learners’ needs and interests. They collect a range of assessment information in reading, writing and mathematics and have sound knowledge of their learners’ needs and interests. A priority is to improve the use of this information to plan teaching and learning programmes that accelerate achievement. Community and iwi partnerships to develop teaching and learning programmes that reflect Aotea’s environment and context have been strengthened.
During the course of the evaluation, it was found that a focus on the local environment that reflects the Mulberry Grove and Aotea community has provided learners opportunities to participate actively in learning in ways that are meaningful to them.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly 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 ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its collection and use 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 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 A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school is developing 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 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
Teachers and leaders set high expectations for success; learners who need additional support are identified early and receive targeted support, particularly in reading and mathematics.
Learners experience range of relevant and meaningful learning opportunities; teacher and learning programmes reflect the school’s location, natural environment and community.
Teachers value the cultural backgrounds of their learners and increasingly demonstrate this throughout the school’s programmes, initiatives and practices; learners have a strong sense of belonging and are confident in their identity.
Teachers regularly work collectively in planned ways within the school and with the other Aotea schools.
Professional development is in place to support curriculum development in mathematics and literacy.
Key priorities and actions for improvement
The agreed next steps for the school are to:
develop programmes of learning that are structured and show year by year progress in reading, writing and mathematics, including a targeted approach to the acceleration of progress for those learners at risk of underachievement
adapt assessment practices to measure ongoing progress and achievement in reading, writing and mathematics
improve systems around the collection and analysis of achievement, engagement and attendance data to enable teachers and leaders to monitor the effectiveness of strategies designed to improve learner outcomes
develop a school attendance plan in conjunction with the community to raise regular attendance
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
develop a schoolwide teaching and learning programme in mathematics that supports the structured approach of the revised mathematics curriculum
implement professional development for teachers in structured literacy and to implement the revised English curriculum
revise current assessments to ensure that teachers, leaders and the board have sufficient and timely information about how well learners are progressing and achieving
consult with whānau and develop a plan to improve regular attendance
Every six months:
review professional development programmes to ensure that teachers are developing quality plans and teaching and learning programmes that support year by year progress
observe teachers and provide feedback about coherence within a structured approach
collect achievement data and use this to identify learners who need additional support
collect, analyse and report achievement, engagement and attendance data to the board on progress towards targets
review the impact of attendance initiatives and identify further actions
Annually:
review teaching and learning programmes to ensure that there is coherence and a clear pathway of learning across the school; adapt planning and teacher professional development accordingly
use achievement information to plan for, evaluate and report the progress and achievement of all learners and identify further acceleration initiatives
review and report on attendance initiatives to support strategic decision making.
Actions taken against these next steps are expected to result in:
accelerated and sustained achievement in reading, writing and mathematics to meet Government targets
a consistent approach to teaching and learning is evident across the school with well-planned and coherent programmes that emphasise reading, writing and mathematics and continue to promote the local context
teachers and the board confidently and consistently collect, analyse and use data from a range of sources to track, monitor and report on student outcomes
most students attend school regularly.
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
Actions for Compliance
ERO and the board have identified the following area of non-compliance during the board assurance process:
Minimising Physical Restraint: All teachers and authorised staff members are required to complete the online module on Minimising Physical Restraint. [Education and Training Act guidelines section 101 and Physical Restraint Rules 2024].
The board has since addressed the areas of non-compliance identified.
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)
22 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).