Nga Iwi School
Contributing · State
- Year levels
- 1–6
- Total roll
- 342
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 60 Mascot Avenue, Mangere, Auckland
- Territorial authority
- Māngere-Ōtāhuhu Local Board Area
- Phone
- 09-2754921
- andrean@ngaiwi.school.nz
- Website
- http://www.ngaiwi.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.
- Uniform
- Required
Full and correct school uniform is the choice we make at Nga Iwi Primary School.
- Required
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
- Following staff and community engagement, our refreshed vision is:
- Together We Learn, We Grow, We Succeed!
- Kia Ako, Kia Tupu, Kia Angitu Tātou!
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 11
- Māori
- 98
- Pacific
- 263
- Asian
- 10
- MELAA
- 8
- 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 | 22 | 55 | 1 | 0 | 0 | 1 | 0 | 73 |
| Year 02 | 14 | 46 | 2 | 1 | 0 | 1 | 0 | 58 |
| Year 03 | 13 | 38 | 0 | 2 | 0 | 0 | 0 | 49 |
| Year 04 | 6 | 37 | 0 | 0 | 0 | 0 | 0 | 41 |
| Year 05 | 17 | 47 | 1 | 0 | 0 | 1 | 0 | 61 |
| Year 06 | 15 | 52 | 2 | 0 | 0 | 0 | 0 | 67 |
| Year 07 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 87 | 276 | 6 | 3 | 0 | 3 | 0 | 350 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 15 | 46 | 1 | 0 | 0 | 1 | 0 | 59 |
| Age 06 | 18 | 46 | 2 | 1 | 0 | 1 | 0 | 61 |
| Age 07 | 14 | 44 | 0 | 0 | 0 | 0 | 0 | 54 |
| Age 08 | 7 | 35 | 0 | 2 | 0 | 0 | 0 | 42 |
| Age 09 | 16 | 48 | 1 | 0 | 0 | 1 | 0 | 61 |
| Age 10 | 16 | 53 | 2 | 0 | 0 | 0 | 0 | 68 |
| Age 11 | 1 | 4 | 0 | 0 | 0 | 0 | 0 | 5 |
| Total | 87 | 276 | 6 | 3 | 0 | 3 | 0 | 350 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Nga Iwi School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Nga Iwi 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%
| Nga Iwi 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)
- 518
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 1971
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
- 23 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 September 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 23 September 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 342 — 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 2018
414
Counted while ERO’s review team was at the school. Education Review Office, report of 6 April 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 23 September 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
Nga Iwi School is in Mangere , Auckland. It provides education for learners in Years 1 to 6. The school’s vision is of empowered and empathetic learners, and it is guided by the whakatauakī gifted by Tainui as mana whenua : Ngā iwi o te motu kia kotahi ai - People of the land be one. The bilingual unit, Tū Pakari , provides learning within a Māori cultural context and is open to learners of any cultural background.
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
The school is working towards achieving equitable learning and positive wellbeing outcomes for all learners.
More than half of learners achieve at or above expectation in reading and mathematics, less than half do so in writing.
Data for 2023 shows most learners made accelerated progress of more than one year in reading and writing, and the majority of learners made accelerated progress in mathematics; continuing to improve achievement outcomes remains a focus for teachers and leaders.
Learners with additional needs make good progress and interventions are effectively tailored to their needs to support improved outcomes.
Regular student attendance is below the Ministry of Education target; improving and maintaining student attendance is a priority for school leaders.
Conditions to support learner success
An effective leadership team work collaboratively and strategically to pursue goals focused on improving learner outcomes.
Leaders value and nurture a professional culture that enhances professional growth and development to support quality teaching and ongoing improvement.
Leaders use a range of evidence to coherently plan, monitor and evaluate the school’s strategic improvement cycle.
Leaders prioritise building and sustaining relational trust and effective collaboration at every level of the school community to achieve the strategic vision and improvement goals.
Curriculum and teaching practices increasingly promote learner progress and achievement over time.
Teachers know their learners well and prioritise developing positive relationships that build learners’ confidence in their identity, language and culture.
Teachers increasingly integrate quality te reo Māori , tikanga Māori and mātauranga Māori learning opportunities to give effect to Te Tiriti o Waitangi .
Appropriate and good quality assessment information is used to plan for, evaluate and report the progress of learners and to inform responsive teaching practice.
Well-aligned systems , structures and practices bring about success and improvement over time.
Well-developed policies, programmes and practices are in place that promote learners’ engagement, wellbeing, inclusion and sense of belonging.
Strategic planning is informed by consultation with relevant stakeholders; a recent review of the school’s Māori achievement plan has aligned with the Te Ahiwaru Iwi Education Plan to respond to the aspirations of mana whenua .
Leaders and teachers increasingly use effective communication strategies with parents and whānau to deepen shared understandings of learners’ strengths and learning needs.
Part B: Where to next?
The agreed next steps for the school are to:
embed responsive teaching and learning strategies to accelerate learner progress and achievement in reading, writing and mathematics
develop and implement strategies to reduce barriers and ensure success for all learners, especially those identified with additional needs
further strengthen learning-focused partnerships with parents and whānau that enable them to be connected and actively engaged in the learning of their child
implement strategies to continue to raise the number of learners attending school regularly.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
continue professional learning to support the implementation of strategies that ensure equitable outcomes for all learners, especially those with additional needs
Every six months:
evaluate progress against targets and actions in the school’s annual plan, including attendance targets, to inform next steps to improve outcomes for learners
meet with parents and whānau to deepen learning partnerships through building shared understandings of learners’ strengths and needs, the curriculum and the teaching and learning process
Annually:
using progress and achievement data for groups of learners, evaluate the effectiveness of strategies to improve learning, attendance and engagement, and report the outcomes to the board to inform improvement planning
gather feedback to evaluate the impact of strategies used to strengthen engagement and learning partnerships with parents and whānau .
Actions taken against these next steps are expected to result in:
improved progress, achievement, engagement and attendance for all learners
effective, responsive teaching and learning programmes that enable success for all learners, including those identified with additional needs
open, learning-focused partnerships with parents and whānau who are connected and actively engaged with the learning taking place at school.
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
23 September 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).