Rise UP Academy
Full Primary · State
- Year levels
- 1–8
- Total roll
- 101
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 6C Court Town Close, Mangere, Auckland
- Territorial authority
- Māngere-Ōtāhuhu Local Board Area
- Phone
- 09-2768727
- not reported
- 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.
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
Winter Uniform Plain long black pants | Strictly No Jeans
- 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
- Our Vision Statement
- SHARP Minds, STRONG Bodies and GOOD Hearts, Our Best Generation Yet!
- Our Mission Statement
- Raising Leaders One Child at a Time. When we enrol your child, we enrol your whanau.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 11
- Māori
- 23
- Pacific
- 96
- Asian
- 7
- MELAA
- 1
- 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 | 3 | 18 | 2 | 0 | 0 | 3 | 0 | 19 |
| Year 02 | 3 | 7 | 1 | 0 | 0 | 1 | 0 | 8 |
| Year 03 | 5 | 16 | 1 | 0 | 0 | 2 | 0 | 16 |
| Year 04 | 5 | 14 | 0 | 0 | 0 | 3 | 0 | 15 |
| Year 05 | 3 | 7 | 0 | 0 | 0 | 2 | 0 | 9 |
| Year 06 | 3 | 7 | 1 | 1 | 0 | 1 | 0 | 9 |
| Year 07 | 1 | 8 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 08 | 1 | 5 | 1 | 0 | 0 | 2 | 0 | 6 |
| Total | 24 | 82 | 6 | 1 | 0 | 14 | 0 | 90 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 18 | 2 | 0 | 0 | 3 | 0 | 19 |
| Age 06 | 3 | 7 | 1 | 0 | 0 | 1 | 0 | 8 |
| Age 07 | 4 | 15 | 1 | 0 | 0 | 1 | 0 | 15 |
| Age 08 | 6 | 15 | 0 | 0 | 0 | 4 | 0 | 16 |
| Age 09 | 3 | 7 | 0 | 0 | 0 | 2 | 0 | 9 |
| Age 10 | 3 | 7 | 1 | 1 | 0 | 1 | 0 | 9 |
| Age 11 | 1 | 7 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 12 | 1 | 4 | 1 | 0 | 0 | 1 | 0 | 5 |
| Age 13 | 0 | 2 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 24 | 82 | 6 | 1 | 0 | 14 | 0 | 90 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Rise UP Academy | 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 | 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%
| Rise UP Academy | 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 | 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%
| Rise UP Academy | 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 | 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)
- 485
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 23 January 2019
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
- 11 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board did not attest to all areas (11 December 2024)
Areas the board did not attest to, in ERO’s words: Personnel Management. The report says what that meant and what happened next.
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 same report — the board assurance report of 11 December 2024 — 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 has identified the following area of non-compliance during the board assurance process:
ensure safety checks are completed and documented before staff appointments. Section 31 and 32, Children’s Act 2014
The board has since taken steps to address the areas of non-compliance identified.
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 101 — 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 2021
72
Counted while ERO’s review team was at the school. Education Review Office, report of 28 May 2021
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 11 December 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
Rise UP Academy is a special character school located in Mangere , south Auckland and provides education for students from Year 1 to 8. There have been three new appointments to the senior leadership team since the previous ERO report. The school values are resilience, integrity, stewardship, and excellence.
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 are engaged and make sufficient progress in their learning.
A small majority of students achieve at expected curriculum levels in reading, writing and mathematics; Māori students achieve as well as their peers in reading and mathematics.
Learners with additional needs make good progress and are well-supported in their learning.
A small majority of students attend school regularly; the school is strategically working towards meeting the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Leaders are establishing ways to build teachers’ capability.
School leaders are strengthening a positive school culture with strong values that support students’ success.
Students are encouraged to lead in their learning and have opportunities to serve the school community.
Leaders are beginning to participate in professional learning to further develop their leadership skills.
Teachers are taking steps to provide a responsive curriculum for students to succeed.
Students experience a curriculum with a strong focus on the school’s special character and increasing opportunities for their active participation in learning.
Teachers participate in professional learning to improve effective teaching practices in reading and writing.
Teachers are beginning to implement consistent teaching practices to improve students’ reading and writing and to use achievement data more effectively.
Conditions for success increasingly promote strategic ongoing improvement.
Inclusive practices support students’ wellbeing and sense of belonging.
Whānau and parents’ cultural backgrounds are celebrated and highly valued in contributing to their children’s success.
Stewardship is supportive of school priorities and ensures the progression of the school’s strategic goals.
School processes for review and evaluation are beginning to drive further improvement.
Part B: Where to next?
The agreed next steps for the school are to:
embed teachers’ use of effective teaching strategies schoolwide to engage and challenge learners and to promote improved attendance
ensure teachers’ active participation in professional learning in effective reading and writing strategies to improve their teaching capability
use achievement data effectively to inform teaching and programmes to better respond to students’ learning needs
use indicators of effective practice to evaluate the impact of initiatives and to progress strategic improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
document the expectations for effective teaching strategies including reading and writing to support consistent practice and improve students’ learning outcomes.
Every six months:
Implement, reflect and review the use of effective teaching particularly in reading and writing for all students
analyse student achievement data effectively to inform improvements to teaching and learning
monitor, support and report on students’ regular attendance levels.
Annually:
evaluate the consistent use of effective teaching strategies to improve students' learning outcomes and attendance
use student achievement data to inform teaching and programme planning and reporting to the board for decision making about ongoing improvement priorities
use indicators of effective practice to evaluate the impact of initiatives and to inform related strategic goals.
Actions taken against these next steps are expected to result in:
improved student learning outcomes particularly in reading and writing for all year levels
increased levels in students’ attendance, engagement and confidence in their learning
improved teacher capability and consistency in the effective teaching of reading and writing
sustained levels of whanau /parents’ engagement to support their child’s learning.
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
11 December 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).