St Anne's Catholic School (Manurewa)
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 493
- Enrolment zone
- No
- Gender
- Primary Co-Ed/Secondary Girls
Where is it, and how do I get in touch?
- Address
- 124 Russell Road, Manurewa, Auckland
- Territorial authority
- Manurewa Local Board Area
- Phone
- 09-2690023
- debbies@stanne.school.nz
- Website
- http://www.stanne.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.
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
School Uniforms Girls Year 0-4 Winter Dress Year 0-4 Winter Blouse Year 0-4 Summer Dress Year 5-8 Culottes (All Year)
- Required
- Where to buy the uniform
- https://stanne.nzuniforms.com/
Online: [https://stanne.nzuniforms.com/](https://stanne.nzuniforms.com/)
- https://stanne.nzuniforms.com/
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.
- Special character
- Our vision is for all our children to be confident life-long learners who will be able to value all cultures in the community and maintain their Catholic Faith.
- We have encompassed confident, connected, actively involved, life long learners into our vision alongside our Special Catholic Character spiritual dimension of the whole person.
- Voluntary donation
- $17.50 per term ($70.00 per annum) per student
The Catholic Special Character Contribution is a voluntary donation of $17.50 per term ($70.00 per annum) per student.
- $17.50 per term ($70.00 per annum) per student
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 38
- Māori
- 43
- Pacific
- 305
- Asian
- 141
- MELAA
- 27
- 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 01 | 3 | 33 | 27 | 5 | 0 | 4 | 0 | 67 |
| Year 02 | 5 | 47 | 22 | 5 | 0 | 6 | 0 | 80 |
| Year 03 | 7 | 58 | 22 | 4 | 0 | 3 | 0 | 87 |
| Year 04 | 2 | 37 | 19 | 4 | 0 | 4 | 0 | 64 |
| Year 05 | 6 | 44 | 9 | 7 | 0 | 3 | 0 | 66 |
| Year 06 | 14 | 49 | 14 | 5 | 0 | 6 | 0 | 79 |
| Year 07 | 3 | 31 | 14 | 4 | 0 | 3 | 0 | 52 |
| Year 08 | 7 | 27 | 6 | 5 | 0 | 5 | 0 | 42 |
| Total | 47 | 326 | 133 | 39 | 0 | 34 | 0 | 537 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 32 | 27 | 5 | 0 | 4 | 0 | 66 |
| Age 06 | 5 | 43 | 22 | 5 | 0 | 6 | 0 | 76 |
| Age 07 | 7 | 61 | 23 | 4 | 0 | 3 | 0 | 91 |
| Age 08 | 2 | 39 | 15 | 4 | 0 | 4 | 0 | 62 |
| Age 09 | 6 | 45 | 12 | 7 | 0 | 4 | 0 | 70 |
| Age 10 | 14 | 48 | 14 | 5 | 0 | 5 | 0 | 78 |
| Age 11 | 2 | 23 | 11 | 3 | 0 | 3 | 0 | 40 |
| Age 12 | 3 | 25 | 7 | 4 | 0 | 1 | 0 | 37 |
| Age 13 | 5 | 10 | 2 | 2 | 0 | 4 | 0 | 17 |
| Total | 47 | 326 | 133 | 39 | 0 | 34 | 0 | 537 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
3.5%
| St Anne's Catholic School (Manurewa) | 3.5% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 12.1% |
| Māori | 0% |
| Pacific | 5.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.5% |
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
0%
| St Anne's Catholic School (Manurewa) | 0% |
|---|---|
| Auckland Region | 3% |
| Full Primary | 3.9% |
| State : Integrated | 1.6% |
| 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%
| St Anne's Catholic School (Manurewa) | 0% |
|---|---|
| Auckland Region | 1.4% |
| Full Primary | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 453
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 10 February 1952
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
- 10 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (10 December 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 10 December 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 493 — 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.
May 2019
550
Counted while ERO’s review team was at the school. Education Review Office, report of 11 July 2019
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 10 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
St Anne’s Catholic School ( Manurewa ) is an integrated state school in south Auckland and provides education for male students from Years 1 to 6 and female students from Years 1 to 8. The school’s vision of Learn to Love, Love to Learn | Akona te Aroha , Arohaina te Ako is founded on Catholic principles.
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
Most students make good progress and achieve very well.
Most learners achieve at and above expected curriculum levels for reading, and the large majority of learners achieve these expectations in writing and mathematics.
Achievement information shows that there are no significant inequities between groups of learners.
Learners have a strong sense of pride and connectedness to their school; they experience a school culture that values their identity and language and affirms their special character values.
Less than half of learners regularly attend school; the school is working towards meeting the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
Strategic leadership fosters a culture of high quality teaching, equity and continual improvement for all learners.
A cohesive senior leadership team sets and pursues improvement goals across all areas of the school that benefit all learners.
Leadership builds effective relationships and strengthens collaboration with teachers and parents to achieve the strategic vision and enhance student outcomes.
Leaders use valid and reliable achievement information to plan, coordinate and monitor teaching and learning practices to improve student engagement.
Teachers increasingly use responsive teaching strategies to provide students with purposeful and innovative learning opportunities.
Teachers plan and implement a localised curriculum that reflects the cultural identities and languages of learners, responding to their strengths and interests.
Teaching staff hold high expectations for learners and themselves; they use adaptive classroom practices that s upport the needs of all learners.
Teachers discuss relevant achievement information and design responsive strategies that provide meaningful learning experiences for learners at risk of underachieving.
Key school conditions are increasingly well aligned to support learner success.
Leaders and teachers continue to strengthen the integration of te reo Māori and tikanga Māori across school programmes and in everyday classroom practices, giving greater effect to Te Tiriti o Waitangi .
The board represents and works well with the school community to develop the school’s strategic direction.
The school’s Catholic special character is well embedded; students’ social relationships are respectful and learners have a strong sense of belonging to the school community.
Leaders and teachers are strengthening learning partnerships with parents and whānau whose children are at risk of underachieving.
Part B: Where to next?
The agreed next steps for the school are to:
monitor and review initiatives to increase students’ regular attendance
continue to integrate te reo Māori and tikanga Māori into the local curriculum so that staff and students develop confidence in their knowledge and understanding of Aotearoa New Zealand
continue to strengthen learning partnerships with parents and whānau , particularly for learners at risk of underachieving, to improve learner progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
evaluate the impact of strategies used to improve attendance, report successes to the board and school community and collaborate on where to next
review the integration of te reo Māori and tikanga Māori in the curriculum to inform ongoing planning
collect, analyse and review how well learning partnerships with parents support student engagement and improve outcomes
Annually:
evaluate and report to the board and community on shifts in student attendance, progress and achievement and the outcomes for learners
evaluate the impact of te reo Māori and tikanga Māori on school and classroom programmes to inform future action
report to the board and community on the successes of increased engagement with parents and whānau .
Actions taken against these next steps are expected to result in:
students attending school regularly
sustained achievement and equitable outcomes
learners and teachers continue to develop confidence in their knowledge and use of te reo Māori and tikanga Māori
teachers and parents reporting that positive learning partnerships continue to improve student progress and achievement.
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
10 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).