St Mary MacKillop Catholic School
Full Primary · State : Integrated
- Year levels
- 1–8
- Total roll
- 355
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 12 Mcnaughton Avenue, Mangere, Auckland
- Territorial authority
- Māngere-Ōtāhuhu Local Board Area
- Phone
- 09-2571435
- katrinag@marymackillop.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.
- Voluntary donation
- $15.00 per term ($60.00 per annum) per student
The Catholic Special Character contribution is a voluntary donation of $15.00 per term ($60.00 per annum) per student.
- $15.00 per term ($60.00 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
- 14
- Māori
- 10
- Pacific
- 284
- Asian
- 71
- MELAA
- 2
- 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 | 29 | 11 | 0 | 0 | 0 | 0 | 40 |
| Year 02 | 1 | 30 | 10 | 1 | 0 | 1 | 0 | 42 |
| Year 03 | 1 | 33 | 10 | 0 | 0 | 0 | 0 | 42 |
| Year 04 | 1 | 41 | 10 | 0 | 0 | 0 | 0 | 50 |
| Year 05 | 3 | 28 | 5 | 0 | 0 | 0 | 0 | 34 |
| Year 06 | 1 | 26 | 6 | 0 | 0 | 0 | 0 | 32 |
| Year 07 | 0 | 45 | 7 | 0 | 0 | 1 | 0 | 52 |
| Year 08 | 0 | 35 | 5 | 0 | 1 | 0 | 0 | 41 |
| Total | 8 | 267 | 64 | 1 | 1 | 2 | 0 | 333 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 29 | 11 | 0 | 0 | 0 | 0 | 40 |
| Age 06 | 1 | 30 | 8 | 1 | 0 | 1 | 0 | 40 |
| Age 07 | 1 | 33 | 11 | 0 | 0 | 0 | 0 | 43 |
| Age 08 | 1 | 40 | 10 | 0 | 0 | 0 | 0 | 49 |
| Age 09 | 3 | 26 | 6 | 0 | 0 | 0 | 0 | 33 |
| Age 10 | 1 | 28 | 6 | 0 | 0 | 0 | 0 | 34 |
| Age 11 | 0 | 38 | 6 | 0 | 0 | 1 | 0 | 44 |
| Age 12 | 0 | 37 | 5 | 0 | 1 | 0 | 0 | 43 |
| Age 13 | 0 | 6 | 1 | 0 | 0 | 0 | 0 | 7 |
| Total | 8 | 267 | 64 | 1 | 1 | 2 | 0 | 333 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| St Mary MacKillop Catholic School | 0% |
|---|---|
| Auckland Region | 29.7% |
| Full Primary | 35.6% |
| State : Integrated | 16.2% |
| 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%
| St Mary MacKillop Catholic School | 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 Mary MacKillop Catholic School | 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)
- 475
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 2000
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
- 25 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (25 October 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 25 October 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 355 — 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.
August 2017
327
Counted while ERO’s review team was at the school. Education Review Office, report of 27 October 2017
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 25 October 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 Mary MacKillop Catholic School is in Mangere , South Auckland and p rovides education for students in Years 1 to 8. Most students have Pacific heritage. The special character of the school places ‘ Christ at the centre of students’ learning ’.
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 achieving positive outcomes for most learners.
Most learners achieve at or above curriculum expectations in reading, writing and mathematics.
Outcomes for Māori learners are not yet equitable.
Students enjoy a sense of belonging, and are confident in their identity, language and culture.
About half of all learners attend school regularly; the school does not yet meet the Ministry of Education’s 2024 target for regular attendance.
Conditions to support learner success
Leaders effectively plan, coordinate and evaluate the school’s curriculum and teaching.
Leaders and teachers have high expectations of learners; teaching programmes have clear learning progressions to support learner success and next steps for learning.
Leaders set and pursue goals and targets to accelerate the learning of students who are at risk of not achieving.
Leaders and teachers engage in collective inquiry into effective practice to improve and adapt their teaching for those students who need it most.
Teaching and learning strategies support students to make sufficient progress to achieve success.
The curriculum has a clear focus on developing foundational skills for learning; students have sufficient opportunity to engage, learn and progress.
Students participate in mixed ability group activities providing them with challenge, opportunities for thinking deeply about topics, and to make decisions about their learning.
An inclusive and well-resourced learning environment supports student participation, engagement, and learning progress.
A supportive and connected school community contributes to positive outcomes for learners
Leaders and teachers have begun connecting with Te Akitai iwi at Makaurau marae, and with Te Ahi Waru Trust; this is facilitating learning and stronger connections for Māori students.
Positive relationships between staff, students, and whānau contribute to a caring learning environment that contributes to learner engagement and success.
The board strategically resources curriculum provision and improvement initiatives for learners.
Student a nd community voice is actively sought, valued and contributes to strategic decision making.
Part B: Where to next?
The agreed next steps for the school are to:
ensure that initiatives to support equity, engagement and attendance also serve to accelerate progress for Māori learners
review, rationalise and implement relevant assessment tools to respond to learning need
continue to embed structured literacy throughout the school
review the support structures in place for learners with learning needs at the school.
The agreed actions for the next improvement cycle and timeframes are as follows:
Every six months:
focus on successful interventions and actions which accelerate outcomes for Māori learners
review the school’s attendance and assessment processes, and report next steps to the staff, board and community
research and strengthen the school’s structured literacy approaches, including the school’s phonics programme, to sustain effective literacy teaching
review and continue to strengthen school wide inclusive practices that support learners with additional needs, to enable all learners to experience success at school.
Annually:
evaluate the impact of interventions and actions to accelerate outcomes for Māori learners
monitor the rates of student attendance and report trends and patterns to the board and parent community to determine further action
evaluate the implementation of structured literacy across the school to improve literacy achievement
evaluate how well school wide inclusive practices support learners with additional needs.
Actions taken against these next steps are expected to result in:
equity of achievement for Māori learners at the school
more students regularly attending school
structured literacy embedded consistently across the school
teaching and learning programmes fully meeting the needs of learners with additional needs across the 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
25 October 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).