Mangorei School - 02/03/2018

School Context

Mangorei School caters for Years 1 to 8 students and is located on the outskirts of New Plymouth. Traditional rural customs continue to be valued in an environment where students are encouraged to strive for quality and achieve excellence. The roll of 349 includes 44 students who are Māori.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics
  • progress and accelerated progress in relation to school targets
  • valued outcomes related to engagement and wellbeing.

Since the November 2013 ERO review, there has been considerable roll growth and a consequent increase in staff numbers.

Evaluation Findings

1 Equity and excellence – valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Most students achieve at or above the school’s expectations in reading and writing. The majority of students achieve at or above in mathematics.

Most Māori students achieve at or above the school’s expectations for achievement in writing, and the majority in reading and mathematics. The achievement of girls is high. There is a growing disparity in achievement between boys and girls, especially in writing.

End of 2017 achievement data show the targets set in the board’s annual goals have been achieved. 

1.2 How effectively does this school respond to those Māori and other students whose learning and achievement need acceleration?

The school continues to increase its effectiveness in responding to those Māori and other students whose learning and achievement needs acceleration.

The majority of Māori students, identified as at risk of not achieving in mathematics, have made accelerated progress. Teachers have focused on improving the achievement of a mathematics target group of Year 3 and 4 students. The end of 2017 achievement information shows that most of these students now achieve at or above the school’s expectations.

2 School conditions for equity and excellence

2.1 What school processes and practices are effective in enabling achievement of equity and excellence?

Leaders collaboratively develop a responsive and effective curriculum that promotes high expectations for teaching and learning. Students are provided with authentic opportunities to learn in the breadth and depth of the New Zealand Curriculum. Leaders and teachers have developed a clear set of progressions that allow students to take responsibility for their learning. Years 7 and 8 students play a key role in leading and maintaining a positive school culture.

Whānau Māori facilitate consultation with Māori. The school is responsive to recommendations that inform the curriculum development. There has been increasing focus on teachers being culturally responsive to support Māori learners.

Teachers and leaders use assessment information in collaboration with parents and students to set realistic learning goals. Parents receive useful information about their children‘s progress, achievement and next learning steps.

Teachers know students well and have identified specific teaching strategies to meet each individual’s needs.

Students who are at risk of underachievement are monitored and outcomes are discussed and analysed at syndicate meetings. These students receive support through board-resourced strategies and personnel. There is an alignment of practice and a coherent approach to promoting student achievement. Professional learning and development is aligned to the strategic goals and responsive to teacher development needs that focus on student outcomes. Leadership sets a clear direction for school development which is systematic and well-paced.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence?

The appraisal process needs to be improved. Teachers should collect suitable and sufficient evidence of practice in relation to Education Council expectations.

The schoolwide self-review process has informed many decisions and changes. A next step is to use achievement and progress information, for internal evaluation that refines what is working well for students’ learning and where improvements are needed.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

Appraisal audit

Since the on-site stage of the review, school leaders have reviewed their appraisal process to be consistent with the Education Council requirements.

4 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • purposeful leadership and governance that sets clear direction for children’s learning that promotes equity and excellence
  • identifying individual students’ learning needs and providing support to promote achievement of equitable outcomes.

Next steps

For sustained improvement and future learner success, development priorities are in:

  • using existing achievement and progress information to evaluate the impact of effective teaching practices on outcomes for students
  • determining the impact of the school’s curriculum to inform areas for further refinement.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Alan Wynyard
Deputy Chief Review Officer Central (Acting)

Te Tai Pokapū - Central Region

2 March 2018

About the school 


New Plymouth

Ministry of Education profile number


School type

Full Primary (Years 1 to 8)

School roll


Gender composition

Male 58%, Female 42%

Ethnic composition

Māori                                            13%
Pākehā                                          73%
Asian                                                7%
MELLA                                             4%
Other ethnicities                           3%

Provision of Māori medium education


Review team on site

November 2017

Date of this report

2 March 2018

Most recent ERO report(s)

Education Review, November 2013
Education Review, April 2009
Education Review, February 2006