Manuka Primary School - 11/07/2019

School Context

Manuka Primary School, located in Glenfield on Auckland’s North Shore, provides for children in Years 1 to 6 and serves an ethnically diverse community. The school roll has remained steady. Approximately 19 percent of children are Māori and 10 percent have Pacific heritage. There are two Wilson School satellite classes on site.

The school’s vision and mission statements are about inspiring learners for tomorrow’s world, providing accepting, supportive environments, and encouraging students to be lifelong learners who strive to reach their potential. The school promotes respect - whakaute, resilience - manawaroa, and responsibility - takohanga.

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

  • reading, writing and numeracy achievement

  • attendance, stand downs and suspensions

  • health and safety

  • learning support

  • wider curriculum areas.

Since the 2016 ERO review, a new principal and one deputy principal have been appointed from within the school. A second deputy principal was appointed from another school. Two team leaders from the junior and senior school are also part of the leadership team. New staff appointed include teachers who are new to the teaching profession.

The school is a member of the Kaipātiki Community of Learning| Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

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

The school is making very good progress in achieving equitable outcomes for all children. Most children, across all cultural groups, are achieving at expected levels in reading, writing and mathematics.

Over the past three years, most children have consistently achieved at the expected New Zealand Curriculum level in reading, writing and mathematics. Overall achievement has been trending upwards in the last three years.

Māori and Pacific students consistently perform well in mathematics and have better achievement than other groups of students in reading and writing. There is some disparity for Pacific students in mathematics and for boys in writing and mathematics.

The school has identified groups of students whose achievement needs accelerating. Leaders and teachers set specific targets and put useful interventions in place to support these students. The challenge now is for school leaders to more deliberately gather and use schoolwide achievement information to increase in-school parity.

Students achieve well in relation to other valued outcomes. They demonstrate school values, and use self-assessment and the “Manuka Learner” profile.

1.2 How well is the school accelerating learning for those students who need this?

The school has very good systems in place to identify children who need targeted support, including those with additional needs. School achievement data show that some individuals and groups of children have made accelerated progress.

The school offers a number of interventions and programmes to support students who are at risk of underachieving. Teachers and leaders meet regularly to discuss target students and to share practices. The board of trustees provides sufficient resourcing for teacher aides, teacher professional learning and development, and digital and other learning resources. Some programmes have proven to be successful in contributing to students making accelerated learning.

Leaders now need to build teacher capacity, schoolwide, to identify successful acceleration strategies and to use context specific approaches to develop teacher knowledge and adaptive expertise.

2 School conditions for equity and excellence – processes and practices

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

The principal provides strategic, systematic and organised leadership. Leaders collaboratively develop and enact the school’s vision, values and goals. They establish an orderly, supportive and caring environment that is conducive to student learning. Leaders support collaboration, risk-taking and openness to change and improvement.

A key feature of the school’s development has been a focus on building professional capability and collective capacity. There is high relational trust between school leaders, teachers, trustees, staff and parents. This provides a safe and supportive environment for teachers to take risks, to experiment with innovative practices and to build professional expertise that enhances student learning. Effective induction processes support new staff. Sound schoolwide systems and processes support student learning well.

A more responsive curriculum and increasingly effective teaching practices are promoting in-school equity, excellence and acceleration of learning. Senior leaders and teachers have broadened the curriculum in response to student input and ideas. They are developing a curriculum that builds on students’ strengths and interests. A key aspect of this is a focus on increasing students’ ownership of their learning through more effective use of assessment practices. Greater use of digital devices is supporting students’ learning.

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

Further development is needed in establishing frameworks for internal evaluation. These should include schoolwide collaborative sense-making practices. The aim should be building teacher capacity to identify, and effectively create, the conditions that support equity and excellence for all children. Leaders and teachers should continue to gather and use relevant schoolwide information to support this development.

School leaders and teachers should also:

  • continue to consider ways to increase students’ sense of ownership in their role as learners

  • increase learning connections with whānau and the wider community through the further development of a culturally responsive curriculum.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Mānuka Primary School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

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

  • leadership that enacts the school’s vision, values and goals

  • leaders who encourage risk-taking, innovation and are open to change

  • a supportive, collaborative learning environment that is based on high relational trust

  • assessment practices that are increasing students’ ownership of their learning.

Next steps

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

  • developing teacher capacity to strengthen internal evaluation
  • increasing opportunities for students to make decisions about their learning
  • developing a more culturally responsive curriculum.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

11 July 2019

About the school


Glenfield, Auckland

Ministry of Education profile number


School type

Contributing Years 1 -6

School roll


Gender composition

Boys 51% Girls 49%

Ethnic composition

Māori 16%
NZ European/Pākehā 36%
Indian 10%
Filipino 7%
Chinese 6%
Tongan 6%
Samoan 5%
other ethnic groups 14%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

May 2019

Date of this report

11 July 2019

Most recent ERO report(s)

Education Review May 2016
Education Review November 2011
Education Review August 2008