Manurewa South School - 10/06/2016

1 Context

Manurewa South School caters for Year 1 to 6 children from a culturally diverse community, with the majority of students being of Māori or Pacific descent. The school is well supported by the community. Staff professional development over the past few years has focused on enhancing teaching practices and developing learning focused partnerships with parents and a positive school culture. A Māori enrichment class provides students with the option of learning more te reo and tikanga within their learning programme.

2 Equity and excellence

The vision and valued outcomes defined by the school for all children are focussed on building lifelong learning through strong, respectful relationships underpinned by the values of respect, excellence, and positive attitude. The school motto encapsulates this vision - Mā te wero ka puawai te hua, By challenging yourself you will blossom in education.

The school provides a secure, caring and positive learning environment in which each child is encouraged to realise their potential. The values are visible throughout the school and teachers incorporate them into daily programmes to ensure children develop a shared understanding about them.

For the year to December 2015, student achievement in National Standards writing showed significant improvement. In this period, there were also some slight gains in achievement in reading and mathematics. Māori students' achievement overall has progressed well with a slight improvement in mathematics and a significant increase in the percentage of students achieving at National Standards in reading and writing.

Leaders analyse achievement information well to identify the children who need additional support. They should now consider using this information to develop more specific achievement targets as part of their strategy to accelerate these children's progress. Tracking and collating achievement information about groups of children who have consistently attended this school could provide the board and staff with more accurate information about the impact of school programmes.

Since the 2013 ERO review the school has strengthened assessment and reporting systems so that children at risk of not achieving the National Standards are identified earlier. Teachers have reviewed and improved their use of assessment information to identify children's learning needs at the school-wide, syndicate and individual levels.

An increased focus on moderation across the school and in syndicates is being given a high priority. This should help to continue building teachers' capability in making judgements about student progress and achievement against the National Standards. Targeted professional development has supported teachers to reflect on the effectiveness and impact of their strategies to accelerate the progress of identified groups of children.

Since the 2013 ERO evaluation senior leaders and teachers have undertaken professional learning and development to improve the quality of teaching and learning in reading and writing. This has assisted them to focus more systematically on students who are at risk of not achieving.

The school's 2016 strategic plan includes specific achievement targets to improve writing levels for students who were achieving below the National Standard at the end of 2015.

3 Accelerating achievement

How effectively does this school respond to Māori children whose learning and achievement need acceleration?

Overall, the school responds well to Māori children whose learning and progress needs acceleration. School leaders have a sense of urgency about accelerating these children's progress and lifting their achievement. Student achievement information is becoming more accurate and valid. Assessment data is increasingly well used to identify students' learning needs, and to design individualised programmes that accelerate their progress and lift achievement.

The principal is successfully engaging with and responding to parents and whānau. This is having a positive impact that is helping to forge relationships with whānau. As a result there is better partnering between the school, parents and whānau to provide support for children's learning and wellbeing.

The deputy principal, who teaches the Māori enrichment class, leads the learning of te reo and tikanga Māori for all students and staff. She also ensures that school kawa is followed. Many students in the senior school are involved in kapa haka, and students ably lead pōwhiri and whaikōrero. Some male students are involved in Tamatoa, a community organised values and tikanga programme. The promotion of te reo and tikanga Māori is building students' self-esteem and affirms their Māori identity, language and culture.

How effectively does this school respond to other children whose learning and achievement need acceleration?

The school responds well to other children whose learning and achievement need acceleration, including students with special educational needs.

School leaders also promote a sense of urgency about accelerating the learning and achievement of Pacific students, who make up 23 percent of the school roll. The school values and recognises Pacific students and their whānau and community as a significant part of Manurewa South School. School leaders and teachers use data effectively, and ensure that support programmes and interventions have a positive impact on Pacific student learning and achievement. Since 2013, Pacific students have made steady progress in reading. Pacific student achievement in writing and mathematics followed a similar pattern to that of the whole school population, with a decline in 2014 and a lift in 2015.

4 School conditions

How effectively do the school’s curriculum and other organisational processes and practices develop and enact the school’s vision, values, goals and priorities for equity and excellence?

The school has a variety of processes and practices that promote and enact the school motto and values, and foster equity and excellence.

School leaders are focused on achieving equitable outcomes for all students in terms of their learning, progress and wellbeing. The school promotes a welcoming and inclusive learning environment for students and their whānau. The principal has put significant emphasis on developing a positive and safe tone in the school. Strong connections and relationships with parents, whānau and the community are providing a good foundation for improving student outcomes. Leaders and teachers know the needs, strengths and interests of children, particularly those who need to make accelerated progress.

The principal has focused on strengthening staff leadership and teaching practice across the school. Priority has been given to building shared understandings about student achievement and establishing robust moderation processes. Teachers are well supported to use evidence to critically review their practice, particularly in relation to learners who require acceleration.

A school-wide programme focused on growing a positive learning culture within the school is well established. The Mutukāroa initiative is strengthening the learning-focused relationships between students, their parents and whānau, and the school. Plans are also in place to improve learning through the use of digital technologies.

Clear guidelines and shared expectations support teachers to deliver a broad curriculum that prioritises literacy and numeracy. Teachers are increasing support for students to take ownership of their own learning. Children benefit from learning experiences that broaden their perspectives and knowledge of the world. Skilled teachers and teacher aides know children well and are able to tailor learning programmes to the interests, strengths and needs of individual students.

Overall, children are engaged and demonstrate high levels of enjoyment in their learning. They are confident and proud of their school. Children have good leadership opportunities. Their learning is visible and celebrated in classrooms. The school's focus on values is helping students to become selfmanaging, confident learners.

The board of trustees is highly supportive of the school. Trustees have a good understanding of their governance roles and responsibilities. They receive good information about school management, school programmes and initiatives, and student achievement. With the strong leadership and expertise of an external consultant and the principal, a well considered strategic plan has been developed. Trustees connect well with the community and are currently engaged in succession planning in preparation for the 2016 board of trustees election.

The next step for the board and school leaders is to establish and use robust and rigorous internal evaluation processes to support a coherent approach to ongoing improvement.

5 Going forward

How well placed is the school to achieve and sustain equitable and excellent outcomes for all children?

Leaders and teachers:

  • know the children whose learning and achievement need to be accelerated
  • respond effectively to the strengths, needs and interests of each child
  • regularly evaluate how well teaching is working for these children
  • act on what they know works well for each child
  • build teacher capability effectively to achieve equitable outcomes for all children
  • are well placed to achieve and sustain equitable and excellent outcomes for all children.

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

6 Board assurance on legal requirements

Before the review the board of trustees 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
  • 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
  • processes for appointing staff
  • stand down, suspensions, expulsions and exclusions
  • attendance
  • compliance with the provisions of the Vulnerable Children Act 2014.

The board and school leaders must ensure that they:

develop and implement policies and procedures for the appraisal of all staff[s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement].

7 Recommendations

ERO recommends that the board and school leaders continue to build and strengthen the school's evaluation capacity at the board, leadership and teacher levels to assist with strategic developments to promote excellence and equity for all learners. 

Graham Randell

Deputy Chief Review Officer Northern

10 June 2016

About the school


Manurewa, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Boys 53%, Girls 47%

Ethnic composition




Cook Island Māori









Review team on site

March 2016

Date of this report

10 June 2016

Most recent ERO report(s)

Education Review

Education Review

Education Review

April 2013

August 2009

August 2006