Manurewa South School - 11/12/2019

School Context

Manurewa South School caters for students from Years 1 to 6. The roll of 368 includes 56 percent Māori students and 25 percent Pacific students.

The senior leadership team consists of the principal, deputy principal, and two newly appointed senior teachers. The school is experiencing significant roll growth.

The school hosts Rosehill School students and staff in two satellite units. It operates a Māori enrichment class that provides students with opportunities to learn te reo and tikanga Māori. An innovative learning space for Years 5 and 6 students opened at the beginning of the year.

The school’s vision is ‘ma te wero ka puawai te hua’, by challenging yourself you will blossom in education. This is underpinned by the values of respect, excellence, and a positive attitude.

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

  • achievement in reading, writing, and mathematics
  • wellbeing and care.

The school’s strategic priorities for improving valued student outcomes and success include:

  • developing teacher knowledge and understanding of data analysis
  • raising student achievement
  • engaging Māori and Pacific whānau/fono
  • upgrading the school environment to maximise teaching and learning.

The 2016 ERO report noted that teachers were responding effectively to the individual strengths, needs and interests of students. Since 2016, leaders and teachers have improved the teachers’ appraisal system. They continue to work on establishing robust and rigorous internal evaluation to support ongoing improvement.

The school is part of Te Kāhui Ako o Manurewa I Community of Learning.

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 working towards achieving equitable outcomes for students. School achievement data show a small majority of students achieve at or above expected curriculum levels in writing, and a large majority of students in mathematics. This achievement has been sustained over time.

School achievement data from recent years show a decrease in reading, with less than half of all students achieving at or above expected levels. Recent data show improved achievement in reading and writing for boys, although more work needs to be done. Disparity for boys’ achievement in mathematics continues.

The 2018 achievement information shows that most Māori learners achieve at or above expected levels in mathematics. In literacy, less than half of Māori learners achieve at or above expected levels.

The larger majority of Pacific learners achieve at or above expected levels in writing and mathematics. A small majority of Pacific achieve at or above in reading.

Children with additional learning needs are very well supported to achieve individual goals and be successful learners.

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

The school is beginning to accelerate learning for some Māori and other students who need this.

Leaders and teachers are focusing on developing shared understandings when analysing and moderating assessment information. Teachers ensure that learning contexts are relevant, meaningful, and include hands-on learning opportunities.

Recently introduced culturally responsive practices are supporting students’ progress and achievement. Greater collaboration and tuakana/teina relationships, particularly in mathematics, are improving children’s confidence and engagement.

Teacher aides are well supported to respond to individual children’s specific interests and learning needs. This has resulted in some decreasing disparity.

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?

Strong teacher/student relationships, whakawhanaungatanga, and manaakitanga underpin the school culture. Students and staff who spoke with ERO noted children’s sense of belonging in the school. Teachers are inclusive in their practice. They teach mixed-ability groups, encourage tuakana/teina relationships, and purposefully engage students in conversation to improve oral language skills.

Students participate in te reo and tikanga Māori programmes. Kapa haka allow for leadership opportunities throughout the school. Students’ experiences to promote success as Māori are increasing their engagement and ownership of learning.

Leaders and teachers are beginning to build their capability and capacity through relevant, external professional learning and development (PLD). Leaders promote collaborative inquiry approaches to share new knowledge and understandings. New professional learning is being implemented effectively across all levels in the school. This is beginning to improve teaching and learning and developing greater consistency in teacher practice.

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

It is timely for leaders and teachers to review, refine and embed recent developments in teaching and learning. They need to evaluate these developments to ensure they are having the desired impact on students’ learning, and teaching approaches are consistent across the school.

Leaders are developing a local curriculum that is more relevant and connected to students, whānau and the school community. They should ensure that the diverse community cultures and strong connections to the Pacific Islands are reflected in the curriculum.

Leaders need to deepen their scrutiny of student achievement information to accelerate progress for those students who need this. Teachers could make learning more visible so that students can make informed decisions about their next learning steps.

The school could now build on the good parent/teacher relationships. Staff need to consider ways to place a greater focus on learning partnerships, to enable parents to be more involved in their children’s goals and achievement.

Trustees of the newly elected board acknowledge that they need to develop more robust policies, procedures and internal evaluation practices to ensure that the board meets its legal requirements and obligations. This should enable trustees to have a clear focus on the progress of strategic goals and monitor how well the school is achieving equitable outcomes for all students.

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 Manurewa South School’s performance in achieving valued outcomes for its students is: Developing.

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:

  • whakawhanaungatanga that enables positive, reciprocal relationships with whānau and the school community
  • strong teacher/student relationships
  • students’ participation in te reo and tikanga Māori programmes
  • continued development of culturally responsive teaching and learning practices.

Next steps

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

  • embedding and evaluating the impact of the new initiatives to improve outcomes for students
  • developing and documenting a local curriculum that is relevant to the needs of students and the school’s community
  • aligning teacher inquiry to student achievement targets and accelerated teaching and learning
  • further promoting learning partnerships to involve whānau and fono more in their child’s learning
  • strengthening trustees’ capability to scrutinise the school’s effectiveness in achieving valued student outcomes.

Steve Tanner

Director Review and Improvement Services Northern

Northern Region

11 December 2019

About the school


Manukau Central, Auckland

Ministry of Education profile number


School type

Contributing (Years 1 to 6)

School roll


Gender composition

Girls 50% Boys 50%

Ethnic composition

Māori 56%
NZ European/ Pākehā 5%
Samoan 19%
Indian 6%
Tongan 5%
other ethnic groups 9%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

September 2019

Date of this report

11 December 2019

Most recent ERO report(s)

Education review June 2016
Education review April 2013
Education review August 2009