Mangamuka School

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.

Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.

About the school

​​Mangamuka School​ is located in the rural Northland district of Okaihau and provides education for students from Years 1 to 6. The school has 11 learners, all of whom identify as Māori. The school has a teaching principal, with learning supported by one kaiāwhina. The school provides level 2 Māori medium education for 11 tamariki from Years 1 to 6. A review of the provision of level 2 Māori medium education was in April 2024. 

The school’s vision is Ko Au, Ko Maunga Taniwha; Ko Maunga Taniwha, Ko Au and its values are whakapapa, pōhiri, pono, tika and aroha.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation. 

Less than a third 

Less than half 

Small majority 

Large majority 

Most 

Almost all 

0 to 33% 

34 to 49% 

50 to 64% 

65 to 79% 

80 to 90% 

Over 90% 

Learner Success and Wellbeing

This section provides a summary of learner success and wellbeing.

School achievement and progress information is not sufficient to accurately determine learner outcomes.

• At the time of review valid and reliable student progress and achievement information in reading, writing and mathematics was not regularly collected or analysed.
• Learners with additional needs achievement data should be separated and analysed to determine their progress.
• Students demonstrate a strong sense of wellbeing and belonging in the school.
• Very few students attend school regularly and attendance continues to decline. The school is working to improve regular attendance to meet the Government’s targets.

Conditions to support learner success

This section provides a summary of leadership, teaching, curriculum and foundation school conditions for improvement.

School leadership is establishing systems and processes to improve outcomes for learners.

• Whakawhanaungatanga is a focus of the leadership in the school to establish an effective and supportive staff culture that improves learner outcomes.
• Leadership has identified that a key next step is to build staff capability in the teaching and assessment of reading, writing and mathematics.

Teachers are beginning to provide students with deliberate teaching and learning in reading, writing and mathematics and te reo Māori.

• Students engage in a range of learning experiences including education outside the classroom as part of the curriculum.
• Teaching practices are beginning to respond to students’ culture and identity to support their sense of belonging and engagement in relevant learning.
• Teachers promote a calm, orderly and respectful class environment that supports students’ engagement in learning.

Improving school systems and processes with a focus on student achievement outcomes is a central strategic priority.

• Leaders, board members, staff and students are beginning to give effect to Te Tiriti o Waitangi through school kawa and an increasingly culturally responsive curriculum.
• School leaders should establish the effective use of attendance, progress, and achievement information for all students and groups of students to better inform decision-making.
• The school has a documented policy framework. School leaders and the board should ensure all legislative requirements are met through regular monitoring and review.
• School leaders should implement an effective evaluation model that promotes improvement to practices over time. 

Rumaki/Reo Rua Outcomes and Learner Success

Learner success and wellbeing 

• Tamariki are motivated to learn through authentic learning opportunities.
• Tamariki confidently apply their knowledge through the sharing of karakia, waiata and pepeha. 

Conditions to support learner success 

• Authentic relationships with whānau and the wider community enhance meaningful learning.
• Whānau have positive learner-centred relationships with the school and are actively engaged.
• A lack of reo speaking kaiako is impacting tamariki achievement.

Next steps for improvement 

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school.

Key priorities

• Improve students’ regular attendance to meet Government’s targets.
• Improve capability in the teaching and assessment of reading, writing and mathematics.
• Implement the assessment and reporting of students’ attendance, achievement and wellbeing information.
• Explicitly plan for collective opportunities to critically reflect on tamariki achievement data in the bilingual class and prioritise implementing a plan to progress learner outcomes for literacy and numeracy.
• Review and implement policies and procedures to ensure legislative requirements are met.

Actions to bring about improvement

Within three months:

• leaders and teachers collect valid and reliable baseline student achievement information in reading, writing and mathematics to inform responsive programmes for learning
• the School Board use reporting on student information to inform strategic decision making and improvement priorities
• the Board address identified non-compliance areas of human resource and health and safety to meet legislative requirements

Within six months:

• leaders and teachers engage in professional development to enable effective planning, teaching and assessment for all year levels in reading, writing and mathematics

Every six months:

• leaders and teachers collect, analyse and report on attendance, progress, achievement and wellbeing information to guide teaching and learning and inform strategic improvement priorities

Annually:

• the Board and leaders use student attendance, progress, achievement and wellbeing information to evaluate the effectiveness of initiatives to improve learner outcomes in reading, writing, mathematics and te reo Māori
• the Board and leaders review the school’s strategic goals to ensure key priorities are progressed
• the Board and leaders implement an ongoing policy and procedure review cycle to ensure all legislative requirements are met.

Expected outcomes

• Students achieve and progress to expectations in reading, writing, mathematics and te reo Māori.
• Students experience teaching and learning that is responsive to their learning needs. Teaching informed by the regular collection, analysis and monitoring of attendance, progress, achievement and wellbeing information.
• Organisational systems and processes guided by school policies and procedures that meet legislative requirements.
• Levels of regular attendance improve.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide targeted support for:

• teachers’ professional learning in the use of explicit and deliberate teaching and assessment of reading, writing and mathematics and te reo Māori
• compliance with the regulations and procedures for curriculum, personnel and health and safety.

The next public report on ERO’s website will be a School Evaluation Report and is due within four 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

Sharon Kelly
Director of Schools

10 October 2025