Mangere Central School

School 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

Mangere Central School, located in Auckland near the international airport provides education for learners in Years 1 to 8. The large majority of learners are of Pacific heritage and approximately 25% are Māori. The school's motto, ‘Empowering Learners to Take Flight’, is underpinned by their vision to nurturing motivated, caring, and successful students.

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. 

How well are learners succeeding?Success and progress for all learners is increasing.What is the quality of teaching and learning?Learners benefit from good quality teaching practice that improves progress and achievement in  reading, writing and mathematics. How well does the school curriculum respond to all learners needs?

Learners have rich opportunities to learn across the breadth and depth of the curriculum.

There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics.

Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement?School planning and conditions to support ongoing improvement to the quality of education for learners are well established.How well does the school include all learners and promote their engagement and wellbeing?The school reasonably promotes learners’ engagement, wellbeing and inclusion.How well does the school partner with parents, whānau and its community for the benefit of learners?

The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress.

The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and SafetyThe school board is taking reasonable steps to ensure student health and safety.

Achievement in Years 0 to 8 

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills. 

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%  

Reading

A small majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Writing

A small majority of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Mathematics

Less than half of learners meet or exceed the expected curriculum level.

Results are equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

• The school is behind the target of 80% regular attendance.
• The school is developing a suitable plan to improve attendance.
• Regular attendance is improving towards or beyond the target.
• Chronic absence is reducing over time. 

Assessment

This section is about how the school assesses learner progress and achievement.

•  The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

• The school has good quality planning to increase the rate of progress for all groups of students.
• The school has to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
• The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will need to be a key strategic priority.

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. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

• Students demonstrate a strong connection to their language, culture, and identity, within a welcoming and supportive school culture and environment that promotes engagement.
• Leadership builds and sustains high levels of relational trust and effective collaboration at every level of the school community to achieve the strategic vision and improvement goals
• The school provides a wide range of curriculum opportunities, ensuring that all students have the opportunity to thrive and succeed through diverse and authentic learning experiences.
• Teachers embed Structured Literacy approaches in all classes to support successful outcomes for students; ongoing professional development for teachers supports improvement in outcomes. 

Key priorities 

• Develop an attendance plan to increase and monitor regular attendance.
• Build teacher content knowledge and effective teaching approaches through ongoing professional development to improve learner achievement.
• Define and strengthen assessment practices to ensure that teachers and leaders have consistently reliable information about progress and achievement in reading, writing and mathematics.
• Implement the ‘Mangere Central School Learning Dispositions’ into teaching and learning programmes to support learners to talk about their learning strengths and next steps. 

Actions to bring about improvement 

Within six months:

• actively consult with whānau to strengthen and develop and implement attendance plan
• leaders to facilitate professional development meetings to build teacher capabilities and expertise to enhance content knowledge to support quality of teaching
• teachers analyse current achievement information to inform the planning of teaching and learning programmes and identify next steps
• incorporate the Mangere Central School learning dispositions into reporting to parents and newsletters

Every six months: 

• review the attendance plan, identify effective strategies and plan to actions for further improvement
• conduct classroom observations and measure achievement data to evaluate the impact of teacher professional development on student outcomes
• review effectiveness of teaching practice and monitor teachers’ knowledge and implementation of assessment practices to ensure consistency across the school

Annually:

• evaluate and report on the effectiveness attendance initiatives to the board for inform schoolwide planning for next steps and strategic planning
• evaluate the impact of teacher professional learning development, report progress and identify future priorities for ongoing consistency and improvement
• regularly gather feedback and ideas from whānau, parents and the wider community in ways that help parents understand the learning dispositions and how they can support their children at home.

Expected outcomes 

• Improved regular attendance.
• Consistent and coherent teaching that leads to improved achievement outcomes n reading, writing, and mathematics across the school.
• Strengthened partnerships with whānau that support learners’ achievement and wellbeing.
• Empowered learners who actively make decisions about their learning and set personal goals to enhance their engagement.

Regulatory and legislative requirements

This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students 

Board assurance with regulatory and legislative requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Provision for International Students

This section is about the quality of the provision of education for international students enrolled at the school. 

Findings

The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school  has attested that it complies with all aspects of the Code.

No international students were enrolled at the time of the ERO review. 

The next public report on ERO’s website will be a School 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 

11 November 2025