Mangere East 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.

Context 

Māngere East School is in South Auckland and provides education for students in Years 1 to 8. The school’s vision is Me Ako Tahi Tātou | Together We Learn.

The school has four language units: Te Poho o Rāwhiti provides Māori bilingual learning; Kafa Taha provides Tongan bilingual learning; Rotoi’anga o Te Reo Kuki Airani provides Cook Island bilingual learning; O Lou Ala i Malo provides Samoan bilingual learning.

There are two parts to this report.

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.

Part B: The improvement actions prioritised for the school’s next evaluation cycle.

Part A: Current State 

The following findings are to inform the school’s future priorities for improvement.

Learner Success and Wellbeing 

Most students make good progress and achieve well.

• Most students achieve at expected curriculum levels in reading and mathematics; a large majority achieve this in writing.
• Students have a strong sense of belonging to their school; they speak positively about a supportive learning environment that acknowledges their culture, language and identity.
• Less than half of learners attend school regularly; the school continues to work towards the Government’s target for regular attendance.

Conditions to support learner success

Leaders increasingly foster a culture committed to high quality teaching and improving outcomes for all learners.

• A collaborative leadership team works together effectively, enabling smooth and efficient school management.
• Leadership continues to review and refine teaching and learning programmes to ensure greater alignment with strategic goals.
• Leaders plan relevant professional development for teachers that supports teaching practice and increasingly responds to learners’ needs.

Students experience a range of meaningful learning opportunities within a positive and inclusive environment.

• Respectful and collaborative relationships between staff and students support a learning environment that increasingly promotes student engagement in learning.
• Teachers continue to strengthen assessment practices and use of student achievement information to inform ongoing planning and practice.
• Learners with additional needs are identified promptly and provided with effective support that progresses their learning.

School conditions that underpin ongoing school improvement are strengthening.

• Leaders have established professional networks and community partnerships that provide rich learning experiences for all students and that value students’ culture, language and identity.
• Staff actively work with external agencies to support students and their whānau to reduce barriers, increase attendance and improve wellbeing.
• The board effectively represents and serves the community, ensuring that strategic planning aligns with community aspirations for learners.

Rumaki/Bilingual Outcomes and Condition to Support Learner Success

Learner success and wellbeing

• Ākonga are provided opportunities to experience and develop tikanga, culture and identity.
• Most ākonga in the rumaki are meeting the expected curriculum levels.
• Most ākonga in Te Poho o Rāwhiti attend school regularly.

Conditions to support learner success

• Kaiako work collaboratively to design programmes that reflect both The New Zealand Curriculum and Te Marautanga o Aotearoa.
• Kaiako collect regular formative assessment data to monitor and track ākonga achievement.
• Māori learning pathway options are limited for ākonga and whānau.

Part B: Where to next?

The agreed next steps for the school are to:

• increase the regular attendance of all students through refining the range of responsive engagement strategies
• embed effective teaching, learning and assessment practices to ensure consistency of high quality teaching and to further improve student achievement in reading, writing and mathematics
• review and align current learning outcomes with the refreshed marautanga key objectives and Māori assessment tools, to strengthen kaiako tracking and monitoring practices of ākonga progress and achievement.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

• review kaiako capabilities in, and understanding of, the data collection and analysis processes in the school’s Student Management System

Within six months:

• design and implement a plan to build kaiako and leadership capabilities and understanding of the refreshed Te Marautanga o Aotearoa curriculum, and Māori assessment tools, used to improve ākonga achievement

Every six months:

• monitor and review current attendance strategies to inform ongoing planning and next steps
• review the impact of professional learning opportunities that strengthen teachers’ understanding and consistent use of highly effective teaching, learning and assessment practices

Annually:

• review and report to the board on student attendance, progress and achievement information to support ongoing strategic planning
• evaluate the schoolwide consistency of teaching, learning and assessment practices, including the impact on students’ engagement, progress and achievement, and use this to inform next steps
• review the implementation of the plan for impact against learning outcomes of ākonga in Te Poho o Rāwhiti.

Actions taken against these next steps are expected to result in:

• improved regular student attendance
• increased progress and achievement in reading, writing and mathematics
• high quality teaching, learning and assessment practices embedded schoolwide
• effective kaiako assessment practices and deeper understanding leading to improved ākonga achievement.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Evaluation Report and is due within three 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
Acting Director of Schools

7 April 2025

About the School

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