Manurewa South 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 

Manurewa South School provides education for learners in Years 1 to 6. The school has a roll of 377. 58% of students are of Pacific Island heritage and 48% identify as Māori. The school is serving an increasingly diverse community. 

The school’s REAL values are Respect/Whakaute, Excellence/Panekiretanga, Attitude/Waiarotia and Life Long Learning/Manaakitanga. A Year 5 and 6 Māori enrichment class provides students with opportunities to learn te reo and tikanga Māori.

The school hosts Rosehill School students and staff in two satellite units. 

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. 

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. 

Attendance

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

• Less than half of learners attend school regularly.
• 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.
• Teachers are developing assessment information 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 and is likely to meet them by 2030.

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

• Learners at Manurewa South School show a strong sense of pride and belonging and are confident in their identity, language and culture.
• Teachers create an orderly and increasingly collaborative learning environment in which learning time is mostly maximised, and learners are supported to apply new learning.
• Teachers develop positive and mutually respectful relationships in the classroom. They plan appropriate learning activities and use knowledge of learners’ strengths, needs and interests.
• Specialist curriculum leaders support teachers to implement structured approaches to literacy, including the developing reading and writing resources.
• Teachers use appropriate assessment information to plan and report the progress and achievement of each learner.
• Leaders increasingly foster a culture committed to quality teaching and equity and excellence for learners. Leaders use evidence to plan and monitor strategic improvement goals. 

Key priorities 

• Improve regular attendance.
• Implement the revised mathematics curriculum, including the development of resources and assessment.
• Strengthen the teaching of writing to ensure there is consistency across the school and increased achievement.
• Improve the use of achievement and engagement data in planning teaching and learning and identifying learning interventions that meet learners’ strengths and needs.

Actions to bring about improvement

Within three months: 

• leaders and teachers meet with whānau, families and community to develop an attendance plan to improve regular attendance

Within six months:

• leaders develop mathematics resources to support teachers in their planning, teaching and assessment
• leaders implement professional development in writing for teachers focusing on authentic contexts for writing and increasing learner ownership of their writing
• leaders develop systems for the strengthened use of achievement data to monitor interventions 

Every six months:

• leaders observe teachers teaching mathematics and provide feedback to ensure high quality and consistent teaching of the revised mathematics curriculum
• leaders survey learners and teachers to gather feedback about the writing programme
• leaders collect and analyse achievement and engagement data to monitor teaching and intervention programmes
• leaders monitor attendance initiatives to ensure these are meeting school needs and adjust as needed

Annually:

• the School Board and leaders use a range of achievement information and feedback from teachers, learner and whānau to evaluate the impact of interventions on learner outcomes and inform future planning for improvement
• the School Board and leaders review and adapt attendance initiatives to ensure there is a steady increase in regular attendance and plan next steps.

Expected outcomes

• Increased consistency in the teaching and assessment of mathematics.
• Learners can talk confidently about and reflect on their next steps.
• Stronger schoolwide systems for monitoring and classroom interventions improve planning and raise achievement in writing, reading and mathematics.
• Regular student attendance improves towards the Government target of 80%.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements. 

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

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

15 September 2025