Manurewa West 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 West School provides education for learners in Years 1 to 6. The school roll is approximately 420, of which Pacific heritage learners make up the largest group at 45%, followed by Asian at 26% and Māori students at 24%. The remaining 5% identify as either Pākehā | New Zealand European or other ethnicities. 

​The school’s vision is Dream, Believe, Fly and its core values are manaakitanga - respect and kindness, kaitiakitanga - guardianship, whanaungatanga - relationships and belonging, and rangatiratanga - leadership and self-determination.  

​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 ​excellent 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 ​a 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 high quality education for learners are driving excellent school performance.​ How well does the school include all learners and promote their engagement and wellbeing? ​​The school successfully 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 responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.​ 

Student Health and Safety ​​The 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 foundation levels. 

Less than a third  

Less than half  

Small majority  

Large majority  

Most  

Almost all  

0 to 33% 

34 to 49% 

50 to 65% 

65 to 79% 

80 to 90% 

Over 90% 

Reading 

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

Results are ​becoming more equitable​ for all groups of learners. 

Writing 

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

Results are ​becoming more equitable​ for all groups of learners. 

Mathematics 

​​Most​ 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 small majority of learners attend school regularly.
• The school is ​behind​ the target of 80% regular attendance.
• The school ​has a suitable plan in place​ 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 uses an appropriate approach and reliable practices to 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 significantly​ 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.  

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 

• ​​The school focuses on improving academic outcomes for all students, supported by the effective tracking of both individual and group progress.  
• ​Recent improvements in mathematics are guiding the school's efforts to improve reading and writing.
• ​Learners learn in a well-designed, engaging and inclusive environment that fosters a strong sense of belonging, pride, and wellbeing.  
• ​Students with additional needs are catered to by effective support systems.  
• ​School leaders provide clear direction, effective planning, and data-informed decisions to sustain a focus on enhancing outcomes for learners.  
• ​Learners are supported by well-established approaches in structured numeracy. The introduction of similarly structured approach in reading and writing is supporting ongoing improvement.  
• ​Leaders and teachers design and deliver an innovative curriculum that incorporates Science, Technology, Engineering, Arts and Mathematics (STEAM) subjects in an integrated approach.  
• ​Teaching is centred in locally relevant contexts and fosters problem-solving and the active engagement of learners.
• ​The school cultivates high-quality and schoolwide teaching practices, including those of teaching assistants, ensuring a cohesive, purposeful approach is used by all teachers.
• ​School leaders and the School Board utilise surveys, feedback, and data analysis to evaluate programmes, set new targets, and identify clear next steps for continuous improvement.​ 

Key priorities  

• Identify and implement additional strategies to increase regular attendance.
• Integrate effective strategies to improve achievement in reading, writing and mathematics.
• Strengthen partnerships with mana whenua and ensure the principles of Te Tiriti o Waitangi are enacted within the school context, to achieve equity and excellence in learner outcomes. 

Actions to bring about improvement 

Within six months:  

• leaders and teachers review current attendance information to inform planning to improve regular attendance
• leaders and teachers plan and implement additional strategies to increase regular attendance

Every six months: 

• leaders and teachers review attendance data, evaluate the effectiveness of current strategies, and implement new approaches based on findings and feedback
• leaders provide ongoing professional development in the school’s literacy teaching methods to upskill teachers and teaching assistants new to the school, and to offer additional guidance for parents
• leaders strengthen collaborative initiatives with mana whenua, and refine integration of te reo Māori, tikanga Māori, and mātauranga Māori into teaching and learning programmes

Annually: 

• the School Board and leaders conduct a comprehensive analysis of attendance trends and refine long-term strategies to ensure sustained improvement
• leaders and teachers review the impact of current literacy strategies based on evaluation and feedback
• the School Board and leaders evaluate the effectiveness of existing partnerships with mana whenua and plan long term strategies to further promote equity and excellence in learner outcomes. 

Expected outcomes 

• Regular school attendance increases, providing students with greater learning opportunities and improved overall outcomes for learners.
• Literacy outcomes improve, including higher student achievement, increased confidence and engagement in reading and writing, and a stronger foundation for lifelong learning.
• Meaningful partnerships with mana whenua ensure that te reo Māori, tikanga Māori, and mātauranga Māori are integrated across the school curriculum. 

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​ 

Actions for Compliance  

​​ERO and the board have​ identified the following area of non-compliance during the board assurance process: 

• consistently implement education outside the classroom (EOTC) risk management practices to align with school policies  
  [Health and Safety at Work Act 2015]. 

The board has since ​taken steps to address​ the area of non-compliance identified. 

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 (Acting)​ 

​​1 September 2025​