Te Kura o Manunui

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

Te Kura o Manunui relocated to their new site at the beginning of 2024 in Brookfield, Tauranga. The school provides dual medium education for students in Years 1 to 6. Learners are guided by the schools’ values whakamanahia ahau – respect for self, whakamanahia ngā tāngata kē atu – respect for others and whakamanahia te taiāo – respect for the environment. The school roll is 326, with Māori learners making up 67% of the student population. Te Kura o Manunui acknowledges Ngāti Ranginui as the paramount iwi and the hapū of Ngāi Tamarāwaho.

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 high quality teaching practice that improves progress and achievement in reading, writing, mathematics and pānui, tuhituhi, pāngarau. How well does the school curriculum respond to all learners needs?

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

There is an increasingly consistent focus on supporting learners to gain foundational skills in literacy, mathematics, te reo matatini and pāngarau.

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 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 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

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

Results are equitable for all groups of learners.

Rumaki/Reo Rua

 Pānui

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

Results are equitable for all groups of learners.

Tuhituhi

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

Results are equitable for all groups of learners.

Pāngarau

A small majority 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 schools progress towards meeting the Government targets for school attendance of 80%. 

• 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 the tools used to assess students’ 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 is developing 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/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.

Rumaki/Reo Rua Outcomes and Conditions to Support Learners Success

This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.

Learner success and wellbeing

• Tamariki are consistently exposed to local Māori narratives and contexts fostering meaningful learning and reo Māori proficiency.
• Planned explicit small group teaching and targeted practice aligned to whāinga ako are supporting learner progress.
• Tamariki are immersed in a highly inclusive environment that supports them to be secure in their own identity, and experience academic and holistic success.

Conditions to support learner success

• An embedded integration of Māori culture and perspectives in planning and teaching, ensures that learning is relevant to tamariki, their whānau, iwi and hapū.
• Planned explicit small group teaching and targeted practice activities aligned to whāinga ako are supporting learner progress.
• School leadership and governance are relational, culturally fluent and growth focused, and this creates a strong foundation for improved learner outcomes and wellbeing.

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 benefit from a collaborative learning environment and a unique curriculum that embeds explicit teaching and learning practices to outcomes.
• Learners confidently embrace their culture, identity and language, demonstrating a deep and connected understanding of Mātauranga Māori.
• Learners benefit from a behavioural management framework that draws on cultural narratives and strengthens school conditions to support learner engagement and wellbeing.
• Neurodiverse students and those with additional learning needs receive targeted interventions with allocated resources that promote their inclusion and participation in learning.
• Leaders and staff foster a culturally sustaining environment that empowers learners to experience educational success as Māori.
• Leaders and teachers provide a stimulating learning environment that promotes te reo and tikanga Māori proficiency.
• Parents and whānau are valued learning partners, drawing on the principles of Te Tiriti o Waitangi to strengthen community relationships and drive improved learner outcomes.

Key priorities

• Strengthen assessment practises to produce reliable achievement data that informs targeted action, with a focus on acceleration for priority learners.
• Strengthen the analysis and use of achievement data to inform strategic planning and priorities
• Improve internal evaluation capacity and capabilities
• Leadership provides support for staff to develop knowledge and skills related to the updated Te Marautanga o Aotearoa, as well as its associated structured programmes and assessments.
• Improve the attendance management strategy to increase regular attendance to meet and exceed government targets. 

Actions to bring about improvement 

Within six months: 

• school leaders extend data analysis to highlight and report rates of progress, identify barriers and implement effective targeted action
• school leaders review and refine attendance management strategies, with a focus on shifting irregular absence

Every six months:

• teachers monitor progress through effective achievement data analysis to improve learner outcomes
• school leaders and teachers analyse achievement data through an on-going cycle of inquiry to evaluate effectiveness of teaching and assessment practices
• kaiako strengthen instructional strategies and targeted support in tuhituhi by building on existing small group teaching practices, while also ensuring progress is clearly tracked and achievement is celebrated

Annually:

• school leaders and teachers will analyse achievement data and scrutinise assessment practises, evaluating the impact and effectiveness of strategies and interventions to improve learner outcomes
• school leaders conduct a comprehensive review of achievement data and assessment practices to accelerate progress of priority learners, improve strategic goals and inform resourcing decisions
• leadership and kaiako review teaching and learning programmes in Te Whānau o Waipapa and evaluate the effectiveness and impact of assessment practices in tuhituhi on learner outcomes
• the school Board and leaders evaluate the effectiveness of attendance management strategies to increase regular learner attendance towards government targets.

Expected outcomes

• Improved progress, achievement and wellbeing for all learners, with a focus on accelerated progress for priority learners.
• Improved assessment practices to accelerate outcomes for all learners.
• Improved progress, achievement and wellbeing for all learners in Te Whānau o Waipapa, with a focus on accelerated progress in tuhituhi.
• Increased regular attendance.

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 of the reports is about the provision of education for international students. 

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

Sharee Hemingway
Director Ākonga Māori

29 October 2025