Manchester Street 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

Manchester Street School provides education for learners in Years 1 to 6. In July 2024 the roll was 358. Most learners identify as Pākehā | New Zealand European, and approximately a quarter are Māori. The school’s CARE Code underpins all aspects of school life and is shown in the whakatauki of E manaaki ana mātou – We CARE.

The School Board appointed a new principal in 2023.

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.

• The school is approaching 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.

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

• Students express a strong sense of belonging and pride in their school that enhances their wellbeing and engagement with learning.
• A collaborative senior leadership team works strategically to strengthen school conditions to support student success and wellbeing. There is high relational trust among leaders and teachers.
• Students experience calm, inclusive and supportive learning environments that actively reflect the CARE Code. Mutual respect between teachers and learners enables positive engagement in learning.
• Structured literacy is established across the school and consistent schoolwide implementation of structured mathematics is a focus for 2025.
• Staff continue to strengthen the integration of curriculum initiatives that draw on te reo Māori and tikanga Māori so that all learners know and understand more about Aotearoa New Zealand.
• Staff have well-considered professional development opportunities that support the school’s strategic goals. These opportunities are targeted and purposefully implemented for ongoing improvement of teaching and learning.
• Attendance monitoring systems continue to have a positive impact on regular student attendance. The school met the Government’s target of 80% regular attendance in the first term of 2025.

Key priorities 

• Sustain and improve students’ regular attendance.
• Strengthen effective teaching, learning and assessment practices to support consistency of teaching.
• Refine the school curriculum and integrate the new structured literacy and mathematics expectations.
• Increase students’ progress and achievement in reading, writing and mathematics.
• Embed te reo Māori and tikanga Māori schoolwide so that staff and students are confident in their knowledge, understanding and use.

Actions to bring about improvement

Within six months:

• leaders and teachers review attendance ongoing monitoring of systems and initiatives and adjust if needed
• leaders and teachers embed schoolwide structured teaching approaches in mathematics, ensuring these align with the new curriculum requirements

Every six months:

• leaders and teachers review the impact of systems and initiatives to increase students’ regular attendance and identify further actions
• leaders provide ongoing professional learning opportunities to strengthen teachers’ understanding and use of effective teaching, learning and assessment practices
• leaders and teachers review the progress made with refining the school curriculum, including embedding te reo Māori and tikanga Māori, to support next steps

Annually:

• leaders review and report to the School Board on student attendance, progress and achievement information to inform ongoing strategic decision making and curriculum planning
• leaders and teachers evaluate the impact of teaching, learning and assessment practices on students’ progress and achievement and use this information to identify next steps.

Expected outcomes:

• Student attendance is sustained and improved.
• Learners schoolwide achieve equitable and excellent outcomes as a result of high-quality teaching, learning and assessment practices.
• Students actively participate in the learning process and are able to explain how well they are learning and what their next learning steps will be.
• Students and staff confident in their knowledge, use and understanding of te reo Māori and tikanga Māori.

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 has identified the following area of non-compliance during the board assurance process:

• ensure police vets for non-teaching staff are renewed every three years
  [s104 Education and Training Act 2020].

The board has since addressed 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

10 October 2025