Wairau Intermediate

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 4 years to evaluate what is working well for learners and what needs to be improved.

About the School 

Wairau Intermediate is on the North Shore of Auckland. It provides education for learners in Years 7 and 8. The roll is currently 342 of which 49% of learners are Asian, 37%, European/Pākehā, 10% Māori, and 11% Pacific. The school’s core values of Respect/Manaakitanga, Integrity/Pono, Courage/Kaha and Empathy/Aroha underpin its vision of nurturing an inclusive community that inspires excellence and pride. 

A new principal was appointed in 2021 and two deputy principals in 2025.

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 good 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 an increasingly consistent focus on supporting learners to gain foundational 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 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 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

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

Results are becoming more 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 large majority of learners attend school regularly.
• The school is approaching 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 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.
• The school has significantly improved achievement and progress for learners working at or above curriculum levels.
• 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 experience a positive and inclusive learning environment where physical and emotional safety is well promoted and underpinned by strong pastoral care systems.
• Learners requiring additional support are identified and effective interventions put in place to address their needs and minimise barriers to learning.
• The senior leadership team works collaboratively to promote a culture of shared responsibility, high expectations, and continuous improvement.
• The school’s curriculum design provides for integrated learning opportunities with breadth and depth across learning areas.
• Teachers collaborate in professional learning that supports teaching capability development and consistency in approaches, so that students gain sound foundational skills in literacy and mathematics; structured literacy and mathematics programmes are being embedded.
• Leaders and teachers foster strong learning focussed partnerships with families/whānau; robust processes ensure learners are well supported to transition successfully into and from the school.
• The board and principal are strategic in school resourcing and decision making; they use comprehensive information well to prioritise responding to learning needs.

Key priorities 

• Continue to improve regular attendance.
• Refine current assessment practices and the use of data to make informed decisions that improve achievement outcomes for all learners.
• Consolidate effective teaching practices to meet refreshed curriculum priorities, including structured literacy and mathematics.
• Strengthen the use of a range of culturally responsive teaching and learning strategies across the curriculum.

Actions to bring about improvement

Within six months:

• leaders provide staff with professional development to strengthen the integration of te reo Māori, tikanga Māori and mātauranga Māori
• leaders provide professional development for teachers to support the implementation of structured mathematics approaches in teaching and learning

Every six months:

• review the implementation of structured literacy and mathematics approaches to identify further improvements
• evaluate progress of the integration of te reo Māori, tikanga Māori and mātauranga Māori across the curriculum
• review student attendance, progress and achievement; identify effective initiatives and plan further actions for improvement

Annually:

• leaders and the School Board review the curriculum alongside structured approaches to teaching Literacy and Mathematics to ensure alignment with curriculum and assessment requirements
• leaders and the School Board review the effectiveness of strategies that improve student achievement and attendance to inform future and resourcing decision-making.

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

• The use of cohesive assessment tools and practices that increase learner progress and achievement
• Effective integration of structured literacy and mathematics approaches that meet the refreshed New Zealand Curriculum requirements.
• Increased integration of te reo Māori, tikanga Māori and mātauranga Māori across the curriculum.
• Improved levels of attendance that meet or exceed the Government’s target for 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

International Students 

This section of the report is about the quality of the provision of education for international student enrolled at the school. 

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 4 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)

12 August 2025