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

About the School

Wesley Intermediate provides education for learners in Years 7 to 8. The school roll of 121 learners comprises 47% of Pacific heritage, 17% Māori, 14% Southeast Asian, 11% Middle Eastern and 8% New Zealand European/Pākehā. Wesley Intermediate hosts two satellite classes for Central Auckland Special School. The school’s values are Whanaungatanga – Belonging, Hiranga Ki Mua – Excellence and Rangatiratanga – Leadership.  

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

Improvement and progress

This section is about the progress the school has made since the May 2023 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school focused on embedding relational and restorative practices to create a culturally sustaining positive environment for learning. They expected to see growth of teaching capability to raise and accelerate achievement for all learners and enhance community partnerships to increase engagement.

Findings

The school embedded relational and restorative practices, resulting in a more positive learning environment and school culture. Professional learning is strategically focused on teaching practices that accelerate student learning. A deliberate emphasis on strengthening learning relationships fosters strong partnerships with whānau and the wider community. These actions result in improved student engagement and contribute to a sustained positive school culture. 

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.

Most learners enter Wesley Intermediate significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress. 

Achievement in Years 7 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 small majority of students 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing their use of 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 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 not making progress towards meeting Government reading, writing and mathematics targets for 2030 and agrees this will continue to be a key strategic priority.

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 show a strong sense of belonging and pride in their school. They experience a positive and supportive environment aligned to the school’s vision and values.
• The school benefits from forward thinking leadership to improve learning outcomes. Restorative and relational practices are embedded, strategic planning is purposeful, and student wellbeing prioritised.
• Leaders and staff establish strong learning-focused relationships with parents, whanau and community and continue to provide opportunities for the school community to participate in student learning and strategic decision making.
• Teachers foster respectful and inclusive learning environments where learners are meaningfully engaged and supported in their learning. A sustained focus on strengthening professional practice through relational approaches has enabled many students to make accelerated progress.
• Structured approaches to teaching literacy and mathematics are a key focus for the school and implementation is supported by targeted professional learning.
• The Wesley Intermediate Board demonstrates effective governance through focused priorities and actions to support ongoing improvement in student achievement and attendance. 

Key priorities

• Improve and sustain regular attendance.
• Increase achievement in reading, writing, and mathematics for all learners.
• Refine the analysis and use of achievement data to identify learners and groups needing extra support, implement initiatives to accelerate progress and measure their impact.
• Strengthen culturally responsive practices to ensure teaching and learning reflects students’ cultural identities and leads to improved learning outcomes.

Actions to bring about improvement 

Within three months:

• leaders share the school’s attendance plan and expectations for regular attendance with the school community

Within six months:

• leaders and teachers implement strategies to increase attendance
• teachers embed structured approaches in literacy and mathematics, to ensure consistent teaching across the school
• leaders continue to build staff capability in data analysis to quickly identify individuals and groups needing support, including boys in writing and Māori learners in writing and mathematics and support teachers to implement initiatives to further accelerate progress
• teachers identify and implement effective responsive approaches and practices for all cultures in the school to increase learner engagement and achievement

Every six months:

• leaders and teachers review attendance data for trends and patterns and adjust the plan as required
• leaders evaluate structured approaches to literacy and mathematics, to monitor consistency in teacher practice and improvement to learner outcomes
• leaders and teachers use data to assess the impact of teaching and learning initiatives, report progress to the board, and identify groups needing additional support in literacy and numeracy
• leaders and teachers review culturally responsive practices in classrooms and identify areas for further development

Annually:

• leaders analyse attendance data for trends and patterns; report on the effectiveness of the attendance strategies to the school community and adjust the attendance plan as needed
• leaders assess the impact of structured teaching in literacy and mathematics to inform future professional development
• leaders scrutinise data analysis practices to ensure all learners are represented in reporting and to inform ongoing decision making for all groups of learners
• leaders evaluate the school’s response to responsive approaches and initiatives to identify practices that positively impact on learner engagement and achievement.

Expected outcomes

• Improved rates of regular attendance.
• Consistent and structured teaching approaches in literacy and mathematics.
• Robust data analysis informs strategic planning and resourcing to ensure excellent and equitable outcomes for all learners.
• Responsive practices that reflect the diverse range of cultures in the school.

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:

• two forms of identity for safety checking of workers
  [Children’s Act 2014, sections 25,26 and 27].

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

25 February 2026