Peachgrove 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 

Peachgrove Intermediate provides education for learners in Years 7 to 8. The school’s roll of 548 includes 26% Māori students, 26% Asian students and 22% Pākehā students. A smaller number of students come from other ethnic backgrounds. The school provides three classes of Level 2 Māori medium education in Tiima Tahi.

The school’s vision of Learning without limits prioritises PRIDE values and supports students to be positive in attitude, respectful of self, others and property, inclusive of all, determined to do their best and engaged in their learning.

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 June 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

Priorities from the last review were to support progress for at-risk learners, raise achievement, improve equitable outcomes and strengthen the consistent use of quality assessment practices.

Findings 

The school uses standardised assessment to regularly measure student progress and achievement. Data over time shows overall achievement in writing has increased, and achievement in reading, writing and mathematics is becoming more equitable for most groups of learners. Students at-risk of not achieving are clearly identified and well supported to accelerate their learning over a two-year period.  

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 and mathematics.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 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 reasonably 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 is improving its collection and use 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 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.

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 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 not yet 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.

Rumaki/Reo Rua

 Reading

Less than half 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 small 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.

• Less than half 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 not yet 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.
• 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.

18% of the school’s roll are English language learners. The school is focused on accelerating progress for these learners.

• 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 for 2030 and agrees this will need to be a key strategic priority.

Rumaki/Reo Rua outcomes and conditions to support learner 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

• Mokopuna are building confidence in tikanga, te ao Māori and developing foundational reo skills.
• Less than half of mokopuna meet curriculum level expectations for reading, while a small majority of are meeting or exceeding expected curriculum levels in writing and mathematics. Outcomes are equitable in reading and writing.
• Regular attendance for mokopuna in Tiima Tahi is behind the government target.

Conditions to support learner success

• Alignment with Te Marautanga o Aotearoa, Māori medium focused professional learning and a kaiārahi i te reo are strengthening Māori medium delivery in Tiima Tahi.
• Active whānau engagement supports and strengthens cultural connection.
• Leadership promotion of school-wide tikanga practices support Māori medium development.

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

• Wellbeing data shows the large majority of students has a strong sense of belonging and benefit from caring relationships with their teachers.
• A range of targeted programmes and ongoing support provide students equitable opportunities to learn and succeed.
• Leaders work collaboratively to improve student outcomes, foster a positive culture for learning and address the school’s strategic priorities for improvement.
• A structured approach to the teaching of mathematics is consistently implemented across the school. Teachers participate in training for structured literacy, to be fully implemented in 2026.
• The school’s curriculum responds well to the emerging needs of learners.  Specialist teaching programmes broaden opportunities for students to participate and learn in meaningful contexts across the curriculum.
• Planned professional learning, collaborative data analysis and regular moderation of assessment, strengthens teacher capability to support learners and improve their outcomes.
• Regular review of student outcomes supports leaders and teachers to build a shared understanding of evaluation for improvement.

Key priorities

• Increase rates of regular student attendance and reduce chronic absence.
• Deepen analysis and use of a range of data to strengthen evaluation and inform further priorities for improvement.
• Collaboratively design and implement a Māori medium strategic plan that prioritises rumaki development, ensures iwi and whānau involvement, and includes clear governance reporting to support continuity and equitable resourcing.

Actions to bring about improvement 

Within three months:

• leaders and the school Board set clear targets to improve regular attendance
• leaders co-construct strategic priorities for Māori medium education with all stakeholders

Every six months:

• leaders and the school Board monitor progress against attendance targets and share key insights with staff, students, families and whānau to strengthen collective responsibility for improvement
• teachers use a range of data to monitor student progress and engagement in learning and develop targeted strategies that further support the individual and complex needs of learners
• leaders review implementation progress against the plan for Tiima Tahi using data, update stakeholders and refine strategies based on feedback and emerging needs

Annually:

• leaders and teachers strengthen the attendance plan strategies and work with parents and whānau to address ongoing barriers to regular attendance
• leaders report on the progress of the same cohorts of students to evaluate the effectiveness of school programmes and practices to accelerate learning, increase equitable outcomes and further inform strategic priorities for continuous improvement
• leaders evaluate the impact of strategic actions on mokopuna outcomes in Tiima Tahi, report findings, refresh the plan and set new priorities for the next cycle.

Expected outcomes

• Improved rates of regular attendance towards meeting the Government target of 80%.
• Increased levels of achievement support student success and equitable outcomes.
• Strengthened use of data and evaluation practices improve outcomes for students.
• Mokopuna in Tiima Tahi experience consistent, high-quality Māori medium education resulting in improved regular attendance and outcomes. 

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

Actions for compliance 

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

• obtaining a Police vet for every person whom the board appoints or intends to appoint to a position at the school before the person’s employment or engagement at the school begins.
  [s 104 Education and Training Act]

The Peachgrove Intermediate School Board has taken steps to address the area of non-compliance identified.

Provision for international students 

This section is about the quality of the provision of education for international students 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 and has completed an annual self-review of its implementation 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

Sharon Kelly
Director of Schools

4 March 2026