Feilding 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

Feilding Intermediate School provides education for learners in Years 7 and 8. There are 344 students on the roll and 31% identify as Māori. The school’s vision is Students positively engaged in purposeful learning.

The school has two reo rua akomanga that provide Māori bilingual education.

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, 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 a consistent focus on supporting learners to gain 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 64%

65 to 79%

80 to 90%

Over 90%

Reading

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

Results are equitable for all groups of learners.

Writing

A large 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.

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 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 not yet 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 the school assesses learner progress and achievement. 

• 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 significantly 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.

Next steps for improvement

This section of the report provides more detail for the school to include in 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

• A large majority of students achieve well in core curriculum areas.
• Learners with complex needs benefit from personalised programmes prepared by experienced leaders and teachers.
• Teachers and leaders are clear about the need to accelerate the learning of those who need it and to prepare them for achievement at secondary school.
• Leadership is focused on supporting teaching capability and consistency in approaches so that students gain sound foundational skills.
• Leaders and teachers are implementing structured literacy and mathematics programmes.
• Staff are committed to the education and wellbeing of early adolescents and provide a curriculum that promotes the learning and wellbeing of students.
• Teachers collaborate in professional learning to continually strengthen their practice.  
• Leaders have established processes to analyse achievement, progress and wellbeing data to inform planning and identify next steps for students.

Key priorities 

• Embed the structured mathematics approach and literacy programme to improve achievement outcomes, particularly in reading comprehension.
• Provide opportunities for students to take increased ownership of their learning and wellbeing goals.
• Maintain strategies to increase regular attendance and monitor the success of these.

Actions to bring about improvement

Within six months:

• the School Board and leaders identify achieving the Government's 2030 targets for reading, writing, and mathematics as a key strategic priority in school planning
• leaders action planned approaches to involve students in taking increased ownership of their learning and wellbeing

Every six months:

• leaders and teachers analyse learners’ attendance, progress, achievement and wellbeing information and respond with targeted interventions for groups of students identified as being at risk of not achieving

Annually:

• leaders evaluate and report on changes to literacy and mathematics teaching approaches and their impact on learner outcomes
• leaders analyse and report attendance, achievement and wellbeing outcomes to the School Board and community and use this information in partnership with whānau, students and teachers to inform next steps.

Expected outcomes

• Improved progress for students in reading comprehension and readiness for further education.
• Students who take increased ownership of their learning and wellbeing, and ownership of their learning choices.
• Further improvement in rates of attendance across the school.

Regulatory and Legislative Requirements

This section of the report is about how the school meet 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

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