Heretaunga 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 

​​​Heretaunga Intermediate provides education for learners in Years 7 and 8. The school’s motto Proudly Heretaunga is underpinned by the values of whanaungatanga, manaakitanga and rangatiratanga. The school roll is currently 287 students. Māori learners make up 46% of the school roll. A new principal was appointed in 2022. 

​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. School Improvement Framework | Education Review Office 

How well are learners succeeding? ​​The school is working towards high levels of success and progress for all learners.​ What is the quality of teaching and learning? ​​The school is improving teaching and learning.​ How well does the school curriculum respond to all learners needs? 

Learners have ​some​ opportunities to learn across the breadth and depth of the curriculum. 

There is ​a variable​ focus on supporting learners to gain skills in literacy and mathematics. 

Learners with complex needs ​require better support​ to achieve their education goals. 

How well does school planning and conditions support ongoing improvement? ​​The school is establishing planning and conditions that support improvements in the quality of education for learners.​ 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 ​is improving its reporting​ to parents / whānau about their child’s learning, achievement and progress. 

​​The school should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.​ 

Student Health and Safety ​​The 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 65% 

65 to 79% 

80 to 90% 

Over 90% 

​​A large majority of​ learners enter ​Heretaunga Intermediate​ significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress. 

Reading 

​​Less than half of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Writing 

​​Less than a third of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Mathematics 

​​Less than a third of​ learners meet or exceed the expected curriculum level. 

Results are ​not yet equitable​ for all groups of learners. 

Attendance 

This section is about school attendance and the schools progress towards meeting the Government targets for school attendance of 80%.  

• The small majority of student attend school regularly.
• The school is ​behind​ the target of 80% regular attendance.
• The school ​is developing a suitable plan​ 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 the tools used to assess students’ 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 should improve 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 student 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.
• The school ​has to some extent​ extended achievement and progress for learners working at or above curriculum levels.
• 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 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 report a strong sense of belonging and feel connected to the school community.
• ​Learners are taught reading, writing and mathematics for 1 hour per day; the school is implementing structured literacy and mathematics approaches.
• ​Relationships between staff and learners based on mutual trust allow learners to seek help when required.
• ​Leaders are building relational trust and professional collaboration across the school to achieve the strategic vision and improvement goals.
• ​Leaders and teachers foster strong connections with the community and external agencies to support learners’ engagement, wellbeing and inclusion.
• ​Teachers provide an increasingly calm and respectful learning environment supporting high levels of learner participation in their learning.
• ​Teachers are beginning to work collaboratively to inquire into aspects of their teaching practice to support learner progress and achievement.
• ​Teachers are building their understanding of achievement data and use of data to inform teaching practices and accelerate student progress.​ 

Key priorities 

• Improving student attendance, achievement and engagement.
• Reviewing strategic priorities to ensure a clear focus Improving student attendance, achievement and engagement.
• Develop a whole school curriculum implementation plan that ensures all learners have sufficient opportunities to learn across the breadth and depth of the New Zealand Curriculum.
• Develop and implement consistent and well understood assessment processes that inform teaching and learning, particularly in literacy and mathematics.
• Implement ongoing professional growth and development to ensure teachers have the expertise and capabilities to support learner progress and wellbeing, particularly in multi-level classrooms. 

Actions to bring about improvement  

Within three months:  

• leaders and teachers review assessment and data collection processes to build consistency across the school in the use of data to understand the learning needs of students
• teachers plan and implement targeted strategies that accelerate achievement 

Within six months  

• leaders develop a schoolwide implementation plan of the mathematics curriculum
• leaders and teachers review the provision of all learning areas across the school and use this information in strategic planning of teaching and learning
• for teachers continue to engage in professional learning to support the implementation of literacy and numeracy approaches and to build a shared understanding of effective pedagogy  

Every six months: 

• leaders review student attendance and achievement outcomes and plan next steps as needed for improvement
• leaders review professional learning and the impact on teaching and learning and learner outcomes and adjust as required to sustain improvements
• leaders and teachers review the implementation of literacy and numeracy approaches to identify further improvements 

Annually: 

• evaluate the impact of professional learning and identify future priorities
• leaders review the curriculum to ensure that current requirements are met
• leaders and the School Board evaluate the extent to which student attendance, engagement and achievement has been improved; identify initiatives that have been most successful and use this information in schoolwide strategic planning
• leaders and the School Board strategically plan next steps to further strengthen learner progress and achievement outcomes.  

Expected outcomes  

• Improved student attendance, engagement and achievement outcomes.
• A well-developed curriculum that ensures all learners have sufficient opportunities to learn across the breadth and depth of the New Zealand Curriculum.
• Consistent assessment systems and use of data to inform teachers’ planning and practice.
• Evidence-based and consistent teaching and learning approaches across 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​ 

Recommendation to the Ministry of Education  

ERO recommends that the Ministry of Education provide tailored support to implement planning for improvement in the following areas:  

• student attendance, achievement and engagement
• curriculum development
• consistent assessment systems and use of data
• evidence-based and consistent teaching and learning approaches. 

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 (Acting) 

​​2 September 2025​