Review 14 April 2025
LatestSchool 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.
About the School
Bohally Intermediate provides education for learners in Years 7 and 8. The school has 514 learners comprising 57% European/Pākehā, 26% Māori and 5% Pacific learners. The school values are, Respect – Manaakitanga, Learning to Learn - Ako, Resilience - Kia Kaha.
Part A – Parent Summary
How well placed is the school to promote educational success and wellbeing?
| 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. The school is improving teaching and learning. |
| 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 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 is improving 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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | A large majority of learners meet or exceed the expected curriculum level. Results are not yet 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 not yet equitable for all groups of learners. |
Attendance
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
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
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 Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets and is likely to meet them by 2030.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
Part B- Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
- Students demonstrate a strong sense of belonging; their cultural identities are well supported and confidence in who they are is evident.
- Leadership is improvement focused, collaborative and responsive to student needs, to which teacher professional growth and practice are aligned.
- Curriculum leadership clearly focuses on supporting 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 implemented.
- Teachers collaborate in professional learning, that continuously strengthens their practice to improve outcomes for all students.
- A shared school-wide understanding of evaluation for improvement is developing; the school has a planned approach to continuous school improvement.
Key priorities and actions for improvement
The agreed next steps for the school are to:
- improve the use of assessment information to inform teaching practice, identify and accelerate the progress of those students who need this
- have a stepped-out attendance strategy with specific actions, that are regularly monitored for effectiveness in increasing rates of attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
- undertake staff development in using assessment information to inform teaching
- identify, track and monitor the progress of identified groups of students at risk of not achieving
- use assessment information to clearly identify and put in place strategies needed to accelerate the progress and achievement
- develop an action plan for attendance and examine the effectiveness of current attendance strategies
Every six months:
- undertake an evidence-based evaluation and report to the board the extent to which students with targeted support, progress and achieve in reading, writing and mathematics
- evaluate the extent to which assessment practices are used to inform teaching practice and identify teacher development needs
- monitor the impact of strategies and initiatives to raise attendance and continue to adjust these as needed
Annually:
- evaluate and report on learner attendance, progress and achievement in reading, writing and mathematics, and accelerated learning of targeted groups to inform decision making
- analyse the impact of professional learning on student progress, achievement and teaching practices to set teacher development priorities going forward
- evidence-based evaluation and reporting to the board and community about the impact of key initiatives on students’ attendance, to inform future planning and actions.
Actions taken against these next steps are expected to result in:
- increased progress and equitable achievement outcomes for students
- strengthened teaching practice and capability in using assessment information to inform teaching and learning
- all students attending school regularly.
Part C: Regulatory and Legislative Requirements
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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)
14 April 2025
Education Counts
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home