Naenae 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.

About the School

Naenae Intermediate provides education for students in Years 7 and 8. The school’s roll is 310, with 23% of students of Māori descent and 21% of Pacific heritage. The school vision and values are based on the concept of AKO: acting respectfully, valuing knowledge and organising ourselves.

Part A – Parent Summary

How well placed is the school to promote educational success and wellbeing?

How well are learners succeeding?Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.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 sufficient 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 are well supported 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 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 is improving its reporting 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 0 to 8

This table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 Reading

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

Results are not yet equitable for all groups of learners.

Writing

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

Results are not yet equitable for all groups of learners.

Mathematics

Less than half 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 is developing a suitable plan to improve attendance.

Regular attendance is not yet improving towards or beyond the target.

Chronic absence is not yet reducing over time. 

Assessment

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

The school does not have good quality planning to increase the rate of progress for all groups of students.

The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school is not making progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Support 

During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
 

Part C - 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 have a strong sense of belonging, wellbeing and pride in their school; they experience positive, inclusive and supportive relationships.
• Curriculum design provides some integrated learning opportunities with breadth and depth across the curriculum; students are taught reading, writing and mathematics in each area for one hour per day.
• A new structure is in place to support the professional growth and capability of teachers and school leaders.
• Strong leadership effectively led schoolwide change for student belonging and well-being; a focus on well-being for learning is now a priority.

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• modify the strategic priorities with an explicit focus on improving student outcomes in achievement, attendance and engagement
• develop assessment practice and moderation processes to inform targeted teaching for accelerated progress and achievement
• develop consistent, evidenced-based approaches to teaching and learning to meet the needs of all students
• strengthen processes to increase regular student attendance.

The agreed actions for the next improvement cycle and timeframes are as follows.

Within three months:

• update the strategic goals to prioritise student progress and achievement
• strengthen assessment practice and schoolwide consistency to support planning for accelerated learning
• develop explicit teaching and learning expectations using evidenced-based approaches
• use attendance data to identify and implement targeted strategies

Every six months:

• review impact of strategic improvement initiatives on student progress and achievement
• analyse assessment information to plan learning initiatives and interventions for responsive approaches to teaching, learning and accelerated achievement
• review the impact of evidenced based, responsive teaching and learning using classroom observations, student voice and progress information
• track and monitor mid-year and end of year attendance information; review and adjust targeted strategies

Annually:

• track, analyse and report on achievement and progress information to the board to identify and plan priority actions 
• evaluate the impact of evidenced-based teaching, including interventions for accelerated progress and achievement to plan next steps
• analyse and report attendance patterns and trends to inform the ongoing planning for improving the regular attendance of students. 

Actions taken against these next steps are expected to result in:

• improved progress and achievement for all learners through a consistent, evidenced-based school-wide approach to teaching and learning
• achievement information and responsive teaching strategies used to engage learners and improve equitable and excellent outcomes
• improved levels of attendance that meet or exceed the Government target for regular attendance.

Part D: 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

Recommendation to the Ministry of Education 

ERO recommends that the Secretary for Education consider intervention(s) listed in section 174 of the Education and Training Act 2020 in order to bring about the following improvements:

• addressing attendance and achievement concerns
• knowing about and using assessment information to make evidence-based decisions.

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)

15 April 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home