Titahi Bay 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

Titahi Bay Intermediate provides education for students in Years 7 and 8. The school’s roll is 190. 54% of students identify as Māori and 15% identify as having Pacific heritage. The school vision and values are based on tikanga, empathy, ako, rangatiratanga and ambition.

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.

A small majority of learners enter Titahi Bay Intermediate significantly behind the expected curriculum level. The school’s efforts are focused on accelerated progress.

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.

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 learners 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 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 is improving its approach and the reliability of its practices to accurately 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

This section is about how well the school supports all learners to make sufficient 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 meeting Government reading, writing and mathematics targets and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.

Support

ERO and Titahi Bay Intermediate agree it is necessary to seek external support and/or intervention to build assessment capability and lift levels of achievement.

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

• Strong relationships between teachers and students support a shared sense of belonging and care.
• A suitable range of assessment tools is used to provide reliable information about individual and schoolwide levels of achievement. Developing effective assessment practices to identify individual student learning needs to accelerate progress is a priority.
• Learners have good access to activities that extend learning outside of the classroom and promote sporting, environmental and cultural aspects of the curriculum.
• Leaders have developed school curriculum guidelines that provide teachers with clear expectations about practice with an emphasis on literacy and mathematics.
• Teachers use tools and language to role model learning and what success could look like for students.
• The principal champions a shared vision that reflects community priorities.

Key priorities

• Improve the consistency and quality of evaluation practices to drive improvement.
• Improve the collection and use of high-quality and consistent data to support learner outcomes.
• Build teacher understanding of assessment and learning progression frameworks so they know what successful learning looks like at each level of the curriculum.
• Increase regular student attendance.

Actions to bring about improvement

Within three months:

• leaders and teachers strengthen assessment practices to support planning to accelerate learning 
• leaders and teachers use attendance data to identify and implement strategies to improve student attendance

Within six months:

• leaders and teachers analyse assessment information and use it to inform teaching and learning approaches and interventions to raise progress and achievement

Every six months:

• leaders review the impact of teacher training in assessment and learning progression frameworks on student progress and achievement
• leaders and teachers track and monitor mid-year and end-of-year attendance information and use it to review and adjust targeted strategies and interventions

Annually:

• the Board uses reported information that tracks and analyses learner achievement and progress to inform decision making to bring about improvement
• the Board uses information that evaluates the impact of evidenced-based teaching, including interventions for accelerated progress and achievement to inform next steps
• the Board uses information that analyses attendance patterns and trends to inform planning to improve regular attendance of students.

Expected outcomes

• Achievement for students is improved for all groups of learners.
• Students make accelerated progress supported by the consistent use of assessment, targeted teaching approaches and regular reporting.
• Teachers consistently use reliable assessment information to improve student achievement.
• Increased rates of regular student attendance.

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 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/Ministry of Education consider intervention for an action plan as listed in section 174 of the Education and Training Act 2020 to bring about the following improvements:

• addressing attendance and achievement concerns
• evidence-based decision making; knowing about and using assessment information.

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

21 November 2025