Avalon Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 172
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1041 High Street, Avalon, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5677453
- admin@ais.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
AIS Polo Top $35 AIS Sweatshirt $50 AIS Shorts $35 AIS Hat $15 AIS Trackpants $40 (optional) AIS PE Top $30 AIS PE Shorts $20 (optional)
- Required
- Getting there
- School bus Route 825: a school bus is provided for students attending Avalon Intermediate. It starts in Stokes Valley and comes through to Pomare and then Taita.
SCHOOL BUS (825) SCHOOL BUS SERVICE FOR AVALON INTERMEDIATE STUDENTS A school bus is provided for students attending Avalon Intermediate. It starts in Stokes Valley and comes through to Pomare and then Taita.
- School bus Route 825: a school bus is provided for students attending Avalon Intermediate. It starts in Stokes Valley and comes through to Pomare and then Taita.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/3031
Applications can be made [online](https://enrolments.linc-ed.com/apply/NZ/3031) or by picking up an enrolment pack from the school office.
- https://enrolments.linc-ed.com/apply/NZ/3031
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- On offer
- Kapa Haka roopu - Te Ara o Motutawa
work with our the school Kapa Haka roopu - Te Ara o Motutawa.
- POLY CLUB
POLY CLUB Our Poly Group is run by Miss Musuvā and Mrs Makisi on Wednesdays.
- Kapa Haka roopu - Te Ara o Motutawa
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 49
- Māori
- 68
- Pacific
- 59
- Asian
- 29
- MELAA
- 8
- Other
- 5
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 07 | 40 | 39 | 15 | 1 | 4 | 33 | 0 | 98 |
| Year 08 | 42 | 43 | 18 | 4 | 1 | 43 | 0 | 121 |
| Total | 82 | 82 | 33 | 5 | 5 | 76 | 0 | 219 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 37 | 36 | 10 | 0 | 3 | 29 | 0 | 85 |
| Age 12 | 34 | 34 | 22 | 3 | 2 | 38 | 0 | 108 |
| Age 13 | 11 | 12 | 1 | 2 | 0 | 9 | 0 | 26 |
| Total | 82 | 82 | 33 | 5 | 5 | 76 | 0 | 219 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
32.7%
| Avalon Intermediate | 32.7% |
|---|---|
| Wellington Region | 24.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 16.4% |
|---|---|
| Male | 48.9% |
| Māori | 51.4% |
| Pacific | 43.7% |
| Asian | 0% |
| Other | 39.9% |
| European/Pākehā | 13.4% |
| Total | 32.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Avalon Intermediate | 0% |
|---|---|
| Wellington Region | 2.6% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Avalon Intermediate | 0% |
|---|---|
| Wellington Region | 0.9% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 509
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1956
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 2
- Last reviewed
- 21 November 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 21 November 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for students in Years 7 and 8
- Years 7 and 8
What ERO wrote in its latest report
This is ERO’s report of 21 November 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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
Avalon Intermediate provides education for students in Years 7 and 8. The school roll is 250 including 36% of learners who identify as Māori and 37% of Pacific heritage.
The school’s values of Kaitiakitanga, Manaakitanga, Whanaungatanga and Mauri Ora are central to the culture of the school.
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 large majority of learners enter Avalon Intermediate School behind the expected curriculum level. The school is well focused on accelerated progress.
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 sufficient 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? 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 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 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 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 half 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 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 not yet improving towards or beyond the target.
Chronic absence is 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.
The school has not extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is not 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
During the course of this review ERO had concerns about students' progress and achievement and made recommendations for support and/or intervention to the Secretary / Ministry of Education.
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
Leaders and teachers foster a positive and inclusive school culture to ensure students develop a strong sense of belonging.
Students experience an environment where their language, culture and identity are valued and celebrated.
Students with additional learning needs benefit from comprehensive tracking, monitoring and data-driven strategies to support teaching and outcomes for learning.
Leaders and teachers demonstrate a strong commitment to Te Tiriti o Waitangi . Teachers demonstrate the importance of Māori language in the school and continue to progress their own competence and capability in te reo Māori . Students are regularly exposed to te reo Māori and have regular opportunities to participate and in tikanga Māori .
School values are well embedded across the school and underpin the school culture; there is clear alignment to behaviour approaches, support structures and learning.
Relational approaches to behaviour are evident throughout the school and have a positive impact on students and staff.
Leaders work collaboratively with a range of external agencies and community organisations focused on student wellbeing and engagement.
Key priorities
Strengthen the quality of teaching, learning and curriculum implementation to drive improvement.
Establish a schoolwide focus on high expectations, engagement and acceleration of learning to raise achievement.
Strengthen school wide systems and processes for assessment.
Improve the use of student assessment information in reading, writing and mathematics teaching and learning.
Review strategic priorities and incorporate student, teacher, parent, whānau and iwi aspirations.
Improve regular attendance.
Actions to bring about improvement
Within three months:
leaders and teachers work with students, whānau and support agencies to implement strategies to improve attendance
Within six months:
teachers and leaders review current expectations for teaching, learning and assessment to consolidate shared understandings and improve practice
leaders review current assessment processes to gain an overview of progress and achievement data across the school
Every six months:
leaders evaluate the effectiveness of the curriculum on student engagement and achievement outcomes, respond and adjust approaches
teachers collect use assessment information to inform teaching and learning in reading, writing and mathematics
leaders and the School Board analyse attendance trends and patterns to identify successful strategies and inform planning
Annually:
the School Board and leaders analyse and review student attendance, engagement, progress and achievement information to inform improvement priorities and next steps
the School Board and leaders provide opportunities for students, teachers, parents, whānau and iwi to inform strategic review and planning.
Expected outcomes
Accelerated student progress in reading, writing and mathematics achievement.
High-quality teaching practice and learning programmes.
Assessment practices are appropriate, reliable and used consistently across the school.
Strategic priorities are clear, well understood and informed by the school and community.
Most students attending regularly so that the school meets the Government target of 80% regular attendance.
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 regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
ensure the school’s child protection policy is implemented with fidelity, and staff roles and responsibilities are clear and supported by regular child protection training [Sections 18 and 19 of the Children’s Act 2014: School boards’ child protection policies]
ensure personal information discussed by the school board is protected in accordance with the principles of the school’s privacy policy [Sections 22 of the Privacy Act 2020].
The School Board has since taken steps to address the areas of non-compliance identified.
Recommendation to the Ministry of Education
ERO recommendation to the Ministry of Education will be outlined in the confirmed report to bring about the following improvements:
student attendance, achievement and engagement
assessment systems and use of data in teaching and learning.
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
Read the full report on ero.govt.nz →
All 2 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).