Blockhouse Bay Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 833
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 95 Bolton Street, Blockhouse Bay, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-6266414
- office@bhbint.school.nz
- Website
- http://www.bhbint.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
- School day starts
- 8.40am
8.40am - 8:50am Start of School/ Roll call / Admin
- 8.40am
- Uniform
- Required
The school uniform and PE uniform are compulsory.
- Required
- Term dates
- Term 1, 2026: Thursday 5th February to Thursday 2 April
TERM 1 Thursday 5th February to Thursday 2 April.
Year stated asTerm Dates 2026
- Term 2, 2026: Monday 20 April to Friday 3 July
TERM 2 Monday 20 April to Friday 3 July.
Year stated asTerm Dates 2026
- Term 3, 2026: Monday 20 July to Friday 25 September
TERM 3 Monday 20 July to Friday 25 September.
Year stated asTerm Dates 2026
- Term 4, 2026: Monday 12 October to Thursday 17th December
TERM 4 Monday 12 October to Thursday 17th December.
Year stated asTerm Dates 2026
- Term 1, 2026: Thursday 5th February to Thursday 2 April
- Getting there
- 011 School Bus Route — departs 3:05 p.m. (afternoons only), operator Ritchies, leaves from outside the Bolton Street shops, serving Blockhouse Bay Intermediate and Green Bay High
011 School Bus Route – Departs: 3:05 p.m. (afternoons only) – Operator: Ritchies, leaves from outside the Bolton Street shops. – Serving: Blockhouse Bay Intermediate, Green Bay High
- 011 School Bus Route — departs 3:05 p.m. (afternoons only), operator Ritchies, leaves from outside the Bolton Street shops, serving Blockhouse Bay Intermediate and Green Bay High
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- International students
- Accepted, as stated
We have students from all over the world choosing to study at Blockhouse Bay Intermediate.
- Accepted, as stated
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
- football
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- cricket
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- orienteering
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- hockey
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- volleyball
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- netball
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- rugby
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- league
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- badminton
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- touch
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- table tennis
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- athletics
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- gymnastics
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- softball
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- basketball
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- cross country
A wide range of sports are offered across the year, including football, cricket, orienteering, hockey, volleyball, netball, rugby, league, badminton, touch, table tennis, athletics, gymnastics, softball, basketball and cross country.
- Swimming Sports
Throughout the year, students compete in major whole-school events such as Swimming Sports, Cross Country and Athletics.
- AIMS Games
BHBI is a member of AIMS (Association of Intermediate and Middle Schooling), and students may have the opportunity to compete at AIMS Games in Tauranga.
- football
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 173
- Māori
- 56
- Pacific
- 94
- Asian
- 531
- MELAA
- 64
- Other
- 11
- 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 | 32 | 58 | 247 | 33 | 12 | 119 | 0 | 435 |
| Year 08 | 25 | 63 | 270 | 36 | 8 | 87 | 2 | 429 |
| Total | 57 | 121 | 517 | 69 | 20 | 206 | 2 | 864 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 2 |
| Age 11 | 27 | 53 | 203 | 29 | 9 | 94 | 0 | 358 |
| Age 12 | 29 | 61 | 258 | 31 | 8 | 90 | 2 | 417 |
| Age 13 | 1 | 7 | 56 | 9 | 2 | 21 | 0 | 87 |
| Total | 57 | 121 | 517 | 69 | 20 | 206 | 2 | 864 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
25.6%
| Blockhouse Bay Intermediate | 25.6% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 25.9% |
|---|---|
| Male | 25.2% |
| Māori | 96% |
| Pacific | 66.1% |
| Asian | 14.9% |
| Other | 8% |
| European/Pākehā | 42.1% |
| Total | 25.6% |
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
1%
| Blockhouse Bay Intermediate | 1% |
|---|---|
| Auckland Region | 3% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 1.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 5.2% |
| Total | 1% |
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%
| Blockhouse Bay Intermediate | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 401
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 24 May 1959
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
- 4
- Last reviewed
- 19 October 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (19 October 2023)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The board assurance report of 19 October 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 833 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
June 2018
830
Counted while ERO’s review team was at the school. Education Review Office, report of 7 August 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 19 October 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 12 months of the Education Review Office and Blockhouse Bay Intermediate working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Blockhouse Bay Intermediate caters for a diverse community, servicing the central-west suburbs of Blockhouse Bay, Lynfield, New Lynn and surrounding areas. The school provides education for students in Years 7 and 8 and works collaboratively within the Lynfield Kāhui Ako . The values of Manaakitanga, Wairuatanga, Whanaungatanga and Rangatiratanga are fundamental and integrated into all aspects of the school.
Blockhouse Bay Intermediate’s strategic priorities for improving outcomes for learners are:
Wairuatanga Hauora (Well-being) – Learners take care of their own and others physical, mental, emotional, social and spiritual well-being
Whanaungatanga (Culturally Responsive and Respectful) – Learners celebrate their identity and that of others. They are aware of and value difference, diversity, culture and language
Manaakitanga Ākonga (Learning to Learn) – Learners respect and value learning and are active agents in their learning journeys who strive to achieve personal and collective excellence
Rangatiratanga (Leadership) – Learners are self-motivated and use their initiative to lead themselves and others with mana . Learners appreciate the influence they have on their own lives, that of others as well as the school and community.
You can find a copy of the school’s strategic and annual plan on Blockhouse Bay Intermediate’s website.
ERO and the school are working together to evaluate how well data is gathered and used to strengthen transitions for learners/ ākonga , moving into, within and out of the school.
The rationale for selecting this evaluation is to strengthen transitions to further accelerate ākonga achievement. This will be enabled by the analysis of social emotional learning data to support the ongoing implementation of strategies to improve ākonga well-being and engagement.
The school expects to see all ākonga experiencing successful transitions as they move into, within, and out of the school through:
ākonga experiencing a culture of feeling safe, secure and supported in their learning
the collaborative and consistent use of quality data by teachers to accelerate ākonga learning
staff identifying and responding to potential barriers to ākonga learning and wellbeing
the streamlining of systems for sharing data between schools to support transitions
school staff being well-informed to support ākonga learning and wellbeing.
Strengths
The school can draw from the following strengths to support its goal to evaluate how well data is gathered and used to strengthen ākonga transitions:
ākonga experience a positive and connected learning environment which promotes continuous improvement in their engagement, attendance and academic achievement
teachers consistently use effective teaching strategies and practices in adaptive ways to promote equitable and excellent ākonga outcomes
well established community collaborations enrich opportunities for ākonga to become confident, connected actively involved learners
collective capacity to do and use evaluation, inquiry and knowledge building for improvement and innovation with a clear focus on equity for Māori and Pacific ākonga
school-wide leadership and coherent organisational conditions promote systematic monitoring, collaborative inquiry and evaluation processes, practices and actions.
Where to next?
Moving forward, the school will continue to prioritise the following to support successful transitions:
developing, refining and implementing analysis tools to identify and mitigate barriers to ākonga engagement and wellbeing
implementing strategies that are proven to be effective drivers for academic and social emotional achievement for all ākonga
proactively communicating with whānau and the community.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
19 October 2023
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 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).