Bohally Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 532
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Mclauchlan Street, Blenheim
- Territorial authority
- Marlborough District
- Phone
- 03-5785219
- office@bohally.school.nz
- Website
- http://www.bohally.school.nz
- Directions
- Get directions
Other schools nearby: schools in Marlborough
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.
- How to enrol
- https://docs.google.com/forms/d/e/1FAIpQLSdi9hizo50n8ODd4t-reJV-Ii9BV62VRCJ5fPtbF35pa7Z2aQ/viewform?usp=sharing&ouid=108588593508805405619
Here is the link to the [out of zone enrolment form](https://docs.google.com/forms/d/e/1FAIpQLSdi9hizo50n8ODd4t-reJV-Ii9BV62VRCJ5fPtbF35pa7Z2aQ/viewform?usp=sharing&ouid=108588593508805405619).
- https://docs.google.com/forms/d/e/1FAIpQLSdi9hizo50n8ODd4t-reJV-Ii9BV62VRCJ5fPtbF35pa7Z2aQ/viewform?usp=sharing&ouid=108588593508805405619
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 405
- Māori
- 144
- Pacific
- 36
- Asian
- 43
- MELAA
- 21
- Other
- 6
- 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 | 58 | 13 | 17 | 11 | 4 | 197 | 0 | 251 |
| Year 08 | 73 | 21 | 24 | 5 | 2 | 203 | 0 | 259 |
| Total | 131 | 34 | 41 | 16 | 6 | 400 | 0 | 510 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 43 | 9 | 11 | 8 | 3 | 156 | 0 | 193 |
| Age 12 | 70 | 22 | 22 | 6 | 3 | 187 | 0 | 244 |
| Age 13 | 18 | 3 | 8 | 2 | 0 | 57 | 0 | 73 |
| Total | 131 | 34 | 41 | 16 | 6 | 400 | 0 | 510 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
20.5%
| Bohally Intermediate | 20.5% |
|---|---|
| Marlborough Region | 36.2% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 13.1% |
|---|---|
| Male | 27.5% |
| Māori | 44.3% |
| Pacific | 14.7% |
| Asian | 16.6% |
| Other | 0% |
| European/Pākehā | 20.9% |
| Total | 20.5% |
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
1.6%
| Bohally Intermediate | 1.6% |
|---|---|
| Marlborough Region | 4% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.1% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2% |
| Total | 1.6% |
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%
| Bohally Intermediate | 0% |
|---|---|
| Marlborough Region | 1% |
| 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)
- 459
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1958
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
- 14 April 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 14 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for learners in Years 7 and 8
- Years 7 and 8
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 532 — 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.
August 2018
483
Counted while ERO’s review team was at the school. Education Review Office, report of 20 September 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 14 April 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.
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.
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.
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.
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
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).