Brandon Intermediate

What ERO wrote in its latest report

This is ERO’s report of 15 January 2026 — “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

Brandon Intermediate provides education for learners in Years 7 and 8. Of the 185 students enrolled 46% identify as Pacific, 37% as Māori 10% as Asian, and 7% as New Zealand European/ Pākehā . The school’s PRIDE values are Purpose, Resilience, Integrity, Determination and Empathy.

A new principal has been appointed for Term 1, 2026.

The school’s Technology Centre provides specialised technology education for Brandon Intermediate students, and Year 7 and 8 learners from seven local primary schools.

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

Improvement and progress

This section is about the progress the school has made since the September 2022 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements

The school evaluated how effectively the improvement strategies leaders have collectively put in place accelerate students’ achievement. The leadership team involved all staff in developing and embedding consistent schoolwide expectations for teacher planning and practices focused on improving student achievement.

Findings

Schoolwide systems and processes that support and promote student learning and acceleration have been reviewed, aligned and strengthened.

A culturally responsive approach to learning, informed and supported by tangata whenua and whānau , has furthered strengthened partnerships, resulting in many students at risk of not achieving making accelerated progress in their learning.

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.

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? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.

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 foundational 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 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 responds well to a wide range 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 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

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 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

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 their use of 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 for 2030.

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

A wide range of learner centered initiatives are focused on lifting achievement and wellbeing.

Leaders and staff are building a shared understanding of quality teaching practices through staff inquiry and professional development in structured literacy and mathematics.

Learning programmes reflect the school’s culturally diverse student body and are beginning to respond to whānau aspirations for their children.

Key priorities

Accelerate learners’ progress and improve equity in achievement through a focussed annual implementation plan for 2026.

Implement and embed structured literacy and mathematics programmes.

Improve regular attendance and reduce chronic absence.

Actions to bring about improvement

Within three months:

the school Board and leaders develop an in-depth annual implementation plan, with ongoing monitoring and reporting to improve progress, achievement and attendance

Every six months:

leaders review the impact of teachers’ professional practice through classroom observations, and evidence of improved equity of achievement, report next steps to the Board

leaders evaluate and continue to adjust the implementation and embedding of structured literacy and mathematics teaching and learning programmes

the Board and leaders review the impact of initiatives to improve student attendance, identify areas for further improvement and adjust as needed

Annually:

leaders and the Board review curriculum outcomes, the impact of teacher development, and plan strategies to accelerate achievement for all learners

leaders and the Board analyse schoolwide achievement in literacy and mathematics and plan strategic actions to improve the achievement and learning outcomes of all students

leaders and the Board evaluate the effectiveness of initiatives to increase student attendance, identify areas for improvement and plan more targeted actions for the next year.

Expected outcomes

Improved achievement and equitable outcomes with more students experiencing accelerated progress in literacy and mathematics.

Students who are well supported to effectively apply strategies from structured learning programmes.

Improved and sustained rates of higher regular attendance and lower chronic absence.

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 meeting 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

The board and ERO has identified the following area of non-compliance during the board assurance process:

complete and record all the necessary steps required for safety checks of school employees [Section 31 Children’s Act 2014; Sections 5 and 8 Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015].

The Board has taken steps to address the area of non-compliance identified.

Recommendation to the Ministry of Education

ERO recommends that the Ministry of Education provide support to:

improve regular attendance

embed structured literacy and mathematics to improve progress and achievement

strengthen annual implementation planning as a basis for school improvement.

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

15 January 2026

Read this report on ero.govt.nz →