Christchurch South Karamata Intermediate School
Intermediate · State
- Year levels
- 7–8
- Total roll
- 489
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 204 Selwyn Street, Spreydon, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3322408
- office@chchsouth.ac.nz
- Website
- http://www.chchsouth.ac.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
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
All students are expected to maintain a high standard of pride in their appearance and are required to wear correct uniform at all times.
- Required
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
Christchurch South Karamata Intermediate School welcomes international students to our school community. International students have been part of our school for many years.
- 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
- Kapa Haka
our Term 3 Kapa Haka open rehearsal
- Te Rōpū Harikoa
Te Rōpū Harikoa will perform
- Football
- Rugby
- Hockey
- the school production
about the likes of the school production
- Kapa Haka
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 400
- Māori
- 56
- Pacific
- 23
- Asian
- 78
- MELAA
- 23
- Other
- 8
- 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 | 35 | 11 | 38 | 11 | 5 | 195 | 0 | 239 |
| Year 08 | 37 | 16 | 40 | 12 | 11 | 215 | 2 | 273 |
| Total | 72 | 27 | 78 | 23 | 16 | 410 | 2 | 512 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 28 | 9 | 30 | 8 | 4 | 155 | 0 | 190 |
| Age 12 | 39 | 16 | 38 | 11 | 8 | 209 | 1 | 260 |
| Age 13 | 5 | 2 | 10 | 4 | 4 | 46 | 1 | 62 |
| Total | 72 | 27 | 78 | 23 | 16 | 410 | 2 | 512 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28.4%
| Christchurch South Karamata Intermediate School | 28.4% |
|---|---|
| Canterbury Region | 38.3% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 17% |
|---|---|
| Male | 42.9% |
| Māori | 121.6% |
| Pacific | 64.6% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 32.8% |
| Total | 28.4% |
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
1.7%
| Christchurch South Karamata Intermediate School | 1.7% |
|---|---|
| Canterbury Region | 3.7% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2% |
| Total | 1.7% |
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
1.7%
| Christchurch South Karamata Intermediate School | 1.7% |
|---|---|
| Canterbury Region | 1.7% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.1% |
| Total | 1.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 411
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 14 May 1939
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
- 6
- Last reviewed
- 21 March 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (21 March 2025)
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 21 March 2025 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.
What ERO wrote in its latest report
This is ERO’s report of 21 March 2025 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Christchurch South Karamata Intermediate School is located in the suburb of Spreydon in Christchurch and caters for students in Years 7 and 8. The school values are to aim high, show commitment, support, and integrity, and celebrate different cultures.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous ERO report of July 2022, the school evaluated to what extent the refresh of the curriculum, deep learning pedagogies and a culturally responsive lens led to excellence and equity in student outcomes.
Expected Improvements and Findings
The school expected to see:
Student achievement and engagement data shows excellence and equity for all students.
Most students are achieving at the expected curriculum level in reading, writing and mathematics. There is a disparity in the achievement of Māori students in reading, writing and mathematics.
A responsive curriculum that integrates the local context.
The school has developed and implemented a comprehensive curriculum that reflects the local environment and cultural histories.
School wide consistency in teacher practice with a focus on high impact teaching strategies.
Teachers have undergone professional development in high impact teaching strategies.
The greatest shift that occurred in response to the school’s actions has been the implementation of a curriculum which reflects local history and context and the strengthening of a consistency in teacher practice.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Learners achieve high levels of success and make ongoing progress.
Most students meet or exceed the expected curriculum level in reading, writing and mathematics.
Māori and Pacific learner achievement has improved, the majority of Māori and Pacific students are achieving at expected curriculum levels in reading, writing and mathematics; targeting teaching to support their achievement remains an ongoing priority.
The majority of students attend school regularly; the school is not yet achieving the Government’s target for regular attendance.
Conditions to support learner success
Effective leadership sets and pursues improvement goals and targets including the acceleration of progress for those learners at risk of underachievement.
Leaders maintain a strong focus on improving culturally responsive practices, this is increasing learner engagement and success in learning.
Teachers’ individual strengths and skills are effectively used across the school, with ongoing opportunities for staff to develop leadership skills, so that change is well led and sustainable.
A strong culture of care and wellbeing for learners, their families and staff contributes to building a positive school environment that promotes engagement and improved progress and achievement.
Learners have rich opportunities to learn across the breadth and depth of The New Zealand Curriculum, learners are well supported to gain sound skills to prepare them for secondary school.
Teachers closely monitor individual student progress and targeted interventions are in place for students identified as requiring additional support.
Teachers access well-considered professional development that builds teacher capability and targets identified priorities to improve outcomes for learners.
Teachers use assessment activities that are inclusive, relevant and fit-for-purpose; they provide meaningful evidence of progress and achievement as a basis for determining next steps for learning.
The school has well-aligned systems, structures and practices to support success and improvement over time.
Internal evaluation practices support the gathering, analysis, and use of evidence of student learning and outcomes to improve practice.
The board is strongly supportive of the principal, staff and students; strategic goals are improvement focused, and resulting school initiatives are well resourced.
Learner transitions into and beyond the school are carefully managed; close working relationships with other schools ensures that suitable support is in place as they arrive or leave the school.
Part C: Where to next?
The agreed next steps for the school are to:
strengthen teaching and learning programmes to improve achievement for Māori and Pacific students in reading, writing and mathematics
embed consistent high impact teaching strategies school wide to support ongoing improvement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
staff take deliberate action in response to emerging trends, with particular attention to those learners at risk of not achieving especially Māori and Pacific students in writing, boys in mathematics and those with lower rates of regular attendance
teachers and leaders undertake evaluation of the impact of professional development on improving teacher practice and raising student outcomes to inform planning for continued improvements.
Annually:
continue to use and report on student progress and achievement and wellbeing data to inform responsive decision making, and effective strategies for improving attendance, teaching and learning
use indicators of effective practice to evaluate the impact of initiatives for continued improvements in achievement and attendance.
Actions taken against these next steps are expected to result in:
improved equity between groups of students particularly for Māori and Pacific students in writing and boys in mathematics
increased student engagement in learning and more students attending regularly
consistency in teacher practice with a focus on high impact teaching strategies.
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 Evaluation 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)
21 March 2025
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 6 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).