Dargaville Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 169
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Charlotte Street, Dargaville
- Territorial authority
- Kaipara District
- Phone
- 09-4398045
- office@dis.school.nz
- Website
- http://www.dis.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Northland
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
The school uniform and PE uniform is compulsory.
- Required
- Where to buy the uniform
- http://www.dis.konstruct.store/
DIS Jacket, DIS Vest, DIS Hat, DIS PE shirt can be purchased from Konstruct [HERE](http://www.dis.konstruct.store/)
- http://www.dis.konstruct.store/
- Getting there
- Ritchies Bus for students living outside the zoned area; bus pupils are escorted to the buses at the Dargaville High School gates
All bus pupils meet in the school hall or on the basketball court at the end of the school day. Bus rolls are taken and then students are escorted to the buses at the Dargaville High School gates. If you live outside the zoned area for Dargaville Intermediate School, you will be charged to travel on a Ritchies Bus to attend our school. You will have to fill in the forms provided and return them to Ritchies, as a seat on the bus is not guaranteed.
- Ritchies Bus for students living outside the zoned area; bus pupils are escorted to the buses at the Dargaville High School gates
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 88
- Māori
- 94
- Pacific
- 24
- Asian
- 11
- MELAA
- 0
- Other
- 1
- 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 | 52 | 14 | 4 | 0 | 1 | 49 | 0 | 84 |
| Year 08 | 50 | 9 | 2 | 1 | 0 | 27 | 0 | 85 |
| Total | 102 | 23 | 6 | 1 | 1 | 76 | 0 | 169 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 38 | 10 | 4 | 0 | 0 | 41 | 0 | 60 |
| Age 12 | 49 | 8 | 2 | 1 | 1 | 29 | 0 | 86 |
| Age 13 | 15 | 5 | 0 | 0 | 0 | 6 | 0 | 23 |
| Total | 102 | 23 | 6 | 1 | 1 | 76 | 0 | 169 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
272.5%
| Dargaville Intermediate | 272.5% |
|---|---|
| Northland Region | 52% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 129.5% |
|---|---|
| Male | 410.1% |
| Māori | 368.5% |
| Pacific | 0% |
| Asian | Too few to report |
| Other | Too few to report |
| European/Pākehā | 200.7% |
| Total | 272.5% |
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
5.6%
| Dargaville Intermediate | 5.6% |
|---|---|
| Northland Region | 6.5% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 10.9% |
| Māori | 9.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5.6% |
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
5.9%
| Dargaville Intermediate | 5.9% |
|---|---|
| Northland Region | 2.7% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 11.5% |
| Māori | 10.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 514
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1968
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
- 10 March 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (10 March 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 10 March 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 169 — 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 2016
184
Counted while ERO’s review team was at the school. Education Review Office, report of 7 September 2016
April 2013
190
Counted while ERO’s review team was at the school. Education Review Office, report of 26 June 2013
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 10 March 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 Dargaville 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
Dargaville Intermediate School provides education for students in Year 7 and 8. The school’s values are respect, honesty, security, responsibility, self-worth and whānaungatanga.
Dargaville Intermediate’s strategic priorities for improving outcomes for learners are to:
create a physical and emotional environment which fosters creativity and encourages students to explore the inter-connectedness between all living things
enact learning programmes which enable knowledge and skill acquisition and stimulate innovation, inquiry and curiosity through purposeful learning contexts
provide learning opportunities and systems which promote healthy choices, routines and practices
build a student, school, home and community partnership.
You can find a copy of the school’s strategic and annual plan on Dargaville Intermediate’s website.
ERO and the school are working together to evaluate the impact of Dargaville Intermediate School’s learning programmes on equitable and excellent outcomes in reading, writing, and mathematics. T he school is aiming to design and deliver learning programmes that enable knowledge and skill acquisition and stimulate innovation, inquiry and curiosity through purposeful learning contexts .
The rationale for selecting this evaluation is:
that maximising success in reading, writing and mathematics increases students’ ability to access learning across the curriculum
student preparedness in reading, writing and mathematics is a pre-requisite for further educational success
to continue to promote equitable and excellent outcomes in reading, writing, and mathematics.
The school expects to see an increase in the number of students achieving at or above expected curriculum levels in reading, writing and mathematics. The school also expects to see teachers engaging learners through learning programmes that include purposeful learning contexts and promote innovation, inquiry and curiosity .
Strengths
The school can draw from the following strengths to support its goal to evaluate the impact of Dargaville Intermediate School’s learning programmes on equitable and excellent outcomes in reading, writing, and mathematics.
clear communication between teachers and learners enabling shared knowledge around learners’ levels of achievement, and the co-construction of their learning goals
responsive curriculum design which utilises relevant learning contexts, and supports learners make meaningful connections
school values are modelled and encouraged in school life and create a sense of connectedness and belonging for students, staff and the wider community
a supportive School Board which promotes the school’s direction and supports the school to enable successful outcomes for all learners.
Where to next?
Moving forward, the school will prioritise:
whole school consistency in the effective teaching of literacy
the implementation of Pūtoi Rito - Community of Readers initiative to improve achievement reading and writing
increased problem-solving opportunities in mathematics to help make the learning meaningful and relevant
designing and deliver learning programmes that enable knowledge and skill acquisition and stimulate innovation, inquiry and curiosity through purposeful learning contexts .
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.
Filivaifale Jason Swann Director Review and Improvement Services (Northern) Northern Region | Te Tai Raki
10 March 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).