Fairfield Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 896
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Clarkin Road, Fairfield, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8559718
- mail@fairfieldintermediate.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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
- 8:45am
School Begins: 8:45am
- 8:45am
- School day ends
- 2:55pm
School Ends: 2:55pm
- 2:55pm
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.
- In their words
- Vision for Our Learners and Our School
- Whakaharahara ākonga, Whakaharahara wāhi
- Exceptional Learners, Exceptional Place
- We take pride in providing outstanding educational opportunities for students in all aspects of the New Zealand curriculum, i.e., academic, cultural, sporting and artistic.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 439
- Māori
- 282
- Pacific
- 105
- Asian
- 155
- MELAA
- 64
- Other
- 3
- International
- 4
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 | 144 | 59 | 74 | 29 | 0 | 206 | 1 | 441 |
| Year 08 | 149 | 49 | 58 | 46 | 1 | 231 | 2 | 476 |
| Total | 293 | 108 | 132 | 75 | 1 | 437 | 3 | 917 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 129 | 57 | 68 | 24 | 0 | 182 | 1 | 392 |
| Age 12 | 146 | 44 | 56 | 40 | 1 | 220 | 1 | 455 |
| Age 13 | 18 | 7 | 8 | 11 | 0 | 35 | 1 | 70 |
| Total | 293 | 108 | 132 | 75 | 1 | 437 | 3 | 917 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
108.6%
| Fairfield Intermediate | 108.6% |
|---|---|
| Waikato Region | 53.9% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 90.7% |
|---|---|
| Male | 125% |
| Māori | 217.6% |
| Pacific | 108.3% |
| Asian | 26% |
| Other | 45.8% |
| European/Pākehā | 62% |
| Total | 108.6% |
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
16.2%
| Fairfield Intermediate | 16.2% |
|---|---|
| Waikato Region | 6.6% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 16% |
|---|---|
| Male | 16.3% |
| Māori | 39.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.5% |
| Total | 16.2% |
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
6%
| Fairfield Intermediate | 6% |
|---|---|
| Waikato Region | 2.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 8.4% |
|---|---|
| Male | 3.8% |
| Māori | 14.7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2% |
| Total | 6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 475
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 25 January 1963
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
- 13 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (13 November 2024)
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 13 November 2024 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 13 November 2024 — “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
Fairfield Intermediate in Hamilton provides education for students in Years 7 and 8. The school’s values are Whaanaungatanga , creating a sense of belonging, Manaakitanga , creating a place of kindness and compassion and Kaitiakitanga , through actions we are guardians of ourselves, others and the environment .
There are two parts to this report.
Part A: 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 B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The school is working towards reducing inequity between groups of students
A small majority of students achieve at or above their expected curriculum level in reading and writing, less than half of students achieve at or above in mathematics; improving students’ progress and achievement and equitable outcomes for Māori learners continues to be a priority.
Students receiving additional support with their learning make progress in reading, writing and mathematics, with many groups showing accelerated progress.
Students have a strong sense of belonging and their wellbeing is supported through positive teaching and learning relationships.
A small majority of students are attending regularly, some improvement in attendance is evident, particularly for Māori students; the school is not yet, but working towards, meeting the Ministry of Education target for regular attendance.
Conditions to support learner success
School leaders provide cohesive, focused leadership that increasingly strengthens school conditions to support student success.
Strategic planning provides clear direction for priorities and targets to improve student outcomes.
Professional learning for teachers aligns to these strategic priorities.
Leaders proactively promote and model expectations for a positive school culture and respectful relationships.
The board and leaders are building strong and learning focused relationships with whānau, families and the community.
Teaching practices, through the curriculum, are increasingly responsive to students’ learning needs and enhance engagement and outcomes.
Teachers increasingly incorporate culturally responsive practices into teaching and learning programmes across the school; different teaching strategies are evident, to meet the needs of groups of learners.
Teaching practices are relational and affirming between students and with teachers; classrooms have clearly established routines and expectations for learning.
Progress and achievement information is shared with students and whānau ; learners understand the progress they are making and the next steps.
The board, leaders and teachers are strengthening schoolwide conditions to support improved student outcomes.
Attendance and wellbeing data is regularly analysed by teachers and leaders, and reported to the board, to identify trends, patterns and next steps.
Students requiring additional support with their learning are identified early and receive individualised support focusing on raising achievement in reading, writing and mathematics.
Students are offered a wide range of learning opportunities and extracurricular activities that supports future pathways and transition into secondary school.
The board and school leadership are cohesive in their approach to realising school improvement priorities and progress in these is evident.
Part B: Where to next?
The agreed next steps for the school are to:
improve student attendance to further increase student engagement
continue to improve student progress and achievement in reading, writing and mathematics, especially for Māori students
continue to strengthen culturally responsive teaching practices across the school, including mātauranga Māori and the local curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
explore and investigate further strategies to increase attendance for all students, and continue to incorporate this in the school's strategic and annual plans
continue to build on the work well underway in reading, writing and mathematics to raise student outcomes in reading, writing and mathematics, with focus on further reducing inequity for Māori students
continue with the staff professional learning plan, to enhance culturally responsive teaching practices, that includes local curriculum and mātauranga Māori
Every six months:
report on the progress made to improve attendance and identify further actions
analyse mid-year achievement data for reading, writing and mathematics to identify trends and assess the success of strategies to improve student outcomes; this will also provide information for next steps
review the progress of the professional learning plan to increase culturally responsive teaching practices
Annually:
report analysed attendance data to the board on a termly basis (based on the Ministry of Education targets and reported termly in Everyday Matters) and identify further actions
provide evidence-based, comprehensive reporting to the board on the impact of strategies to improve reading, writing and mathematics, and to inform next steps
evaluate and report on the impact of culturally responsive teaching practices, including local curriculum and mātauranga Māori on student engagement and outcomes.
Actions taken against these next steps are expected to result in:
improved attendance and engagement across the school, especially for Māori
increase the number of students working at their expected curriculum levels in reading, writing and maths and a reduction in disparity for Maōri students
increased mātauranga Maōri and local curriculum are evident in teacher planning and practices across the school.
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
Shelley Booysen Director of Schools
13 November 2024
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).