Farm Cove Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 508
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 16 Butley Drive, Pakuranga, Auckland
- Territorial authority
- Howick Local Board Area
- Phone
- 09-577 0009
- enquiries@farmcove.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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
Not stated on the school’s website.
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
All documentation required to enrol as an International student can be downloaded here.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 183
- Māori
- 59
- Pacific
- 62
- Asian
- 282
- MELAA
- 23
- Other
- 7
- International
- 5
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 | 33 | 30 | 108 | 14 | 7 | 90 | 3 | 225 |
| Year 08 | 30 | 31 | 131 | 19 | 7 | 115 | 3 | 278 |
| Total | 63 | 61 | 239 | 33 | 14 | 205 | 6 | 503 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 24 | 19 | 87 | 13 | 6 | 63 | 1 | 174 |
| Age 12 | 32 | 36 | 128 | 14 | 5 | 117 | 4 | 269 |
| Age 13 | 7 | 6 | 24 | 6 | 3 | 25 | 1 | 60 |
| Total | 63 | 61 | 239 | 33 | 14 | 205 | 6 | 503 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
61.2%
| Farm Cove Intermediate | 61.2% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 23.2% |
|---|---|
| Male | 98.2% |
| Māori | 84.7% |
| Pacific | 148.1% |
| Asian | 44.3% |
| Other | 27.1% |
| European/Pākehā | 66.8% |
| Total | 61.2% |
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%
| Farm Cove Intermediate | 1.6% |
|---|---|
| Auckland Region | 3% |
| 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 | 3.7% |
| 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
1.6%
| Farm Cove Intermediate | 1.6% |
|---|---|
| Auckland Region | 1.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 3.9% |
| Total | 1.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 409
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 30 January 1979
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
- 12 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (12 December 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 12 December 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.
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 508 — 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 2017
605
Counted while ERO’s review team was at the school. Education Review Office, report of 10 November 2017
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 12 December 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
Farm Cove Intermediate in Pakuranga provides education for students in Years 7 and 8, from a wide range of ethnic backgrounds. The school’s vision is to ‘develop courageous, informed learners who contribute to their community’.
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
Most students are engaged in learning and make good progress.
The large majority of learners achieve at or above expected curriculum levels in reading, writing and mathematics.
The school has yet to achieve equitable outcomes for Pacific learners in literacy and mathematics and for boys in writing.
Students experience a positive and inclusive school environment that supports their evident sense of belonging.
Students regularly attend and engage in meaningful learning; the school is meeting the Ministry of Education’s national attendance targets.
Conditions to support learner success
Leaders effectively foster and sustain a culture committed to high quality teaching and learning.
Leaders foster a culture of collaboration, relational trust, and shared leadership responsibilities that develops strong teaching capacity and leadership capability.
Leaders regularly evaluate the effectiveness of teaching and learning to bring about improvements for student learning and wellbeing.
Leaders have established clear expectations for high-quality, evidence informed teaching and learning to support learner progress and achievement.
Learners have rich opportunities throughout the curriculum that builds from their experiences, knowledge and understanding.
Students learn through a curriculum that is well resourced and engages them in meaningful learning.
Students experience a broad range of learning opportunities and reflects their interest, needs and identities.
Students with complex needs are well supported; they make progress and achieve success at school.
Key conditions that underpin successful schooling are well embedded.
The board strategically resources professional development for staff that aligns with school goals and improving learner success.
Leaders and teachers collect, analyse, and interpret research and data that provides strong evidence for improving outcomes for learners.
Teachers regularly discuss effective teaching and learning strategies and adapt their practice to meet the needs of learners.
Clear communication and active collaboration with parents and whānau support partnerships for learning and celebrate learner success.
Part B: Where to next?
The agreed next steps for the school are to:
implement initiatives to improve the engagement and accelerate the achievement of Pacific learners
improve staff capability to use te reo Māori , tikanga Māori , and mātauranga Māori in classroom programmes and schoolwide practices
research and implement best evidence to inform structured literacy approaches and accelerate the achievement of boys and Pacific learners
implement a structured mathematics programme to further raise learners’ achievement in mathematics.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
the school’s wellbeing team will review the school’s engagement with Pacific families to ensure community connections are established and improving outcomes for Pacific learners
leaders will provide further learning opportunities for staff to develop their capability to use te reo , tikanga Māori , and mātauranga Māori .
Every six months:
monitor the success of how well the school is engaging with Pacific families
collect and analyse feedback from staff about their increasing confidence and knowledge of te ao Māori and its impact on teaching and learning
gather and analyse data to measure the impact of structured literacy and mathematics programmes on student achievement, especially on outcomes for Pacific learners and boys’ achievement.
Annually:
evaluate and report progress against these improvement priorities, including attendance rates, for better learner outcomes to the board and community, to help them know what is working and for which groups of learners.
Actions taken against these next steps are expected to result in:
equitable and improved outcomes for all learners, including Pacific learners
te ao Māori being evident in schoolwide practices
sustained and improved attendance.
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
12 December 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).