Feilding Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 327
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 95 East Street, Feilding
- Territorial authority
- Manawatu District
- Phone
- 06-3236528
- office@fis.school.nz
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
Students are required to wear full school uniforms to and from school, and jackets must be the regulation school jackets.
- Required
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
- Volleyball
- Cross Country
school-wide events, including Cross Country, Athletics and Swimming
- Athletics
school-wide events, including Cross Country, Athletics and Swimming
- Swimming
school-wide events, including Cross Country, Athletics and Swimming
- Super Sport competition
Feilding Intermediate participates in the Super Sport competition, which enables selected teams to compete against other regional Intermediates
- Zespri AIMS Game competition
competing nationally at the Zespri AIMS Game competition in Tauranga
- Netball
Feilding Intermediate - Netball
- Hockey
Feilding Intermediate - Hockey
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 262
- Māori
- 98
- Pacific
- 10
- Asian
- 16
- MELAA
- 8
- Other
- 2
- 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 | 53 | 6 | 12 | 2 | 2 | 126 | 0 | 163 |
| Year 08 | 55 | 2 | 9 | 4 | 2 | 125 | 0 | 174 |
| Total | 108 | 8 | 21 | 6 | 4 | 251 | 0 | 337 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 44 | 5 | 9 | 2 | 2 | 99 | 0 | 132 |
| Age 12 | 54 | 3 | 10 | 3 | 2 | 128 | 0 | 172 |
| Age 13 | 10 | 0 | 2 | 1 | 0 | 24 | 0 | 33 |
| Total | 108 | 8 | 21 | 6 | 4 | 251 | 0 | 337 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
56.9%
| Feilding Intermediate | 56.9% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 12.4% |
|---|---|
| Male | 99.5% |
| Māori | 103.2% |
| Pacific | 116.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 42.3% |
| Total | 56.9% |
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
17.6%
| Feilding Intermediate | 17.6% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 10.3% |
|---|---|
| Male | 24.5% |
| Māori | 26.2% |
| Pacific | 148.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 9.7% |
| Total | 17.6% |
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
18.4%
| Feilding Intermediate | 18.4% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 10.8% |
|---|---|
| Male | 25.7% |
| Māori | 27.4% |
| Pacific | 153.1% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 10.2% |
| Total | 18.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 478
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1964
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
- 3
- Last reviewed
- 10 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for learners in Years 7 and 8
- Years 7 and 8
- Bilingual or immersion provision
- Two reo rua akomanga
The school has two reo rua akomanga that provide Māori bilingual education
- Two reo rua akomanga
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 327 — 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.
March 2018
353
Counted while ERO’s review team was at the school. Education Review Office, report of 15 May 2018
May 2014
330
Counted while ERO’s review team was at the school. Education Review Office, report of 7 August 2014
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 October 2025 — “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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Feilding Intermediate School provides education for learners in Years 7 and 8. There are 344 students on the roll and 31% identify as Māori . The school’s vision is Students positively engaged in purposeful learning .
The school has two reo rua akomanga that provide Māori bilingual education.
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
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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 successfully 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 large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are 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.
The large majority of students 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 uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how the school assesses learner progress and achievement.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has significantly 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 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section of the report provides more detail for the school to include in 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 large majority of students achieve well in core curriculum areas.
Learners with complex needs benefit from personalised programmes prepared by experienced leaders and teachers.
Teachers and leaders are clear about the need to accelerate the learning of those who need it and to prepare them for achievement at secondary school.
Leadership is focused on supporting teaching capability and consistency in approaches so that students gain sound foundational skills.
Leaders and teachers are implementing structured literacy and mathematics programmes.
Staff are committed to the education and wellbeing of early adolescents and provide a curriculum that promotes the learning and wellbeing of students.
Teachers collaborate in professional learning to continually strengthen their practice.
Leaders have established processes to analyse achievement, progress and wellbeing data to inform planning and identify next steps for students.
Key priorities
Embed the structured mathematics approach and literacy programme to improve achievement outcomes, particularly in reading comprehension.
Provide opportunities for students to take increased ownership of their learning and wellbeing goals.
Maintain strategies to increase regular attendance and monitor the success of these.
Actions to bring about improvement
Within six months:
the School Board and leaders identify achieving the Government's 2030 targets for reading, writing, and mathematics as a key strategic priority in school planning
leaders action planned approaches to involve students in taking increased ownership of their learning and wellbeing
Every six months:
leaders and teachers a nalyse learners’ attendance, progress, achievement and wellbeing information and respond with targeted interventions for groups of students identified as being at risk of not achieving
Annually:
leaders evaluate and report on changes to literacy and mathematics teaching approaches and their impact on learner outcomes
leaders analyse and report attendance, achievement and wellbeing outcomes to the School Board and community and use this information in partnership with whānau , students and teachers to inform next steps.
Expected outcomes
Improved progress for students in reading comprehension and readiness for further education.
Students who take increased ownership of their learning and wellbeing, and ownership of their learning choices.
Further improvement in rates of attendance across the school.
Regulatory and Legislative Requirements
This section of the report is about how the school meet 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
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
10 October 2025
Read the full report on ero.govt.nz →
All 3 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).