Fergusson Intermediate (Trentham)
Intermediate · State
- Year levels
- 7–8
- Total roll
- 331
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Hikurangi Street, Trentham, Upper Hutt
- Territorial authority
- Upper Hutt City
- Phone
- 04-5287023
- admin@fergusson.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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
- 8.45 am
School Starts: 8.45 am
- 8.45 am
- Uniform
- Required
The basic requirements which are available to purchase from [NZ Uniform](https://fergusson.nzuniforms.com/catalog/products-1106491.htmx) are: Fergusson Intermediate Navy/Red Polo Shirt
- Required
- Where to buy the uniform
- https://fergusson.nzuniforms.com/
[Shop our Uniform Online at NZ Uniforms](https://fergusson.nzuniforms.com/)
- https://fergusson.nzuniforms.com/
- Getting there
- Four main buses transport our students daily to and from school to Pinehaven, Silverstream and Stokes Valley. There is also a Whiteman's Valley bus.
- How to enrol
- https://ole.edgelearning.co.nz/Default?schoolId=9b6652ba-2fcb-4ff2-b22c-5e7b9aebeb4a
[Click here to apply online now](https://ole.edgelearning.co.nz/Default?schoolId=9b6652ba-2fcb-4ff2-b22c-5e7b9aebeb4a)
- https://ole.edgelearning.co.nz/Default?schoolId=9b6652ba-2fcb-4ff2-b22c-5e7b9aebeb4a
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
- Lunchtime sport
Lunchtime sport is organised and led by our ‘Awesome’ Sports Captains and run on Mondays and Wednesdays at lunch times.
- Fergy Sport
The Fergy Sport concept is based on providing students with an opportunity to further refine skills and understanding in a sport of their choice
- Pā Wars
- FLOORBALL
FLOORBALL is a form of Indoor Hockey.
- Art Club
Students who are particularly passionate about the Visual Arts will have the opportunity to pursue their ability through Art Club and other creative opportunities that arise
- Lunchtime sport
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 225
- Māori
- 57
- Pacific
- 19
- Asian
- 54
- MELAA
- 20
- Other
- 4
- 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 | 29 | 12 | 29 | 5 | 1 | 119 | 0 | 165 |
| Year 08 | 29 | 14 | 15 | 6 | 1 | 133 | 0 | 165 |
| Total | 58 | 26 | 44 | 11 | 2 | 252 | 0 | 330 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 24 | 11 | 25 | 4 | 1 | 95 | 0 | 137 |
| Age 12 | 30 | 15 | 17 | 7 | 1 | 136 | 0 | 169 |
| Age 13 | 4 | 0 | 2 | 0 | 0 | 21 | 0 | 24 |
| Total | 58 | 26 | 44 | 11 | 2 | 252 | 0 | 330 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
42.6%
| Fergusson Intermediate (Trentham) | 42.6% |
|---|---|
| Wellington Region | 24.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 16% |
|---|---|
| Male | 70.1% |
| Māori | 79.7% |
| Pacific | 77.1% |
| Asian | 34.9% |
| Other | 0% |
| European/Pākehā | 49.3% |
| Total | 42.6% |
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
5%
| Fergusson Intermediate (Trentham) | 5% |
|---|---|
| Wellington Region | 2.6% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 10.3% |
| Māori | 10.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6.4% |
| Total | 5% |
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
5.3%
| Fergusson Intermediate (Trentham) | 5.3% |
|---|---|
| Wellington Region | 0.9% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 10.8% |
| Māori | 11.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6.7% |
| Total | 5.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 442
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 1 February 1966
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
- 13 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (13 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 13 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 331 — 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.
February 2018
490
Counted while ERO’s review team was at the school. Education Review Office, report of 7 May 2018
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 13 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
Fergusson Intermediate (Trentham), in Upper Hutt Wellington, provides education for students in Years 7 and 8. The school vision, Amplify the Awesome , is underpinned by the school values of mana ahua ake, manawaroa, ngakau pono, aroha (sense of self, resilience, integrity, empathy)
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 ensuring all learners are making progress and achieving well.
The majority of students are working at or above expected curriculum levels in literacy and mathematics; within that group, a large number are working above expectation.
Disparity in achievement for some students is evident; most Māori students in Year 7 achieve at a higher rate than their peers in writing.
Students confidently participate in learning opportunities beyond the classroom; the school has a strong relationship with mana whenua engaging students and developing learning opportunities.
Regular attendance is below the Ministry of Education 2024 attendance target; the school is working with parents, whānau and other agencies to support improving regular attendance.
Conditions to support learner success
School leadership is further strengthening systems and processes to improve outcomes for learners.
The leadership team is embedding clear expectations around the delivery of learning and responsive approaches to teaching, learning and assessment practices to progress student achievement.
Individual student needs are targeted through schoolwide assessment and analysis to ensure relevant interventions are in place to improve learner outcomes.
Leaders deliberately collect whānau feedback and ideas to inform strategic initiatives and improvement goals.
Leadership has built an inclusive culture of wellbeing, to lift equitable learner outcomes.
Teachers are working to establish a consistent approach to teaching and learning programs; student engagement levels vary.
Teachers track and monitor progress and achievement; teaching strategies used support and extend learners to improve outcomes.
Professional learning is facilitated well by leadership to support teaching practice; the school recognise the need to formalise systems and processes for professional learning.
Culturally responsive practices are being strengthened to reflect the community, encourage student attendance and improve outcomes.
Leaders and the board are establishing conditions to bring about school improvement.
Students with complex learning needs are well supported to achieve educational goals; teachers and whānau work together to develop individual education plans that support student success.
The school is reviewing the local curriculum using student and teacher feedback and ideas with a focus on engaging students and improving outcomes and attendance.
Evaluation capability is strengthening so leadership is aware which initiatives have been successful to inform ongoing strategic actions.
Systems and processes are used increasingly well to improve evaluation capability strengthening the analysis and impact of improvement initiatives.
Part B: Where to next?
The agreed next steps for the school are to:
strengthen the schoolwide approach to teaching the local curriculum
develop a system that supports professional growth with a focus on reflective practice, developing teacher capability, collaboration and planning for successful student outcomes
broaden assessment practices to support teachers and students to evaluate ongoing progress, achievement to improve student outcomes
further strengthen processes to improve student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
continue to review the local curriculum and approaches to teaching and learning with a focus on engagement, progress and achievement outcomes for all students
strengthen the use of te reo Māori, tikanga Māori and mātauranga Māori learning across the school as part of the local curriculum
develop systems and processes to support professional development across the school
review and refine current assessment and moderation practice to support a responsive approach teaching and learning to accelerate achievement.
Every six months:
evaluate the local curriculum and impact of the school-wide approach to teaching and learning using student, teacher and whanau voice review the use of te reo Māori, tikanga Māori and mātauranga Māori to know what has been successful and what needs further improvement to inform ongoing strategic direction
evaluate the impact of systems and processes that support professional development and review plans for professional development
continue to collate and analyse progress and achievement information to target students who are at most risk of underachievement and plan for acceleration.
Annually:
review the impact of teaching, learning and wellbeing programmes on achievement outcomes and plan further improvement priorities and initiatives
analyse and report attendance patterns and trends to inform the ongoing planning for improving the regular attendance of students.
Actions taken against these next steps are expected to result in:
a schoolwide approach to teaching the local curriculum including consistent use of reo Māori, tikanga Māori and mātauranga Māori
schoolwide processes and systems that support professional growth focussing on reflective practice, collaboration and planning for successful student outcomes
a consistent approach to assessment practices that supports teaching and learning to improve progress and achievement outcomes
improved levels of attendance that meet or exceed the Ministry of Education’s target for regular 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
13 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 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).