Greenmeadows Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 347
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 29 Greenmeadows Avenue, Manurewa, Auckland
- Territorial authority
- Manurewa Local Board Area
- Phone
- 09-2676255
- gis@greenmeadows.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
- Required
The school encourages students to have pride in their appearance and to wear the correct school uniform every day including when they are travelling to and from school.
- Required
- Term dates
- Term 1, 2026: Tuesday 3 February (Year 8 start), Wednesday 4 February (Year 7 start) – Thursday 2 April
| Term 1 | Tuesday 3 February 2026 (Year 8 start) Wednesday 4 February 2026 (Year 7 start) to Thursday 2 April |
- Term 2, 2026: Monday 20 April – Friday 3 July
| Term 2 | Monday 20 April to Friday 3 July |
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 July – Friday 25 September
| Term 3 | Monday 20 July to Friday 25 September |
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 October – Tuesday 15 December
| Term 4 | Monday 12 October to Tuesday 15 December |
Year stated as2026 Term Dates
- Term 1, 2026: Tuesday 3 February (Year 8 start), Wednesday 4 February (Year 7 start) – Thursday 2 April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 64
- Māori
- 94
- Pacific
- 137
- Asian
- 121
- MELAA
- 10
- 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 | 39 | 80 | 63 | 1 | 4 | 34 | 0 | 168 |
| Year 08 | 66 | 93 | 77 | 3 | 2 | 49 | 0 | 214 |
| Total | 105 | 173 | 140 | 4 | 6 | 83 | 0 | 382 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 11 | 31 | 69 | 49 | 1 | 3 | 30 | 0 | 139 |
| Age 12 | 62 | 86 | 70 | 2 | 2 | 43 | 0 | 198 |
| Age 13 | 11 | 17 | 21 | 1 | 1 | 10 | 0 | 44 |
| Total | 105 | 173 | 140 | 4 | 6 | 83 | 0 | 382 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
10.7%
| Greenmeadows Intermediate | 10.7% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 22% |
|---|---|
| Male | 0% |
| Māori | 10.5% |
| Pacific | 20.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.6% |
| Total | 10.7% |
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
0%
| Greenmeadows Intermediate | 0% |
|---|---|
| Auckland Region | 3% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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
0%
| Greenmeadows Intermediate | 0% |
|---|---|
| Auckland Region | 1.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 490
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1967
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
- 18 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (11 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 11 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 347 — 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
370
Counted while ERO’s review team was at the school. Education Review Office, report of 25 August 2016
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 18 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
Greenmeadows Intermediate is located in Manurewa, South Auckland and provides education for students from Year 7 to 8. The school’s vision is ‘Piki ki te Rangi’ (Reach for the Sky) and its values are ‘tolerance, perseverance, respect and cooperation’.
Greenmeadows Intermediate has a bilingual Māori unit, Te Whanau o Tamapahore . There are two Rosehill School satellite classes onsite.
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
Learning outcomes are improving for most students.
Most students begin Year 7 achieving below curriculum expectations in reading, writing and mathematics; by the end of Year 8, a small majority of students achieve at or above curriculum expectations in reading, writing and mathematics.
Students with additional needs are well supported through a range of targeted initiatives ; a small majority of these learners make accelerated progress in reading, writing and mathematics.
A large majority of students attend school regularly; the school is progressing well towards meeting the Ministry of Education’s target for regular attendance.
Conditions to support learner success
Strategic and considered leadership drives improvement to teaching and learning to promote students’ success.
Leaders foster and sustain a culture focussed on improving the quality of teaching with high levels of trust and collaboration.
Leadership sets and pursues targets and improvement goals, including promoting progress for those students with additional learning needs.
Leaders build and sustain strong educationally focused relationships with other education providers and community groups, including iwi .
Teachers are embedding a responsive curriculum and effective teaching and learning practices.
Students have access to a broad range of learning opportunities; students are increasingly supported to gain sound foundational skills in reading, writing and mathematics.
The curriculum increasingly reflects local contexts that build on learners’ experiences, knowledge and understanding.
Teachers create orderly and collaborative learning environments that support learners to engage in and apply new learning.
Key conditions that underpin successful schooling are strengthening to support improvement over time.
Teachers regularly work collectively to inquire into aspects of their teaching practice to support learner progress and achievement.
Leaders and teachers facilitate regular parent and whānau engagement and participation in the life of the school to support students’ learning.
The board is well informed and evaluates information to identify improvement priorities and appropriate resourcing decisions.
Leaders and teachers use evidence to coherently plan and monitor the school’s strategic improvement cycle in a range of ways that sustain a focus on improvement.
Part B: Where to next?
The agreed next steps for the school are to:
continue to implement strategies to improve the rate of students’ regular attendance
embed effective teaching strategies in reading, writing and mathematics consistently across the school to engage students in their learning and to raise overall achievement
be more deliberate in teaching approaches to accelerate the progress of learners who need to meet expectations for achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
continue to implement, monitor and support teachers’ effective teaching strategies in reading and writing and mathematics to build their knowledge and consistent use of effective practice across the school
monitor students’ progress and achievement to support acceleration where needed and improve overall learning outcomes
monitor attendance to ensure the strategic focus on regular attendance levels is increased.
Annually:
evaluate and report on the effective implementation of reading, writing and mathematics teaching strategies and its impact on students’ learning outcomes
report on improvements in student achievement and attendance to the board to inform ongoing planning for improvement.
Actions taken against these next steps are expected to result in:
improved levels of students’ attendance, engagement, progress and achievement, including improved equitable outcomes for Māori students
effective teaching strategies in reading, writing and mathematics established school wide.
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
11 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).