Ilminster Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 314
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 70 De Lautour Road, Gisborne
- Territorial authority
- Gisborne District
- Phone
- 06-8676233
- admin@ilminster.school.nz
- Directions
- Get directions
Other schools nearby: schools in Gisborne
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.
- In their words
- At Ilminster Intermediate, our Ko Te Kōrero Paetahi – Graduate Profile outlines the essential qualities, capabilities, and values we aspire for every learner to develop during their time with us. Grounded in our school vision of Simply the Best, this profile guides our teaching, learning, and wider school experiences to ensure students leave us as confident, capable, and connected young people.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 150
- Māori
- 183
- Pacific
- 19
- Asian
- 13
- MELAA
- 5
- Other
- 3
- 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 | 105 | 13 | 9 | 1 | 1 | 78 | 0 | 165 |
| Year 08 | 93 | 2 | 3 | 1 | 0 | 55 | 0 | 140 |
| Total | 198 | 15 | 12 | 2 | 1 | 133 | 0 | 305 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 92 | 13 | 7 | 0 | 0 | 59 | 0 | 136 |
| Age 12 | 91 | 2 | 4 | 2 | 1 | 61 | 0 | 143 |
| Age 13 | 15 | 0 | 1 | 0 | 0 | 13 | 0 | 26 |
| Total | 198 | 15 | 12 | 2 | 1 | 133 | 0 | 305 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
72.4%
| Ilminster Intermediate | 72.4% |
|---|---|
| Gisborne Region | 31.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 66.5% |
|---|---|
| Male | 78.9% |
| Māori | 96% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 22.3% |
| Total | 72.4% |
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
20.1%
| Ilminster Intermediate | 20.1% |
|---|---|
| Gisborne Region | 3.3% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 19.1% |
|---|---|
| Male | 21.3% |
| Māori | 28.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 20.1% |
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
3.5%
| Ilminster Intermediate | 3.5% |
|---|---|
| Gisborne Region | 0.8% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 7.4% |
| Māori | 5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 508
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1960
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
- 30 January 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 January 2025)
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 30 January 2025 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 314 — 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 2019
418
Counted while ERO’s review team was at the school. Education Review Office, report of 23 May 2019
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 30 January 2025 — “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
Ilminster Intermediate , located in Gisborne, provides education for Years 7 and 8. The school’s vision is to enable all students to apply their skills, knowledge and understandings so they can develop into active, productive healthy members of the 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 and make good progress.
Collated standardised data is not used to its full potential to give a clear overall picture of the numbers achieving at expected curriculum levels in reading, writing and mathematics at the end of each year.
Analysed, reliable assessment information shows that most students, including Māori, progress noticeably over the two years; this is an established pattern over time.
Students with additional learning needs have an inclusive learning environment and they progress well.
Attendance information shows that the school is well below the Ministry of Education target for regular attendance; absence is closely monitored, areas of concern identified and students and their whānau are supported by staff to engage.
Conditions to support learner success
Leadership is strengthening a culture of collaboration by making key practice and organisational changes to determine the school’s strategic improvement priorities.
Leadership increasingly uses student achievement evidence to collaboratively plan with staff responsive teaching programmes to meet students’ learning needs.
Leaders involve staff in strategic planning and identifying improvement goals that are student-outcome focused, particularly for those at risk of not achieving.
Leadership and staff are starting to look at the impact that professional learning has on teaching and what makes a difference for learners; continuing to strengthen the use of student achievement data to support learning is a next step.
Teaching practices through the school’s local curriculum are increasingly responsive to students’ learning needs, cultural identities and interests.
Learners experience positive and respectful relationships with teachers in the classroom; teachers know their students well and what they bring with them to learning.
Local contexts are increasingly reflected in the local curriculum; building teacher capacity through continued growth in te reo Māori, tikanga Māori and mātauranga Māori is a next step.
The introduction of specialist literacy and mathematics teachers, to lead the Matauranga Learning Centres has had a significant impact on student achievement; all teachers are increasingly supported to adapt teaching practices to respond to and meet specific learner needs.
The school is strengthening systems, structures and practices to support positive outcomes for all learners.
Partnerships between whānau and staff, for learning and re-engaging students, are re-building and at an early stage; strengthening communication and strategies to engage with whānau to support them to understand and be involved in their child’s learning is a next step.
Teaching capacity and capability building is supported through ongoing professional development aligned to the school’s goals; a next step is to evaluate the impact on learner progress and achievement of teachers’ new knowledge.
Part B: Where to next?
The agreed next steps for the school are to:
make better use of the comprehensive data collected, to be clearer about overall student achievement against curriculum levels and more closely monitor and analyse patterns of attendance
strengthen communication and develop further strategies to engage with whānau to support attendance and to be involved in their child’s learning
continue to strengthen culturally responsive practices to support learning; build teacher capacity through continued growth in te reo Māori, tikanga Māori and mātauranga Māori
evaluate the impact of professional development on learner progress and achievement.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
use existing data to establish a clearer picture of overall achievement in relation to curriculum levels in reading, writing and mathematics
analyse student attendance data and measure progress towards improving regular school attendance.
In six months:
analyse and report to the board, progress and achievement in relation to curriculum levels in reading writing and mathematics to inform resourcing decisions
evaluate the progress in engaging parents in learning partnerships and to improve attendance and plan forward accordingly
establish with teachers, expected outcomes of professional learning on classroom practice.
Every six months:
analysed attendance, progress and achievement data is reported to the board to inform progress against improvement priorities
review and report on how effectively staff are strengthening their growth in te reo Māori, tikanga Māori and mātauranga Māori to support culturally responsive teaching practices in the school
review and report on the effectiveness of communication strategies to engage whānau in their children’s learning.
Annually:
analysed attendance, progress and achievement data is reported to the board to inform the next year’s improvement priorities and professional learning for teachers; this reporting includes the impact of undertaken professional development on learning outcomes.
Actions taken against these next steps are expected to result in:
improved attendance for all students
improved engagement in learning, and progress and achievement
strengthened partnerships between whānau and the school to support learners’ attendance, progress and achievement
direct impact on teaching practice and visible in learner outcomes of professional development.
well aligned systems, processes and practices that support improvement priorities for learner achievement.
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
30 January 2025
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).