Kaitao Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 251
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 30 Bell Road, Western Heights, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3483687
- office@kaitao.school.nz
- Website
- http://www.kaitao.school.nz
- Directions
- Get directions
Other schools nearby: schools in Rotorua · schools in Bay of Plenty
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.
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1761
- Return the signed Enrolment Form to the school office (or complete it online at [https://enrolments.linc-ed.com/apply/NZ/1761](https://enrolments.linc-ed.com/apply/NZ/1761) )
- https://enrolments.linc-ed.com/apply/NZ/1761
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
Every international student contributes to this dynamic, diverse environment, providing valuable insights and perspectives that further enrich the educational experience for all students at Kaitao Intermediate.
- Accepted, as stated
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 87
- Māori
- 203
- Pacific
- 33
- Asian
- 15
- MELAA
- 1
- Other
- 0
- 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 | 96 | 15 | 8 | 1 | 0 | 54 | 0 | 129 |
| Year 08 | 102 | 18 | 11 | 1 | 2 | 67 | 0 | 138 |
| Total | 198 | 33 | 19 | 2 | 2 | 121 | 0 | 267 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 11 | 68 | 9 | 8 | 1 | 0 | 37 | 0 | 92 |
| Age 12 | 104 | 19 | 5 | 1 | 2 | 66 | 0 | 138 |
| Age 13 | 24 | 5 | 6 | 0 | 0 | 18 | 0 | 35 |
| Total | 198 | 33 | 19 | 2 | 2 | 121 | 0 | 267 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
117.7%
| Kaitao Intermediate | 117.7% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 59.9% |
|---|---|
| Male | 171.7% |
| Māori | 150.7% |
| Pacific | 90.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 53% |
| Total | 117.7% |
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
18.4%
| Kaitao Intermediate | 18.4% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 16.2% |
|---|---|
| Male | 20.5% |
| Māori | 20.5% |
| Pacific | 21.7% |
| Asian | 0% |
| Other | 96.2% |
| European/Pākehā | 5.7% |
| Total | 18.4% |
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
5.5%
| Kaitao Intermediate | 5.5% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 11.4% |
|---|---|
| Male | 0% |
| Māori | 7.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 540
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 2 November 1969
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
- 5
- Last reviewed
- 25 July 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (25 July 2023)
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 25 July 2023 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 251 — 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.
May 2018
329
Counted while ERO’s review team was at the school. Education Review Office, report of 29 June 2018
May 2016
303
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2016
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 25 July 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 24 months of the Education Review Office and Kaitao Intermediate working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Kaitao Intermediate is located in Rotorua and provides English and dual-medium te reo Māori education for students in Years 7 and 8. A new deputy principal has been appointed since the last ERO review.
Kaitao Intermediate’s strategic priorities for improving outcomes for learners are:
enhancing teaching and assessment practices through a focused inquiry approach
investigating and utilising proven evidence-based instructional approaches to teaching and learning.
You can find a copy of the school’s strategic and annual plan on Kaitao Intermediate’s website.
ERO and the school are working together to evaluate the achievement of all students in reading using a focused inquiry on student achievement (FISA) approach to cement research-based teaching and learning approaches.
The rationale for selecting this evaluation is:
reading results are lower than expected across the school
to enhance the consistency and effectiveness of approaches to the teaching and assessment of reading.
The school expects to see:
professional learning conversations focused on raising student achievement guided by strengthened assessment practices
identified priority students making accelerated progress supported by learning focused partnerships
the FISA process embedded as a regular part of leaders’ and teachers’ professional growth cycles (PGCs)
teaching and learning approaches enhanced with students benefiting from improved teaching practice.
Strengths
The school can draw from the following strengths to support its goal of raising the achievement of all students in reading using a focused inquiry approach :
The senior leadership team work collaboratively to focus on practices that are most effective in improving student achievement.
The professional growth cycle (PGC) promotes conversations focused on building teacher capability and sharing best practice.
There is a school focus on developing innovative practices that contribute to inclusion, engagement and a sense of belonging.
Where to next?
Moving forward, the school will prioritise:
embedding PGC practices focused on improving student achievement and informed by reliable data
regular meetings to discuss priority learner progress and challenges within curriculum teams
ongoing professional development, including co-teaching and modelling teaching, to support student progress and build teacher capability.
ERO has concerns about
The school has identified low levels of student achievement as being of concern and is focused on addressing this concern as part of the evaluation process alongside ERO.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
25 July 2023
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 5 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).