Kelston Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 407
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 12C Vanguard Road, Kelston, Auckland
- Territorial authority
- Whau Local Board Area
- Phone
- 09-8185544
- office@kelstonint.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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 62
- Māori
- 121
- Pacific
- 262
- Asian
- 75
- MELAA
- 17
- Other
- 1
- 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 | 60 | 136 | 34 | 10 | 1 | 28 | 0 | 204 |
| Year 08 | 58 | 140 | 49 | 16 | 0 | 32 | 0 | 228 |
| Total | 118 | 276 | 83 | 26 | 1 | 60 | 0 | 432 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Age 11 | 47 | 109 | 28 | 9 | 1 | 25 | 0 | 164 |
| Age 12 | 62 | 146 | 44 | 13 | 0 | 33 | 0 | 229 |
| Age 13 | 9 | 21 | 9 | 4 | 0 | 2 | 0 | 37 |
| Age 14 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 118 | 276 | 83 | 26 | 1 | 60 | 0 | 432 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
34%
| Kelston Intermediate | 34% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 12.6% |
|---|---|
| Male | 47.5% |
| Māori | 77.9% |
| Pacific | 27.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 34.3% |
| Total | 34% |
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
4%
| Kelston Intermediate | 4% |
|---|---|
| Auckland Region | 3% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 6.5% |
| Māori | 12.6% |
| Pacific | 3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 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
4.2%
| Kelston Intermediate | 4.2% |
|---|---|
| Auckland Region | 1.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 6.8% |
| Māori | 13.2% |
| Pacific | 3.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 504
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori or a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 31 January 1968
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
- 4
- Last reviewed
- 23 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 August 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 23 August 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 407 — 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 2019
339
Counted while ERO’s review team was at the school. Education Review Office, report of 6 September 2019
March 2016
253
Counted while ERO’s review team was at the school. Education Review Office, report of 23 May 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 23 August 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
Kelston Intermediate in West Auckland provides education for learners in Years 7 and 8. The school serves a diverse ethnic community and offers bilingual Māori provision. The school has a close working relationship with Te Kawerau a Maki , the local iwi . Kelston Intermediate aspires to empower learners in their identity, language, and culture through authentic learning experiences.
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
Learners are engaged, make good progress and the majority achieve well.
Achievement information for 2023 shows that the majority of learners achieve at expected curriculum levels in literacy and mathematics.
Closely monitored achievement information shows that some learners make accelerated progress in reading, writing, and mathematics.
Attendance information shows that the school is not yet meeting the Ministry of Education’s targets for student attendance.
Students have a strong sense of belonging and are confident in their identity, language, and culture.
Conditions to support learner success
Leadership builds collective capacity and fosters a culture of collaboration to enable positive learner outcomes.
Senior leaders rationalise the pace of change and the school’s improvement journey that promotes trust and collaboration for staff, students and whānau .
Leaders proactively connect with agencies in the community that strengthen inclusion and engagement of students.
Leaders and teachers use research about responsive practices that informs teaching and learning to improve student outcomes.
The schools localised curriculum is responsive to the community and its aspirations for learners.
Bilingual pathways and Te Korowai o Kerehana (the school’s curriculum) support valuing learner identity and cultures and promotes student engagement to enable better outcomes for learners.
Students successfully use the school’s T.A.U.M.A.T.A programme, an effective framework that promotes their success through developing ownership of learning, critical awareness and leadership opportunities.
Teaching and learning is responsive to students' strengths and needs based on school achievement data that is collected and analysed.
Stewardship, whānau and iwi relationships and inclusion practices provide a supportive environment for learner success.
The board regularly receives and uses student achievement information to strategically plan and resource learning appropriately.
Students and staff give effect to Te Tiriti o Waitangi by actively participating in te reo Māori and tikanga Māori which allows Māori learners, in particular, to have a strong sense of identity and engagement in their learning.
Clear and regular communication with whānau and a positive working relationship with Te Kawerau a Maki allows for strong community connection that promotes learning partnerships.
A strengths-based individualised approach to learners with additional needs fosters effective support and helps learners’ transitions into, through and out of school.
Learner success and wellbeing
Tamariki confidently express knowledge of mātauranga Māori .
Achievement data shows tamariki are making accelerated learning progress.
Tamariki are achieving academic, social and cultural success.
Tamariki are motivated and enthusiastic to learn te reo Māori in a collaborative learning environment.
Conditions to support learner success
T.A.U.M.A.T.A progressions are used explicitly to scaffold tamariki learning pathways in te ao Māori .
High expectations for kaiako to diligently track and report on scheduled achievement targets.
Relational trust, communication and collaboration supports improving teacher pedagogy and practice.
Tamariki and whānau sharing a vision for progressing te reo Māori .
Priorities for Improvement
Strengthen iwi relationships and formalise an authentic, meaningful, localised curriculum.
Implement strategies to develop te reo Māori vocabulary and language structures.
Develop Ngā Kākano pedagogical leadership capability to support quality teaching and learning through te reo Māori .
Consistently involve parents and whānau in learner-centred relationships.
Part B: Where to next?
The agreed next steps for the school are to:
review and refresh schoolwide assessment tools and how best the information is used to continue to accelerate students’ achievement
gather, analyse, and appropriately respond to school attendance and wellbeing information
consistently involve parents and whānau in learner-centred relationships
provide clear pathways and leadership opportunities for middle leaders that support improving outcomes for learners.
develop strategies to engage Ngā Kākano tamariki in reo matatini to develop fluency and comprehension of every day conversational language.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
closely monitor and report on attendance, progress and achievement of those students most at risk of not achieving
evaluate the impact of current school initiatives to improve students’ attendance and engagement
review and evaluate the appropriateness of standardised assessment tools currently used across the school
review leadership opportunities for middle leaders and next steps for their learning.
design and implement the Kerehana T.A.U.M.A.T.A to incorporate te reo Māori progressions in Ngā Kākano .
Annually:
report on the impact, to parents and the board, about the initiatives that are improving student attendance, progress and achievement; this includes the success of learning-centred relationships with parents and whānau to increase engagement
use school wide assessment tools to strengthen teaching and learning decisions for improved learner outcomes
gather student and community wellbeing data, analyse this data and respond to the findings
evaluate the impact of professional growth cycles on opportunities for leadership, and how these inform improving outcomes for learners
evaluate the effectiveness of the Kerehana T.A.U.M.A.T.A reo practice in Ngā Kākano .
Actions taken against these next steps are expected to result in:
improved attendance, student progress, engagement and achievement for all learners
evidence-based assessment tools used confidently throughout the school, to inform teaching and learning and learner success
clear leadership pathways, and support for middle leadership to grow their practice
ākonga in Ngā Kākano are confident to engage in te reo Māori conversations.
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
23 August 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 4 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).