Murrays Bay Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 1,094
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Sunrise Avenue, Murrays Bay, Auckland
- Territorial authority
- Hibiscus and Bays Local Board Area
- Phone
- 09-4772121
- office@mbi.school.nz
- Website
- http://www.mbi.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
To demonstrate school pride, students are expected to wear the correct uniform and ensure it is clean and cared for.
- Required
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1386
2026 IN-ZONE applications only: Complete the [Online Enrolment Form](https://enrolments.linc-ed.com/apply/NZ/1386)
- https://enrolments.linc-ed.com/apply/NZ/1386
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
Our preference is for our International Students to live with their parents or extended family.
- Accepted, as stated
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
- Concert Band (second year wind band)
- Concert Band (second year wind band)
- Orchestra
- Orchestra
- Jazz Band
- Jazz Band
- Handbells
- Handbells
- Notables (auditioned choir)
- Notables (auditioned choir)
- Beginner Band (first year wind band)
- Beginner Band (first year wind band)
- Production
- Production
- Rockbands
- Rockbands
- Hip Hop
- Hip Hop
- Modern
- Modern
- Dance Sport
- Dance Sport
- Performance
- Performance
- Jazz
- Jazz
- Concert Band (second year wind band)
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 435
- Māori
- 45
- Pacific
- 21
- Asian
- 632
- MELAA
- 42
- Other
- 16
- International
- 34
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 | 24 | 10 | 264 | 20 | 11 | 213 | 10 | 503 |
| Year 08 | 24 | 8 | 293 | 20 | 3 | 218 | 16 | 527 |
| Total | 48 | 18 | 557 | 40 | 14 | 431 | 26 | 1030 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 18 | 8 | 221 | 16 | 7 | 166 | 9 | 407 |
| Age 12 | 27 | 7 | 275 | 23 | 6 | 221 | 13 | 511 |
| Age 13 | 3 | 3 | 61 | 1 | 1 | 44 | 4 | 112 |
| Total | 48 | 18 | 557 | 40 | 14 | 431 | 26 | 1030 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
9.5%
| Murrays Bay Intermediate | 9.5% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 19.2% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 14.9% |
| Other | 0% |
| European/Pākehā | 4% |
| Total | 9.5% |
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%
| Murrays Bay 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%
| Murrays Bay 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)
- 372
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 January 1958
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
- 16 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (15 December 2022)
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 15 December 2022 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.
What this report states about the school
As stated in ERO’s report of 16 March 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for students in Years 7 and 8
- Years 7 and 8
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 1094 — 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 2015
1011
Counted while ERO’s review team was at the school. Education Review Office, report of 12 August 2015
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 16 March 2026 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School 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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Murrays Bay Intermediate provides education for students in Years 7 and 8. The school roll of 1091 includes 57% Asian, 31% New Zealand European/ Pākehā , 4% of students identify as Māori and 8% from other ethnic groups. The school ‘s vision is Ako ki te ora ; Learn to live.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the December 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school focused on evaluating how effective its literacy programme is, with particular attention to improving explicit, systematic teaching through a structured approach.
The school expected to see the schoolwide implementation of a structured literacy approach for adolescent learners, including identifying key teacher resources and professional development needs. This work aimed to adapt schoolwide tracking tools to support more responsive planning and teaching that deliver equitable outcomes for all learners.
Findings
The school broadened its structured teaching approaches to include mathematics and literacy, strengthening coherence across core curriculum areas. Strategic resourcing, targeted professional development and schoolwide tracking tools contribute to strengthened consistency in teaching and learning. These actions provided accelerated progress for targeted groups and improved equitable outcomes for all learners.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Learners experience high levels of success and make excellent progress; outcomes are similarly high for all groups.
What is the quality of teaching and learning? Learners benefit from excellent quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.
How well does school planning and conditions support ongoing improvement? School planning and conditions to support high quality education for learners are driving excellent school performance.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully promotes learners’ engagement, wellbeing and inclusion.
How well does the school partner with parents, whānau and its community for the benefit of learners? The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions.
Student Health and Safety The school board is taking reasonable steps to ensure student health and safety.
Achievement in Years 7 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The large majority of students attend school regularly.
The school is approaching the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is meeting Government targets in reading, writing and mathematics set for 2030.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of strength
Students experience a welcoming, respectful learning environment that promotes a strong sense of belonging and provide learners with opportunities to participate in a wide range of activities across a broad curriculum.
Leadership effectively use evidence and external networks for decision making, ensuring strong strategic coherence and alignment to school priorities that improve student outcomes and drives continuous improvement.
Structured and well-planned approaches in literacy and mathematics, together with well-established daily routines, consistently promote high levels of learner engagement, progress and achievement.
Strategic, targeted professional development strengthens teacher capability, with ongoing reviews contributing to sustained enhancement of core teaching practice.
The school demonstrates highly effective approaches for multiple, targeted intervention strategies provide for students with additional needs.
Parents and whānau are supported by effective communication and regular reporting to enhance student wellbeing and progress.
The Board provides clear strategic direction; effective oversight of school resourcing decisions supports sustainable improvements in learner outcomes and future developments.
Key priorities
Sustain increases in learners’ regular attendance each term to meet the Government’s targets.
Integrate 2026 New Zealand Curriculum assessment and parent reporting requirements.
Monitor and evaluate the impact of strategic and curriculum planning that builds on whānau aspirations for their children to further strengthen Māori success as Māori .
Actions to bring about improvement
Within six months:
senior leaders provide staff with initial guidance and professional learning to support changes in assessment practices and meeting parent reporting requirements
leaders and the school board implement regular whānau Māori hui to capture their aspirations for their children to guide strategic and curriculum planning and decision making
Every six months:
senior leaders analyse current attendance data to identify trends, priority groups, and to gauge the effectiveness of attendance strategies and planning
leaders evaluate participation levels and the impact of whānau hui in informing strategic and planning priorities for teaching and learning programmes for Māori learners
Annually:
senior leaders and the board evaluate overall attendance improvement against annual targets to further improve and sustain attendance
senior leaders evaluate the effectiveness of the new assessment and reporting systems and processes support strengthened teaching and parents understanding of how they support their child’s learning
leaders monitor and evaluate how well Māori whānau aspirations support the school’s strategic planning, teaching and impacts on Māori learner outcomes.
Expected outcomes
Regular attendance consistently improves to meet and exceed government targets
The school successfully implements 2026 New Zealand Curriculum assessment and parent reporting requirements in a coherent, timely, and fit for purpose manner.
Māori students experience increased success as a result of strengthened whānau engagement in their children’s learning.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students.
Board assurance with regulatory and legislative requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code and has completed an annual self- review of its implementation of the Code.
At the time of this review there were 32 long term and six short term international students attending the school.
International students are effectively transitioned into the life of the school. Staff use a range of established strategies that support the students’ success in learning across the curriculum. Strong practices are in place to support students pastoral care and wellbeing.
There are opportunities for English language lessons that cater to the students’ individual needs. Policies and procedures are clearly documented, and the Board is regularly updated with information about the provision for the international student’s programme.
The next public report on ERO’s website will be a School Report and is due within four 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
Sharon Kelly Director of Schools
16 March 2026
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).