Naenae Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 295
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Walters Street, Naenae, Lower Hutt
- Territorial authority
- Lower Hutt City
- Phone
- 04-5677813
- office@naenaeint.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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
All students are to wear uniform shorts and the school PE T-shirt.
- Required
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
- Chess
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Badminton
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Touch
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Te Uri
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Netball
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Swimming
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Water Polo
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Rugby
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- Football
There are many sports you can play such as Chess, Badminton, Touch, Te Uri, Netball, Swimming, Water Polo, Rugby, Football...the list is only limited to your imagination!
- choir
We give the children the opportunity to be involved in the Visual Arts (including pottery, painting, lino cutting and print making) and the Performing Arts such as Music, singing, and instrumental, choir), Cultural group, Production, Artsplash Dance and various School Bands.
- Cultural group
We give the children the opportunity to be involved in the Visual Arts (including pottery, painting, lino cutting and print making) and the Performing Arts such as Music, singing, and instrumental, choir), Cultural group, Production, Artsplash Dance and various School Bands.
- Production
We give the children the opportunity to be involved in the Visual Arts (including pottery, painting, lino cutting and print making) and the Performing Arts such as Music, singing, and instrumental, choir), Cultural group, Production, Artsplash Dance and various School Bands.
- Artsplash Dance
We give the children the opportunity to be involved in the Visual Arts (including pottery, painting, lino cutting and print making) and the Performing Arts such as Music, singing, and instrumental, choir), Cultural group, Production, Artsplash Dance and various School Bands.
- School Bands
We give the children the opportunity to be involved in the Visual Arts (including pottery, painting, lino cutting and print making) and the Performing Arts such as Music, singing, and instrumental, choir), Cultural group, Production, Artsplash Dance and various School Bands.
- Chess
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 119
- Māori
- 88
- Pacific
- 63
- Asian
- 43
- MELAA
- 17
- Other
- 2
- 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 | 42 | 31 | 21 | 8 | 2 | 55 | 0 | 150 |
| Year 08 | 42 | 38 | 23 | 11 | 7 | 54 | 0 | 157 |
| Total | 84 | 69 | 44 | 19 | 9 | 109 | 0 | 307 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 11 | 35 | 27 | 18 | 7 | 2 | 46 | 0 | 127 |
| Age 12 | 40 | 32 | 15 | 10 | 7 | 46 | 0 | 138 |
| Age 13 | 9 | 10 | 10 | 2 | 0 | 15 | 0 | 40 |
| Age 14 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 |
| Total | 84 | 69 | 44 | 19 | 9 | 109 | 0 | 307 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
21.4%
| Naenae Intermediate | 21.4% |
|---|---|
| Wellington Region | 24.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 19% |
|---|---|
| Male | 24% |
| Māori | 43.9% |
| Pacific | 32.5% |
| Asian | 0% |
| Other | 24.3% |
| European/Pākehā | 12.1% |
| Total | 21.4% |
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
0%
| Naenae Intermediate | 0% |
|---|---|
| Wellington Region | 2.6% |
| 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%
| Naenae Intermediate | 0% |
|---|---|
| Wellington Region | 0.9% |
| 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)
- 483
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 3 February 1957
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
- 2
- Last reviewed
- 15 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 15 April 2025 — 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 295 — 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.
September 2019
338
Counted while ERO’s review team was at the school. Education Review Office, report of 29 November 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 15 April 2025 — “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.
About the School
Naenae Intermediate provides education for students in Years 7 and 8. The school’s roll is 310, with 23% of students of Māori descent and 21% of Pacific heritage. The school vision and values are based on the concept of AKO: acting respectfully, valuing knowledge and organising ourselves .
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Improvements are required to ensure all learners are engaged, making sufficient progress and achieving well.
What is the quality of teaching and learning? The school is improving teaching and learning.
How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is a variable focus on supporting learners to gain 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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
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 is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use 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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
The school is behind the target of 80% regular attendance.
The school is developing a suitable plan to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is not yet reducing over time.
Assessment
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers should improve their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
The school does not have good quality planning to increase the rate of progress for all groups of students.
The school has not improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school is not making progress towards meeting Government reading, writing and mathematics and/or pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Support
During the course of this review ERO had concerns about the quality of education being provided and made recommendations for support and/or intervention to the Secretary / Ministry of Education.
Part C - Findings for the school
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
Areas of Strength
Students have a strong sense of belonging, wellbeing and pride in their school; they experience positive, inclusive and supportive relationships.
Curriculum design provides some integrated learning opportunities with breadth and depth across the curriculum; students are taught reading, writing and mathematics in each area for one hour per day.
A new structure is in place to support the professional growth and capability of teachers and school leaders.
Strong leadership effectively led schoolwide change for student belonging and well-being; a focus on well-being for learning is now a priority.
Key priorities and actions for improvement
The agreed next steps for the school are to:
modify the strategic priorities with an explicit focus on improving student outcomes in achievement, attendance and engagement
develop assessment practice and moderation processes to inform targeted teaching for accelerated progress and achievement
develop consistent, evidenced-based approaches to teaching and learning to meet the needs of all students
strengthen processes to increase regular student attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
update the strategic goals to prioritise student progress and achievement
strengthen assessment practice and schoolwide consistency to support planning for accelerated learning
develop explicit teaching and learning expectations using evidenced-based approaches
use attendance data to identify and implement targeted strategies
Every six months:
review impact of strategic improvement initiatives on student progress and achievement
analyse assessment information to plan learning initiatives and interventions for responsive approaches to teaching, learning and accelerated achievement
review the impact of evidenced based, responsive teaching and learning using classroom observations, student voice and progress information
track and monitor mid-year and end of year attendance information; review and adjust targeted strategies
Annually:
track, analyse and report on achievement and progress information to the board to identify and plan priority actions
evaluate the impact of evidenced-based teaching, including interventions for accelerated progress and achievement to plan next steps
analyse and report attendance patterns and trends to inform the ongoing planning for improving the regular attendance of students.
Actions taken against these next steps are expected to result in:
improved progress and achievement for all learners through a consistent, evidenced-based school-wide approach to teaching and learning
achievement information and responsive teaching strategies used to engage learners and improve equitable and excellent outcomes
improved levels of attendance that meet or exceed the Government target for regular attendance.
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
Recommendation to the Ministry of Education
ERO recommends that the Secretary for Education consider intervention(s) listed in section 174 of the Education and Training Act 2020 in order to bring about the following improvements:
addressing attendance and achievement concerns
knowing about and using assessment information to make evidence-based decisions.
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 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
Sharon Kelly Director of Schools (Acting)
15 April 2025
Education Counts
This 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 2 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).