Nelson Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 415
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 112 Tipahi Street, Nelson
- Territorial authority
- Nelson City
- Phone
- 03-5489572
- admin@nelsonintermediate.school.nz
- Directions
- Get directions
Other schools nearby: schools in Nelson
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 260
- Māori
- 76
- Pacific
- 16
- Asian
- 87
- MELAA
- 11
- Other
- 5
- International
- 2
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 | 48 | 12 | 50 | 5 | 6 | 119 | 0 | 222 |
| Year 08 | 39 | 7 | 39 | 4 | 4 | 109 | 0 | 188 |
| Total | 87 | 19 | 89 | 9 | 10 | 228 | 0 | 410 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 33 | 8 | 33 | 3 | 3 | 89 | 0 | 159 |
| Age 12 | 43 | 9 | 41 | 6 | 6 | 109 | 0 | 197 |
| Age 13 | 11 | 2 | 14 | 0 | 1 | 30 | 0 | 53 |
| Age 14 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 87 | 19 | 89 | 9 | 10 | 228 | 0 | 410 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
74%
| Nelson Intermediate | 74% |
|---|---|
| Nelson Region | 49.5% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 59.7% |
|---|---|
| Male | 88.4% |
| Māori | 238.1% |
| Pacific | 37.7% |
| Asian | 8.2% |
| Other | 0% |
| European/Pākehā | 46.5% |
| Total | 74% |
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
16.7%
| Nelson Intermediate | 16.7% |
|---|---|
| Nelson Region | 4.9% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 32.9% |
| Māori | 84.2% |
| Pacific | 44.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 16.7% |
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
5.8%
| Nelson Intermediate | 5.8% |
|---|---|
| Nelson Region | 2.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 11.5% |
| Māori | 29.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 454
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 28 January 1951
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
- 10 October 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 October 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 3 October 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 415 — 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.
August 2017
445
Counted while ERO’s review team was at the school. Education Review Office, report of 27 October 2017
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 3 October 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
Nelson Intermediate - Te Kura Tūwaenga o Whakatū is situated in Nelson and provides Māori and English medium education for students in Years 7 and 8. They focus on Year 7 and 8 students developing the skills they need to be successful, resilient learners who can make the most of their opportunities.
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, make good progress and achieve well.
Most students meet school curriculum level expectations for achievement in reading, writing and mathematics.
A consistent focus on improving equity in outcomes for Māori and male learners is increasing equity between groups of students.
Students at risk of not achieving are supported well to achieve their goals; some students make accelerated progress.
A large majority of students attend school regularly; the school is yet to achieve the Ministry of Education 2024 attendance target.
Conditions to support learner success
Collaborative leadership meaningfully consults with whānau and the school community to prioritise ongoing improvement.
Leaders value whānau voice and use this well to develop strategic improvement priorities.
Leaders and teachers effectively use and analyse a wide range of achievement information to inform responsive changes to teaching and learning.
Leaders support teachers to inquire into their practice and results, to understand what is working well and inform where to next.
Teaching is increasingly responsive to the diverse needs of learners.
Students with additional learning needs are well supported to access the school curriculum and experience success.
Students can increasingly see their language and identity represented in the curriculum; teachers engage in professional learning that improves their understanding and capability in tikanga Māori and mātauranga Māori.
Student needs are well understood by teachers who adapt the curriculum to meet these needs; the use of te reo Māori has been identified as an area for ongoing improvement.
Well established key organisational conditions prioritise student wellbeing, progress and learning.
Leaders maintain a strong focus on improving culturally responsive practices across all areas of the school.
Board members scrutinise student achievement information to effectively manage and inform resourcing decisions.
Students’ engagement in learning and wellbeing, including confidence in their identities, languages and cultures, is at the forefront of decision making.
Part B: Where to next?
The agreed next steps for the school are to:
accelerate the progress and achievement of individual students who need this in mathematics and writing
embed teachers’ use of effective teaching strategies to strengthen equitable outcomes for Māori and boys, and continue to improve attendance
strengthen the use of te reo Māori throughout the school curriculum.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
develop and implement the schoolwide action plan for teaching and learning te reo Māori
ensure that te reo Māori , literacy and numeracy actions are explicit in planning and teachers’ evaluation of learning.
Every six months:
track, monitor and report to the board on the accelerated progress and achievement for identified students in reading and writing
reflect on and review the implementation of effective teaching strategies for attendance, progress and achievement particularly for Māori and boy’s.
Annually:
continue to use and report on student progress and achievement data to inform responsive decision making, and effective strategies for improving attendance, teaching and learning
embed effective teaching strategies schoolwide to improve the teaching and learning of te reo Māori
use indicators of effective practice to evaluate the impact of initiatives for continued improvements in achievement and attendance.
Actions taken against these next steps are expected to result in:
improved student achievement outcomes, particularly for Māori and boys in writing and mathematics
more students engaged in learning and attending regularly
consistent teaching that reflects good practice in literacy, mathematics and te reo Māori learning.
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
3 October 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).