Newlands Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 518
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Bracken Road, Newlands, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4788195
- Office@newlandsint.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington · 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
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 221
- Māori
- 51
- Pacific
- 33
- Asian
- 253
- MELAA
- 34
- 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 | 28 | 19 | 123 | 12 | 3 | 124 | 0 | 254 |
| Year 08 | 35 | 22 | 99 | 22 | 5 | 136 | 0 | 262 |
| Total | 63 | 41 | 222 | 34 | 8 | 260 | 0 | 516 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 25 | 18 | 106 | 12 | 2 | 109 | 0 | 221 |
| Age 12 | 34 | 19 | 99 | 21 | 4 | 125 | 0 | 253 |
| Age 13 | 4 | 4 | 17 | 1 | 2 | 26 | 0 | 42 |
| Total | 63 | 41 | 222 | 34 | 8 | 260 | 0 | 516 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Newlands Intermediate | 0% |
|---|---|
| Wellington Region | 24.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Newlands 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%
| Newlands 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)
- 398
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 May 1977
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
- 4 April 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (14 December 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 14 December 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.
What this report states about the school
As stated in ERO’s report of 4 April 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for learners 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 518 — 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.
July 2018
466
Counted while ERO’s review team was at the school. Education Review Office, report of 25 September 2018
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 4 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
Newlands Intermediate provides education for learners in Years 7 and 8. The school vision is Newlands Intermediate is a place to stand tall – tūrangawaewae . A new principal has been appointed and takes up this position in term 1, 2025. The total roll in 2024 was 528, with a significant increase in Asian learners since 2022. Similar numbers of New Zealand European/ Pākehā and Asian learners comprise the majority of the roll, 12% are Māori , and 10% identify as having a Pacific nation’s heritage.
Progress since December 2023 ERO report
The school expected to see the development of an inclusive local curriculum that effectively supports all learners’ achievement and continuous improvement and reflects of the vision and aspirations of the community. A deliberate focus on improving engagement and achievement in reading, writing and mathematics resulted in most learners showing sustained improvement and, for some, accelerated progress.
Students, staff and the board were involved in extensive consultation with Ngā Hau e Whā o Paparārangi Marae , the community and whānau to develop an integrated curriculum. Ngā Pou at the centre of this curriculum, was developed to guide the school‘s direction, vision, teaching and learning. The inclusion of local, relatable learning contexts has led to heightened student engagement, autonomy and achievement.
How well placed is the school to promote educational success and wellbeing?
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from good 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 an increasingly consistent 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
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 0 to 8
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
The school is behind 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
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
Well-established school planning and conditions support has increased 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 making progress towards meeting Government reading, writing and mathematics targets for 2030 and this will need to be a key strategic priority.
Part B: 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
A large majority of students achieve well in core curriculum areas and learners with complex needs who require additional support, benefit from integrated, personalised programmes devised by specialist staff.
The strong commitment of all staff to the education and wellbeing of early adolescents ensures the provision of a curriculum that supports the learning of all students.
Well-designed systems and processes are in place to guide and support the new leadership team. Targeted professional development builds staff collective knowledge, capability and capacity. Leaders and teachers continually reflect on the effectiveness of teaching and learning through systematic inquiry and evaluation practices.
Newlands Intermediate staff have been involved in the development of the revised Mathematics Curriculum for Years 7 and 8. Schoolwide implementation of structured literacy and mathematics has been planned for and is underway.
The local curriculum responds and reflects whānau values and aspirations, the local environment and strong connections with Ngā Hau e Whā o Paparangi, the local marae where Newlands Intermediate is tangata whenua.
Key priorities and actions for improvement
The agreed next steps for the school are to:
continue to implement and monitor schoolwide professional learning for structured literacy and mathematics to promote student engagement and achievement, and embed high quality teaching practice
develop and implement consistent and well understood schoolwide assessment expectations for literacy and mathematics
continue to strengthen culturally appropriate practices, within curriculum delivery to increase active student engagement and increase the progress and achievement of all learners
continue to monitor and plan for improved attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
review the effectiveness of teaching practice through classroom observations and learners’ achievement on structured literacy and mathematics; report progress and planned next steps to the board
monitor and report on the development of schoolwide assessment expectations to the board
continue to review the impact of curriculum and the development of culturally appropriate practices through classroom observations and teacher and student reflections to improve student outcomes
report on student attendance to the board; review the attendance plan, identify effective initiatives and plan actions for improvement for the next six months
Annually:
analyse schoolwide achievement in structured literacy and mathematics, including that of identified learners; use this data to report to the board and to strategically plan actions to improve the achievement and learning outcomes of all learners
review progress of school achievement processes and expectations; identify initiatives that have been most successful and use this information in schoolwide strategic planning
evaluate the impact and outcomes of the local curriculum and strategically plan next steps to further strengthen student engagement and accelerate achievement
report on student attendance to the board; evaluate the effectiveness of the attendance initiatives and develop a plan for the following year.
Actions taken against these next steps are expected to result in:
students who effectively apply structured learning strategies, improved achievement outcomes and accelerated progress in literacy and mathematics
robust assessment systems and processes that inform teachers’ planning and practice, and support learners to know how well they are achieving and what they need to learn next
a constantly improving and effective curriculum that enables leaders and staff to strengthen their professional practice, increase schoolwide capability and improve the achievement and wellbeing of all learners
improved regular attendance.
Background
The Education Review Office reviews schools that are signatories 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.
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 two international students attending the school.
International students are well cared for and experience opportunities to develop academically and socially, as well as participate in the wider sporting and cultural activities across the school. International students are well supported by staff and student leaders to integrate and make friends.
Pastoral care is responsive, caring and proactive. Internal evaluation processes are effective; students and their parents are asked for feedback, and any emerging issues are addressed. The International Coordinator regularly reports the achievement and progress of International Students to the board.
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
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
Sharon Kelly Director of Schools (Acting)
4 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 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).