Oamaru Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 290
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Pembroke Street, Oamaru
- Territorial authority
- Waitaki District
- Phone
- 03-4370822
- office@oamaruint.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
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.
- How to enrol
- https://ole.edgelearning.co.nz/Default?schoolId=dfb4f318-5f3e-4382-a6ad-38ad6ff3ab6d
If you are in-zone, please complete the [online enrolment form](https://ole.edgelearning.co.nz/Default?schoolId=dfb4f318-5f3e-4382-a6ad-38ad6ff3ab6d)
- https://ole.edgelearning.co.nz/Default?schoolId=dfb4f318-5f3e-4382-a6ad-38ad6ff3ab6d
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 195
- Māori
- 34
- Pacific
- 67
- Asian
- 21
- MELAA
- 4
- 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 | 20 | 36 | 12 | 3 | 2 | 103 | 0 | 152 |
| Year 08 | 20 | 27 | 8 | 2 | 0 | 123 | 0 | 162 |
| Total | 40 | 63 | 20 | 5 | 2 | 226 | 0 | 314 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Age 11 | 15 | 32 | 8 | 1 | 1 | 87 | 0 | 125 |
| Age 12 | 19 | 24 | 11 | 4 | 1 | 122 | 0 | 160 |
| Age 13 | 5 | 7 | 1 | 0 | 0 | 16 | 0 | 28 |
| Total | 40 | 63 | 20 | 5 | 2 | 226 | 0 | 314 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
51%
| Oamaru Intermediate | 51% |
|---|---|
| Otago Region | 36.8% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 45.3% |
|---|---|
| Male | 55.8% |
| Māori | 17.6% |
| Pacific | 80.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 50.1% |
| Total | 51% |
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%
| Oamaru Intermediate | 0% |
|---|---|
| Otago Region | 4.6% |
| 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%
| Oamaru Intermediate | 0% |
|---|---|
| Otago Region | 2% |
| 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)
- 477
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 25 January 1963
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
- 6 September 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (6 September 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 same report — the board assurance report of 6 September 2023 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
The requirement to adequately complete workforce safety checking during the appointments process [Children’s Act 2014]
The board has since taken steps to address the areas of non-compliance identified.
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 290 — 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.
November 2019
288
Counted while ERO’s review team was at the school. Education Review Office, report of 4 June 2020
June 2016
280
Counted while ERO’s review team was at the school. Education Review Office, report of 27 July 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 6 September 2023 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 8 months of the Education Review Office and Oamaru Intermediate working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Oamaru Intermediate provides education for students in Years 7 and 8 and is located in the North Otago township of Oamaru . The school’s vision for students is that they will: enjoy learning; have a positive image of themselves as learners and an appreciation of others; feel a sense of belonging to a community; experience challenge, success and equity and strive for excellence.
The school’s strategic priorities for improving outcomes for learners are:
prioritising and sustaining a caring culture of inclusivity.
curriculum review that is informed by data, observation and teacher inquiry
strengthening evaluation processes to identify practices that most effectively support positive outcomes for all learners.
At the time of this report the school was in the process of consulting with its community on new strategic priorities. You can find a copy of the school’s strategic and annual plan on Oamaru Intermediate’s website.
ERO and the school are working together to evaluate how well its inclusive curriculum and teaching practices are supporting all learners to make progress and experience success in literacy learning.
The rationale for selecting this evaluation is:
a significant proportion of students need targeted learning support to achieve at expected levels in reading and writing
the school has a diverse roll and leaders and teachers want to ensure curriculum and teaching responds effectively to all students’ needs, culture, language and identities.
The school expects to see students:
make expected or accelerated rates of progress in literacy learning
engaged in learning that is authentic and connected to their lives and experiences
have a sense of belonging to the school community, success as a learner and pride in their identity.
Strengths
The school can draw from the following strengths to support it in its goal to improve literacy learning through inclusive curriculum and teaching:
inclusive learning culture, underpinned by clear and consistent expectations, that fosters students’ sense of belonging, emotional wellbeing and positive relationships with others
responsive curriculum and targeted programmes that respond to the diverse learning needs of students
good use of community partnerships to enhance the school’s ability to meet students’ wellbeing and learning needs
school leaders and teachers committed to providing equitable opportunities to learn and succeed for all learners.
Where to next?
Moving forward, the school will prioritise continuing to strengthen:
teacher capability particularly for teaching literacy, assessment for learning and cultural responsiveness
planning and implementation of upcoming changes to curriculum to ensure they meet the diverse needs of students
school practices and systems for collecting, analysing and reporting on progress and achievement in order to know about the effectiveness of teaching for diverse learners.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
6 September 2023
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).