Papatoetoe Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 722
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 175 Motatau Road, Papatoetoe, Auckland
- Territorial authority
- Ōtara-Papatoetoe Local Board Area
- Phone
- 09-2789763
- admin@papint.school.nz
- Website
- http://www.papint.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.
- Getting there
- Bus services organised through Auckland Transport; school buses leave from Great South Road by 3.10 p.m. each day
Bus services are currently organised through Auckland Transport – website www.at.govt.nz. A bus route schedule and contract will be issued at the beginning of the year, it is important this contract is returned to the school so we know what bus students take and that they take the buses they have indicated for safety. Timetables can be subject to change several times during the year. School buses leave from Great South Road by 3.10 p.m. each day (except for specially notified occasions).
- Bus services organised through Auckland Transport; school buses leave from Great South Road by 3.10 p.m. each day
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
At Papatoetoe Intermediate School we welcome applications from both local and international in-zone students.
- 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
- Sports Academy squad
We also have established a Sports Academy squad that works over the year towards Sports Camp
- ‘Sports Camp’
The Sports Academy programme gives students the opportunity to engage in events and activities beyond our normal school P.E. and sports, and culminates in attending ‘Sports Camp’.
- Sports Academy squad
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 37
- Māori
- 103
- Pacific
- 285
- Asian
- 373
- MELAA
- 18
- Other
- 1
- 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 | 54 | 187 | 184 | 7 | 0 | 27 | 0 | 358 |
| Year 08 | 44 | 228 | 175 | 7 | 1 | 35 | 1 | 370 |
| Total | 98 | 415 | 359 | 14 | 1 | 62 | 1 | 728 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 3 | 1 | 0 | 0 | 1 | 0 | 4 |
| Age 11 | 47 | 152 | 164 | 6 | 0 | 21 | 1 | 302 |
| Age 12 | 45 | 226 | 166 | 8 | 1 | 37 | 0 | 366 |
| Age 13 | 6 | 34 | 28 | 0 | 0 | 3 | 0 | 56 |
| Total | 98 | 415 | 359 | 14 | 1 | 62 | 1 | 728 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
134.8%
| Papatoetoe Intermediate | 134.8% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 110.5% |
|---|---|
| Male | 158% |
| Māori | 362.2% |
| Pacific | 129.8% |
| Asian | 39.8% |
| Other | 154.8% |
| European/Pākehā | 307.2% |
| Total | 134.8% |
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
7.4%
| Papatoetoe Intermediate | 7.4% |
|---|---|
| Auckland Region | 3% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 12.9% |
|---|---|
| Male | 2.1% |
| Māori | 33.5% |
| Pacific | 5.1% |
| Asian | 2.4% |
| Other | 0% |
| European/Pākehā | 21.6% |
| Total | 7.4% |
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
3.3%
| Papatoetoe Intermediate | 3.3% |
|---|---|
| Auckland Region | 1.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 4.5% |
|---|---|
| Male | 2.2% |
| Māori | 14% |
| Pacific | 3.5% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.3% |
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
- Major urban area
- Date opened
- 31 December 1952
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
- 25 January 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board did not attest to all areas (25 January 2024)
Areas the board did not attest to, in ERO’s words: Management of Health, Safety and Welfare. The report says what that meant and what happened next.
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 25 January 2024 — 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 and the board have identified the following areas of non-compliance during the board assurance process:
ensure the Child Protection and Appointments Policies and guidelines for implementation, meet legislative requirements.
[Children’s Act 2014]
The board has since taken steps to address the areas of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 25 January 2024 — not necessarily the position now. Each line quotes the sentence it came from.
- Also provides
- Two Mount Richmond Special School classes
two Mount Richmond Special School classes
- Two Mount Richmond Special School classes
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 722 — 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 2017
732
Counted while ERO’s review team was at the school. Education Review Office, report of 20 September 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 25 January 2024 — “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 18 months of the Education Review Office and Papatoetoe 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
Papatoetoe Intermediate provides education for students in Years 7 and 8 and is located in South Auckland. An associate principal has been appointed to the senior leadership team since the previous ERO review.
The school’s vision is to develop capable staff who empower students in their learning. School values of safety, trust, attitude and respect (STAR) aim to develop students who are effective communicators, connected and have healthy minds and bodies.
Papatoetoe Intermediate ’s strategic priorities for improving outcomes for learners are to:
ensure inclusion and equity of access to all students
promote learners’ rights and responsibilities; particularly student agency
provide consistently high-quality curriculum delivery appropriate for all students
ensure cooperative, collaborative, peaceful classrooms
promote cultural competencies and ensure learning focused relationships with whānau .
You can find a copy of the school’s strategic and annual plan on Papatoetoe Intermediate ’s website.
ERO and the school are working together to evaluate the effectiveness of teaching and whānau connections to improve learners’ progress and achievement.
The rationale for selecting this evaluation is to:
improve success for all learners through a culturally responsive curriculum that values and celebrates their backgrounds
promote whānau ownership of and participation in their children’s learning.
The school expects to see increased engagement and success in learning for all students. It also expects to see teachers using effective teaching practices and further involvement of whānau in their children’s learning.
Strengths
The school can draw from the following strengths to support its goal of developing a responsive curriculum, effective teaching and whānau connections to improve learners’ progress and achievement .
a positive, collaborative and supportive school culture
students’ strong sense of belonging and involvement in leadership
an increasingly responsive curriculum
high expectations for effective teaching practice.
Where to next?
Moving forward, the school will prioritise:
embedding effective teaching practices to promote success for all students
improving students’ progress and achievement in writing to develop their expression and confidence as 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
25 January 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
This school hosts two Mount Richmond Special School classes and Resource Teaching of Learning and Behaviour (RTLB) base on site.
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).