Pasadena Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 361
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Moray Place, Point Chevalier, Auckland
- Territorial authority
- Albert-Eden Local Board Area
- Phone
- 09-8462169
- office@pasadena.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.
- Uniform
- Required
Students are expected to take a pride in their appearance and to wear the correct uniform items every day
- Required
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1437
Please [click here](https://enrolments.linc-ed.com/apply/NZ/1437) to enrol now.
- https://enrolments.linc-ed.com/apply/NZ/1437
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
While international students are enrolled in our English classes, the presence of the Rumaki provides a rich, authentic environment for cultural exchange.
- Accepted, as stated
- Voluntary donation
- $262.00 per year
Parent Donation Pasadena is a high achieving, high decile school state-funded school. Unfortunately, the funding we receive from the government fails to provide the type of education and staffing ratios we offer. Each year the Board of Trustees requests an annual donation which is a key component of our budget.
- $262.00 per year
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 236
- Māori
- 96
- Pacific
- 67
- Asian
- 64
- MELAA
- 20
- Other
- 5
- International
- 1
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 | 51 | 32 | 37 | 13 | 2 | 111 | 0 | 184 |
| Year 08 | 61 | 44 | 37 | 12 | 2 | 134 | 0 | 218 |
| Total | 112 | 76 | 74 | 25 | 4 | 245 | 0 | 402 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 38 | 21 | 30 | 11 | 2 | 93 | 0 | 147 |
| Age 12 | 57 | 46 | 33 | 12 | 2 | 119 | 0 | 205 |
| Age 13 | 17 | 9 | 10 | 2 | 0 | 32 | 0 | 49 |
| Age 14 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 1 |
| Total | 112 | 76 | 74 | 25 | 4 | 245 | 0 | 402 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
5.2%
| Pasadena Intermediate | 5.2% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.9% |
| Māori | 11.2% |
| Pacific | 7.9% |
| Asian | 10.3% |
| Other | 0% |
| European/Pākehā | 2.8% |
| Total | 5.2% |
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%
| Pasadena Intermediate | 0% |
|---|---|
| Auckland Region | 3% |
| 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%
| Pasadena Intermediate | 0% |
|---|---|
| Auckland Region | 1.4% |
| 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)
- 414
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 31 January 1942
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
- 8 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (8 March 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 8 March 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.
What this report states about the school
As stated in ERO’s report of 8 March 2024 — not necessarily the position now. Each line quotes the sentence it came from.
- Bilingual or immersion provision
- Rumaki reo: Te Rumaki Reo o Waitītiko
This school has a rumaki reo: Te Rumaki Reo o Waitītiko.
- Rumaki reo: Te Rumaki Reo o Waitītiko
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 361 — 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 2017
251
Counted while ERO’s review team was at the school. Education Review Office, report of 12 December 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 8 March 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 eight months of the Education Review Office and Pasadena 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
Pasadena Intermediate is in Point Chevalier, central Auckland. The school provides education for ākonga in Years 7 and 8 in both English medium and Māori medium. The school’s vision is ‘Nurture the whole person and excellence is achieved - Poipoia te tangata kia eke kairangi’.
The school’s values of being a Proud ( Whakahīhī ), Active ( Takatū ), Safe ( Haumaru ), Achiever ( Angitu ) underpin a localised curriculum that provides opportunities for ākonga to ‘achieve personal excellence’.
An evaluation of Pasadena Intermediate’s rūmaki /bilingual unit, Te Rumaki Reo o Waitītiko , was undertaken on 17 October 2023 and evaluation findings sit within this report.
Pasadena Intermediate ’s strategic priorities for improving outcomes for learners are:
Ākonga | Students: continuous holistic improvement for all ākonga
Whakakitenga | Future focused: deliver a future-focused curriculum and learning environment that develops well-rounded and balanced learners
Huarahi Māori | Bilingual Pathways: continue to provide a bilingual pathway in Te Reo Māori within a Tikanga and Te Ao Māori context
Hapori | Community: have an actively engaged role in the community
Toiora | Wellbeing: provide a holistic approach to support the wellbeing of staff and ākonga.
You can find a copy of the school’s strategic and annual plan on Pasadena Intermediate ’s website.
ERO and the school are working together to evaluate how effectively the implementation of Te Mātaiaho : the refreshed New Zealand Curriculum, along with the school’s local curriculum, leads to equitable and excellent outcomes for all ākonga.
The rationale for selecting this evaluation is to:
embed and strengthen the implementation of Te Mātaiaho within the school's vision and values
engage ākonga through a future-focussed, culturally sustaining local curriculum
support the school’s ongoing commitment to Te Tiriti o Waitangi , enabling continued success for ākonga Māori
continue to ensure holistic and academic excellence occurs for all ākonga.
The school expects to see:
school-wide implementation of Te Mātaiaho within a high-quality and culturally sustaining curriculum that promotes positive outcomes for all ākonga
highly motivated and engaged ākonga, who are empowered to take social action through authentic learning experiences and student agency, supported by strong community partnerships.
Strengths
The school can draw from the following strengths to support its goal to evaluate how effectively the implementation of the curriculum leads to equitable and excellent outcomes for all ākonga:
a rich and responsive curriculum that ensures ākonga have the necessary skills and strategies to be effective 21 st century learners
a focus on wellbeing based on caring relationships, that fosters identity and belonging
a school-wide commitment to the provision of te reo Māori me ōna tikanga , including Māori medium education
effective leadership that focuses on strategic self-review to ensure equitable and excellent outcomes for all ākonga.
Learner outcomes
Ākonga in Te Rumaki Reo o Waitītiko engage in an inclusive meaningful curriculum that is supported by robust school wide planning, teaching and assessment practices
Ākonga are engaged in good quality learning experiences that develops and improves subject specific language in te reo Māori and further supports achievement progression
Ākonga are beginning to develop an understanding of student agency.
Conditions that support learners
There is a collaborative school wide approach to planning, teaching, and assessment that supports an inclusive learning environment for ākonga in Te Rumaki Reo o Waitītiko
Robust tracking, monitoring, and analysis of Te Rumaki Reo o Waitītiko achievement data is responsive to ākonga needs
Explicit teaching and learning programmes in tuhituhi, pānui, and pāngara u are delivered through te reo Māori to meet whānau and ākonga aspirations
The strategic aims of the school are purposefully designed to support ākonga wellbeing and improve achievement outcomes.
Priorities for improvement
Te Rumaki Reo o Waitītiko will continue to focus on:
strengthening tangata whenua relationships to support tamariki success across the local curriculum
growing staff with te reo Māori capabilities to sustain a quality teaching and learning programme
building relationships with other schools to support seamless pathway transitions for tamariki in rumaki reo
designing an oral language / reo a waha rubric to provide tamariki with a self-assessment tool that measures performance.
Where to next?
Moving forward, Pasadena Intermediate will prioritise:
continuing to build a shared understanding and assessment knowledge based on Te Mātaiaho, including a focus on Te Ao Māori
systematic evaluation, inquiry and knowledge building to ensure equitable and excellent outcomes for all ākonga.
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
8 March 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 has a rumaki reo: Te Rumaki Reo o Waitītiko.
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).