Peachgrove Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 521
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 72 Peachgrove Road, Hamilton East, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-8557596
- office@peachgrove.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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
- 155
- Māori
- 182
- Pacific
- 98
- Asian
- 150
- MELAA
- 42
- Other
- 21
- 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 | 102 | 47 | 76 | 11 | 24 | 93 | 0 | 274 |
| Year 08 | 90 | 45 | 76 | 16 | 18 | 93 | 0 | 269 |
| Total | 192 | 92 | 152 | 27 | 42 | 186 | 0 | 543 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 2 |
| Age 11 | 86 | 39 | 59 | 8 | 19 | 83 | 0 | 228 |
| Age 12 | 88 | 42 | 80 | 17 | 21 | 88 | 0 | 267 |
| Age 13 | 18 | 11 | 11 | 2 | 2 | 15 | 0 | 46 |
| Total | 192 | 92 | 152 | 27 | 42 | 186 | 0 | 543 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
46.3%
| Peachgrove Intermediate | 46.3% |
|---|---|
| Waikato Region | 53.9% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 34.3% |
|---|---|
| Male | 56.5% |
| Māori | 92.6% |
| Pacific | 20% |
| Asian | 10.2% |
| Other | 0% |
| European/Pākehā | 47.2% |
| Total | 46.3% |
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
4.9%
| Peachgrove Intermediate | 4.9% |
|---|---|
| Waikato Region | 6.6% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.1% |
| Māori | 13.8% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 4.9% |
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%
| Peachgrove Intermediate | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 485
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 25 January 1957
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
- 4 March 2026
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (29 June 2022)
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 29 June 2022 — 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 area of non-compliance during the board assurance process:
renewal of police vetting every three years for employees who still work at the school.
[clause 12 schedule 4 Education and Training Act 2020]
The board has since addressed the area of non-compliance identified.
What this report states about the school
As stated in ERO’s report of 4 March 2026 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 to 8
provides education for learners in Years 7 to 8
- Years 7 to 8
- Bilingual or immersion provision
- Three classes of Level 2 Māori medium education in Tiima Tahi
The school provides three classes of Level 2 Māori medium education in Tiima Tahi
- Three classes of Level 2 Māori medium education in Tiima Tahi
What ERO wrote in its latest report
This is ERO’s report of 4 March 2026 — “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.
Every New Zealand state and state integrated school has an ERO review at least once every four years to evaluate what is working well for learners and what needs to be improved.
About the School
Peachgrove Intermediate provides education for learners in Years 7 to 8. The school’s roll of 548 includes 26% Māori students, 26% Asian students and 22% Pākehā students. A smaller number of students come from other ethnic backgrounds. The school provides three classes of Level 2 Māori medium education in Tiima Tahi .
The school’s vision of Learning without limits prioritises PRIDE values and supports students to be positive in attitude, respectful of self, others and property, inclusive of all, determined to do their best and engaged in their learning .
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
Improvement and progress
This section is about the progress the school has made since the June 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
Priorities from the last review were to support progress for at-risk learners, raise achievement, improve equitable outcomes and strengthen the consistent use of quality assessment practices.
Findings
The school uses standardised assessment to regularly measure student progress and achievement. Data over time shows overall achievement in writing has increased, and achievement in reading, writing and mathematics is becoming more equitable for most groups of learners. Students at-risk of not achieving are clearly identified and well supported to accelerate their learning over a two-year period.
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high 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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational 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 reasonably 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 is improving its collection and use 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 7 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A large majority of 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 not yet 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.
Rumaki/Reo Rua
Reading Less than half of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A small majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
Less than half of students attend school regularly.
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is not yet improving towards or beyond the target.
Chronic absence is reducing over time.
Assessment
This section is about how the school assesses learner progress and achievement.
The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.
Teachers are developing their use of assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
18% of the school’s roll are English language learners. The school is focused on accelerating progress for these learners.
The school is developing good quality planning to increase the rate of progress for all groups of students.
The school has to some extent 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 agrees this will need to be a key strategic priority.
Rumaki/Reo Rua outcomes and conditions to support learner success
This section of the report provides more detail about the quality of teaching and learning through the provision of te reo Māori in rumaki/Reo Rua classroom/s within in English medium schools.
Learner success and wellbeing
Mokopuna are building confidence in tikanga , te ao Māori and developing foundational reo skills.
Less than half of mokopuna meet curriculum level expectations for reading, while a small majority of are meeting or exceeding expected curriculum levels in writing and mathematics. Outcomes are equitable in reading and writing.
Regular attendance for mokopuna in Tiima Tahi is behind the government target.
Conditions to support learner success
Alignment with Te Marautanga o Aotearoa , Māori medium focused professional learning and a kaiārahi i te reo are strengthening Māori medium delivery in Tiima Tahi .
Active whānau engagement supports and strengthens cultural connection.
Leadership promotion of school-wide tikanga practices support Māori medium development.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of strength
Wellbeing data shows the large majority of students has a strong sense of belonging and benefit from caring relationships with their teachers.
A range of targeted programmes and ongoing support provide students equitable opportunities to learn and succeed.
Leaders work collaboratively to improve student outcomes, foster a positive culture for learning and address the school’s strategic priorities for improvement.
A structured approach to the teaching of mathematics is consistently implemented across the school. Teachers participate in training for structured literacy, to be fully implemented in 2026.
The school’s curriculum responds well to the emerging needs of learners. Specialist teaching programmes broaden opportunities for students to participate and learn in meaningful contexts across the curriculum.
Planned professional learning, collaborative data analysis and regular moderation of assessment, strengthens teacher capability to support learners and improve their outcomes.
Regular review of student outcomes supports leaders and teachers to build a shared understanding of evaluation for improvement.
Key priorities
Increase rates of regular student attendance and reduce chronic absence.
Deepen analysis and use of a range of data to strengthen evaluation and inform further priorities for improvement.
Collaboratively design and implement a Māori medium strategic plan that prioritises rumaki development, ensures iwi and whānau involvement, and includes clear governance reporting to support continuity and equitable resourcing.
Actions to bring about improvement
Within three months:
leaders and the school Board set clear targets to improve regular attendance
leaders co-construct strategic priorities for Māori medium education with all stakeholders
Every six months:
leaders and the school Board monitor progress against attendance targets and share key insights with staff, students, families and whānau to strengthen collective responsibility for improvement
teachers use a range of data to monitor student progress and engagement in learning and develop targeted strategies that further support the individual and complex needs of learners
leaders review implementation progress against the plan for Tiima Tahi using data, update stakeholders and refine strategies based on feedback and emerging needs
Annually:
leaders and teachers strengthen the attendance plan strategies and work with parents and whānau to address ongoing barriers to regular attendance
leaders report on the progress of the same cohorts of students to evaluate the effectiveness of school programmes and practices to accelerate learning, increase equitable outcomes and further inform strategic priorities for continuous improvement
leaders evaluate the impact of strategic actions on mokopuna outcomes in Tiima Tahi , report findings, refresh the plan and set new priorities for the next cycle.
Expected outcomes
Improved rates of regular attendance towards meeting the Government target of 80%.
Increased levels of achievement support student success and equitable outcomes.
Strengthened use of data and evaluation practices improve outcomes for students.
Mokopuna in Tiima Tahi experience consistent, high-quality Māori medium education resulting in improved regular attendance and outcomes.
Regulatory and legislative requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students .
Board assurance with regulatory and legislative requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:
Board administration
Yes
Curriculum
Yes
Management of health, safety and welfare
Yes
Personnel management
Yes
Actions for compliance
ERO has identified the following areas of non-compliance during the board assurance process:
obtaining a Police vet for every person whom the board appoints or intends to appoint to a position at the school before the person’s employment or engagement at the school begins. [s 104 Education and Training Act]
The Peachgrove Intermediate School Board has taken steps to address the area of non-compliance identified.
Provision for international students
This section is about the quality of the provision of education for international students enrolled at the school.
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.
No international students were enrolled at the time of the ERO review.
The next public report on ERO’s website will be a School Report and is due within four 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
4 March 2026
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).