Raroa Normal Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 527
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 37 Haumia Street, Johnsonville, Wellington
- Territorial authority
- Wellington City
- Phone
- 04-4775330
- office@raroa.school.nz
- Website
- http://www.raroa.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
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.
- Term dates
- Term 1, 2026: Tuesday 3rd February (first day of school) – Thursday 2nd April (last day)
Term 1 Monday 2nd February – Transition day for new students Tuesday 3rd February – First day of school / Mihi Whakatau Friday 6th February – Waitangi Day Friday 13th March – Teacher Only Day (Curriculum) Thursday 2nd April Last day of Term One
Year stated asNgā Wāhanga 2026 / Term Dates
- Term 2, 2026: Monday 20th April – Friday 3rd July
Term 2 Monday 20th April – First day of Term Two Monday 27th April – ANZAC Day Observed Monday 1st June – King’s Birthday Tuesday 2nd June – Teacher Only Day (Northern Cluster) Friday 3rd July – Last day of Term Two
Year stated asNgā Wāhanga 2026 / Term Dates
- Term 3, 2026: Monday 20th July – Friday 25th September
Term Three Monday 20th July – First Day of Term Three Friday 25th September – Last Day of Term Three
Year stated asNgā Wāhanga 2026 / Term Dates
- Term 4, 2026: Monday 12th October – Wednesday 16th Dec
Term Four Monday 12th October – First Day of Term 4 Monday 26th October – Labour Day Tuesday 27th October – Teacher Only Day Wednesday 16th Dec – Last Day of School.
Year stated asNgā Wāhanga 2026 / Term Dates
- Term 1, 2027: Tuesday 2nd February (first day of school) – Friday 9th April (last day)
Term 1 Monday 1st February – Transition day for new students Tuesday 2nd February – First day of school / Mihi Whakatau Monday 8th February – Waitangi Day observed Friday 26th March – Good Friday Monday 29th March – Easter Monday Tuesday 30th March – Easter Tuesday Friday 9th April Last day of Term One
Year stated asNgā Wāhanga 2027 / Term Dates
- Term 2, 2027: Tuesday 27th April – Friday 2nd July
Term 2 Monday 26th April – ANZAC Day Observed Tuesday 27th April – First day of Term Two Monday 7th June – King’s Birthday Tuesday 8th June – Teacher Only Day (TBC) Friday 25th June – Matariki Observed Friday 2nd July – Last day of Term Two
Year stated asNgā Wāhanga 2027 / Term Dates
- Term 3, 2027: Monday 19th July – Friday 24th September
Term Three Monday 19th July – First Day of Term Three Friday 24th September – Last Day of Term Three
Year stated asNgā Wāhanga 2027 / Term Dates
- Term 4, 2027: Monday 11th October – Wednesday 15th Dec
Term Four Monday 11th October – First Day of Term 4 Monday 25th October – Labour Day Wednesday 15th Dec – Last Day of School.
Year stated asNgā Wāhanga 2027 / Term Dates
- Term 1, 2026: Tuesday 3rd February (first day of school) – Thursday 2nd April (last 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.
- In their words
- At Rāroa our vision is for all students to aspire to achieve.
- International students
- Accepted, as stated
Our experienced international student support team provides guidance and assistance with everything from academics and visas to wellbeing and homestay arrangements.
- Accepted, as stated
- Voluntary donation
- $270 per year, 2026
The Rāroa Annual Donation is $270.
- $270 per year, 2026
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
- Athletics
Competitions are held in numerous sports: Athletics
- Netball
Both Netball and Basketball are run through Rāroa Intermediate.
- Basketball
Both Netball and Basketball are run through Rāroa Intermediate.
- Performing Arts Showcase
- Rock or Stage band
Every year Rāroa forms a Rock or Stage band/ ensemble and School Orchestra.
- School Orchestra
Every year Rāroa forms a Rock or Stage band/ ensemble and School Orchestra.
- production
Classes, (depending on odd or even years), can include options such as production, creative dance, drama, rock band, music academy, prop design, and choir.
- creative dance
Classes, (depending on odd or even years), can include options such as production, creative dance, drama, rock band, music academy, prop design, and choir.
- drama
Classes, (depending on odd or even years), can include options such as production, creative dance, drama, rock band, music academy, prop design, and choir.
- rock band
Classes, (depending on odd or even years), can include options such as production, creative dance, drama, rock band, music academy, prop design, and choir.
- music academy
Classes, (depending on odd or even years), can include options such as production, creative dance, drama, rock band, music academy, prop design, and choir.
- prop design
Classes, (depending on odd or even years), can include options such as production, creative dance, drama, rock band, music academy, prop design, and choir.
- choir
Classes, (depending on odd or even years), can include options such as production, creative dance, drama, rock band, music academy, prop design, and choir.
- Kapa Haka group Te Rangatahi
Rāroa’s Kapa Haka group Te Rangatahi is offered to students in addition to our weekly programme.
- Talent Quest
An annual Talent Quest is held in the latter part of the year and is another opportunity for students to perform.
- Athletics
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 326
- Māori
- 56
- Pacific
- 27
- Asian
- 164
- MELAA
- 25
- Other
- 5
- 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 | 44 | 9 | 74 | 13 | 2 | 182 | 0 | 276 |
| Year 08 | 31 | 10 | 84 | 12 | 5 | 219 | 0 | 309 |
| Total | 75 | 19 | 158 | 25 | 7 | 401 | 0 | 585 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 2 |
| Age 11 | 37 | 7 | 69 | 8 | 1 | 158 | 0 | 238 |
| Age 12 | 31 | 9 | 80 | 14 | 4 | 219 | 0 | 307 |
| Age 13 | 7 | 3 | 7 | 3 | 2 | 24 | 0 | 38 |
| Total | 75 | 19 | 158 | 25 | 7 | 401 | 0 | 585 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Raroa Normal 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%
| Raroa Normal 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%
| Raroa Normal 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)
- 379
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 1 February 1971
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
- 3
- Last reviewed
- 23 September 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (23 September 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 23 September 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.
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 527 — 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
708
Counted while ERO’s review team was at the school. Education Review Office, report of 7 May 2020
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 23 September 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Raroa Normal Intermediate is in Wellington and provides education for students in Years 7 and 8. The school encourages all learners to aspire to achieve .
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Most learners are engaged, achieve positive outcomes and many make accelerated progress during their two years at the school.
Most students achieve at or above expected curriculum levels in reading, writing and mathematics.
Disparity for Māori learners on entry to the school is largely addressed within the first year.
Students at risk of underachievement are quickly identified and targeted interventions are put in place to accelerate learner progress.
Almost all students are attending regularly, the school exceeds the Ministry of Education 2024 target.
Conditions to support learner success
Strategic leadership drives improvement through effective systems and processes.
A wide range of evidence is used to plan, monitor and evaluate strategic actions to improve learning and wellbeing outcomes for students.
Clear expectations for high-quality, evidence-informed teaching by leaders; teaching practice is monitored through professional growth cycles.
Leaders provide appropriate and consistent support to grow beginning teachers and are establishing systems to develop school-wide leadership capability.
Quality teaching practices ensure students experience meaningful and intentional learning.
Students have purposeful opportunities to learn across the breadth and depth of the New Zealand Curriculum and increasingly experience teaching that is responsive to their individual learning needs.
Teachers prioritise learners gaining confidence to learn in a secondary school, they provide direct instruction so that students become independent learners; consistency across the school has been identified by leaders as a key focus.
A range of good quality assessment information is used to plan for the progress and achievement of each learner and adapt teaching practice as required.
The school has well-aligned systems, structures and practices which underpin successful conditions for learning.
Leaders and teachers take part in professional growth in line with the school’s strategic priorities to effectively support the achievement and progress of all learners.
The school is increasingly giving effect to Te Tiriti o Waitangi through partnerships with Māori and is beginning to integrate te reo Māori , tikanga Māori and mātauranga Māori throughout the curriculum.
Leaders and teachers recognise and value the identities, languages and cultures of learners; learner wellbeing is supported through a wide range of providers.
The school has an embedded and sustained understanding of evaluation for improvement.
Part B: Where to next?
The agreed next steps for the school are to:
implement a consistent approach to teaching that responds to individual learning needs across the school so that all learners make expected progress, and those at risk of underachievement make accelerated progress
formalise systems to support team leaders to further develop strategic leadership skills which enhance teacher capability for consistent high-quality, evidence-informed teaching to improve learner outcomes
establish clear expectations for leader and teacher use of te reo Māori , tikanga Māori and mātauranga Māori in classroom programmes and develop internal capability to lead and embed cultural practices
increase the number of learners who can clearly and confidently explain how they learn best, their next learning steps and personal successes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
school leaders and teachers closely analyse achievement, progress and attendance information for all learners, to use tailored programmes to accelerate progress and attendance of identified learners
school leaders observe classroom practice, provide feedback and coaching about consistent teaching practice to best meet the needs of all learners
gather student feedback about how they learn best and their understanding of being independent learners, and make adaptations to teaching as required
Annually:
leaders and teachers analyse achievement and progress data, and other evidence, to know and report on the impact of professional learning on learner outcomes
teachers engage in targeted professional learning about teaching to meet individuals’ needs
leaders gather evidence to evaluate outcomes of targeted professional learning and growth of internal capability of te reo Māori , tikanga Māori and mātauranga Māori
Actions taken against these next steps are expected to result in:
the agreed approach to intentional learning design consistently used by all teachers; high-quality, evidence-informed teaching for improved learner outcomes for all learners
increased use of te reo Māori , tikanga Māori and mātauranga Māori in classroom programmes and internal capability to lead culturally sustainable practice
learners who can clearly communicate their strengths and needs as an independent learner and show confidence and positivity towards learning
sustained high rates of regular attendance.
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
Shelley Booysen Director of Schools
23 September 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
Read the full report on ero.govt.nz →
All 3 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).