Ross Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 440
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 25 Freyberg Street, Palmerston North
- Territorial authority
- Palmerston North City
- Phone
- 06-3585461
- office@rossintermediate.school.nz
- Website
- http://www.rossint.school.nz
- Directions
- Get directions
Other schools nearby: schools in Palmerston North · schools in Manawatū-Whanganui
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: Weds 4 Feb - Thurs 2 April
Term 1 Weds 4 Feb - Thurs 2 April
Year stated as2026 Dates
- Term 2, 2026: Mon 20 April - Fri 3 July
Term 2 Mon 20 April - Fri 3 July
Year stated as2026 Dates
- Term 3, 2026: Mon 20 July - Fri 25 Sept
Term 3 Mon 20 July - Fri 25 Sept
Year stated as2026 Dates
- Term 4, 2026: Mon 12 Oct - Weds 16 Dec
Term 4 Mon 12 Oct - Weds 16 Dec
Year stated as2026 Dates
- Term 1, 2026: Weds 4 Feb - Thurs 2 April
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
- Boys Futsal
This year, we have athletes representing Ross Intermediate in Boys Futsal and Rippa Rugby (team events) as well as those competing in Golf, Gymnastics, BMX, Mt Biking [Enduro and X country] and Swimming (individual events).
- Rippa Rugby
This year, we have athletes representing Ross Intermediate in Boys Futsal and Rippa Rugby (team events) as well as those competing in Golf, Gymnastics, BMX, Mt Biking [Enduro and X country] and Swimming (individual events).
- Golf
This year, we have athletes representing Ross Intermediate in Boys Futsal and Rippa Rugby (team events) as well as those competing in Golf, Gymnastics, BMX, Mt Biking [Enduro and X country] and Swimming (individual events).
- Gymnastics
This year, we have athletes representing Ross Intermediate in Boys Futsal and Rippa Rugby (team events) as well as those competing in Golf, Gymnastics, BMX, Mt Biking [Enduro and X country] and Swimming (individual events).
- BMX
This year, we have athletes representing Ross Intermediate in Boys Futsal and Rippa Rugby (team events) as well as those competing in Golf, Gymnastics, BMX, Mt Biking [Enduro and X country] and Swimming (individual events).
- Mt Biking [Enduro and X country]
This year, we have athletes representing Ross Intermediate in Boys Futsal and Rippa Rugby (team events) as well as those competing in Golf, Gymnastics, BMX, Mt Biking [Enduro and X country] and Swimming (individual events).
- Swimming
This year, we have athletes representing Ross Intermediate in Boys Futsal and Rippa Rugby (team events) as well as those competing in Golf, Gymnastics, BMX, Mt Biking [Enduro and X country] and Swimming (individual events).
- Boys Futsal
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 298
- Māori
- 132
- Pacific
- 40
- Asian
- 74
- MELAA
- 10
- Other
- 7
- 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 | 67 | 17 | 36 | 7 | 7 | 152 | 0 | 225 |
| Year 08 | 81 | 27 | 39 | 10 | 6 | 190 | 0 | 268 |
| Total | 148 | 44 | 75 | 17 | 13 | 342 | 0 | 493 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 55 | 16 | 30 | 5 | 6 | 134 | 0 | 191 |
| Age 12 | 80 | 21 | 36 | 11 | 6 | 176 | 0 | 256 |
| Age 13 | 13 | 7 | 9 | 1 | 1 | 32 | 0 | 46 |
| Total | 148 | 44 | 75 | 17 | 13 | 342 | 0 | 493 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
14.9%
| Ross Intermediate | 14.9% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 29.7% |
| Māori | 19.1% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 14.8% |
| Total | 14.9% |
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
1.7%
| Ross Intermediate | 1.7% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.3% |
| Māori | 5.9% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 1.7% |
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
1.8%
| Ross Intermediate | 1.8% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 3.5% |
| Māori | 6.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 1.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 473
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 13 February 1958
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
- 13 November 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (13 November 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 same report — the board assurance report of 13 November 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:
undertaken Health Curriculum bi-annual consultation [Section 91 Education and Training Act 2020]
safety checking of workforce: evidence of risk assessment. [Children’s (Requirements for Safety Checks of Children’s Workers) Regulation 2015; Part 1 Clause 5,7,8]
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 440 — 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.
February 2018
541
Counted while ERO’s review team was at the school. Education Review Office, report of 27 April 2018
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 13 November 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
Ross Intermediate is located in Palmerston North and provides education for students in Years 7 and 8. The school vision is `Connect, Nurture, Grow’- Poipoia te kākano kia puawai ’. A new principal was appointed in Term 2, 2024.
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
The school is working towards sustained, equitable outcomes for all learners.
Achievement information for 2023, shows that a large majority of learners achieved at the appropriate curriculum levels in reading and mathematics with a majority in writing; improving equitable outcomes for Māori learners, and for boys in writing is a priority.
Most students demonstrate a sense of belonging; all learners are well supported with positive relationships within a caring, inclusive environment that supports their wellbeing.
A small majority of students attend regularly and the school is yet to meet the Ministry of Education targets for regular attendance; strategies to improve attendance are focused on building positive relationships with students and whānau as well as continuing to work with other agencies.
Conditions to support learner success
Leadership deliberately builds a culture committed to quality teaching for improved learner outcomes.
Leadership promotes a culture of relational trust at all levels of the school, supporting conditions for collaboration and good quality teaching.
Leadership is strengthening the collection and use of data to plan, monitor and evaluate the impact of improvement strategies on learner outcomes.
Leaders support teachers to use their strengths across the school, promoting engagement of students in a wide range of purposeful learning, broadening their experiences and responding to their strengths and interests.
Learners are provided with teaching through a local curriculum that increasingly responds to their needs and whānau aspirations.
Learners see themselves, their identity and culture reflected throughout the curriculum; te reo Māori, tikanga Māori and mātauranga Māori are increasingly woven through learning programmes.
Learners are supported to engage, inquire, problem-solve and apply new learning within a positive and supportive learning environment.
Teachers use a range of appropriate assessment information to inform teaching and learning; using this information to deliberately plan to respond to learners at risk of not achieving is a key next step.
The school is strengthening and aligning systems, processes and practices to promote positive outcomes for all learners.
Established, reciprocal partnerships with whānau and iwi contribute to the local curriculum and decision making for improvement priorities.
Staff engage in professional development that is clearly aligned to strategic priorities and strengthens a collaborative approach to teaching and learning.
Students with additional learning needs are well identified and supported by schoolwide systems, processes and practices, and external agencies to engage and learn.
The board is regularly informed about student achievement, wellbeing, attendance to make improvement and resourcing decisions.
Part B: Where to next?
The agreed next steps for the school are to:
continue the focus on improving attendance rates for all learners
strengthen consistency in the quality of assessment and teaching practice across the school to improve equity for Māori learners and boys in writing
implement a more systematic approach to evaluating the effectiveness of actions taken to improve learner outcomes
continue to strengthen te reo Māori, tikanga Māori and mātauranga Māori across the school and in everyday classroom practices, giving greater effect to Te Tiriti o Waitangi .
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
evaluate the impact of assessment practices and teaching strategies to know what to continue with and what to change
identify the extent to which professional development shifts teaching practice and the impact on student outcomes
measure progress in teaching capacity and capability to integrate te reo me ōna tikanga Māori , and mātauranga Māori within the local curriculum
monitor the effectiveness of strategies to improve attendance rates
Every six months:
monitor the progress of identified target groups and the impact of key initiatives to improve equitable outcomes
monitor progress against targets and actions in the school’s annual plan, including for attendance, to inform next steps for learner achievement, wellbeing and engagement
gather teacher feedback and ideas about the quality of professional learning and the impact on teaching, to identify next steps and to enhance confidence and practice
Annually:
evaluate and report progress against the school’s annual plan, including attendance targets, to inform the next steps for improving learner achievement, wellbeing, attendance and engagement
evaluate the impact of professional development to continue to strengthen the integration of te reo Māori, tikanga Māori and mātauranga Māori in the curriculum
monitor the impact of strategies to increase and sustain regular attendance.
Actions taken against these next steps are expected to result in:
improved and increasingly equitable and excellent outcomes for all learners
consistent, effective teaching, learning and assessment practices; this includes data and evidence-based evaluation to adapt and respond to all learners’ needs
meeting or better than meeting the Ministry of Education target for regular attendance
te reo Māori, tikanga Māori , and mātauranga Māori are effectively embedded within a responsive curriculum.
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
13 November 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).