Rotorua Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 656
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 83-95 Malfroy Road, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3489888
- reception@rotorua-intermediate.org.nz
- Directions
- Get directions
Other schools nearby: schools in Rotorua · schools in Bay of Plenty
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.
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
- Rugby
- Rugby, Rugby 7s
- Rugby 7s
- Cricket
- Netball
- Futsal
- Football
- Basketball
- Volleyball
- Golf
- Touch
Golf, Touch, Swimming
- Swimming
Touch, Swimming, Cross Country
- Cross Country
- Waka Ama
- Athletics
- Hockey
- Tennis
- Squash
- Badminton
- Mountain Biking
- Water Polo
- RIS Kapa Haka
Every year RIS Kapa Haka competes in the regional level competition to qualify for national schools’ competition
- school production
being involved in the school production and Arts Week which are alternate years
- Arts Week
the school production and Arts Week
- RIS has Talent
Opportunities for our students to showcase their talents by entering RIS has Talent held every year.
- Rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 275
- Māori
- 374
- Pacific
- 77
- Asian
- 93
- MELAA
- 8
- Other
- 9
- 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 | 194 | 38 | 38 | 4 | 3 | 133 | 0 | 315 |
| Year 08 | 192 | 38 | 36 | 5 | 4 | 140 | 0 | 330 |
| Total | 386 | 76 | 74 | 9 | 7 | 273 | 0 | 645 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 148 | 31 | 29 | 3 | 3 | 109 | 0 | 245 |
| Age 12 | 195 | 35 | 37 | 6 | 1 | 137 | 0 | 326 |
| Age 13 | 43 | 10 | 8 | 0 | 3 | 27 | 0 | 74 |
| Total | 386 | 76 | 74 | 9 | 7 | 273 | 0 | 645 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
190.4%
| Rotorua Intermediate | 190.4% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 104.6% |
|---|---|
| Male | 273.9% |
| Māori | 262.9% |
| Pacific | 132.5% |
| Asian | 57.2% |
| Other | 0% |
| European/Pākehā | 168.4% |
| Total | 190.4% |
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
37%
| Rotorua Intermediate | 37% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 18.2% |
|---|---|
| Male | 55.3% |
| Māori | 56% |
| Pacific | 21.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 19.2% |
| Total | 37% |
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
6.7%
| Rotorua Intermediate | 6.7% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 2.7% |
|---|---|
| Male | 10.5% |
| Māori | 11.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 6.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 505
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large 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
- 7 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (7 August 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 7 August 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 ERO wrote in its latest report
This is ERO’s report of 7 August 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
Rotorua Intermediate , l ocated in the city of Rotorua , provides education for students in Years 7 to 8. The school has three Rua Reo classes and one Rumaki class, offering Māori medium education at Levels 1 and 2 immersion ( Te Whare o Te Roro o Te Rangi ) . Wellbeing of students is a key focus of the school kaupapa .
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: 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 C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Sinc e the previous report in July 2022, ERO and the school worked together to evaluate how well schoolwide structures of collective responsibility and high expectations for teaching and learning, improved equitable and excellent outcomes for all learners.
Expected Improvements and Findings
The school expected to see:
Enhanced organisational structures, processes and practices for collectively monitoring and responding to learner needs, resulting in increasingly excellent and equitable outcomes for all learners.
A small majority of learners’ progress and achievement has accelerated; inequity remains for some groups of learners.
Teachers’ engagement in professional learning for literacy and mathematics has improved accuracy of judgements made against curriculum levels.
Teachers collectively monitor their impact on improving learner outcomes and they adapt learning programmes to meet student needs.
Reliable systems for collecting and analysing learner assessment data have been established; reviewing the efficiency and consistency of how this data is used schoolwide to most effectively meet the needs of all learners, is a next step.
Other Findings
During the course of the evaluation, it was found that the school has significantly enriched systems and processes for supporting learner wellbeing and inclusion, particularly for those requiring adaptive and structured support.
The greatest shift that occurred in response to the school’s actions, is the enhanced collective approach to monitoring the impact of teaching on learner progress and achievement. These processes are improving consistency across the school for effective teaching and learning practices that are increasingly responsive to learner needs.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The majority of learners are progressing and achieving at expected curriculum levels.
Outcomes are improving for the majority of learners in reading and writing, with achievement in mathematics lower; there is still inequity for some groups of learners.
Learners’ progress in literacy has improved as a result of a targeted response to address disparity; continuing to focus on disparity in literacy and mathematics is a priority.
Learners have increased confidence and knowledge in their identity and culture and this has supported their improved engagement in learning.
The school is working towards meeting the Ministry of Education targets for regular attendance; dedicated personnel monitor and address issues of non-attendance.
Conditions to support learner success
Leaders foster a collective culture committed to quality teaching and improving student outcomes.
Leaders build and sustain trust and collaboration within the school and community to support strategic vision and positive outcomes for learners.
Professional learning initiatives are informed by assessment data and aligned to school strategic planning that focus staff on improving outcomes for learners.
Leaders support teachers to strengthen effective teaching practices and promote leadership development to build capability within the school.
Teaching and learning is increasingly responsive to the many different needs of learners.
Learner engagement and success are supported through a curriculum that reflects learners’ identity and culture.
Respectful and collaborative teacher-learner relationships support an inclusive learning environment that promotes student engagement.
Teachers work collectively to monitor and support learner progress and achievement and strengthen aspects of their teaching practice.
The school has well established conditions that underpin school improvement.
Leaders and teachers regularly report to the board progress towards priorities for learner success to support effective decision making.
School leaders value student voice and meet regularly with the student council to discuss conditions that contribute to learner wellbeing, learning opportunities and success.
Inclusion and wellbeing for all is prioritised with specialised staff and targeted resources well supporting learners requiring extra support.
Rumaki /Bilingual Outcomes and Condition to Support Learner Success
Learner success and wellbeing
Tamariki :
are engaging in a language learning environment that embeds significant lifelong values and attitudes towards te reo and mātauranga Māori
have a sense of empowerment based on their confidence with te reo Māori and know who they are as a person, and their position in te ao Māori
are increasingly being exposed to opportunities of exploration and risk taking when using te reo and tikanga Māori .
Conditions to support learner success
Intentional use of iwi documents is beginning to inform the development of a localised curriculum.
Leadership roles within Te Whare o Te Roro o Te Rangi directly support the progress of the tamariki academic and te ao Māori achievement.
Kaiako are establishing educationally powerful partnerships to support a seamless Māori medium transition for tamariki .
Part C: Where to next?
The agreed next steps for the school are to:
improve outcomes for all learners through strengthening effective use of assessment information to guide responsive teaching and learning practices, particularly in mathematics
grow learners’ confidence and capability in using strategies and tools to guide their own learning
provide explicit professional learning and guidance around Te Mārautanga o Aotearoa to inform development and implementation of marau-ā-rohe
continue to prioritise systems and processes to support learner wellbeing and inclusion and improve rates of attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
identify kaiako strengths and development needs around Te Mārautanga o Aotearoa
develop an action plan for improvement to strengthen professional understanding of Te Mārautanga o Aotearoa and support development of marau-ā-rohe in Te Roro o Te Rangi .
Within six months:
identify teachers’ strengths and development needs within the mathematics curriculum and provide professional learning to support consistency of quality teaching and learning
review how effectively teachers use student attendance, progress and achievement data in literacy and mathematics to respond to learner needs
review practices and tools used within classrooms that support learners to self-assess their learning and set and self-monitor goals for improvement
engage kaiako in professional learning around Te Mārautanga o Aotearoa .
Every six months:
monitor the consistency of teaching and learning within mathematics, and the impact on learners’ progress
monitor the consistency of classroom practices that support learners to successfully self-manage and take responsibility for their own learning
monitor and evaluate the implementation and impact of marau-ā-rohe in Te Roro o Te Rangi
collect student voice from across the school to monitor and evaluate student wellbeing and the impact of strategies to improve attendance.
Annually:
analyse and report on student attendance, progress and achievement data with particular focus on improvements in mathematics outcomes
evaluate how well teachers are using assessment information to plan responsive and engaging opportunities for all learners to succeed
evaluate the impact of improved learners’ self-management and self-responsibility for learning, on learner progress and achievement outcomes.
Actions taken against these next steps are expected to result in:
improved levels of attendance, engagement, confidence and achievement outcomes for all learners in mathematics and literacy
enhanced, responsive systems for supporting learner wellbeing, inclusion and attendance
improved outcomes for learners through increased self-management and self-responsibility for learning
development and implementation of marau-ā-rohe in Te Roro o Te Rangi .
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
7 August 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 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).