Sir Douglas Bader Intermediate School
Intermediate · State
- Year levels
- 7–8
- Total roll
- 290
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Court Town Close, Mangere, Auckland
- Territorial authority
- Māngere-Ōtāhuhu Local Board Area
- Phone
- 09-2754332
- office@bader.school.nz
- Website
- http://www.bader.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.
- School day starts
- 9:00am
School will start at 9:00am and finish at 3:00pm, Monday to Friday.
- 9:00am
- School day ends
- 3:00pm
School will start at 9:00am and finish at 3:00pm, Monday to Friday.
- 3:00pm
- Uniform
Not stated on the school’s website.
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 Bader Intermediate School, our core values are essential to each student’s development. We instill a positive attitude towards education, enhance students' interpersonal skills, and, most importantly, teach them to take ownership of their own learning.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 17
- Māori
- 81
- Pacific
- 237
- Asian
- 22
- MELAA
- 1
- Other
- 1
- 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 | 36 | 115 | 6 | 2 | 0 | 11 | 0 | 136 |
| Year 08 | 30 | 114 | 3 | 1 | 0 | 10 | 0 | 133 |
| Total | 66 | 229 | 9 | 3 | 0 | 21 | 0 | 269 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 32 | 103 | 4 | 1 | 0 | 11 | 0 | 120 |
| Age 12 | 32 | 108 | 4 | 2 | 0 | 9 | 0 | 130 |
| Age 13 | 2 | 18 | 1 | 0 | 0 | 1 | 0 | 19 |
| Total | 66 | 229 | 9 | 3 | 0 | 21 | 0 | 269 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
2.6%
| Sir Douglas Bader Intermediate School | 2.6% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 4.9% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 36.9% |
| Total | 2.6% |
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%
| Sir Douglas Bader Intermediate School | 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%
| Sir Douglas Bader Intermediate School | 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)
- 514
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 31 December 1980
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
- 19 August 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board did not attest to all areas (19 August 2024)
Areas the board did not attest to, in ERO’s words: Assets; Management of Health, Safety and Welfare. The report says what that meant and what happened next.
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 19 August 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:
consult with the community on the school’s mobile phone prohibition policy [Section 22 of the Education (School Boards) Regulations 2020]
determine under what circumstances students need to use or access a mobile phone for a specific educational task or purpose or for health or learning support needs [Section 22 of the Education (School Boards) Regulations 2020]
provide an average of five hours of mathematics, reading and writing teaching and learning per week [Section 90 of the Education and Training Act 2020 (2023 Amendment)]
consult with the school’s Māori community to inform and communicate the polices, plans and targets for improving the progress and achievement of Māori students [Sections 127(1)(d) and 139 of the Education and Training Act 2020; NELP 5 (MoE)]
systems and processes for emergency evacuation and lockdowns, and recording, analysing and reporting accidents and hazards [Health and Safety at Work Act 2015]
sufficient human resources management practices, including consistent appointment procedures and appropriate storage of confidential information. [Sections 25, 26, 27, 599 and 600 of the Education and Training Act 2020]
ensure all procedures and practices relating to the stand-down of any student are implemented in accordance with the relevant provisions of the Education and Training Act 2020, the Education Stand-down, Suspensions, Exclusions and Expulsion Rules 1999 and guidance issued by the Ministry of Education [Sections 78-79 of the Education and Training Act 2020]
The board has taken steps to address some 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 290 — 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.
March 2018
186
Counted while ERO’s review team was at the school. Education Review Office, report of 31 May 2018
March 2015
163
Counted while ERO’s review team was at the school. Education Review Office, report of 29 May 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 19 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
Sir Douglas Bader Intermediate School in Māngere , provides education for students in Years 7 and 8. A new principal started at the beginning of 2024. The school’s values are respect, collaboration, creativity, adaptability and integrity.
Two satellite classes of Sir Keith Park Special School are on site.
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
School achievement and progress information is not sufficient to accurately determine learner outcomes.
At the time of review the school was not regularly collecting and analysing valid student achievement information or tracking progress in reading, writing and mathematics over time.
Students demonstrate a strong sense of wellbeing, belonging and pride at school.
Less than half of all students attend school regularly; the school is working to improve regular attendance to meet Ministry of Education targets.
Conditions to support learner success
School leadership is establishing systems and processes to improve outcomes for learners.
Whakawhanaungatanga is prioritised in the school community to support a positive staff culture and learner outcomes.
A key next step is building staff capability in assessment and teaching of reading, writing and mathematics.
Staff work well in partnership with external providers to meet the needs of learners.
Teachers are beginning to take steps to provide students with deliberate teaching and learning in reading, writing and mathematics.
Students engage in a wide range of opportunities as part of a broad curriculum; a focus on reading writing and mathematics is a priority for improved learner outcomes.
Teaching practices respond to students’ languages, cultures and identities to support a sense belonging for learners.
Teachers provide clear expectations for behaviour; this contributes to calm and orderly class environments that support engagement in learning.
Improving school systems, processes, and internal evaluation, with a focus on student achievement outcomes, is a priority.
Leaders, board members, staff and students are beginning to give effect to Te Tiriti o Waitangi through daily routines, school planning and practices.
Leaders and the board need to ensure the school meets legislative requirements through regular monitoring and reporting.
The collection, analysis, reporting and use of relevant attendance, progress, and achievement information is needed, for board and school leadership to decide on strategic priorities focused on improving student outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
Collect, analyse, use and report reliable student attendance, progress, achievement and wellbeing information to inform teaching and learning and school improvement priorities
improve consistency and alignment of teaching practice, planning and assessment across the school
comprehensively review and implement policies and procedures to ensure alignment to legislative requirements
plan and undertake professional learning and development for all staff to improve capability in assessment and teaching of reading, writing and mathematics.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
review curriculum delivery to ensure an hour a day of reading, writing and mathematics teaching and learning, and collect baseline student achievement information to inform responsive programmes for learning
the board will address identified non-compliance areas of human resource and health and safety to meet legislative requirements
the board will use reporting on student information to inform strategic decision making and improvement priorities
Every six months:
report reliable student attendance, progress and achievement information to the board, parents and whānau
engage in professional learning to improve consistency and alignment of teaching practice, planning and assessment across the school and evaluate how well and the extent of improvements
collect, analyse and report on student attendance, progress, achievement and wellbeing information to guide teaching and learning and inform strategic improvement priorities
Annually:
the school board will use student attendance, progress, achievement and wellbeing information to evaluate effectiveness of annual planning to inform improvement priorities for learners
review strategic plan and related documents to ensure their alignment to community aspirations and legislative requirements
leaders and board members implement an ongoing policy and procedure review cycle.
Actions taken against these next steps are expected to result in:
students achieving at curriculum expectation by the end of Year 8, with the skills and knowledge for future learning and access to meaningful educational pathways
teaching and learning that is informed by the regular collection, analysis, tracking and monitoring of student attendance, progress, achievement and wellbeing information
organisational systems and processes meet statutory responsibilities, in particular school policies and procedures.
Recommendation to the Ministry of Education
ERO recommends that the Ministry of Education provide tailored support for:
ensuring the school’s compliance framework meets all legislative requirements
professional learning to incorporate explicit and deliberate teaching and assessment of reading, writing and mathematics in a range of curriculum areas
compliance with the regulations and procedures for stand downs and suspensions.
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
19 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).