Tamatea Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 367
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 15 Freyberg Avenue, Tamatea, Napier
- Territorial authority
- Napier City
- Phone
- 06-8444181
- office@tamateaint.ac.nz
- Website
- http://www.tamateaint.ac.nz
- Directions
- Get directions
Other schools nearby: schools in Napier · schools in Hawke’s Bay
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.
- Uniform
Not stated on the school’s website.
- Getting there
- Westshore/ Napier Hill/ Ahuriri School Bus; 10-ride bus concession ticket $30.00, term bus pass $200.00
Westshore/ Napier Hill/ Ahuriri School Bus 10 ride bus concession ticket $ 30.00 Term bus pass $200.00 (approx $20 p/w)
- Westshore/ Napier Hill/ Ahuriri School Bus; 10-ride bus concession ticket $30.00, term bus pass $200.00
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,
- soccer
soccer,
- hockey
hockey,
- badminton
badminton,
- basketball
basketball,
- dance
dance,
- triathlon
triathlon,
- swimming
swimming,
- surfing
surfing,
- golf
golf,
- softball
softball,
- cricket
cricket,
- table tennis
table tennis,
- netball
netball,
- canoe polo
canoe polo,
- volleyball
volleyball,
- touch
touch,
- running
running,
- cycling
cycling,
- handball
handball,
- athletics
athletics,
- golf croquet
golf croquet,
- boxing
boxing,
- bowls
bowls,
- darts
darts,
- chess
chess.
- cross country
events such as swimming, cross country, athletics, house chants and more!
- AIMS Games
Each year, we take a squad away to the AIMS Games to compete against intermediate students from all over New Zealand.
- Inter Intermediate Sports Competition
Students also have opportunities to compete in the Inter Intermediate Sports Competition.
- white water rafting
Term 1 - Year 7 camp and white water rafting
- Tongariro Crossing
Term 2 - Tongariro Crossing and Hauora Day Out (Year 8)
- Ski trip
Term 3 - Ski trip
- rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 231
- Māori
- 191
- Pacific
- 39
- Asian
- 15
- MELAA
- 11
- Other
- 2
- 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 | 106 | 19 | 4 | 3 | 2 | 132 | 0 | 209 |
| Year 08 | 110 | 26 | 17 | 4 | 2 | 155 | 0 | 233 |
| Total | 216 | 45 | 21 | 7 | 4 | 287 | 0 | 442 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 79 | 16 | 3 | 3 | 2 | 90 | 0 | 152 |
| Age 12 | 103 | 23 | 13 | 4 | 2 | 156 | 0 | 228 |
| Age 13 | 34 | 6 | 5 | 0 | 0 | 41 | 0 | 62 |
| Total | 216 | 45 | 21 | 7 | 4 | 287 | 0 | 442 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
6.4%
| Tamatea Intermediate | 6.4% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 6.7% |
|---|---|
| Male | 6.1% |
| Māori | 7% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 6.9% |
| Total | 6.4% |
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
1.9%
| Tamatea Intermediate | 1.9% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 4.1% |
|---|---|
| Male | 0% |
| Māori | 4.3% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 1.9% |
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
2%
| Tamatea Intermediate | 2% |
|---|---|
| Hawke's Bay Region | 3% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 4.3% |
|---|---|
| Male | 0% |
| Māori | 4.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 498
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 25 January 1976
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
- 2
- Last reviewed
- 16 October 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 16 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 to 8
provides educations for learners in Years 7 to 8
- Years 7 to 8
- Bilingual or immersion provision
- Two Rūmaki Reo classes
The school has two Rūmaki Reo classes
- Two Rūmaki Reo classes
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 367 — 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 2018
356
Counted while ERO’s review team was at the school. Education Review Office, report of 30 January 2019
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 16 October 2025 — “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 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Tamatea Intermediate is located in Napier and provides educations for learners in Years 7 to 8. The roll is 447, comprising approximately 48% of learners who identify as Māori, 37% New Zealand European | Pākehā learners and the remainder are from a range of ethnicities.
The school’s vision, learning from our past, creating our future , is supported by virtues of kawenga / responsibility, ngākau tapatahi/integrity/, manaakitanga /caring and hiringa / perseverance.
The school has two Rūmaki Reo classes, consisting of approximately 18 students in each class.
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
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? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? Learners benefit from good 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 rich opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain 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 high quality education for learners are driving excellent school performance.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully 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 responds well to a wide range 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 0 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 small majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Rumaki /Bilingual
Pānui Less than a third of learners meet or exceed the expected curriculum level.
Tuhituhi Less than a third of learners meet or exceed the expected curriculum level.
Pāngarau A small majority of learners meet or exceed the expected curriculum level.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority of learners 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 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.
Assessment information is used well 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.
The school has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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.
Rumaki /Bilingual Outcomes and Conditions to Support Learners 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 /bilingual classroom/s within in English medium schools.
Learner success and wellbeing
School leaders are yet to implement consistent evaluative assessment approaches that support kaiako to understand ākonga achievement and inform evidence-based decisions and actions.
Ākonga receive quality teaching through the provision of te reo Māori within a nurturing and authentic Māori environment that strengthens both their language proficiency and cultural identity.
The rumaki is approaching the Ministry of Education target for regular attendance. The kura is engaging with whānau and community to address issues impacting attendance.
Conditions to support learner success
Strong relationships between ākonga and kaiako, within a positive and authentic Māori learning environment, enable ākonga to express their identity in a safe and inclusive space that supports learning.
Senior leadership and governance prioritise strategic planning and resourcing, with a focus on improving outcomes for ākonga in the rumaki setting.
School leaders to prioritise support for ākonga and whānau during the transition beyond Tamatea Intermediate, so that Māori language education remains strong and accessible.
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
Learners are highly engaged and participate in an inclusive and responsive environment that supports their interests and culture. This results in a strong sense of belonging and positive wellbeing outcomes. The school environment embraces a te ao Māori way of being.
Learners benefit from a range of quality teaching approaches, including structured practices in literacy, with improvement significant over the two years at the school.
Cohesive, focused leadership increasingly strengthens school conditions to support student success and wellbeing. Strategic planning provides clear direction for priorities and targets to improve student outcomes. Ongoing professional development is well aligned to support school goals.
The curriculum is embedded consistently across the school, and teachers link learning to local contexts and connect with iwi. The curriculum reflects what whānau, hapū and iwi want for their children.
A culture of inquiry is evident across most classrooms that well informs teaching decisions and monitors the impact of practice on student outcomes.
Key priorities
Sustain and further improve regular attendance.
Embed structured mathematics approaches.
Enhance teacher knowledge and practice to enhance and improve achievement outcomes for all learners.
Monitor how professional development in writing accelerates student achievement and promotes equitable outcomes.
Strengthen the use of assessment tools in the rumaki to analyse the progress of all ākonga and support data informed decisions.
Actions to bring about improvement
Within six months:
school leaders continue reporting to the School Board on school attendance trends and patterns, analysing the impact of the action plan, to inform next steps
staff continue to use assessment data to identify the effectiveness of teaching approaches in writing in accelerating progress for all learners
Every six months:
school leaders with staff review the alignment of teaching and learning approaches in mathematics with the new curriculum and assessment developments and identify next steps to meet learner needs
school leaders monitor the progress of ākonga achievement and the impact of targeted interventions in the rumaki
Annually:
senior leaders and the School Board evaluate the impact of strategies used to further improve students’ regular attendance, identify and plan next steps
senior leaders with staff evaluate progress with embedding structured teaching approaches in mathematics to identify ongoing staff professional development and resourcing
the School Board responds to reported information about progress and achievement in reading, writing and mathematics in strategic planning
school leaders review the effectiveness of assessment practices and evaluation within the rumaki in relation to ākonga outcomes, to inform targeted actions and resourcing decisions.
Expected outcomes
Improved and sustained regular student attendance.
Effective high quality teaching practices in mathematics embedded schoolwide.
Improved and equitable achievement outcomes for all learners in writing.
Improved progress and achievement for all ākonga in the rumaki.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
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 area of non-compliance during the board assurance process:
sight and record a primary source of identification on appointment of staff. [Education and Training Act 2020; Children’s Act 2014]
The board has since addressed the area of non-compliance identified.
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
16 October 2025
Read the full report on ero.govt.nz →
All 2 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).