Taupo Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 504
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 22 Kotare Street, Hilltop, Taupo
- Territorial authority
- Taupo District
- Phone
- 07-3788097
- admin@taupointermediate.co.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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
- Required
Students are expected to wear and have their full uniform to begin school here at Taupo Intermediate.
- Required
- Getting there
- Tranzit Coachlines is the appointed school bus service provider for the Taupō Schools Network; current bus routes are Wairakei, Kinloch, Nukuhau Shops, Richmond Heights, Waitahanui, Tukairangi Rd/Acacia Bay, Napier-Taupo Rd & Nga Roto, Tirohanga, Aratiatia, Mapara Rd, Oruanui and Western Bay/SH32
Tranzit Coachlines is our locally appointed school bus service provider for Taupõ Schools Network. Our current bus routes are: o Wairakei o Kinloch o Nukuhau Shops o Richmond Heights o Waitahanui o Tukairangi Rd/Acacia Bay (Top shops). Includes Mapara Rd up to Tukairangi Rd o Napier-Taupo Rd & Nga Roto o Tirohanga o Aratiatia – Includes SH5 North of Taupo to beginning of Tram Rd, View Rd & Cnr of Broadlands & Whites Rd o Mapara Rd – North of Tukairangi Rd o Oruanui o Western Bay/SH32 – Includes SH1 north of Taupo, Palmer Mill Rd & Rangatira Point
- Tranzit Coachlines is the appointed school bus service provider for the Taupō Schools Network; current bus routes are Wairakei, Kinloch, Nukuhau Shops, Richmond Heights, Waitahanui, Tukairangi Rd/Acacia Bay, Napier-Taupo Rd & Nga Roto, Tirohanga, Aratiatia, Mapara Rd, Oruanui and Western Bay/SH32
- How to enrol
- https://enrolments.linc-ed.com/apply/NZ/1988
Enrolment application forms for 2027 are available at the link below: [https://enrolments.linc-ed.com/apply/NZ/1988](https://enrolments.linc-ed.com/apply/NZ/1988)
- https://enrolments.linc-ed.com/apply/NZ/1988
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
- MISSION: To provide a stimulating environment where all students strive for personal excellence
- VISION: To make a positive difference through the TIS Way
- VALUES: Thinking, Involvement & Showing Respect
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
- Kapa Haka
- School productions (Every second year)
- Band
- Music groups
- Talent show’s
- Mountain Bike
with Taupo organising the Mountain Bike and Wall Climbing
- Wall Climbing
with Taupo organising the Mountain Bike and Wall Climbing
- Triathlon
(Triathlon, duathlon, Mt Bike & Road cycling.
- duathlon
(Triathlon, duathlon, Mt Bike & Road cycling.
- Road cycling
(Triathlon, duathlon, Mt Bike & Road cycling.
- NZ AIMS Games
NZ AIMS Games held in September covering a range of codes
- Central Plateau Ski Championships
Central Plateau Ski Championships at Whakapapa.
- Several equestrian events
Several equestrian events in Waikato, BOP and Hawkes Bay.
- Taupo Intermediate Triathlon
- Snow Skiing
Snow Skiing: For many years we have offered all students the opportunity to have a days skiing at Whakapapa
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 349
- Māori
- 185
- Pacific
- 21
- Asian
- 45
- MELAA
- 10
- Other
- 4
- 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 | 92 | 12 | 21 | 4 | 1 | 188 | 1 | 256 |
| Year 08 | 107 | 14 | 20 | 7 | 1 | 198 | 0 | 270 |
| Total | 199 | 26 | 41 | 11 | 2 | 386 | 1 | 526 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 78 | 11 | 18 | 1 | 1 | 150 | 1 | 206 |
| Age 12 | 100 | 11 | 21 | 10 | 1 | 196 | 0 | 268 |
| Age 13 | 21 | 4 | 2 | 0 | 0 | 40 | 0 | 52 |
| Total | 199 | 26 | 41 | 11 | 2 | 386 | 1 | 526 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
139.3%
| Taupo Intermediate | 139.3% |
|---|---|
| Waikato Region | 53.9% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 70.3% |
|---|---|
| Male | 197.5% |
| Māori | 215.3% |
| Pacific | 167.3% |
| Asian | 39.1% |
| Other | 105.5% |
| European/Pākehā | 116.3% |
| Total | 139.3% |
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
38.1%
| Taupo Intermediate | 38.1% |
|---|---|
| Waikato Region | 6.6% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 11% |
|---|---|
| Male | 60.6% |
| Māori | 82.6% |
| Pacific | 0% |
| Asian | 0% |
| Other | 65% |
| European/Pākehā | 24% |
| Total | 38.1% |
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
8.7%
| Taupo Intermediate | 8.7% |
|---|---|
| Waikato Region | 2.4% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 3.9% |
|---|---|
| Male | 12.7% |
| Māori | 24% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.3% |
| Total | 8.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 472
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 1 February 1969
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
- 5
- Last reviewed
- 30 July 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (30 July 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 30 July 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 area of non-compliance during the board assurance process:
board has not recently reviewed its evacuation procedures/scheme to ensure its compliance. [Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]
The board has since addressed the area of non-compliance identified.
ERO and the board have identified the following areas of non-compliance during the board assurance process:
school has not made plans for improving the progress and achievement of Māori students in consultation with the Māori community [Education and Training Act Section 127(1)(d)]
board has not ensured that there is a risk identification and control process in place that eliminates or minimises the identified risk [Health and Safety at Work Act 2015]
board has not received regular reporting on its compliance with the HSWA [Health and Safety at Work Act 2015]
board does not have child protection procedures in place that include guidance on identification of possible abuse and neglect, instructions on how to respond to suspected abuse or neglect included, guidelines on how to respond to disclosures by children, a concern is raised, or an allegation made that involves a staff member [Children's Act 2014]
board has not received assurance at intervals of no more than six months that a trial evacuation has occurred. [Regulation 29 of the Fire Safety, Evacuation Procedures and Evacuation Schemes Regulations 2018]
The board has since not yet addressed 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 504 — 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.
June 2017
619
Counted while ERO’s review team was at the school. Education Review Office, report of 8 August 2017
August 2013
526
Counted while ERO’s review team was at the school. Education Review Office, report of 14 October 2013
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 30 July 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
Taupō Intermediate is located in Taupō and provides education for learners in Years 7 to 8. A new principal was appointed in 2023 and a new presiding member was elected at the start of 2024. The school’s vision focuses on making a positive difference for learners.
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school’s future strategic direction, including any education in Rumaki /bilingual settings.
Part B: The improvement actions prioritized 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
Significant improvement is required to raise overall levels of student achievement.
Less than half of students are at expected curriculum levels in reading, writing and mathematics; significant disparity for groups of learners includes one third of boys achieve in writing and less than a third of Māori students achieve across the three curriculum areas.
Students with additional needs make appropriate progress in relation to their individual goals.
Most learners attend regularly ; a deliberate strategic focus on ensuring meaningful learning opportunities has resulted in significant improvement in student engagement.
Conditions to support learner success
Strategic leadership works collaboratively to bring about improvements in outcomes for learners.
Leaders are increasingly developing a culture that is committed to quality teaching and positive outcomes for learners.
Leaders and board members have prioritised actions to address improvements required.
Deliberate steps are being taken to strengthen the consistency and reliability of assessment practices and teacher planning.
Teachers are increasingly taking steps to support students’ engagement in meaningful learning opportunities.
Building positive relationships with learners promotes calm and orderly classroom environments.
Learners needing additional in-class learning and behavioural support are identified and provided with increasingly effective assistance; this contributes to a positive and inclusive learning environment.
Curriculum initiatives and programmes that draw on tikanga and te ao Māori are being developed and implemented.
Key conditions including curriculum, professional development and relationships, to bring about improvements required are being strengthened
Leaders focus on building teacher confidence and capability in te reo Māori and mātauranga Māori .
Relationships between leaders and teachers prioritise improving outcomes for learners.
Teachers are beginning to inquire into aspects of their teaching practice to support learner progress and achievement.
Part B: Where to next?
The agreed next steps for the school are to:
build teacher capability to accelerate student progress and achievement using a responsive localised curriculum
strengthen reporting, analysis, and use of dependable assessment information to inform decision making and raise student achievement
in consultation with the school community, continue to develop and establish the school’s strategic and annual plans to provide direction for the school and support effective self review
further engage whānau to support student learning and implement effective strategies for consultation with the Māori community.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
the board will address identified non-compliance areas
develop and implement robust systems, policies and practices to ensure students are supported in a safe school environment.
Within six months, leaders will:
strengthen consultation with Māori whānau, hapū, iwi and the school community
re-establish expectations for teachers' meaningful inquiry to improve teaching practice
implement a strategic plan that provides direction and supports effective self-review
Every six months:
review the progress of strategic and annual priorities to monitor the targets for improved learner progress and achievement in reading, writing and mathematics
monitor how well teachers are using assessment information to guide planning to ensure responsive programmes and engaging opportunities for learning
carry out and analyse a well-being survey of students and staff to inform next steps.
Annually:
evaluate the impact of actions on raising achievement and inform improvements for reading, writing and mathematics programmes
consult and plan with students, staff, whānau and the Māori community to gather aspirations and identify areas for improvement.
Actions taken against these next steps are expected to result in:
strong systems, policies and practices in place to ensure students are supported in a safe school environment
effective use across a range of dependable achievement information that supports internal evaluation for continuous improvement
an inclusive, authentic, localised curriculum supporting engagement and success for all learners.
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
30 July 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 5 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).