Te Kamo Intermediate School
Intermediate · State
- Year levels
- 7–8
- Total roll
- 618
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Hailes Road, Kamo, Whangarei
- Territorial authority
- Whangarei District
- Phone
- 09-4350343
- kisadmin@kamoint.school.nz
- Website
- http://www.kamoint.school.nz
- Directions
- Get directions
Other schools nearby: schools in Whangārei · schools in Northland
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.
- Getting there
- Te Kamo Transport Network buses (10 trip concession ticket $25.00 from the school office); other buses - Circuit Link, Pataua Nth, Whareora, Glenbervie, Tutukaka, Ngunguru and Maunu - with tickets from the driver or the Ritchies depot
Te Kamo Transport network bus tickets (red tickets) are purchased from the Te Kamo Intermediate office – 10 trip concession ticket costs $25.00. These tickets are for transport on the [Te Kamo Transport Network only](https://tekamo.easybus.nz/routes/te-kamo-intermediate/). Most of these buses transport to and from Te Kamo High School, with our students walking the remaining distance to school. Please refer to the link above for routes. Other buses: Circuit Link, Pataua Nth, Whareora, Glenbervie, Tutukaka, Ngunguru, Maunu (which loops back to Hikurangi in the afternoon) - Tickets are green and can only be purchased from the driver or from the Ritchies depot.
- Te Kamo Transport Network buses (10 trip concession ticket $25.00 from the school office); other buses - Circuit Link, Pataua Nth, Whareora, Glenbervie, Tutukaka, Ngunguru and Maunu - with tickets from the driver or the Ritchies depot
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 431
- Māori
- 268
- Pacific
- 52
- Asian
- 45
- MELAA
- 7
- Other
- 3
- 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 | 148 | 20 | 27 | 5 | 2 | 228 | 0 | 326 |
| Year 08 | 162 | 23 | 30 | 6 | 1 | 280 | 0 | 376 |
| Total | 310 | 43 | 57 | 11 | 3 | 508 | 0 | 702 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 11 | 117 | 12 | 18 | 4 | 1 | 178 | 0 | 250 |
| Age 12 | 150 | 25 | 30 | 7 | 2 | 268 | 0 | 365 |
| Age 13 | 41 | 5 | 8 | 0 | 0 | 62 | 0 | 84 |
| Age 14 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 2 |
| Total | 310 | 43 | 57 | 11 | 3 | 508 | 0 | 702 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
73.3%
| Te Kamo Intermediate School | 73.3% |
|---|---|
| Northland Region | 52% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 41.6% |
|---|---|
| Male | 106.6% |
| Māori | 115.4% |
| Pacific | 37.1% |
| Asian | 14% |
| Other | 0% |
| European/Pākehā | 47.2% |
| Total | 73.3% |
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
5.2%
| Te Kamo Intermediate School | 5.2% |
|---|---|
| Northland Region | 6.5% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 2% |
|---|---|
| Male | 8.6% |
| Māori | 9.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.8% |
| Total | 5.2% |
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
3.3%
| Te Kamo Intermediate School | 3.3% |
|---|---|
| Northland Region | 2.7% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 2.1% |
|---|---|
| Male | 4.5% |
| Māori | 7.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 482
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 31 January 1963
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
- 26 November 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- The board attested to all areas (23 September 2022)
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 23 September 2022 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 this report states about the school
As stated in ERO’s report of 26 November 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 and 8
provides education for learners in Years 7 and 8
- Years 7 and 8
What ERO wrote in its latest report
This is ERO’s report of 26 November 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 four years to evaluate what is working well for learners and what needs to be improved.
About the School
Te Kamo Intermediate School in Whangārei provides education for learners in Years 7 and 8. The roll is currently 691 of which 44% of learners identify as Māori and 44% as Pākehā / New Zealand European. Smaller numbers of learners from other ethnic groups make up the school roll.
The school vision is: Together Building Tomorrow – He Mahi Tahi mō apōpō and the values are Kindness| Kia Atawhai, Integrity| Kia Pono , Respect| Kia Manaaki and Resilience |Kia Kaha .
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
Improvement and progress
This section is about the progress the school has made since the September 2022 ERO report. It includes an explanation of the expected improvements and findings.
Expected improvements
The school prioritised continuing to build a collaborative learning culture, implementing sound teaching and learning practices, using analysed data to modify learning and deciding appropriate next steps for learners with specific needs. The school expected to see culturally responsive practices implemented consistently across the school, with students actively engaged in real life learning experiences.
Findings
The school has made good progress. Analysed data is used effectively to modify teaching and learning, particularly for students with additional and complex needs. Culturally appropriate and real-life learning experiences support greater student engagement in learning.
The greatest shift has been the school’s development and implementation of culturally responsive teaching and learning practices. These are consistently used to respond to meet the diverse needs of learners.
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? Success and progress for all learners is increasing.
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 sufficient opportunities to learn across the breadth and depth of the curriculum. There is a consistent focus on supporting learners to gain skills in foundational 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 ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its collection and use 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 7 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 large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
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 achievemen t.
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 to some extent 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 and/or pānui, tuhituhi and pāngarau targets for 2030.
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
High expectations for teaching and learning support students to develop a strong sense of belonging and participation within a positive, inclusive environment.
Learners are provided a well-considered curriculum that provides meaningful, real-life experiences specific to their needs and interests and promotes engagement in learning.
Structured approaches to literacy and mathematics support consistent, high-quality teaching and learning.
A dedicated, well-equipped learning space supports children with additional and complex needs access the curriculum and experience success.
Learners receive strong support as they transition into school, move through the school and to the next steps of their learning pathway.
School leaders work strategically, maintain a clear focus on improvement and develop leadership capacity to support school development.
Key priorities
Accelerate learners’ achievement and progress in writing, with a focus on Māori learners and boys' achievement.
Evaluate the impact of teaching, learning and assessment practices on student achievement, progress and wellbeing, using evidence to guide decisions and strengthen effective approaches.
Increase regular student attendance to meet the Government’s attendance targets.
Actions to bring about improvement
Every six months:
leaders and teachers monitor, review and report on the impact of teaching, learning and assessment practices aimed at improving learner progress and well-being
leaders review and report on the impact of school initiatives on improving student attendance, identify areas for improvement and adjust as needed Annually:
leaders evaluate the impact of teaching and learning and assessment practices on learner progress and achievement, and use this information to inform further planning
leaders and the school Board review overall student progress and achievement, achievement in writing and the accelerated progress of Māori learners and boys and use this information to guide next steps
leaders and the School Board evaluate the effectiveness of the attendance initiatives to inform ongoing planning to improve attendance.
Expected outcomes
Equitable and improved writing achievement outcomes for Māori learners and boys.
High quality teaching and learning that supports learner success and wellbeing.
Student attendance that meets or exceeds the Government’s target for regular attendance.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements. This includes the provision of education for international students .
Board Assurance with Regulatory and Legislative Requirements
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
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
Provision for International Students
This section is about the quality of the provision of education for international students enrolled at the school.
Findings
The school is a signatory to the Education (Pastoral Care of Tertiary and International Learners) Code of Practice 2021 established under section 534 of the Education and Training Act 2020. The school has attested that it complies with all aspects of the Code.
No international students were enrolled at the time of the ERO review. 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
26 November 2025
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).