Te Kura Waenga O Rutherford | Rutherford Intermediate School

The same report — the board assurance report of 22 October 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 has identified the following areas of non-compliance during the board assurance process:

The board must obtain a Police vet of every person who the board appoints, or intends to appoint, to a position at the school. [ Schedule 4, Education and Training Act 2020 ]

The board has since taken steps to address the areas of non-compliance identified.

Read this board assurance report on ero.govt.nz →

What ERO wrote in its latest report

This is ERO’s report of 5 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 Kura Waenga o Rutherford | Rutherford Intermediate School has 145 s tudents in Years 7 and 8 of which 55% identify as Māori , 33% New Zealand/ European, 6% Pacific and 6% from other ethnicities. The school is affiliated with local iwi , including Te Atihaunui-a-Pāpārangi, Ngāti Apa , and Ngā Rauru Kītahi.

The school vision seeks to foster a ‘culture of belonging that promotes success and well-being for all; staff and the School Board recognise that success is unique to each individual and embrace diverse pathways of learning and growth within a supportive and nurturing environment’.

The Limited Statutory Manager (LSM) working with the school Board ended in July 2025.

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 October 2024 ERO report. It includes an explanation of the expected improvements and findings.

Expected improvements and findings

School leaders and the school Board responded positively to the areas for development. Teacher participation in professional learning and development (PLD) is strengthening their collective capability to use assessment and implement approaches that better respond to the needs of learners.

In 2024, a large majority of priority learners accelerated their progress in writing and mathematics to achieve at curriculum level expectations. Leaders and the school Board continue to focus on the strategic priority to increase achievement in literacy and mathematics.

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.

Most learners enter Te Kura Waenga o Rutherford | Rutherford Intermediate School significantly behind the expected curriculum level. The school’s efforts are well focused on accelerated progress.

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? The school is improving teaching and learning.

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 an increasingly 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 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 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 small majority of learners meet or exceed the expected curriculum level. Results are not yet 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.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

Less than half 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing their use of assessment information 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 for 2030 and agrees this will need to be a key strategic priority.

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 experience a strong sense of belonging at school, the values of Kia Manaaki (Be Respectful), Kia Manawanui (Be Resilient), and Kia Tūtika (Be Responsible ) nurture culturally affirming relationships and inclusive practices that promote learner wellbeing.

Learners engage purposefully in meaningful learning that weaves mātauranga Māori across the curriculum and celebrates culture, language and identity.

Leaders suitably prioritise the aspirations of parents, whānau , and iwi in their strategic vision and goals for learner success.

Participation of leaders and teachers in regular PLD is impacting positively in the delivery of English and mathematics and benefiting learners.

Established partnerships with external agencies, educational networks, and whānau provides specialist guidance in meeting the individual needs of learners and supports key transitions in and out of school.

Trustees receive relevant information that supports their resourcing decisions aligned to improving outcomes for all learners.

Key priorities

Raise achievement in literacy and mathematics.

Improve attendance to meet the Government target of 80% regular attendance.

Consolidate consistent teaching and assessment practices that meet curriculum requirements.

Build teacher capability and practice to support and meet the diverse needs of learners.

Actions to bring about improvement

Within three months:

the school Board work with school leader’s and staff to implement the attendance plan to improve attendance

leaders and the school Board identify achievement targets for priority learners in reading, writing and mathematics

leaders work with teachers and use evidence from observations to identify priorities intended to enhance teaching strategies that address students’ diverse learning needs

Within six months:

teachers are engaged in PLD aligned to improving their collective knowledge and use of intentional teaching strategies that supports differentiated learning in the classroom

leaders provide PLD for teachers to support their collective understanding of curriculum and assessment requirements

Every six months:

leaders will analyse and report attendance information to the School Board that shows the impact of their actions and progress toward the Government target

leaders will collate progress, attendance and engagement information for targeted learners to inform collective review by teachers and the school Board

Annually:

leader’s statement of variance provides the Board with evaluative evidence of the impact of the school actions on accelerating learner progress, improving attendance, and enhancing engagement to guide next steps for improvement

leaders’ observation of teacher practice determines how well intentional teaching strategies are meeting the diverse needs of learners and providing relevant feedback to identify areas for further improvement

staff collectively document their agreed expectations for delivery of English, mathematics and assessment practice aligned to curriculum requirements and plan for the following year.

Expected outcomes

Learner attendance achieves the Government target of 80% regular attendance.

Student achievement in English and mathematics is improved and equitable.

Accelerated progress is evident for learners working toward year level expectations.

Teachers are highly capable in differentiating learning matched to the individual needs of learners.

Embedded curriculum requirements support effective teaching and learning which achieves successful learner outcomes.

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

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

5 November 2025

Read this report on ero.govt.nz →