Te Puke Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 519
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 133 Cameron Road, Te Puke
- Territorial authority
- Western Bay of Plenty District
- Phone
- 07-5739352
- admin@tepukeint.school.nz
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
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
School Navy Polo | $39.00 | | School Grey Shorts | $49.00 | | School Skirt | $75.00
- Required
- Term dates
- Term 1, 2026: Monday 2 February – Thursday 2 April
Term 1 Monday 2 February – Thursday 2 April
Year stated as2026
- Term 2, 2026: Monday 20 April – Friday 3 July
Term 2 Monday 20 April – Friday 3 July
Year stated as2026
- Term 3, 2026: Monday 20 July – Friday 25 September
Term 3 Monday 20 July – Friday 25 September
Year stated as2026
- Term 4, 2026: Monday 12 October – Tuesday 14 December
Term 4 Monday 12 October – Tuesday 14 December
Year stated as2026
- Term 1, 2026: Monday 2 February – Thursday 2 April
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.
- International students
- Accepted, as stated
International Students may stay in the following accommodation types: Homestays Organised by Te Puke Intermediate School only, we aim to match students and families of similar interest. Homestay fees are NZ$280 per week, which covers the cost of caregiver supervision, a fully furnished and heated room, all meals and laundry. Homestay fees are to be paid in full to Te Puke Intermediate School at the time tuition fees are paid.
- Accepted, as stated
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
- Choir
– Choir
- Hosting and Presenting
– Hosting and Presenting
- Costuming
– Costuming
- Set Design
– Set Design
- Lighting and Sound
– Lighting and Sound
- Script Reading
– Script Reading
- Dance
– Dance
- Choreography
– Choreography
- Solo performances
– Solo performances
- Group performances
– Group performances
- Fresh Moves Dance Festival
– Fresh Moves Dance Festival
- Community Performances
– Community Performances
- Cultural Groups
– Cultural Groups
- Bands
– Bands
- Making movies and DVD’s
– Making movies and DVD’s.
- Choir
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 308
- Māori
- 221
- Pacific
- 41
- Asian
- 97
- MELAA
- 5
- 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 | 104 | 22 | 36 | 4 | 1 | 141 | 0 | 232 |
| Year 08 | 102 | 16 | 53 | 2 | 4 | 175 | 0 | 280 |
| Total | 206 | 38 | 89 | 6 | 5 | 316 | 0 | 512 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 3 |
| Age 11 | 82 | 19 | 27 | 3 | 0 | 105 | 0 | 176 |
| Age 12 | 106 | 14 | 55 | 2 | 5 | 169 | 0 | 276 |
| Age 13 | 17 | 5 | 5 | 1 | 0 | 42 | 0 | 57 |
| Total | 206 | 38 | 89 | 6 | 5 | 316 | 0 | 512 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
17.1%
| Te Puke Intermediate | 17.1% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 18.5% |
|---|---|
| Male | 16% |
| Māori | 40.5% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 8.2% |
| Total | 17.1% |
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%
| Te Puke Intermediate | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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%
| Te Puke Intermediate | 0% |
|---|---|
| Bay of Plenty 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)
- 473
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Small 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
- 3
- Last reviewed
- 29 September 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 29 September 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 7 to 8
provides education for learners in Years 7 to 8
- Years 7 to 8
- Bilingual or immersion provision
- Te Korowai Mātauranga, a Māori medium pathway for Years 7 to 8
The school has a Māori medium pathway, Te Korowai Mātauranga providing education through the provision of te reo Māori for Years 7 to 8.
- Te Korowai Mātauranga, a Māori medium pathway for Years 7 to 8
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 519 — 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.
May 2017
327
Counted while ERO’s review team was at the school. Education Review Office, report of 19 June 2017
March 2014
307
Counted while ERO’s review team was at the school. Education Review Office, report of 16 May 2014
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 29 September 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 Puke Intermediate is in the Western Bay of Plenty and provides education for learners in Years 7 to 8. The roll is 528, comprising approximately of 64% New Zealand European/ Pākehā learners, 39% of learners identify as Māori , 16% Asian learners and 5% of learners with Pacific heritage. The school’s vision, nurturing our whānau towards ‘great futures through our student centred kaupapa’ , is supported by values of be active, be excellent, be respectful, be yourself.
The school has a Māori medium pathway, Te Korowai Mātauranga providing education through the provision of te reo Māori for Years 7 to 8.
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? 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 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 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 65% 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.
The small majority of learners attend school regularly.
The school is approaching 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 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 is developing 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 and agrees this will need to be a key strategic priority.
Rumaki/Reo Rua 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/Reo Rua classroom/s within English medium schools .
Learner success and wellbeing
Ākonga are engaged in learning through meaningful cultural narratives of their rohe.
A small majority of ākonga are achieving academic success based on their time in immersion. Almost all ākonga are not achieving academic success against expected curriculum levels.
Te Korowai Mātauranga are exceeding the Ministry of Education target for regular attendance.
Conditions to support learner success
Ākonga engage in a range of learning activities that enable them to explore local sites of significance.
Data is yet to be adequately collated and reported to enable effective analysis of ākonga progress and achievement outcomes.
The kura is working collaboratively to design a Māori medium pathway plan with the Kāhui Ako to seamlessly transition ākonga .
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 relational environment that supports their interests, identity, and aspirations. This fosters a strong sense of belonging and promotes positive wellbeing, leading to improved student outcomes.
Teachers are focused on embedding a range of approaches, including the implementation of structured mathematics practices to support student learning.
School leaders provide cohesive, focused leadership that increasingly strengthens school conditions to support student success and wellbeing.
Strategic planning provides clear direction for priorities to improve student progress. Ongoing professional development is aligned to meeting student needs and support school goals.
The curriculum is embedded across the school, providing rich, relevant learning opportunities for students that are linked to local contexts and connect with iwi .
Leaders and teachers foster a culture of inquiry by collaborating and using data to guide decision-making, planning, and instruction.
Key priorities
Embed structured mathematics approaches.
Further build teacher knowledge and practice with focus on accelerating the progress of learners who are not yet meeting curriculum level expectations.
Strengthen consistent schoolwide assessments to help teachers and leaders measure the impact of teaching on student outcomes.
Prioritise developing and growing Te Korowai Mātauranga , to meaningfully engage tamariki in learning.
Sustain and further improve regular attendance.
Actions to bring about improvement
Within six months:
leaders and teachers use assessment data to evaluate structured teaching approaches in mathematics and prioritise actions to improve learner outcomes
teachers review and update planning and approaches in reading, writing, and maths to help students who are not yet meeting expectation make accelerated progress
Every six months:
leaders monitor schoolwide assessment practices and data to support teachers to know the impact of teaching on learner outcomes and plan next steps
leaders review and evaluate the progress of Te Korowai Mātauranga and the impact of learning, achievement, and wellbeing of ākonga
leaders analyse the impact of the attendance plan; report to the School Board on trends, patterns and identify next steps
Annually:
leaders review progress in structured teaching approaches and assessment practices in literacy and mathematics, identifying areas for ongoing improvement and support
leaders and the School Board analyse and evaluate student attendance, progress and achievement; use this information to guide targeted teaching, interventions and strategic planning priorities for continuous improvement
leaders and the School Board evaluate the impact and effectiveness of Te Korowai Mātauranga on improving learning and wellbeing for ākonga .
Expected outcomes
Significantly improved achievement outcomes for all students in literacy and mathematics.
The effective use of assessment information to guide schoolwide improvement priorities and improve teaching and learning practices .
Improved outcomes for ākonga through the growth and development of Te Korowai Mātauranga .
Improved and sustained regular student 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
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 and the board have identified the following areas of non-compliance during the board assurance process:
Complete the necessary police vetting of an employee [Section 104 schedule 4 Education and Training Act 2020; regulations 5–8 of the Children’s Act 2014 (Requirements for Safety Checks of Children’s Workers) Regulations 2015].
Ensure that teachers and authorised staff members have completed training on Physical Restraint Guidelines [Section101 of the Education and Training Act 2020].
Implement risk management procedures as outlined in the school policy and procedures for education outside the classroom [Health and Safety at Work Act 2015].
The Board has addressed the areas of non-compliance identified.
Provision for International Students
This section of the report is about the quality of the provision of education for international student 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 L et’s continue to work together for the greater good of all children
Sharon Kelly Director of Schools
29 September 2025
Read the full report on ero.govt.nz →
All 3 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).