Waimahia Intermediate School
Intermediate · State
- Year levels
- 7–8
- Total roll
- 238
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 44 Palmers Road, Clendon Park, Auckland
- Territorial authority
- Manurewa Local Board Area
- Phone
- 09-2667455
- admin@waimahia.school.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
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.
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
- Our Vision
- Maaku anoo e hanga tooku nei whare
- We shall fashion our own house
- At Waimahia this means that we will determine our own destiny. This vision of self-sufficiency and self-determination is one we have for our students.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 24
- Māori
- 80
- Pacific
- 150
- Asian
- 32
- MELAA
- 8
- Other
- 1
- 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 | 42 | 70 | 9 | 6 | 0 | 11 | 0 | 103 |
| Year 08 | 48 | 112 | 21 | 3 | 1 | 9 | 0 | 151 |
| Total | 90 | 182 | 30 | 9 | 1 | 20 | 0 | 254 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 11 | 34 | 57 | 9 | 4 | 0 | 8 | 0 | 84 |
| Age 12 | 48 | 98 | 15 | 5 | 1 | 9 | 0 | 135 |
| Age 13 | 7 | 26 | 6 | 0 | 0 | 3 | 0 | 34 |
| Total | 90 | 182 | 30 | 9 | 1 | 20 | 0 | 254 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
28%
| Waimahia Intermediate School | 28% |
|---|---|
| Auckland Region | 29.7% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 38.1% |
|---|---|
| Male | 19.2% |
| Māori | 64.8% |
| Pacific | 11.8% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 28% |
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%
| Waimahia Intermediate School | 0% |
|---|---|
| Auckland Region | 3% |
| 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%
| Waimahia Intermediate School | 0% |
|---|---|
| Auckland 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)
- 525
- Boarding
- No
- Language of instruction
- Some students taught in a Pacific language
- Urban / rural
- Major urban area
- Date opened
- 1 February 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
- 4
- Last reviewed
- 22 January 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (22 January 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 board assurance report of 22 January 2024 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.
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 238 — 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.
July 2019
230
Counted while ERO’s review team was at the school. Education Review Office, report of 7 October 2019
May 2017
224
Counted while ERO’s review team was at the school. Education Review Office, report of 12 July 2017
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 22 January 2024 — “Te Ara Huarau | School Profile Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
Background
This Profile Report was written within 6 months of the Education Review Office and Waimahia Intermediate School working in Te Ara Huarau , an improvement evaluation approach used in most English Medium State and State Integrated Schools. For more information about Te Ara Huarau see ERO’s website. www.ero.govt.nz
Context
Waimahia Intermediate is located in Clendon Park, South Auckland catering for Years 7 and 8 ākonga /learners. The school vision is for every student to leave the school ‘Engaged, Achieving and Confident in their Identity,’ developed through the values of Mana, Manaakitanga and Mātauranga which build on self- belief, respect, and the ability to inquire and innovate to be self-determining ākonga .
Waimahia Intermediate School ’s strategic priorities for improving outcomes for learners are:
Relevant, real indigenised curriculum taught by responsive evidence-based teachers.
Quality leadership that ensures success for all learners.
Active learners who maximise all opportunities to grow and embed knowledge, skills and understandings.
Rich, reciprocal relationships that realise mutual aspirations.
You can find a copy of the school’s strategic and annual plan on Waimahia Intermediate School ’s website.
ERO and the school are working together to evaluate how well and consistently the school is indigenising the curriculum to be culturally responsive to all ākonga , to ensure positive impactful outcomes for all.
The rationale for selecting this evaluation is:
to determine positive impact (post ERO 2019), of the work that has gone into indigenising teaching and learning outcomes and conditions
a leadership team focussed on building and reviewing the impact of high teaching and learning expectations want to establish how well the changes influence outcomes for learners
culturally informed and developed learning strategies and a culture of care, supports teachers really knowing their ākonga , their families and community which is inherent in the localised curriculum
determining how well project-based integrated teaching and learning engages ākonga by building on their interests
the school already assesses impact of the curriculum and pedagogical approaches on outcomes and has in 2023 moved to include assessing how challenging learning is for ākonga .
The school expects to see that by doing the following they will continue to optimise outcomes for learners:
providing a culturally responsive, indigenised curriculum that enables ākonga to feel more connected, challenged and engaged in their learning, which in turn will result in improved progress and achievement
ensuring teachers use consistently co- constructed approaches to planning, teaching and assessment which will continue to build student agency and further enhance the school’s learner focussed culture
ensuring strong informed leadership practices support collaborative teaching practices
continue building relationships with mana whenua to ensure sustainability in the school giving effect to Te Tiriti o Waitangi .
Strengths
The school can draw from the following strengths to support the school in its goal to evaluate how well indigenising the curriculum supports ensuring positive impactful outcomes for all:
mana enhancing teaching and learning underpins restorative practices and builds strong cultural inclusion
celebration of culture, identity and language is visible across the school’s curriculum
value by teachers and leaders of the knowledge and past learning ākonga bring to school is highly evident
leadership is focussed on bringing out the best in all their people
whānau and community partnerships support the school to realise community aspirations.
Where to next?
Moving forward, the school will continue to prioritise:
continuing to build teacher capability in ‘teaching as inquiry’, and in analysing and using student achievement information to inform practice
the ongoing development and embedding of strategies to improve the acceleration of learning for students who are below their expected curriculum levels
continuing to build and embedding strong, mana -enhancing leadership practices across the whole staff supported by a comprehensive internal evaluation plan that aligns with the strategic plan.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. ERO will support the school in reporting their progress to the community. The next public report on ERO’s website will be a Te Ara Huarau | School Evaluation Report and is due within three years.
Shelley Booysen Director of Schools
22 January 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 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).