Whakatane Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 586
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 101 James Street, Whakatane
- Territorial authority
- Whakatane District
- Phone
- 07-3086480
- admin@wistecom.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
Navy Shorts Navy Skort Navy/Jade Polo Shirt Navy Fleece Sweatshirt Navy Trackpants (winter) PE Polo Shirt PE Shorts
- Required
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
- Rock Band
There are also opportunities to try out for the Rock Band and Marimba Band.
- Marimba Band
There are also opportunities to try out for the Rock Band and Marimba Band.
- A biannual production
A biannual production is also held at Whakatāne Intermediate.
- Rock Band
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 331
- Māori
- 303
- Pacific
- 27
- Asian
- 45
- MELAA
- 16
- 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 | 156 | 10 | 23 | 12 | 1 | 169 | 0 | 297 |
| Year 08 | 156 | 14 | 17 | 10 | 1 | 165 | 0 | 300 |
| Total | 312 | 24 | 40 | 22 | 2 | 334 | 0 | 597 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 131 | 9 | 16 | 9 | 1 | 136 | 0 | 243 |
| Age 12 | 165 | 14 | 21 | 9 | 1 | 172 | 0 | 307 |
| Age 13 | 16 | 1 | 3 | 4 | 0 | 26 | 0 | 47 |
| Total | 312 | 24 | 40 | 22 | 2 | 334 | 0 | 597 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
109.1%
| Whakatane Intermediate | 109.1% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 113.9% |
|---|---|
| Male | 104.5% |
| Māori | 197.1% |
| Pacific | 96.8% |
| Asian | 0% |
| Other | 27.2% |
| European/Pākehā | 45.8% |
| Total | 109.1% |
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
1.5%
| Whakatane Intermediate | 1.5% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 2.8% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 2.7% |
| Total | 1.5% |
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%
| Whakatane 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)
- 486
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 4 February 1968
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
- 3 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 December 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 3 December 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:
the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community. [Section 91 Education and Training Act 2020]
The board has since addressed the area of non-compliance identified.
What ERO wrote in its latest report
This is ERO’s report of 3 December 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
Whakatane Intermediate is located in Whakatāne and provides education for students in Years 7 and 8.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of student success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the previous report in August 2022, the school and ERO worked together to evaluate the effectiveness of practices, processes and curriculum for improving equitable and excellent outcomes for all students in mathematics.
Expected Improvements and Findings
The school expected to see:
Schoolwide implementation of a comprehensive, contextually connected, responsive mathematics curriculum.
The mathematics curriculum has been well implemented, with ongoing monitoring of impact through student data and teacher feedback resulting in responsive changes.
Improved outcomes of equity and excellence for all students, particularly in mathematics.
The majority of students achieve at and above expected curriculum levels in reading, writing and mathematics.
Ongoing disparity for Māori students remains to be addressed by the school; their achievement is lower than non- Māori in reading, writing and mathematics.
Other Findings
During the evaluation, it was found that the school has established systems to strengthen teachers’ collective monitoring of student progress and achievement; refining these systems to better determine teacher impact on learner progress is a continuing focus.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
The majority of students achieve at and above expected curriculum levels.
Accelerated progress for some groups of students is evident in writing and mathematics.
Reducing disparity for Māori students, those not yet achieving expected curriculum levels in reading, writing and mathematics, remains a priority for the school.
Student attendance improved in 2024 with a majority attending regularly; the school is not yet meeting the Ministry of Education target and continues to work towards meeting this.
Conditions to support student success
Leaders foster an improvement culture committed to promoting quality teaching and equity in student outcomes.
Leadership is strengthening the consistency and quality of teaching and learning programmes; this is leading to improved outcomes for students.
Professional learning initiatives are informed by student assessment information and are increasingly effective in improving the quality of teaching.
Leaders increasingly provide opportunities for whānau and iwi to share in, and contribute to, student learning resulting in improved student engagement and progress.
Teaching and learning are increasingly responsive to the needs of students.
Student engagement is supported through a curriculum that increasingly reflects students’ identity and culture.
Respectful and collaborative teacher-student relationships support an inclusive learning environment that promotes student engagement.
Teachers increasingly monitor student progress and achievement to strengthen aspects of their teaching practice and respond to student needs.
Leadership continues to strengthen conditions that underpin ongoing school improvement.
Leaders value student feedback and meet regularly with the student council to discuss conditions that contribute to student wellbeing, learning opportunities and success.
Leaders and teachers are strengthening the use of information from a range of sources to plan for ongoing improvement focused on progressing positive outcomes for students.
Inclusion and wellbeing are prioritised with dedicated staff and targeted resourcing accessible for students requiring additional support.
Part C: Where to next?
The agreed next steps for the school are to:
continue to improve outcomes in reading, writing and mathematics for all students, with a particular focus on accelerated progress for those who are not yet meeting curriculum level expectations
strengthen and embed effective use of assessment data for teachers and leaders to regularly monitor and evaluate the impact of teaching and learning practices on student progress and achievement
continue to strengthen schoolwide consistency in planning and implementation of literacy and mathematics programmes
continue to monitor and review strategies to improve rates of regular attendance for all students.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within six months:
develop action plans for improvement in literacy and mathematics that include monitoring and evaluating student progress, and next steps for continued improvement
review systems for the collective monitoring of student progress and achievement, and use of data, to ensure consistency of process and practice across the school
identify teachers' strengths and development needs in teaching literacy and mathematics to inform professional learning requirements.
Every six months:
monitor the consistency and effectiveness of reading, writing and mathematics programmes and the impact on students’ progress and achievement with particular focus on the accelerated progress for students not yet meeting curriculum level expectations
review how well assessment information is used to guide effective and responsive teaching and learning
monitor and report on the impact of strategies used to improve regular attendance rates for all students.
Annually:
evaluate improvements in literacy and mathematics outcomes for all students; use this information to report findings to the board and community, and to identify what is having the most impact for students to inform further improvement
analyse how well reflective monitoring and evaluation processes have improved teaching, learning and assessment practices, and improved outcomes for students not yet meeting curriculum expectations
evaluate and report to the board on patterns and improvements in attendance; identify next steps to continue to increase regular rates of student attendance.
Actions taken against these next steps are expected to result in:
improved student progress, achievement and equitable outcomes for all students in reading, writing and mathematics
regular attendance of all students
embedded processes for effective schoolwide monitoring and evaluation of the impact of teaching and learning on students’ progress and achievement
strengthened systems and processes for gathering and using data and evidence to inform schoolwide improvement priorities and supporting actions.
ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all students. 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
3 December 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).