Whanganui Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 416
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 90 Dublin Street, Whanganui
- Territorial authority
- Whanganui District
- Phone
- 06-3490231
- office@wi.school.nz
- Website
- https://wi.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
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
It is our expectation that students will be in the correct uniform at all times.
- Required
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 260
- Māori
- 173
- Pacific
- 42
- Asian
- 43
- MELAA
- 12
- 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 | 87 | 20 | 16 | 4 | 1 | 131 | 0 | 204 |
| Year 08 | 108 | 15 | 18 | 5 | 4 | 151 | 0 | 257 |
| Total | 195 | 35 | 34 | 9 | 5 | 282 | 0 | 461 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 76 | 18 | 11 | 4 | 1 | 118 | 0 | 175 |
| Age 12 | 107 | 14 | 20 | 3 | 4 | 129 | 0 | 241 |
| Age 13 | 12 | 3 | 3 | 2 | 0 | 35 | 0 | 45 |
| Total | 195 | 35 | 34 | 9 | 5 | 282 | 0 | 461 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
103%
| Whanganui Intermediate | 103% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 107.7% |
|---|---|
| Male | 98.1% |
| Māori | 173.5% |
| Pacific | 71.2% |
| Asian | 118.4% |
| Other | 64.8% |
| European/Pākehā | 72.5% |
| Total | 103% |
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
9.9%
| Whanganui Intermediate | 9.9% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 6.5% |
|---|---|
| Male | 13.3% |
| Māori | 15.5% |
| Pacific | 20.9% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 7.9% |
| Total | 9.9% |
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
5.2%
| Whanganui Intermediate | 5.2% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 3.4% |
|---|---|
| Male | 7% |
| Māori | 12.2% |
| 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 exclusion data (2024)
About the school
- Equity Index (EQI)
- 505
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 25 January 1933
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
- 13 March 2024
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (13 March 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 13 March 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:
ensure that police vets are obtained before commencing work at the school.
[s104 Education and Training Act 2020]
The board has since taken steps to address the areas of non-compliance identified.
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 416 — 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 2018
594
Counted while ERO’s review team was at the school. Education Review Office, report of 29 June 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 13 March 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 9 months of the Education Review Office and Whanganui Intermediate 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
Whanganui Intermediate provides co-educational learning for ākonga in year 7 and year 8. The school sits on land gifted to the city of Whanganui by Te Āti Haunui-a-Pāpārangi . It currently provides level 3 te reo Māori to all ākonga . The school is part of the Takatini Tahi Kāhui Ako.
Whanganui Intermediate ’s strategic priorities for improving outcomes for learners are:
learning is real
I belong and I am confident to be me
whānau and community are valued partners.
You can find a copy of the school’s strategic and annual plan on Whanganui Intermediate ’s website.
ERO and the school are working together to evaluate the extent that all ākonga develop a sense of belonging to the school.
The rationale for selecting this evaluation is to support the school’s strategic objective to help ākonga feel that they belong to the kura and are confident in their identity. The school wants to provide a safe environment where all ākonga develop and explore who they are and the value they add to the kura . It is also important that ākonga quickly feel that they belong to better secure positive engagement with learning in an intermediate school environment.
The school expects to see:
belonging expressed through improvements visible in a range of indicators such as; confident use of te reo Māori me ngā tikanga Māori , co-curricular involvement, wellbeing measures, attendance and engagement rates, academic progress and achievement
learning programmes purposefully designed to promote a deeper sense of belonging
learning partnerships strengthened in deliberate ways between ākonga, kaiako and whānau
refined systems, processes and tools that respond quickly to identified needs.
Strengths
The school can draw from the following strengths to support its goal to evaluate the extent that learners develop a sense of belonging to the school:
all staff continue to build their capability to confidently use te reo Māori me ona tikanga
a clear strategic intent developed from recent consultation and engagement with the school’s community
processes are in place to recognise and respond to a range of learner needs to promote a sense of belonging and success.
Where to next?
Moving forward, the school will prioritise:
deciding on what information to use to show that ākonga are developing a deeper sense of belonging to the school
embedding and sustaining an integrated approach to learning using culturally informed place-based knowledges and ways of being
further building the capacity of ākonga, kaiako and whānau to work together in strength-based ways
further strengthening systems, processes and tools to ensure quicker support for identified ākonga .
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
13 March 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).