Te Atatu Intermediate

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Harbour View Road, Te Atatu Peninsula, Auckland

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Te Atatu Intermediate

Te Ara Huarau | School Profile Report


This Profile Report was written within 6 months of the Education Review Office and Te Atatu 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


Te Atatu Intermediate is located on the Te Atatu Peninsula, Auckland and caters for years 7 and 8 ākonga/learners. The school’s vision identifies the school as a place to belong, where learners are equipped to ‘stand tall.’ This vision is underpinned by the key values of W.A.K.A.: Whanaungatanga, Atawhai, Kaitiakitanga and Ako.

Te Atatu Intermediate’s strategic priorities for improving outcomes for learners are:

  • Improving outcomes for all ensuring culture/tikanga, outcomes are within reach for all learners.
  • A living developing localised Curriculum which puts learners at the centre. 
  • Engaging in partnership with community, with learners and whānau at the centre of the school’s educational outcomes.
  • A safe and compliant school environment where quality teaching and leadership focus on benefitting learning.

You can find a copy of the school’s strategic and annual plan on Te Atatu Intermediate’s website.

ERO and the school are working together to evaluate the impact and effectiveness of the school’s teaching strategies and practices in achieving equitable and excellent ākonga learning outcomes. 

The rationale for selecting this evaluation is: 

  • to review the school’s culturally responsive and relational approaches in teaching and learning, to evaluate how well they are utilised to support ākonga learning outcomes
  • a strong focus has been on wellbeing and inclusive practices over the last few years, so coming out of Covid, the staff feel the next steps are to return the focus to the consistent practices of teaching and learning across the kura.
  • as teachers implement the curriculum refresh it remains a priority to ensure the retention of quality teaching and learning practices
  • building on school-wide holistic approaches, the evaluation will also consider the impact of hauora and inclusivity on all learners
  • the recommendations from the last ERO review were around removing any disparity in the learning data, this evaluation will explore the improvements. 

The school expects to see: 

  • equitable and excellent learning outcomes for all ākonga across a broad localised curriculum
  • consistent learning targets, tracking and acceleration practices for priority ākonga with identified needs
  • continued evaluation of how the school’s culturally responsive and relational expectations which includes the W.A.K.A values impact positively on all ākonga
  • leadership capacity and capability developed across the school to further build learner and teacher success
  • a continued emphasis on whanau engagement; building with whanau and school the aspirations for all tamariki


The school can draw from the following strengths to support the school in its goal to evaluate the impact and effectiveness of the school’s teaching strategies and practices in achieving equitable and excellent ākonga learning outcomes:

  • ākonga are agentic and can articulate clearly their learning needs
  • school wide culture of acceptance and celebration of differences in an inclusive environment where students find their ‘place to belong’
  • a broad creative curriculum that includes developing opportunities for ākonga talents through the arts, STEM subjects, culture, leadership and sports
  • teachers and leaders respond quickly to meet ākonga needs across academic, social, and cultural contexts
  • a supportive and valued community. 

Where to next?

Moving forward, the school will prioritise: 

  • reviewing the school’s qualitative and quantitative data used to focus on evaluating school wide teaching consistency, collaborative practices and learner leadership agency
  • through the ākonga lens, consider the transition to and transition from Te Atatu Intermediate practices, in order to establish what creates the most positive difference to learning
  • establishing an evaluation plan to inquire into and identify the strategies and practices that are perceived to impact on equity and excellence most positively
  • implement the practices and processes consistently to effectively improve learner outcomes
  • establishing a clear, shared language statement of shifts in practice expected over the next 2 years.

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 

4 December 2023 

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

Te Atatu Intermediate

Board Assurance with Regulatory and Legislative Requirements Report 2023 to 2026 

As of August 2023, the Te Atatu Intermediate Board has attested to the following regulatory and legislative requirements:

Board Administration




Management of Health, Safety and Welfare


Personnel Management






Further Information

For further information please contact Te Atatu Intermediate, School Board.

The next School Board assurance that it is meeting regulatory and legislative requirements will be reported, along with the Te Ara Huarau | School Evaluation Report, within three years.

Information on ERO’s role and process in this review can be found on the Education Review Office website. 

Shelley Booysen
Director of Schools 

4 December 2023 

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

Te Atatu Intermediate

Provision for International Students Report 


The Education Review Office reviews schools that are signatories 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 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 and has completed an annual self review of its implementation of the Code. 

At the time of this review there were two international students attending the school, and no exchange students. 

The school’s process for annual self–review and its provision of pastoral care with reference to quality of education and student participation in the school community, is effective, and is focused on the needs of the learners.

The school has visitors often attend as short-stay students and their integration into the school programmes provides a cultural and language exchange for the visitors and local learners. 

Shelley Booysen
Director of Schools 

4 December 2023

About the School

The Education Counts website provides further information about the school’s student population, student engagement and student achievemecnt. educationcounts.govt.nz/home

Te Atatu Intermediate - 29/06/2020

School Context

Te Atatū Intermediate School, Auckland caters for students in Years 7 and 8. There are currently 470 students enrolled at the school, of whom 26 percent are Māori and seven percent are of Pacific heritage.

The school’s mission statement is ‘Equipping our students to stand tall’. The key values of W.A.K.A.; Whanaungatanga, Atawhai, Kaitiakitanga and Ako, underpin the vision of developing students to achieve their own personal best.

The board’s strategic goals include raising academic achievement, catering more effectively for students who are at risk of not achieving, and improving home and school partnerships.

Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics in relation to national curriculum levels
  • progress and achievement of priority learners in literacy and mathematics.

Since the 2015 ERO review, a new principal and deputy principal have been appointed from within the school. Schoolwide professional development has focused on biculturalism and teaching mathematics.

The school is a member of the Te Atatū Community of Learning | Kāhui Ako (CoL).

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

The school is working towards achieving equitable and excellent outcomes for all its students.

School information shows that most students achieve at or above curriculum expectations in reading, writing and mathematics. This pattern of achievement has been consistent over time.

However, this achievement information also shows persistent in-school disparity for Māori and Pacific students in reading, writing and mathematics. Girls and boys achieve at similar levels in mathematics, however achievement data show disparity for boys in literacy.

Students achieve well in relation to the school values which are specifically taught as an integral feature of the school’s curriculum.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Students whose learning requires acceleration are identified by the school. The school uses a standardised assessment tool to track and monitor students who make acceleration. There is evidence of acceleration for many students.

The school is working towards increasing parity for Māori and boys through targeted initiatives including tikanga Māori classes, te reo Māori classes and targeted teaching. At the time of this review it was too early for ERO to evaluate the effectiveness of these initiatives.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Students benefit from an increasingly authentic curriculum and learning opportunities that connect to their own needs and interests. They are well supported to take ownership of their learning through programmes that explicitly teach leadership, problem solving, resilience and the school's W.A.K.A. values. A range of tikanga Māori practices are developing in the school and this is contributing to a sense of belonging for Māori students. These initiatives enable students to develop a strong sense of self, ownership in the school and experience success.

Pastoral care systems provide students with high levels of support aimed at reducing barriers to learning. Learning support for students with additional learning needs is well coordinated. Students are supported to participate, progress and achieve their individual goals. Teachers have high expectations for student achievement and wellbeing.

The newly established leadership team is improvement focused. They are building capability through professional learning based on the school’s strategic goals. This is supported by a robust and collaborative appraisal process that has a continuous improvement component focused on teaching and student learning.

The school’s wider community relationships enrich opportunities for students to become confident, actively involved, lifelong learners. This is seen in local sustainability projects with community organisations. Parents and whānau have good opportunities to contribute to the curriculum and school direction through learning partnerships, including career pathways. Active involvement with the Kāhui Ako has improved transitions for the students between schools.

Trustees work collaboratively with school leaders. They are well informed about student achievement and school priorities. This information supports the board’s decision-making processes. They strategically fund initiatives to support the developing cultural practices at the school. Funding is also provided for extra personnel and staff professional development to enable students to access the curriculum.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Leaders, teachers and trustees recognise the positive impact that integrating te reo and tikanga Māori has on all students’ success. They are committed to improving the extent to which te ao Māori is woven throughout the curriculum and school environment. Leaders could now evaluate the impact that current tikanga and te reo Māori initiatives are having on improving student achievement.

Leaders should strengthen internal evaluation processes across all levels of the school. More in-depth evaluation should include greater use of data-based evidence to gauge the effectiveness of strategies and programmes, and their impact on accelerated learning. This would provide more specific information for strategic decision making about reducing disparity for Māori and Pacific learners.

3 Other Matters

Provision for international students

The school is a signatory to theEducation(Pastoral Care of International Students) Code of Practice 2016(the Code)established under section 238F of the Education Act 1989. 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.

4 Board Assurance on Legal Requirements

Before the review, the board and principal of the school completed theERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • finance
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand down, suspension, expulsion and exclusion of students
  • attendance
  • school policies in relation to meeting the requirements of the Children’s Act 2014.

5 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Te Atatū Intermediate’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.

6 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • leadership that promotes connections and relationships that actively support equity and excellence for all learners
  • a strategic focus on building professional capability that promotes collaboration across the curriculum to raise achievement
  • comprehensive pastoral care systems that support wellbeing and respond to students’ needs.

Next steps

For sustained improvement and future learner success, priorities for further development are in continuing to:

  • reduce the disparity of achievement for Māori and Pacific learners
  • review and enhance schoolwide bicultural practices to ensure greater success for Māori learners as Māori
  • to strengthen schoolwide capability for inquiry, and internal evaluation that focuses on improving achievement outcomes for students most at risk.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

29 June 2020

About the school

The Education Counts website provides further information about the school’s student population, student engagement and student achievement.