Peachgrove Intermediate

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

School Context

Peachgrove Intermediate is located in Hamilton East. It has a diverse ethnic roll of 475 students, including 187 Māori students. The school has a bi-lingual unit, Tīma Tahi, which caters for 45 students.

The school’s mission is to provide emerging adolescents with the best educational experiences to cater for their needs – Kia whāngaihia te hunga taiohi ki ngā whakaakoranga e hāngai pū ana. The school vision isLearning without Limits– He akoranga kairangi’. The values system (PRIDE) aims for students to be:

  • Positive in attitude - Ngākau Hīhiko

  • Respectful of self, others and property - Manaakitanga

  • Inclusive of all - Kōtahitanga

  • Determined to do their best – Upoko Pakari

  • Engaged in their learning - Ū ki ngā akoranga.

Strategic aims for 2018 include:

  • ensuring that all students have access to the New Zealand Curriculum (NZC) and experience accelerated learning outcomes

  • sustaining positive behaviour for learning (PB4L) practices within a creative, flexible and culturally responsive learning environment

  • embedding quality and effective teaching, learning and assessment practices across the school

  • growing and strengthening effective leadership capacity in all areas of the school.

Leaders and teachers gather and report to the board school-wide information about outcomes for students in the following areas:

  • reading, writing and mathematics

  • attendance and behaviour aligned to the school’s PRIDE values

  • learning support initiatives.

Since the previous ERO review in 2015, there have been changes to the school leadership structure and personnel. The senior leadership team comprises an experienced principal and deputy principal, and a newly appointed assistant principal. Three leaders of learning roles contribute to school leadership. The board of trustees bring a wide range of experience and knowledge to their governance roles. A new chairperson has been recently appointed.

The school is a member of the He Piko He Taniwha Community of Learning (CoL) | Kāhui Ako, and the principal is the lead principal of this 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?

Raising overall levels of achievement is an ongoing priority for the school. The school’s achievement data shows that a significant number of students enter the school at Year 7 below expected curriculum levels in reading, writing and mathematics. Data from 2017 shows that less than half of all students, including Māori, achieved at expected levels in reading, writing and mathematics. Less than 30% of Pacific students achieved at expected levels in writing and mathematics.

Māori and Pacific students achieved at significantly lower levels than their Pākehā peers in all areas. Boys achieved at lower levels than girls in reading and writing. These patterns of disparity have been consistent over time.

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

The school’s comparative data over two years, from 2016 to 2017, shows that the school has effectively accelerated the progress of students. Between 40 to 50% of the Māori students who were underachieving in reading, writing and mathematics made accelerated progress. A majority of the Pacific students who were underachieving in writing and mathematics made accelerated progress, and almost half made accelerated progress in reading. Approximately half of the boys who were underachieving made accelerated progress in reading, writing and mathematics.

Analysis of the acceleration of at-risk students is carried out regularly by leaders of learning with team teachers.

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?

The school’s curriculum is responsive and inclusive. Students work in settled environments and experience positive relationships with their teachers. Parents and whānau have opportunities to be involved in school life and their children’s learning. Students participate in and lead tikanga Māori, and bi-cultural aspects of the curriculum are visible and contextualised. Students’ language, culture and identity is celebrated and strengthened in the bi-lingual class, where they receive good quality te reo Māori instruction. The school provides appropriate assistance for students with additional learning and behavioural needs. There is an authentic and effective approach to integrated learning in the technology and arts curriculum.

A collaborative leadership team has developed and sustained supportive conditions for learning. There has been a focus on culturally responsive practice and positive behaviour for learning strategies. The school’s leader of learning model centres on coaching and mentoring of teachers. Leaders have revised and strengthened the appraisal process in response to the 2015 ERO report. New procedures have been developed in 2018 to provide for teacher professional development and its delivery. Internal review of some areas of school operations has led to initiatives that are resulting in positive learning outcomes for students.

Trustees actively support equitable opportunities for student learning. The board has a clear commitment to having whānau representation, and includes Māori and Pacific trustees. Resourcing is prioritised to provide for students with additional learning needs, including those students for whom English is a second language. The board also provides funding and resourcing to enable all students to participate in school activities, including the provision of significant digital technologies.

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

Developing teacher capability and consistency of practice should now be a priority. Leaders and ERO agree that this should include:

  • differentiated learning opportunities that cater for students’ individual needs

  • the use of learning progressions to support students’ understanding of where they are at and what their next steps are

  • effective formative assessment practice.

Aspects of internal evaluation need further development. The use of data for strategic, targeted action to raise student achievement needs to be more explicitly aligned to:

  • charter achievement targets

  • tracking, monitoring and reporting of acceleration of at-risk learners by teachers and leaders

  • teachers’ inquiries and professional development.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO 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 Vulnerable Children Act 2014.

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.

At the time of this review there were two long stay international students attending the school. An additional seven students were also enrolled in short stays. The school has effective systems and processes in place to support the pastoral care and individual learning of international students. International students are well integrated into the life of the school and have many opportunities to develop positive relationships with other students and participate in all aspects of the curriculum.

4 Going forward

Key strengths of the school

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

  • a curriculum that supports students’ wellbeing and sense of belonging

  • leadership that promotes a structured and supportive environment conducive to student learning

  • school stewardship that supports equitable opportunities for students.

Next steps

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

  • targeted action to accelerate learning and raise student achievement

  • internal evaluation to support continuous improvement.

ERO’s next external evaluation process and timing

ERO is likely to carry out the next external evaluation in three years.

Adrienne Fowler

Director Review and Improvement Services

Te Tai Miringa - Waikato / Bay of Plenty Region

26 October 2018

About the school


Hamilton East

Ministry of Education profile number


School type

Intermediate (Years 7 and 8)

School roll


Gender composition

Boys 54% Girls 46%

Ethnic composition

Māori 38%
Pākehā 24%
Pacific 11%
Indian 8%
Other Asian 6%
Other 13%

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Number of Māori medium classes


Total number of students in Māori medium (MME)


Total number of students in Māori language in English medium (MLE)


Number of students in Level 1 MME


Number of students in Level 2 MME


Review team on site

August 2018

Date of this report

26 October 2018

Most recent ERO report(s)

Education Review May 2015
Education Review June 2013
Education Review December 2010


Students at Peachgrove Intermediate School learn and achieve in a positive, inclusive and student-centred school culture. School leaders and teachers work collegially and reflectively to continue to improve their practice in order to raise student achievement. Trustees and school leaders are committed to school improvement and development.

ERO is likely to carry out the next review in three years.

1 Background and Context

What is the background and context for this school’s review?

Peachgrove Intermediate caters for students in Years 7 and 8 who come from a large number of contributing schools in the Hamilton area and surrounding districts. Many students transition to nearby secondary schools at the end of Year 8. The school roll is 468. The school is a diverse multicultural school, 32% of whom identify as Māori and 11% who identify as Pasifika. A feature of the school is the bilingual unit where students receive tuition in Māori language and culture.

This report evaluates the school’s response and progress made in relation to significant areas for review and development identified in the 2013 ERO report related to aspects of self review, leadership of learning, student achievement and curriculum design.

A new chairperson was appointed to the board of trustees in early 2015. A new trustee has been co-opted, strengthening representation and providing a voice for both Pasifika and Māori aspirations on the board. Trustees have had ongoing training about their roles as governors and demonstrate a clear understanding of their responsibilities. The senior leadership team has remained the same. A Special Education Needs Coordinator position was created in 2014 with additional responsibilities for strengthening teaching practice across the school. The Ministry of Education has provided ongoing professional development and support for leaders and teachers in the areas of literacy and assessment. The school is undergoing extensive classroom modifications to provide them with modern learning environments for teachers and students.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

The 2013 ERO report recommended that the school review and strengthen:

  • self review
  • leadership for learning
  • the use of student achievement information to raise achievement
  • curriculum design and delivery.

The board of trustees and school leaders provide clear strategic direction for the school through the charter and annual plan. Targets are focused on raising the achievement of all students identified at risk of not achieving national expectations. Trustees receive regular reports about student achievement data, and have a clear understanding of using this information for decision making. The board regularly reviews the school's performance in relation to charter targets and the annual plan.

The school’s leadership model has been reviewed and restructured to maximise use of strengths and knowledge within the school. Senior leaders take a collaborative approach to decision making, and share in learning conversations that build teacher capacity. Team leaders express appreciation for coaching and mentoring from senior leaders that strengthens and supports their practice. Team leaders in turn support teachers in the same manner. This positive culture is promoting professional discussion, sharing of ideas, and teachers trialling innovative ways to improve student outcomes. School leaders track and monitor student progress, and with further development, should be able to more effectively evaluate the strategies used to raise student achievement.

Student achievement data for the end of 2014 shows a marked improvement in the proportion of students achieving at or above National Standards in reading, writing and mathematics. The numbers of Māori students achieving success has improved. Increasing the proportion of Māori students achieving at or above National Standards remains a priority for the school. Though Pasifika student achievement has improved it is still an area for concern with less than half achieving National Standards in writing and mathematics. Suitable targets and specific interventions have been identified to accelerate the progress of the students achieving below expectations in 2015.

In 2014 the school consulted widely with students, staff and the community to review and clearly define the Peachgrove curriculum. The visual framework of a korowai weaves The New Zealand Curriculum strands and the key competencies into the context of Peachgrove Intermediate School. The school reports that this has led to wide agreement about school direction and values that reflect the importance placed on developing students who are positive, respectful, inclusive, determined and engaged (PRIDE). A new school logo reflects the PRIDE emblem on school uniforms and on documentation.

The korowai is prominently displayed around the school, and is well articulated by students and staff. These values have the potential to support ongoing review of the effectiveness of curriculum implementation and assessment to improve student achievement. Another positive development is the closer alignment of the school’s literacy and numeracy learning progressions with technology and arts programmes. The consistent implementation of the Ministry of Education initiative Positive Behaviour for Learning (PB4L) is contributing to a safe and inclusive school culture. There continues to be a rich range of opportunities for students to experience success in science, sporting, cultural and education outside the classroom activities as well as specialist arts and technology classes.

School leaders acknowledge the ongoing process of reflection and collaboration required to continue developing and implementing the Peachgrove Korowai Curriculum to promote success for all students. As identified in the 2013 ERO report, there continues to be a need to fully implement and integrate the intent of both Ka Hikitia and The Pasifika Education Plan through the teaching of all curriculum strands.

ERO observed examples of effective teaching practice in the school. These included:

  • relationship building focused on recognising individual student's strengths and interests, and developing appropriate programmes that enhance learning for adolescent students
  • strategies to build student capacity for managing their own learning such as meaningful learning progressions that students understand and use to set personal goals
  • flexible programmes that capitalise on modern learning environments and are facilitated by teachers using a collaborative, strength-based teaching approach
  • the integrated use of computer technologies that engage and empower students in their learning, and promote transparent information sharing amongst students, teachers, leaders and families/whānau.

School leaders are continuing to refine the performance management system for teachers. They have developed a useful framework for teacher attestation that includes Registered Teacher Criteria and embeds the principles of Tataiako Cultural Competencies for Teachers of Māori Learners with clearly identified indicators and expectations. This framework is ready to be linked with the appraisal process and implemented during 2015.

An important next step to raise student achievement is for school leaders to continue to strengthen teacher appraisals. This should include:

  • aligning goals for leaders and teachers with school-wide strategic aims, targets and professional development
  • artefacts and evidence from teachers
  • developing shared and understood indicators of effective teaching practice derived from current theory and research and Ministry of Education guidelines
  • providing regular and rigorous feedback to teachers based on documented observations of their practice.

School leaders should now consolidate expectations for effective teaching practice in order to achieve consistency across the school and bring about the changes required to improve student achievement outcomes.

3 Sustainable performance and self review

How well placed is the school to sustain and continue to improve and review its performance?

Aspects that contribute to school sustainability and improvement include:

  • clear strategic direction from school leaders and good processes for using self review to continually develop and improve the school
  • leadership focused on promoting student learning and improving student achievement
  • a well-designed framework of an integrated curriculum underpinned by school values that is shared, agreed and understood by trustees, leaders, teachers, students and their families
  • clear and consistently applied expectations for student behaviour
  • appropriate systems and processes for gathering, analysing and reporting on student achievement.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO 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:

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

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

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.


Students at Peachgrove Intermediate learn and achieve in a positive, inclusive and student-centred school culture. School leaders and teachers work collegially and reflectively to continue to improve their practice in order to raise student achievement. Trustees and school leaders are committed to school improvement and development.

ERO is likely to carry out the next review in three years.

Dale Bailey

Deputy Chief Review Officer Northern

20 May 2015

About the School



Ministry of Education profile number


School type

Intermediate (Years 7 to 8)

School roll


Gender composition

Boys 57% Girls 43%

Ethnic composition







Other Asian



Other Pacific

South East Asia












Special Features

2 bilingual units

Review team on site

March 2015

Date of this report

20 May 2015

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2013

December 2010

June 2008