Gisborne Intermediate

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156 Roebuck Road, Gisborne

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Gisborne Intermediate 

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. 


Gisborne Intermediate School, located in Gisborne City, provides education for students in Years 7 and 8. The school’s vision is to ‘grow great people’. The school has a bilingual class and two classrooms that support learners with additional needs. A new principal was appointed in Term 3 2022. 

There are two parts to this report. 

Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki/bilingual settings.  

Part B: The improvement actions prioritised for the school’s next evaluation cycle.  

Part A: Current State  

The following findings are to inform the school’s future priorities for improvement. 

Learner Success and Wellbeing  

The school is working towards achieving equitable learning and positive wellbeing outcomes for all learners. 

  • The majority of learners achieve at expected curriculum levels in reading and mathematics; a priority for the school is to decrease disparity in achievement between New Zealand European students and their peers (Māori and Pacific learners), and between boys and girls in literacy, particularly writing.  
  • Attendance information shows that the school is below the Ministry of Education target for regular attendance; the school’s analysis clearly highlights the correlation between regular attendance and achievement and is working towards addressing this.  
  • Students are increasingly engaged in their learning and positive social interactions, within a strengthening school culture. 

Conditions to support learner success 

School leadership works collaboratively within the school and wider community to set and pursue improvement goals focused on learner outcomes. 

  • Leadership increasingly fosters a culture for teachers that is committed to high quality teaching and the monitoring of learner progress; professional learning is aligned with improvement goals. 
  • Leadership provides clear direction, to action and realise a small number of pertinent improvement goals, that reflect the school’s vision and what the community wants for its children.  
  • Leadership is strengthening links between the school and wider community, including parents, whānau, mana whenua and contributing schools, and underway in developing reciprocal relationships to enhance transition and enrich opportunities and experiences for learners. 

Teaching practice is increasingly adaptive to learner needs, through a curriculum that emphasises foundational skills in literacy and mathematics. 

  • Learners increasingly experience positive and affirming learning environments with clearly established routines and expectations for learning; further strengthening teachers’ cultural knowledge and practices is a planned next step.  
  • Teachers engage students in meaningful learning, developing concepts, ideas, and skills through deliberate acts of teaching including modelling, questioning, instruction, feedback and feedforward. 
  • Teaching practices are increasingly adapted to respond to learner needs, supported by a wide range of teaching and learning resources; school-wide consistency of teaching informed by improved assessment practice is a next step. 

 Key school conditions, partnerships, stewardship and evaluation for improvement are increasingly cohesive. 

  • Leadership acknowledges that the use of internal expertise builds partnerships for learning; staff in rumaki have the capacity to build knowledge in te reo Māori and te ao Māori throughout the school. 
  • Stewardship is representative of the school community and board members work collaboratively with school leaders to realise the vision and improvement goals; resourcing for learning is equity and wellbeing focused. 
  • Learner wellbeing and inclusivity are increasingly supported by clear expectations about seeing school values in action, improving relationships between students, teachers and whānau, and accessing additional support as required. 
  • Evaluation for improvement is developing and the board, leaders and teachers are strengthening the way they collect, analyse, and interpret data; strengthening the use of whānau perspectives and including learner voice to inform school decision making, is an identified next step.  

Rumaki/Bilingual Outcomes and Conditions to Support Learner Success 

Tamariki outcomes 

  • Tamariki develop confidence to speak te reo Māori through the recitation of karakia, pepeha, and whakapapa
  • Kaiako provide a responsive local curriculum that engages tamariki in authentic learning environments. 
  • Tamariki make accelerated progress in reading, writing, and mathematics. 

Conditions to support learners 

  • Learning programmes purposefully engage tamariki in meaningful learning through te reo Māori
  • Targeted resourcing of te ao Māori learning programmes, supports and strengthens tamariki outcomes.  
  • A responsive, inclusive learning environment supports tamariki to confidently apply new learning. 

Priorities for Improvement 

  • Kaiako develop the fluency and comprehension of  tamariki  in every day conversational reo. 
  • Leadership develop systems to consistently track Ngā Manu ā Rēhua to monitor the effectiveness of the programme in meeting its goals. 
  • Kaiako implement a te reo Māori assessment tool to evidence te reo Māori progression.  

Part B: Where to next? 

The agreed next steps for the school are to:  

  • be relentless about having learners attending school regularly  
  • increase progress and achievement and parity between different groups of students in reading, writing and mathematics 
  • build teachers’ cultural capacity, responsiveness and confidence in delivering practices that benefit all learners 
  • strengthen assessment processes, including moderation, and the ways that information is used to inform teaching across the school. 

The agreed actions for the next improvement cycle and timeframes are as follows:

Within six months: 

  • strengthen strategies and approaches that support attendance and assist the school community to understand the correlation between regular attendance and academic progress and achievement 
  • moderation practices and data driven conversations are a regular feature of team and curriculum meetings to drive improved learning outcomes 
  • staff participate in professional learning to grow the school’s collective capacity to respond to the cultural needs of all students.  


  • analyse attendance data and measure progress towards improving regular attendance at school. 

Every six months: 

  • review curriculum content, delivery and assessment practices to ensure these are still fit for purpose and used consistently as agreed  
  • use an agreed monitoring process to review and report on how effectively staff are implementing practices that respond to learners’ languages, cultures and identities.  


  • report to the board in relation to annual and over time progress and achievement of all groups of students, including the levels of disparity for these groups  
  • evaluate and report progress towards improving attendance for all groups of learners. 

Actions taken against these next steps are expected to result in: 

  • growth in regular student attendance, leading to improved and sustained engagement in learning and progress and achievement 
  • teaching practices that result in improved parity of outcomes for groups of learners 
  • schoolwide consistency in the use of assessment practices and delivery of the curriculum that responds to learners’ needs, strengths and cultures 
  • evaluation practices that inform school and classroom decision making. 

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. 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​ 

​1 July 2024​  

About the School 

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

Gisborne Intermediate

Board Assurance with Regulatory and Legislative Requirements Report ​2024​ to ​2027​ 

As of ​April 2024​, the ​Gisborne Intermediate​ Board has attested to the following regulatory and legislative requirements: 

Board Administration 




Management of Health, Safety and Welfare 


Personnel Management 






Actions for Compliance 

​ERO and the board have​ identified the following areas of non-compliance during the board assurance process: 

  • properly elect and constitute the School Board 
    [s119 Education and Training Act 2020] 
  • undertake and record sufficient identity and referee checks on the appointment of staff.  
    [Children’s Act 2014] 

The board has ​addressed​ the areas of non-compliance. 

Further Information 

For further information please contact ​Gisborne 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​ 

​1 July 2024​   

About the School  

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

Gisborne Intermediate - 10/06/2020

School Context

Gisborne Intermediate School caters for students in Years 7 and 8. At the time of this ERO evaluation the roll was 612, with 49% identifying as Māori.

The school’s overarching vision states – ‘te whakatipu iwi nui - growing great people’. The valued outcomes for students are expressed in the school ‘RISE’ values – ‘Respect, Integrity, Self-management, and Excellence’. Strategic priorities are student learning, powerful partnerships, personnel development and student wellbeing.

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

  • reading
  • writing
  • mathematics and
  • wellbeing.

Gisborne Intermediate is a member of Taha Whānau (Gisborne) Kāhui Ako. The school principal is the lead principal of the Kāhui Ako.

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 on a positive trajectory in achieving equity and excellence for all its students.

End of 2018 data, provided by the school, showed the majority of students achieved at or above curriculum expectation in reading, writing and mathematics. Māori students had significantly lower achievement in all areas than their peers, with less than half reaching expectation in writing and mathematics.

School-provided data for midyear and end of year 2019 reflects a positive trajectory of improvement in achievement and wellbeing. There is an increase in outcomes for most students across reading, writing and mathematics. Māori student achievement has improved and the disparity with their peers has reduced. The 2019 end of year data shows that disparity between girls and boys in literacy has reduced. Writing achievement for all groups remains an area of focus for the school.

Pacific students are appropriately identified, tracked and monitored. Overall achievement is low and there is more to be done to achieve equitable outcomes for Pacific students.

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

The school has focused on continuing to strengthen its capability to accelerate learning for those who need it. Teachers identified groups of students to be part of class-targeted interventions and programmes. At the time of the onsite stage of this ERO evaluation, the school did not have the data to show acceleration for those students who need this. Ongoing information shows that acceleration is happening for the majority of students.

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 proactively identifies and draws on iwi, hapū and whānau resources and expertise to enhance students’ achievement and wellbeing. A wide range of initiatives to engage with parents, whānau and community are undertaken. These connections provide enrichment and authentic, experiences for students, including those with additional learning needs.

Students learn in settled, inclusive classes. Contexts for learning are engaging and used to respond to students' interests and build on their knowledge. Digital tools and resources are used appropriately to support teaching and learning.

Student leadership is well developed and reflects the school’s values. Student voice is deliberately gathered, and their contributions are respected. Older students demonstrate positive support for younger students. The RISE values are clearly evident across the school.

Students benefit from leaders and teachers genuine and deliberate connections with contributing primary schools and secondary schools. Transitions in to and out of Gisborne Intermediate are well managed to maximise and enhance student learning opportunities, success and wellbeing.

Leadership has established clear and consistent expectations that promote a supportive environment conducive to learning and wellbeing. The documented curriculum is specific in its guidance for teachers. Staff engage in a range of professional learning opportunities to build capability. Processes and practices strengthen and sustain professional learning and collaboration to improve teaching and learning.

Assessment systems and practices have been developed and implemented to build reliability and consistency across the school. Leaders and teachers participate in regular discussions focused on student outcomes. Teachers and leaders continue to strengthen how they use achievement information to improve student learning, achievement and progress. They engage in regular reflection and consideration of ways to improve outcomes for students.

Students identified with additional learning needs are well catered for throughout the school. The learning support hub provides them with the facility to transition into the school before placement in mainstream classes if needed. Ongoing monitoring and reporting achievement assists leaders, teachers and trustees to provide suitable learning environments for these students.

Trustees demonstrate a shared understanding of their stewardship role and responsibilities. They identify and use each other’s knowledge, expertise and experience to benefit students. They review and reflect on their effectiveness as a board in supporting the school to realise its vision, values, strategic direction, goals and targets. School strategic priorities and initiatives guide trustees to make well grounded decisions about student achievement and wellbeing.

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

The school has considered and refined the student achievement targets. These identify those students whose achievement needs acceleration. This should contribute to a more focused approach to achieving equity of achievement for individuals and groups of students.

The school implements a range of initiatives and practices designed to improve student outcomes. Teachers, leaders and trustees should continue to evaluate the impact of these and make clear the links to student achievement data and outcomes.

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 Children’s Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO’s overall evaluation judgement of Gisborne 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.

5 Going forward

Key strengths of the school

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

  • clear strategic priorities that are focused on putting student wellbeing and learning at the centre of all decisions
  • continued ongoing involvement with the Kāhui Ako to strengthen the school’s processes and practices and promote learning that makes a positive difference for all students
  • leadership across the school that acknowledges and works in partnership with whānau, hapū and iwi.

Next steps

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

  • improving outcomes for students, to achieve equity for all groups in the school and raise levels of achievement overall with a focus on students whose learning needs accelerating.

Darcy Te Hau
Acting Director Review and Improvement Services Central
Central Region

10 June 2020

About the school

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