Bracken Road , Newlands, Wellington
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We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.
Newlands Intermediate provides education for learners in Years 7 and 8. The school vision is Newlands Intermediate is a place to stand tall – tūrangawaewae. A new principal has been appointed and takes up this position in term 1, 2025. The total roll in 2024 was 528, with a significant increase in Asian learners since 2022. Similar numbers of New Zealand European/ Pākehā and Asian learners comprise the majority of the roll, 12% are Māori, and 10% identify as having a Pacific nation’s heritage.
The school expected to see the development of an inclusive local curriculum that effectively supports all learners’ achievement and continuous improvement and reflects of the vision and aspirations of the community. A deliberate focus on improving engagement and achievement in reading, writing and mathematics resulted in most learners showing sustained improvement and, for some, accelerated progress.
Students, staff and the board were involved in extensive consultation with Ngā Hau e Whā o Paparārangi Marae, the community and whānau to develop an integrated curriculum. Ngā Pou at the centre of this curriculum, was developed to guide the school‘s direction, vision, teaching and learning. The inclusion of local, relatable learning contexts has led to heightened student engagement, autonomy and achievement.
| How well are learners succeeding? | Success and progress for all learners is increasing. |
| What is the quality of teaching and learning? | Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics. |
| How well does the school curriculum respond to all learners needs? | Learners have rich opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals. |
| How well does school planning and conditions support ongoing improvement? | School planning and conditions to support ongoing improvement to the quality of education for learners are well established. |
| How well does the school include all learners and promote their engagement and wellbeing? | The school successfully promotes learners’ engagement, wellbeing and inclusion. |
| How well does the school partner with parents, whānau and its community for the benefit of learners? | The school reports usefully and accurately to parents / whānau about their child’s learning, achievement and progress. The school responds well to a wide range of information gathered through community consultation, to inform strategic planning and curriculum decisions. |
| Student Health and Safety | The school board is taking reasonable steps to ensure student health and safety. |
This table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills | |
| Reading | Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Writing | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
| Mathematics | A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners. |
The school is behind the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving towards or beyond the target.
Chronic absence is reducing over time.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Well-established school planning and conditions support has increased the rate of progress for all groups of students.
The school has significantly improved achievement and progress for those learners most at risk of not achieving since the previous review.
The school has to some extent extended achievement and progress for learners working at or above curriculum levels since the previous review.
The school is making progress towards meeting Government reading, writing and mathematics targets for 2030 and this will need to be a key strategic priority.
This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.
A large majority of students achieve well in core curriculum areas and learners with complex needs who require additional support, benefit from integrated, personalised programmes devised by specialist staff.
The strong commitment of all staff to the education and wellbeing of early adolescents ensures the provision of a curriculum that supports the learning of all students.
Well-designed systems and processes are in place to guide and support the new leadership team. Targeted professional development builds staff collective knowledge, capability and capacity. Leaders and teachers continually reflect on the effectiveness of teaching and learning through systematic inquiry and evaluation practices.
Newlands Intermediate staff have been involved in the development of the revised Mathematics Curriculum for Years 7 and 8. Schoolwide implementation of structured literacy and mathematics has been planned for and is underway.
The local curriculum responds and reflects whānau values and aspirations, the local environment and strong connections with Ngā Hau e Whā o Paparangi, the local marae where Newlands Intermediate is tangata whenua.
The agreed next steps for the school are to:
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
Annually:
Actions taken against these next steps are expected to result in:
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.
International students are well cared for and experience opportunities to develop academically and socially, as well as participate in the wider sporting and cultural activities across the school. International students are well supported by staff and student leaders to integrate and make friends.
Pastoral care is responsive, caring and proactive. Internal evaluation processes are effective; students and their parents are asked for feedback, and any emerging issues are addressed.
The International Coordinator regularly reports the achievement and progress of International Students to the board.
All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.
During this review the Board has attested to some regulatory and legislative requirements in the following areas:
Yes
Yes
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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
Sharon Kelly
Director of Schools (Acting)
4 April 2025
This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
This Profile Report was written within 12 months of the Education Review Office and Newlands 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
Newlands Intermediate, located in Newlands, Wellington, provides education for learners in Years 7 and 8.
Newlands Intermediate’s strategic priorities for improving outcomes for learners are:
You can find a copy of the school’s strategic annual plan on Newlands Intermediate’s website.
ERO and the school are working together to evaluate how well the local curriculum responds and reflects whānau values and aspirations, the local context and environment focus, enabling all tamariki to be confident, connected and actively involved learners.
The rationale for selecting this evaluation is:
The school expects to see a wide-ranging, strategically planned consultation process that genuinely consults and actively involves tamariki, whānau and kaiako. A key guiding curriculum will be developed that will authentically guide the school’s direction, vision, teaching and learning.
The school can draw from the following strengths to support its goal to evaluate how well the local curriculum responds and reflects whānau values and aspirations, the local context and environment focus, enabling all tamariki to be confident, connected and actively involved learners:
Moving forward, the school will prioritise:
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
14 December 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
As of October 2022, the Newlands Intermediate Board has attested to the following regulatory and legislative requirements:
Yes
Yes
Yes
Yes
Yes
Yes
For further information please contact Newlands 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
14 December 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
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.
The school is effective in responding to learner needs and providing pastoral care for students, enabling them to participate fully in learning and the life of the school.
Shelley Booysen
Director of Schools
14 December 2023
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Newlands Intermediate in Wellington caters for students in Years 7 and 8. At the time of this review, the roll was 466, with 17% of students identifying as Māori, and 6% as of Pacific heritage. There has been significant roll growth since the September 2015 ERO report.
Recent review has renewed the school’s vision and values.The new logo represents the tree, ti kouka – the cabbage tree, that has been growing in the courtyard since the school was built in 1977. This tree is a symbol of resilience, growth, strong heart and national identity.
Key strategic goals include: There is a charter target on accelerating achievement in writing and a schoolwide goal on increasing student responsibility and control over their learning; raising the achievement levels of priority learners including Māori, Pacific and those with more complex learning needs; providing a safe and inclusive learning environment; and developing a professional staff learning community.
Leaders and teachers regularly report to the board, schoolwide information about outcomes for students in the following areas:
The school shares a boundary with Newlands College. It is a member of the Newlands Kāhui Ako.
Most students achieve at or above expectation in reading and mathematics with a large majority achieving at or above expectation in writing. Boys achieve less well in writing. Girls and Māori students’ achievement in mathematics overall is lower than their peers. Pacific students overall achieve at lower levels in literacy and mathematics.
The school has yet to develop a shared definition of acceleration. Systems are not yet sufficiently developed to enable leaders and teachers to judge, analyse and report the rate of progress of target students.
Students benefit from a purposeful, schoolwide learning environment. They are on task and engaged in their learning. Relationships among students and with teachers are positive and respectful. The school is inclusive, with culture, language and identity recognised and valued. Students’ wellbeing and sense of belonging are strongly promoted. Learners’ voice and interests are acknowledged.
There are a significant number of students with more complex learning needs. They are well supported with appropriate programmes and interventions. Individual progress is monitored against collaboratively developed specific individual education plans.
Trustees and school leaders work in a systematic way to promote the school vision and establish a culture of ongoing improvement. Leaders recognise and use the knowledge and skills of teachers to lead aspects of the curriculum. There is a coherent alignment of school systems and processes to support positive outcomes for students.
Teachers are well supported to develop and extend their skills and expertise. Extensive professional development is appropriately aimed at introducing new methodologies and growing teachers’ professional capability. Appraisal processes are improvement focused with individual goals linked to school targets. There is a well-considered induction programme for new staff. Beginning teachers are appropriately mentored and guided.
Leaders and teachers use an appropriate range of assessment tools to gather baseline data, effectively identify students at risk of not achieving and establish suitable annual school targets. Individual student achievement is well monitored. Teachers use this data to identify and respond to students’ interests and learning needs. Syndicates plan collaboratively and collectively consider key judgements on individual student achievement.
Leaders recognise the importance of enhancing systems and processes to more effectively track and respond to students’ rates of progress. Key developments should include:
The school’s broad curriculum provides extensive opportunities for students to engage in a wide range of cultural, sporting, artistic, academic or leadership activities. However, aspects of the curriculum, while evident in action, are not explicitly recorded in an overall curriculum document. It is timely to review and document expectations for key aspects that include the principles, values and key competencies of The New Zealand Curriculum. Specific guidelines for teacher inquiry, effective classroom practice and expected student outcomes should also be included.
An established self-review process is in place that is reflective, informs decision making and leads to ongoing improvement. Enhancing this process to strengthen the evaluative aspects of review should support trustees and teachers to more effectively measure the impact of systems and processes on student outcomes and identify next steps.
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:
During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
The school is a signatory to the Education (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 six international students attending the school.
The school uses sound processes to monitor the provision of pastoral care, accommodation, English language learning and appropriate learning programmes for their international students.
For sustained improvement and future learner success, the school can draw on existing strengths in:
For sustained improvement and future learner success, priorities for further development are in:
[ERO will provide an internal evaluation workshop for trustees and senior leaders.]
ERO is likely to carry out the next external evaluation in three years.
Alan Wynyard
Director Review & Improvement Services Central
Te Tai Pokapū - Central Region
25 September 2018
| Location | Wellington |
| Ministry of Education profile number | 2924 |
| School type | Intermediate (Years 7 and 8) |
| School roll | 466 |
| Gender composition | Female 52%, Male 48% |
| Ethnic composition | Māori 17% Pākehā 41% Indian 10% Chinese 6% Pacific 6% Other ethnic groups 20% |
| Students with Ongoing Resourcing Funding (ORS) | Yes |
| Provision of Māori medium education | No |
| Review team on site | July 2018 |
| Date of this report | 25 September 2018 |
| Most recent ERO report(s) | Education Review September 2015 Education Review October 2012 Education Review July 2009 |