Ashburton Intermediate
Intermediate · State
- Year levels
- 7–8
- Total roll
- 436
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 144 Cass Street, Netherby, Ashburton
- Territorial authority
- Ashburton District
- Phone
- 03-3089563
- office@ashinter.school.nz
- Directions
- Get directions
Other schools nearby: schools in Canterbury
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 324
- Māori
- 70
- Pacific
- 68
- Asian
- 47
- MELAA
- 7
- Other
- 4
- 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 | 39 | 30 | 22 | 4 | 2 | 170 | 0 | 228 |
| Year 08 | 39 | 41 | 26 | 2 | 1 | 159 | 0 | 238 |
| Total | 78 | 71 | 48 | 6 | 3 | 329 | 0 | 466 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 10 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 11 | 35 | 20 | 19 | 3 | 2 | 130 | 0 | 175 |
| Age 12 | 33 | 43 | 23 | 2 | 1 | 158 | 0 | 232 |
| Age 13 | 10 | 7 | 5 | 1 | 0 | 41 | 0 | 57 |
| Age 14 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 78 | 71 | 48 | 6 | 3 | 329 | 0 | 466 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
25.1%
| Ashburton Intermediate | 25.1% |
|---|---|
| Canterbury Region | 38.3% |
| Intermediate | 43.3% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 17.1% |
|---|---|
| Male | 32.6% |
| Māori | 97.2% |
| Pacific | 23.4% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 16.8% |
| Total | 25.1% |
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
5%
| Ashburton Intermediate | 5% |
|---|---|
| Canterbury Region | 3.7% |
| Intermediate | 4.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 9.7% |
| Māori | 21.7% |
| Pacific | 9.2% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 5% |
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
3.5%
| Ashburton Intermediate | 3.5% |
|---|---|
| Canterbury Region | 1.7% |
| Intermediate | 1.9% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 6.8% |
| Māori | 11.4% |
| Pacific | 9.7% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 3.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 474
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Medium urban area
- Date opened
- 31 January 1974
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
- 30 June 2023
- Latest report
- Te Ara Huarau | School Profile Report
- Report type
- Profile report
- Board assurance
- The board attested to all areas (30 June 2023)
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 board assurance report of 30 June 2023 carries no actions-for-compliance section — the section ERO uses when it names non-compliance it identified. That is what this report contains; it is not ERO saying it found none. Other reports ERO holds for this school may say something different.
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 436 — 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 2019
399
Counted while ERO’s review team was at the school. Education Review Office, report of 1 August 2019
March 2017
420
Counted while ERO’s review team was at the school. Education Review Office, report of 23 May 2017
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 30 June 2023 — “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 twelve months of the Education Review Office and Ashburton 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
Ashburton Intermediate caters for learners in Years 7 and 8, and are located in central Ashburton. The local Hakatere Marae has gifted the school the name Te Kura Takawaenga o Hakatere . The school is a member of Hakatere Kāhui Ako /Community of Learners.
Ashburton Intermediate’s strategic priorities for improving outcomes for learners are:
learners with their whānau at the centre of education
barrier free access, where great education opportunities and outcomes are within reach for every learner
quality teaching and leadership make the difference for learners and their whānau
learning that is relevant to the lives of learners, today and throughout their lives.
You can find a copy of the school’s strategic and annual plan on Ashburton Intermediate‘s website.
ERO and the school are working together to evaluate the school’s assessment practices and use of data, both summative and formative information, to build knowledge of diverse learners’ strengths and needs, to responsively promote equity and excellence.
The rationale for selecting this evaluation is:
attendance, behaviour and achievement data identify opportunities for leaders to enhance outcomes for learners across the school
leaders wish to review and refine use of assessment tools and analysis of data, and are building teacher capability to assess and use relevant information to enhance teaching practices
leaders are reviewing and refining the school’s localised curriculum, ensuring that teaching teams share a common understanding of quality practice expectations and planning greater opportunities to collaborate to discuss and further grow consistent, effective, and culturally responsive practices
strategic and annual planning prioritises building strengthened whānau engagement in the school’s learning programmes, including by planning to purposefully incorporate student and whānau perspectives and feedback in decision making.
The school expects to see students attending regularly, engaged in and enjoying learning, fostering a sense of belonging and self-esteem. Student agency will be purposefully fostered. There will be improved rates of academic achievement and parity between gender groups, and for Māori and Pacific learners. The board and leaders will monitor positive shifts over time, including with the school’s communities who will be actively engaged in the learning process through reciprocal information sharing. Leaders will scaffold teachers’ use of explicit teaching guidelines in practice and instigate regular opportunities for staff to collaborate and reflect on their efficacy in fostering improved learner outcomes. Culturally responsive practices will support Māori learners to enjoy and achieve success as Māori , and also for Pacific learners and English language learners to be supported to achieve to their potential.
Strengths
The school can draw from the following strengths to support the school in its goal to promote equity and excellence through enhanced assessment practices:
promoting positive behaviours for learning and the school values are an integral part of growing the school’s culture and shared expectations for excellence, consideration, innovation and integrity
data is collected and collated to provide a picture of student strengths, prior learning, needs, and challenges that includes connecting purposefully with contributing primary schools to support smooth transitions for students into the school at the start of Year 7
leaders are improvement focused and reflective and have implemented a revised structure for growing distributed leadership within teaching teams to support consistent teaching practices.
Where to next?
Moving forward, the school will prioritise:
using ERO’s evaluation plan to review current planning, assessment and teaching practices, including culturally responsive relationships, to lead and sustain further improvements
reviewing and rationalising how current assessment and use of data influences teaching and learning outcomes, refining guidelines and practice expectations
leading, growing and embedding a collective culture of self-improvement aligned to the school’s vision and goals, that promotes a shared responsibility to support all learners to experience success.
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
30 June 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
This school hosts the local Resource Teachers of Literacy service on-site.
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).