Avondale Intermediate

What ERO wrote in its latest report

This is ERO’s report of 4 September 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School 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.

Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved.

About the School

Avondale Intermediate is located in central west Auckland and provides education for Year 7 and 8 students. Since the previous review a new deputy principal has been appointed to the senior leadership team. The school roll is 399. The student population is diverse and includes 45% of students who identify as Pacific heritage, 30% as Asian, 18% as NZ European/ Pākehā , 15% identify as Māori and 10% of students from other ethnic backgrounds.

The school values are integrity ( ngākau tapatahi ), excellence ( hiranga ), caring ( manākitanga ), and respect ( whakaute ).

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. https://www.educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? The school is improving teaching and learning.

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 a variable focus on supporting learners to gain skills in literacy and mathematics. Learners with complex needs require better support to achieve their education goals.

How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 should improve its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of The New Zealand Curriculum in foundational skills.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%

Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.

Writing Less than half of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

The small majority of learners attend school regularly.

The school is approaching 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.

Assessment

This section is about how the school assesses learner progress and achievement.

The school uses an appropriate approach and reliable practices to find out about achievement against the curriculum.

Assessment information is used well to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

The school is developing good quality planning to increase the rate of progress for all groups of students.

The school has to some extent 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 agrees this will need to be a key strategic priority.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

Learners experience a curriculum that provides meaningful opportunities to engage in the arts and performing arts, promotes engagement and enjoyment in learning and contributes to student’s sense of belonging.

Leaders and teachers participate in ongoing professional learning to improve their teaching and learning practices and respond to student needs with a clear focus on improving literacy.

Leaders and teachers are beginning to use evaluation activities to plan and implement actions for improvement and monitor the progress and impacts of their actions on student outcomes.

Key priorities

Improve learning outcomes and increase regular attendance for all students.

Implement effective teaching and learning strategies consistently schoolwide, particularly in reading and writing.

Ensure assessment processes clearly indicate progress and achievement over time for all students and groups of students, including students with additional needs.

Regularly report progress and achievement information for all students to the Board to guide decision making and ongoing improvement.

Actions to bring about improvement

Within six months:

leaders and teachers develop a shared understanding of effective teaching and learning strategies that raise achievement

teachers continue to participate in professional learning in reading, writing and mathematics to improve students’ achievement

leaders and the School Board implement an effective attendance plan to monitor and improve students’ regular attendance

Every six months:

leaders and the School Board analyse year level progress and achievement data particularly in reading and writing for all students and key groups of students to track and monitor their learning

teachers implement effective teaching strategies in reading, writing and mathematics to improve students’ learning outcomes

Annually:

the School Board and leaders review all students’ and groups of students’ progress and achievement and regular attendance to inform improvement planning

leaders and teachers evaluate the impact of teaching and learning practices on students’ engagement, progress and achievement to inform next steps for each year level

the School Board and leaders evaluate the effectiveness of the attendance plan to improve students’ regular attendance.

Expected outcomes

Improved levels of students’ achievement in reading, writing and mathematics.

Effective quality teaching practices delivered consistently schoolwide to effectively meets student learning needs.

Increased rates of students’ regular attendance.

Regulatory and Legislative Requirements

This section of the report is about how the school meet regulatory and legislative requirements. This includes the provision of education for international students.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance

ERO has identified the following area of non-compliance during the board assurance process:

ensure appointment processes and practices are well documented, including a risk assessment for each employee. [Section 32, Children’s Act 2014]

The Board has since taken steps to address the areas of non-compliance identified.

Provision for International Students

This section of the report is about the quality of the provision of education for international students enrolled at the school.

Findings

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.

No international students were enrolled at the time of the ERO review.

The next public report on ERO’s website will be a School Report and is due within four 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 Acting Director of Schools

4 September 2025

Read this report on ero.govt.nz →