Howick Intermediate
Botany Road, Howick South · Auckland — Central
Composite score
Strong
Active MoE intervention — limited statutory manager
A limited statutory manager has been appointed to Howick Intermediate as of 2014-09-19. NZ Gazette notice
Latest ERO review
2019-12-13 · Steve Tanner, Northern Region
- The school is making good progress toward achieving equity and excellence for all students
- Achievement information for Māori students shows parity in mathematics and increasing parity in writing
- Data indicate improved parity for Pacific students in reading, writing and mathematics, over time
- Leaders and teachers are working positively to accelerate learning for Māori and other students who need this
- Trustees should review strategic documentation to ensure goals and targets are effective in supporting ongoing improvement
"The board of trustees has been deliberate in its stewardship role. Trustees are committed to, and passionate about, the positive direction of the school."
Trajectory across review cycles
Year-over-year change per dimension based on consecutive ERO reviews.
Howick Intermediate's achievement_overall dimension improved significantly, with the score rising from 65 to 82. The 2015 report noted the school was 'well placed to sustain and continue to improve' with effective systems in place, while the 2019 report demonstrates concrete progress toward 'equity and excellence for all students' with specific evidence of improved parity for Māori and Pacific students across key subject areas.
2015-11 → 2019-12 diff source
The 2019 report provides explicit evidence of improved parity for Pacific students across reading, writing and mathematics over time, whereas the 2015 report contains no specific mention of Pacific student achievement. This represents a shift from no documented focus on achievement_pasifika to demonstrable progress in closing equity gaps.
2015-11 → 2019-12 diff source
Howick Intermediate made significant progress on Māori student achievement between 2015 and 2019. The earlier report noted the school was 'continuing to consider ways they can use culturally responsive practices to accelerate progress for Māori...students whose learning and achievement needs accelerating.' By 2019, this work had yielded measurable results, with 'Achievement information for Māori students shows parity in mathematics and increasing parity in writing.'
2015-11 → 2019-12 diff source
Howick Intermediate demonstrated measurable progress on equity between 2015 and 2019. The 2015 report identified the need to raise achievement for boys, Māori and Pacific students with writing as a priority. By 2019, the school had achieved 'parity in mathematics and increasing parity in writing' for Māori students and 'improved parity for Pacific students in reading, writing and mathematics, over time.' However, a new concern emerged regarding cultural responsiveness and ensuring Māori and Pacific learners experience success within their own cultural contexts.
2015-11 → 2019-12 diff source
Both reports affirm strong leadership, but with a shift in focus. The 2015 report emphasized the principal and board working strategically with strong focus on student learning and making recent improvements. The 2019 report highlights the board's and leaders' commitment to ongoing improvement and their deliberate stewardship, with a specific note that trustees should review strategic documentation to ensure goals and targets are effective.
2015-11 → 2019-12 diff source
International students
SIEBA member · Day school only