Who are we?

Auckland Normal Intermediate School (ANI) is a two-year, co-educational school catering for students aged 11-13 years. While numbers vary from year to year we usually enrol approximately 700 regular students and 20 international students.

ANI is recognised as a leading Intermediate School in New Zealand with a strong focus on preparing students for their future through a personalised approach where students are co-designers of the curriculum and their learning environment. Our aim is to provide quality education for all our students. We want to ensure the highest possible levels of  individual achievement and fulfilment are reached.

Why are we called a ‘Normal School’?
ANI is associated with the Auckland University, Faculty of Education assisting with the training of future teachers. The term ‘normal school’ originated in the early 19th century from the word ecole normale.  The French concept of ‘ecole normale’ was to provide a model school where exemplary teaching practice was shared with student teachers. ANI continues to train teachers from Auckland University and shares part of its grounds with the Faculty of Education.

Through our website you can access more information about ANI and its unique facilities.

Vision Statement
Our vision is to have internationally minded, inquiring, knowledgeable and confident life long learners.

Mission Statement
ANI aims to provide quality education for all students to ensure their highest possible individual achievement and fulfilment.

Beliefs and Values
We believe and value learners who are: 

Reflective (Whaiwhakaaro)
The learner gives thoughtful consideration to their own learning and experience.  They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Confident Communicators (Kaikōrero māia)
The learner understands and expresses ideas and information confidently and creatively in more than one language and in a variety of modes of communication.  They work effectively and willingly in collaboration with others.

Principled and Caring (Mauri Manaaki)
The learner acts with integrity and honesty, with strong sense of fairness, justice and respect for the dignity of the individual, group and community.  They take responsibility for their own actions and the consequences that accompany them.

Connected (Ngā hononga)
The learner is able to relate well to others, use communication tools effectively.  They are connected to their communities to their environment and internationally.


Board of Trustees

Our Board of Trustees is made up of five, parent representatives, a staff representative and the Principal. Three new members are elected every 18 months under a “staggered election system”, meaning that only the Board members who have completed their three year elected terms at that time will change. This system was designed by the Ministry of Education to promote continuity on Boards, especially for intermediate schools, where students are present for only a two year period.

Parent Representatives
Dr Richard Sullivan (Chairperson)
Dr Brett Ogilvie
Mr Robert Rakete
Mrs Ani Cherrington
Mrs Simonne Eldridge
Staff Representative
Linton Rathgen
Jill Farquharson










2017 Board of Trustees Meeting Dates
Wednesday 22 February
Wednesday 29 March
Wednesday 17 May
Wednesday 21 June
Wednesday 9 August
Wednesday 13 September
Wednesday 1 November
Wednesday 6 December

Click here to view our 2016 Confirmed ERO Report
Click here to view our School Charter
Click here to view our 2017 Policy and Procedure Manual

Key School Policies/Procedures


All complaints received will be treated so that:

  • Wherever possible issues, concerns or complaints can be dealt with as close to source and as early as possible.
  • Complainants feel they have been fairly heard.
  • The person who is the subject of the complaint is given the opportunity to respond and take advice.
  • Confidentiality is maintained.
  • The principles of natural justice are complied with.

All complaints received will be systematically dealt with in order to maintain a school culture of openness, honesty and fairness.

All other complaints relating to Board decisions and policy, Board members, the Principal, Health & Safety issues not specific to an employee, should be directed to the Board Chairperson in writing.

Issues (low level issues)
In the first instance, an issue (or a concern) should be discussed confidentially with the classroom teacher or employee involved.

  • If the problem is one related to a teacher and remains unresolved, the Team Leader or Deputy Principal of the team should be approached (on in the case of a complaint against the Principal, the Board Chairperson).
  • If the issue/concern is not resolved to the satisfaction of the complainant, the matter should be reported to the Principal.

Concerns (Issues brought to attention of DPs or Principal)
For concerns related to normal day-to-day matters at school that are of concern but not serious enough to trigger a formal investigation and disciplinary process.

The Principal or DP will:

  • Follow up with the concern and document the details of the concern.
  • Provide the employee concerned with all information pertaining to the concern raised.
  • Undertake to resolve the matter in such a way as that complainant is satisfied that it has been dealt with and ensure a record of the concern is logged with the outcome documented.

Formal Complaints

  • Wherever possible, complaints should be received in writing stating the specific nature of the complaint and where and when the incident/matter giving rise to the complaint occurred.
  • A copy of the complaint must then be given to the person cited in the complaint. The Principal should be kept informed of all complaints.  In the case of a complaint against the Principal the Board Chairperson will be informed.
  • Many complaints will be able to be resolved by discussion between the Principal and the parent/caregiver/employee concerned without the need to take the matter any further.  In such cases the Principal will appropriately document the concern and resolution of the  concern.
  • Where appropriate, an opportunity to deal with a concern or a complaint in a Maori context may be provided.  All parties i.e. complainant, employee and Board, must all agree to this process.
  • A record of all concerns and complaints to the Principal or Board Chairperson will be kept.
  • In the event that a matter becomes difficult to resolve, the Principal will inform the Board Chairperson.
  • Complaints against the Principal will be referred directly to the Board.

NOTE:Disciplinary Investigation

The Principal may, as a result of information gathered in an initial inquiry phase into a formal complaint, recommend:

  • Disciplinary procedures for the Board to implement if he/she believes there is a case of misconduct or serious misconduct to be answered.
  • In conjunction with advice from an approved advisor when it is a matter relating to the professional standards, implement remedial performance processes or the provisions of the competency clauses of the relevant collective agreement.
  • In any event the staff member will be reminded of their right to representation at any stage of the process.
  • If the Principal is unable to resolve the issue to the satisfaction of the complainant, then the complainant has the right to report the complaint to the Board of Trustees.
  • The Board will “receive” a complaint and resolve that it be put to the employee concerned in writing.  A copy of the complaint will be attached, including any other statements or information that allows the employee to make a well-informed response.
  • Complainants and those having complaints made against them will be informed of the investigation process and any subsequent action being taken.
  • The outcome of a formal investigation and disciplinary process or remedial process under the competency clauses of the employment agreement will be recorded in writing, and a copy placed on the employee’s personal file.
  • In each case the employment agreement requirements will be adhered to.
  • The staff member who is the subject of the complaint or performance concerns will be informed that he/she is entitled to attach a statement to the record.
  • All participants to the action of a complaint are to maintain confidentiality of information and documents


This policy outlines our commitment to child protection. The board is committed to the prevention of abuse and to the well-being of children and young people under our care.

In line with section 15 of the Children, Young Person and Their Families Act, any person in our school/kura who believes that any child or young person has been, or is likely to be, harmed (whether physically, emotionally, or sexually) ill-treated, abused, neglected, or deprived may report the matter to a social worker or a constable.

The board delegates responsibility to the principal to ensure that all child safety procedures are implemented and available to all staff, contractors, volunteers and parents. Therefore, the principal must:

  1. Develop appropriate procedures to meet child safety requirements as required and appropriate to the school.
  2. Comply with relevant legislative requirements and responsibilities giving consideration to the guidelines, further information and sample child protection templates that are available in the Children’s Action Plan guideline Safer Organisations, Safer Children: http://www.childrensactionplan.govt.nz/assets/CAP-Uploads/childrens-workforce/Safer-Organisations-safer-children.pdf
  3. Make this policy available on the school’s internet site or available on request
  4. Ensure that every contract, or funding arrangement, that the school enters into requires the adoption of child protection polices where required
  5. Ensure the interests and protection of the child are paramount in all circumstances
  6. Recognise the rights of family/whanau to participate in the decision-making about their children
  7. Ensure that all staff are able to identify the signs and symptoms of potential abuse and neglect and are able to take appropriate action in response
  8. Support all staff to work in accordance with this policy, to work with partner agencies and organisations to ensure child protection policies are understood and implemented
  9. Promote a culture where staff feel confident they can constructively challenge poor practice or raise issues of concern without fear of reprisal
  10. Consult, discuss and share relevant information in a timely way regarding any concerns about an individual child with the board or designated person
  11. Seek advice as necessary from NZSTA advisors on employment matters and other relevant agencies where child safety issue arise
  12. Make available professional development, resources and/or advice to ensure all staff can carry out their roles in terms of this policy
  13. Ensure that this policy forms part of the initial staff induction programme for each staff member
  14. Ensure that we report annually to the board of trustees on progress, implementation and compliance with any funding/contracting requirements (refer no. 4 above)



To contact the school office or Senior Leadership Team please click here. To email a teacher simply click on their name below.


Jill Farquharson

Deputy Principal
Shane Devery

Deputy Principal
Lucy Naylor

Associate Principal
Tracey Hughes


Room 23
Team Leader: Sarah Nicolson

Room 19
Alicia England

Room 20
Anna Major

Room 21
Nathan Metzger

Room 24
Carolyn Aish


Room 15
Team Leader: John Waller

Room 13
Sam Guthrie

Room 17
Kim Mackrell

Room 18
Sonja Shine


Room 1
Team Leader: Megan Hughes

Room 2
Andrew Lawrence

Room 3
Saasha Jolley

Room 7
Clara Kim

Room 8
Ben Griffiths


Room 4
Team Leader: Nicole Lewis

Room 5
Rachel Harlen

Room 9
Emma Madgwick

Room 10
Jacob Markham

Room 11
Dannielle Cook

Room 12
Betty Tafa


Team Leader: Linton Rathgen

Mariee Guinibert

Bill Holland

Danielle Biddle

PE/Sports Coordinator
Greg Berry


Int. Student Advisor
Kate Shin
(Mon, Wed, Fri)

School Counsellor
Graeme Smith
(Mon, Wed, Thur)

Release Teacher
Toni Ingram
(Wed, Thur)

Release Teacher
Kim Elliott
(Wed, Thur, Fri)

Release Teacher
Gina Cave
(Mon, Tue, Wed)

Release Teacher
Antoine Parseth
(Mon, Thur)


Principal’s PA/Board Secretary
Kristy Hulme

Executive Officer
Jean Feng

Administration Officer
After School Music & Leisure Coordinator
Megan Brookman

Property Manager
Jacob Hiko

IT Support
Tinashe Biri


Helen McMahon
(Wed, Thur, Fri)

Kim Elliott
(Mon, Tues)

Int. Student Coordinator
Amy Harrison
(Tues, Wed, Thur)

Te Reo Tutor
Jack Potaka

Teacher Aide
Hobyn Ashworth-Paia

Teacher Aide
Jess Philpot

Teacher Aide
Dion Westrupp

Teacher Aide
Jasmine Akurangi

Teacher Aide
Felix Bowker

Teacher Aide
Shanade Naylor


Our school has a range of features and facilities to help your child learn.Building-website


Our Environment
The school is located on park-like grounds in Mt Eden, close to Mt Eden village and five minutes from central Auckland, New Zealand’s largest and most dynamic city. The school is lucky to have two large playing fields, three netball courts and a 25 metre, six lane outdoor swimming pool.


Modern Classrooms Equipped with Technology
All our classrooms have easy and ample access to technology including computers, chrome books, interactive whiteboards, and other digital devices. Students are encouraged to bring their own device as the school has high speed broadband and is totally wireless. We also have specialist classrooms for teaching subjects such as science, hard technology, soft technology, visual arts, music, physical education and performing arts. 





Our Information Centre
The school library or information centre is well resourced and is open during class and lunchtime.



Term Dates

2017 Term Dates

Starts: Tuesday 31 January
Ends: Thursday 13 April

Starts: Monday 1 May
Ends: Friday 7 July

Starts: Monday 24 July
Ends: Friday 29 September

Starts: Monday 16 October
Ends: Thursday 14 December

2017 Holidays  |  School Closed

Auckland AnniversaryMonday 30 January
Waitangi DayMonday 6 February
Good FridayFriday 14 April
Easter MondayMonday 17 April
ANZAC DayTuesday 25 April
Queen’s BirthdayMonday 5 June
Labour DayMonday 23 October


Learning to Learn in the 21st Century


ANI provides a range of learning opportunities to meet the broadening interests and developmental needs of your child as they enter early adolescence. Their two years at intermediate are a great time to explore new subjects in the security of being attached to one class.

Classroom teachers teach the following learning areas:

  • English
  • Mathematics and Statistics
  • Social Sciences
  • Science
  • Health
  • Physical Education (1 lesson per week)

Specialist Teachers teach:

  • Physical Education (1 lesson per week)
  • Languages – Spanish (Year 7) and Mandarin (Year 8)
  • The Arts (Visual Art, Music, Dance and Drama)
  • Science
  • Technology (Design Technology, Food and Materials)

Curriculum that is relevant, challenging, integrated, and exploratory
Inquiry-based learning is an approach used at ANI to encourage students to use their skills of inquiry to investigate problems and issues at a local or global level. Inquiry-based learning will help your child:

  • Develop language and reading skills
  • Construct their own meaning
  • Gain independence in research and learning
  • Experience a high level of engagement and motivation
  • Learn strategies and skills transferable to other inquiry projects
  • Prepare for lifelong learning
  • Develop problem-solving, critical thinking, and personal reflection
  • Work collaboratively

SOLO Taxonomy (a form of assessment)
SOLO stands for Structure of the Observed Learning Outcome. At ANI teachers use SOLO taxonomy to assess students’ performance, particularly in inquiry-based learning, and to plan learning tasks. Students use SOLO taxonomy for self-assessment and identifying next learning steps. The five stages of SOLO are:

  • Prestructural: No understanding of the concept. The student “misses the point”
  • Unistructural: The student can identify one relevant idea about a concept
  • Multistructural: The student can identify several relevant ideas about a concept, however no connections are made between the ideas
  • Relational: The student can make connections between the ideas
  • Extended abstract: The student is able to generalise and transfer the principles learnt to a new area

For more information on SOLO taxonomy visit http://pamhook.com/


Innovative Learning Environments at ANI

Innovative learning environments are flexible classroom spaces that support a future focused curriculum. The spaces are easily configured and used in a variety of ways to support a range of teaching and learning approaches. 

Students have more agency to plan what they need to work on, how they will do this and where they will do this. Greater responsibility for self directed learning is evident in addition to high levels of collaboration between students. This in turn means they are more fully motivated, involved and engaged in learning.




Permanent Scale A Teaching Positions

As two of our staff members are heading off on their OE, we require two permanent classroom teachers to join our learning community.

We seek team players who are enthusiastic, collaborative, and innovative in their classroom practice. Experience or interest in personalised learning, teaching through the inquiry process and knowledge of how to integrate learning in an Innovative Learning Environment (ILE) will be an advantage.

School visits are encouraged.

Applications close when a suitable applicant is appointed. Positions commence on Monday 24 July 2017

A school application form must accompany your CV, click here.

Send to:
Appointments Committee
Auckland Normal Intermediate
Poronui Street
Mt Eden, Auckland

or email to ani@ani.school.nz

Fixed Term Scale A Teacher (Language Specialist)

We have an opportunity for a full time Scale A teacher, who is interested in teaching languages to join our learning community in term two, 2017. The successful candidate will be an enthusiastic and collaborative teacher who has classroom teaching expertise and a passion for teaching languages.   

Auckland Normal Intermediate is an accredited International Baccalaureate World School and has a reputation for innovation and creativity. We are a progressive school with integrated teaching and learning programmes and can offer the successful applicant extensive PLD opportunities.

Applications close when a suitable applicant is appointed. 

A school application form must accompany your CV, click here.

Send to:
Appointments Committee
Auckland Normal Intermediate
Poronui Street
Mt Eden, Auckland

or email to ani@ani.school.nz

Fixed Term Scale A Teacher specialising in Technology

We have an opportunity for an enthusiastic and collaborative teacher to join our school. We are looking for someone who has a sound understanding of innovative learning pedagogies and uses an integrated teaching approach to deliver the technology curriculum.  

The successful candidate will be teaching technology in a full time capacity. Tell us where  your  passion and expertise lies, It could be digital technology, hard materials, food or soft materials. What ever you can offer we want to hear from you.

School visits are encouraged.

Applications will close when a suitable applicant is appointed. A school application form must accompany your CV, click here.

Send to:
Appointments Committee
Auckland Normal Intermediate
Poronui Street
Mt Eden, Auckland

or email to ani@ani.school.nz



School presentations

Presentations from our parent evenings during the year are available here to download.

International Baccalaureate/ILE Presentation (15 March)
Click here to download.

Year 8 Camp Presentation (16 March)
2017 Camp Parent Information Meeting Presentation

Camp documents:
2017 Rimu Team Camp Permission Slip
2017 Matai Team Camp Permission Slip 
2017 Camp Overnight Parent Support
2017 Year 8 Camps Information Pack

Cyber Safety Presentation: Keeping children safe online (28 March)
After a very successful workshop with parents on 28 March, John Parsons (cyber safety expert) provided a summary of the key messages from the evening presentation and his vast experience working with parents to keep our children safe online. 

John Parsons Cyber Safety Parent Information
John Parsons Cyber Safety The Desire to communicate 

If you would like to know more about online safety with John Parsons view his TV and Radio interviews at www.simulate2educate.co.nz/tv-and-radio

Thank you to those parents who joined us for  the evening. We intend having another similar evening later in the year if you missed this one (date to be confirmed).