Tokoroa Central School

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 four years to evaluate what is working well for learners and what needs to be improved. 

About the School 

Tokoroa Central School provides education for students in Years 1 to 6. The roll is approximately 185 students. The large majority of learners identify as Māori and a third identify as Pacific. The school’s vision of Inspiring Young Minds is underpinned by the four values of Courage | Mātātoa, Compassion | Aroha, Excellence | Kairangi and Integrity | Tapatahi.  

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. 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? ​​Success and progress for all learners is increasing.​ What is the quality of teaching and learning? Learners benefit from ​high 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 ​a 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.​ 

 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 ​equitable​ for all groups of learners. 

Writing 

​​A large majority of​ learners meet or exceed the expected curriculum level. 

Results are ​equitable​ for all groups of learners. 

Mathematics 

​​A small majority of​ learners meet or exceed the expected curriculum level. 

Results are ​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 ​is developing a suitable plan​ 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 ​has​ good quality planning to increase 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 and/or pānui, tuhituhi and pāngarau 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 express a strong sense of pride in their school that enhances their wellbeing, culture and identity; they speak positively about an environment that is caring and supports their learning.
• ​A proactive and collaborative senior leadership team sets and pursues relevant improvement goals that have learners at the centre; high relational trust among leaders and teachers is evident.
• ​Leaders and teachers know learners’ strengths and needs well; achievement information shows that learners attending regularly over time make very good progress, particularly in reading.
• ​Well-established routines and systems in class support students’ engagement in learning.
• ​Teachers plan and implement programmes that provide students with multiple opportunities to practise new learning.
• ​Structured literacy and structured mathematics are embedded across the school. Leaders and teachers continually refine learning programmes through ongoing self-review.
• ​Staff participate in relevant professional development opportunities that reflect the school’s strategic goals. These opportunities are targeted for ongoing improvement of teaching and learning.
• ​Teachers engage in reflective professional inquiries that build their capability and focus on improving learning and wellbeing outcomes for all students.​ 

Key priorities 

• Further improve all students’ regular attendance.
• Strengthen formative assessment practices so that students know their next learning steps.
• Further improve progress and achievement in reading, writing and mathematics.
• Embed the school’s newly developed Graduate Profile to promote students’ success. 

 Actions to bring about improvement 

Within six months: 

• leaders and teachers review school systems and initiatives to increase students’ regular attendance and identify next steps for ongoing improvement
• leaders and teachers introduce the Graduate Profile across the school to support students to understand their learning steps and take ownership of their learning 

Every six months: 

• leaders provide ongoing professional learning opportunities that strengthen teachers’ understanding and use of effective formative assessment practices
• leaders work with students and staff about the progress made towards embedding the Graduate Profile to support further actions 

Annually: 

• the School Board and leaders review student attendance, progress and achievement information to inform ongoing strategic decision making and improvement planning
• leaders and teachers evaluate the implementation of the Graduate Profile and its impact on supporting positive learner outcomes to determine future actions. 

Expected outcomes 

• Improved and sustained regular student attendance.
• High quality teaching, learning and assessment practices that increase students’ progress and achievement in reading, writing and mathematics.
• Students can confidently explain their next learning steps and take ownership of their learning. 

Regulatory and Legislative Requirements 

This section of the report is about how the school meets regulatory and legislative requirements. 

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: 

• all teachers, including those employed part-time, have completed the online mandatory module for understanding the rules and guidelines for physical restraint 
  [s101 Education and Training Act 2020]. 

The board has since ​addressed​ the area of non-compliance identified. 

The next public report on ERO’s website will be a School Report and is due within 4 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)​ 

​​2 September 2025​