Tokoroa North 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 North School provides education for learners In Years 1 to 6. The school roll is currently 412. 61% identify as Pākehā | New Zealand European, 51% of students identify as Māori, 15% identify as being of Pacific Island descent and 13% identify as being Asian. Some students identify with more than one ethnicity. The school motto is Together we learn for life – Ako ngātahi ki te ora. The school’s values are Manaakitanga | Caring and respect, Pono | Integrity, Ka haere ngātahi te mana me te mahi | Making positive choices for behaviour and learning, Te kounga o te ako | Quality learning, Whanaungatanga | Community and whānau.

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?The school is working towards high levels of success and progress for all learners.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 sufficient 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 SafetyThe 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 large majority of learners meet or exceed the expected curriculum level.

Results are becoming more equitable

Writing

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

Results are equitable for all groups of learners.

Mathematics

A large 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 behind 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 is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
• Teachers are developing assessment information 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 to some extent improved achievement and progress for those learners most at risk of not achieving since the previous review.
• The school has not 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 is already a priority in the strategic plan. 

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

• Students have a strong sense of belonging and positive relationships with their teachers and peers are evident.
• Students benefit from an integrated approach to te ao Māori and well embedded Te Tiriti o Waitangi practices.
• Students experience a consistent approach to teaching and learning within an inclusive learning environment.
• Learners with additional needs are clearly identified and well-supported to achieve success.
• A structured approach to literacy is well established and the school is in a good position to further implement structured mathematics.
• Leadership is establishing high levels of relational trust and collaboration at all levels of the school community, and this supports achievement of the strategic vision and improvement goals. The Board provides clear guidance and makes well-informed decisions to support the needs of the staff and students.
• Professional learning is well aligned to the school’s strategic improvement goals and strengthens collective capability of teachers to respond to student needs.

Key priorities 

• Develop and implement an attendance plan to improve regular attendance.
• Embed a structured mathematics programme and consolidate and extend structured literacy practices across the school.
• Accelerate learners’ achievement in reading, writing and mathematics.
• Strengthen the use of data to evaluate the effectiveness of programmes and inform decision-making, leading to improved outcomes for learners.

Actions to bring about improvement

Every six months:

• leaders and teachers evaluate the impact of attendance plans on attendance rates and make necessary adjustments as required
• leaders and teachers implement structured mathematics and extend structured literacy approaches schoolwide
• leaders and teachers analyse and report to the Board on achievement and progress data for reading, writing and mathematics to inform next steps and strategic priorities

Annually:

• leaders and the Board review and report on the impact of the attendance plan and adjust accordingly
• leaders and teachers evaluate the implementation of structured mathematics and literacy to ensure consistent teaching and learning practices across the school
• leaders analyse and report to the Board and community on achievement and progress data for reading, writing and mathematics, including rates of progress for all students.

Expected outcomes

• Increasing numbers of students attend school regularly.
• Increased achievement in reading, writing and mathematics and accelerated progress in students achieving excellence.
• Structured mathematics and literacy programmes are embedded schoolwide.

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 some regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

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
Director of Schools (Acting)

22 August 2025