Tokoiti 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.

About the School 

Tokoiti School, situated just outside of Milton, provides education for students in Years 1 to 6. The school’s roll is 28, with a small number of Māori students. The school’s vison is Our future is as good as the path we lead our students on.  The school values are Trust, Respect, Excellence, Kinship, Kindness, Environment, Responsibility and Self Control.

Part A – Parent Summary

How well placed is the school to promote educational success and wellbeing?

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 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 should improve its collection and use 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 table outlines how well students across the school meet or exceed the expected curriculum level.

Foundation Skills

 Reading

Almost all 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 becoming more 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 

The school is exceeding the target of 80% regular attendance.

The school has a suitable plan in place to improve attendance.

Regular attendance is improving beyond the target.

Assessment

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

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 for 2030.

An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports

Part B - Findings for the school

This section of the report provides more detail for the school to include in strategic and annual planning for ongoing improvement across the school.

Areas of Strength

Leadership successfully fosters a positive and inclusive environment that well supports the work towards realising excellent and equitable outcomes for learners. 

Students’ high levels of reading have been sustained over time; they are well supported to develop sound skills in writing and mathematics.

Professional learning and development in structured literacy and structured mathematics builds teacher capability to support successful outcomes for students.

Students’ knowledge is broadened through a curriculum that extends learning beyond their immediate environment and reflects strong local content.

Through effective teaching practices and well targeted initiatives, the individual needs of learners are met, and they steadily progress and experience success. 

Key priorities and actions for improvement 

The agreed next steps for the school are to:

• incorporate te ao Māori in the curriculum and the school environment
• implement structured literacy, complementing successful school practices in reading
• continue to embed the structured mathematics programme
• formalise consultation processes; this includes sharing information from the school community given to the principal informally, with the board of trustees and staff to inform strategic direction and future planning.

The agreed actions for the next improvement cycle and timeframes are as follows.

Every six months:

• monitor that the integration of te ao Māori is increasingly evident throughout the curriculum and teachers’ culturally responsive practice is growing
• evaluate the impact of structured approaches to literacy and mathematics teaching and teacher capability, to identify further professional development needs
• review moderation practices to ensure these are strengthening teachers’ understanding of progress and achievement

Annually:

• evaluate how well the focused approach of incorporating te ao Māori in the school environment has increased culturally responsive practice
• evaluate the effectiveness of structured teaching approaches to improve learner outcomes
• use systematically gathered student achievement data, to inform curriculum review and board improvement priorities
• formally consult with parents, whānau and the school community to gather and report to the board information to support strategic planning and school actions.

Actions taken against these next steps are expected to result in:

• sustained high levels of achievement in reading and attendance
• improved writing and mathematics outcomes for all learners
• te ao Māori consistently reflected in the curriculum, classroom practices and school environment
• effective consultation and reporting processes, with the school community contributing to strategic planning, vison and improvement goals.

Part C: Regulatory and Legislative Requirements

Board Assurance with Regulatory and Legislative Requirements

All schools are required to promote student health and safety and to regularly review their compliance with legal requirements.

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

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three 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

3 March 2025

Education Counts

This website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home