Central Takaka School
Contributing · State
- Year levels
- 1–6
- Total roll
- 39
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 44 Central Takaka Road, Takaka
- Territorial authority
- Tasman District
- Phone
- 03-5259200
- office@centraltakaka.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 37
- Māori
- 4
- Pacific
- 0
- Asian
- 3
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 1 | 0 | 1 | 0 | 0 | 6 | 0 | 6 |
| Year 02 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Year 03 | 1 | 0 | 0 | 0 | 0 | 6 | 0 | 6 |
| Year 04 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 7 |
| Year 05 | 1 | 0 | 0 | 0 | 1 | 6 | 0 | 7 |
| Year 06 | 1 | 0 | 0 | 0 | 1 | 5 | 0 | 5 |
| Total | 8 | 0 | 1 | 0 | 2 | 30 | 0 | 34 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 1 | 0 | 0 | 5 | 0 | 5 |
| Age 06 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Age 07 | 1 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 08 | 3 | 0 | 0 | 0 | 0 | 4 | 0 | 7 |
| Age 09 | 0 | 0 | 0 | 0 | 1 | 6 | 0 | 7 |
| Age 10 | 2 | 0 | 0 | 0 | 1 | 6 | 0 | 6 |
| Total | 8 | 0 | 1 | 0 | 2 | 30 | 0 | 34 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
57.9%
| Central Takaka School | 57.9% |
|---|---|
| Tasman Region | 33% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 87.2% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 63.6% |
| Total | 57.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Central Takaka School | 0% |
|---|---|
| Tasman Region | 3.2% |
| Contributing | 3.5% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Central Takaka School | 0% |
|---|---|
| Tasman Region | 2.1% |
| Contributing | 1.5% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 458
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 31 January 1896
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 4
- Last reviewed
- 21 May 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (21 May 2024)
A board assurance statement is the board’s own account of whether it took all reasonable steps to meet its legal obligations, on the date shown. It is not ERO’s finding. ERO reports separately, in the same report, on any non-compliance it identified during that process.
The same report — the board assurance report of 21 May 2024 — also sets out actions for compliance: the non-compliance ERO identified during that process. This is that section of the report in full, in ERO’s words.
ERO has identified the following areas of non-compliance during the board assurance process:
suitable board processes to discuss matters of a personal nature where the public is excluded, including keeping appropriate records of in-committee meetings [Local Government Official Information Meetings Act 1987; Public Records Act 2025; Privacy Act 2020].
report to the school’s community on the progress and achievement of students across the school, and for groups, through an annual report published to the school’s website [Education and Training Act, section 136].
The board has since addressed the areas of non-compliance identified.
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 39 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.
February 2019
37
Counted while ERO’s review team was at the school. Education Review Office, report of 15 May 2019
June 2014
27
Counted while ERO’s review team was at the school. Education Review Office, report of 12 August 2014
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 21 May 2024 — “School Evaluation Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
School Evaluation 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.
Context
Central Takaka School is a small semi-rural primary school located in Golden Bay. The school caters for students in Years 1 to 6. The school’s vision ‘Where everyone can shine’, aligns with embedded ‘SHINE’ values that foster respect, responsibility, creativity, perseverance, and ako for adults and students alike. The shine metaphor is at the heart of the school’s cultural narrative, which has been developed with Mana Whenua ki Mohua .
There are two parts to this report.
Part A: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction.
Part B: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for learners are increasingly equitable.
Most students experience success in reading, writing and mathematics; the school’s analysis of achievement data identifies the need to further raise boys’ achievement, particularly in writing.
Students with specific learning needs are identified and well-supported through individualised plans and well-targeted resourcing.
Most students attend regularly and engage in meaningful learning; the school has developed an attendance plan to collaborate with parents to further promote the importance of full attendance.
Conditions to support learner success
Leaders increasingly build educationally focused relationships with whānau and iwi to enhance student wellbeing, achievement and engagement.
The principal and board prioritise a relational and inclusive culture that fosters student wellbeing through the school’s lived values.
A strong partnership with iwi is developing a culturally responsive, place-based curriculum.
Strategic and annual planning are coherent with identified, student-centred priorities and build on community perspectives.
The curriculum, purposefully designed, reflects local contexts and aspirations, and teaching increasingly promotes formative, responsive practices.
An enhanced localised curriculum increasingly engages students in place-based learning experiences that value te ao Māori and a localised cultural narrative.
Classroom routines and teaching practices promote learners’ self-management skills, and they are assisted to set explicit social goals aligned to the school’s values.
Targeted teacher professional development, designed for the junior classroom programme, has positively influenced literacy achievement data and training is now extending to the senior classroom.
Wellbeing, inclusion and partnerships are prioritised by the school board and staff resulting in a positive school culture.
Staff seek to personalise teaching and learning to students’ individual interests and strengths, valuing identity, language and culture, to promote wellbeing for all.
Friendship, family and community connections are embraced, underpinning an embedded ethic of care, based on collaboration and positive relationships.
The school is highly involved with the local Kāhui Ako , working in partnership with other schools and educators to enhance outcomes for students across the wider Mohua community.
Part B: Where to next?
The agreed next steps for the school are to:
further embed the school's evidence-based teaching as inquiry approach into staff professional growth conversations, and incorporate student perspectives on wellbeing, teaching and learning
engage purposefully with whānau Māori as a group within the wider parent community in relation to curriculum and learning developments
develop a coherent pathway of structured literacy teaching expectations from Years 1 to 6, with a particular focus on supporting greater success for boys.
The agreed actions for the next improvement cycle and timeframes are as follows:
Within six months:
gather student voice through an initial wellbeing survey
initiate whānau hui to discuss the localised curriculum developments, and outcomes for Māori
explore structured literacy approaches for Years 3 to 6 and professional development opportunities to continue to grow cohesive literacy approaches across the school
Every six months:
monitor teachers’ inquiry using collaborative discussion about the impacts of teaching practices on underachieving students, including for structured literacy developments
staff undertake collaborative data analysis to identify shifts in engagement, wellbeing and achievement, pinpointing opportunities for further adaptations to teaching practice for boys’ success
regular hui established, and community involvement in further curriculum developments
Annually:
expand data analysis to track comparative achievement, engagement, and wellbeing for groups of students over time, including by gender and ethnicity and reported to the community as appropriate
evaluate the impact of improved literacy practices, and of the enhanced localised curriculum, on outcomes for students
the board takes steps to review its own practice, aligned to its strategic priorities.
Actions taken against these next steps are expected to result in:
evidence-informed and deliberately adapted teaching practices that support enhanced progress for students who are persistently achieving below expectations
whānau Māori engaged in curriculum and wider school decision making that promotes Māori students enjoying and achieving success, as Māori
a progressive learning programme that provides for enhanced achievement, and equitable and excellent outcomes in literacy.
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 Evaluation 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
Shelley Booysen Director of Schools
21 May 2024
About the School
The Education Counts website provides further information about the school’s student population, student engagement and student achievement. educationcounts.govt.nz/home
Read the full report on ero.govt.nz →
All 4 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).