Kio Kio School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 151
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1701 S H 3-Otorohanga Road, Kio Kio, Otorohanga
- Territorial authority
- Ōtorohanga District
- Phone
- 07-8731816
- admin@kiokio.school.nz
- Website
- http://www.kiokio.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Getting there
- Mangaoronga bus run, which Ōtewā School students had also been travelling on until the Ministry of Education arranged a dedicated Ōtewā bus service
As you know, students from Ōtewā School have been travelling on our bus due to access challenges following flooding, which required them to take a much longer route to reach school. I am pleased to share that the Ministry of Education has now arranged a dedicated bus service for Ōtewā students.
- Mangaoronga bus run, which Ōtewā School students had also been travelling on until the Ministry of Education arranged a dedicated Ōtewā bus service
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- P - Perseverance, I keep trying.
- O - Ownership, I am responsible.
- W- Wonder, I am curious.
- E - Excellence, I do my best.
- R - Respect, I value everyone
- and everything.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 117
- Māori
- 39
- Pacific
- 4
- Asian
- 21
- MELAA
- 4
- Other
- 2
- 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 | 4 | 0 | 1 | 0 | 0 | 9 | 0 | 12 |
| Year 02 | 3 | 0 | 4 | 0 | 1 | 14 | 0 | 17 |
| Year 03 | 4 | 1 | 2 | 1 | 1 | 18 | 0 | 22 |
| Year 04 | 8 | 0 | 1 | 0 | 0 | 25 | 0 | 26 |
| Year 05 | 10 | 1 | 2 | 2 | 0 | 18 | 0 | 24 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 17 | 0 | 18 |
| Year 07 | 2 | 1 | 1 | 1 | 1 | 7 | 0 | 11 |
| Year 08 | 2 | 0 | 1 | 0 | 0 | 9 | 0 | 11 |
| Total | 37 | 3 | 12 | 4 | 3 | 117 | 0 | 141 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Age 06 | 3 | 0 | 5 | 0 | 1 | 13 | 0 | 17 |
| Age 07 | 5 | 1 | 2 | 1 | 1 | 19 | 0 | 24 |
| Age 08 | 9 | 0 | 1 | 0 | 0 | 25 | 0 | 26 |
| Age 09 | 9 | 1 | 2 | 2 | 0 | 17 | 0 | 23 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 17 | 0 | 18 |
| Age 11 | 2 | 1 | 1 | 1 | 1 | 7 | 0 | 11 |
| Age 12 | 2 | 0 | 1 | 0 | 0 | 8 | 0 | 10 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 37 | 3 | 12 | 4 | 3 | 117 | 0 | 141 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
22.5%
| Kio Kio School | 22.5% |
|---|---|
| Waikato Region | 53.9% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 41.9% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 30.7% |
| Total | 22.5% |
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%
| Kio Kio School | 0% |
|---|---|
| Waikato Region | 6.6% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| 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%
| Kio Kio School | 0% |
|---|---|
| Waikato Region | 2.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| 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)
- 464
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 31 January 1905
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
- 2
- Last reviewed
- 22 May 2025
- Latest report
- School Report
- Report type
- Review report
- Board assurance
- not reported
What this report states about the school
As stated in ERO’s report of 22 May 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
providing education for learners in Years 1 to 8
- Years 1 to 8
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 151 — 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.
March 2018
122
Counted while ERO’s review team was at the school. Education Review Office, report of 14 May 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 22 May 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
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
Kio Kio School is a rural school providing education for learners in Years 1 to 8. The school roll is currently 142, of whom 13% identify as Māori . The school’s vision is for students to be confident, relate well to others, strive to achieve the Kio Kio School core values.
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 good quality teaching practice that improves progress and achievement in reading, writing and mathematics. The school is improving teaching and learning.
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? The school is establishing planning and conditions that support improvements in the quality of education for learners.
How well does the school include all learners and promote their engagement and wellbeing? The school reasonably 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 is improving its reporting 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
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
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 to some extent 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 some progress towards the Government reading, writing and mathematics targets set for 2030.
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
The principal appointed in Term 3, 2024, quickly established a collaborative team with a shared schoolwide vision and high expectations for improving student outcomes in literacy and mathematics.
Increasing the achievement of Māori learners in reading, writing and mathematics and boys in writing, are identified areas for improvement.
School strategic planning and a distributed leadership model supports literacy and mathematics professional development to build staff capacity to accelerate the progress of all students.
The impact of teaching strategies to improve achievement and regular attendance is increasingly monitored and evaluated to lift student engagement and success.
Key priorities and actions for improvement
The agreed next steps for the school are to:
work towards equitable achievement outcomes for all learners
grow responsive practices in all areas of the school, particularly the use of te reo Māori, tikanga and mātauranga Māori to build students’ language, culture and identity for educational success
embed the expectations of the structured literacy and mathematics programmes
implement, monitor and evaluate the measures in place to improve regular attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
refine the in-school systems related to the management of achievement information to enable the identification and reporting of progress and accelerated progress of all learners
formalise a schoolwide plan for developing responsive teaching practices
review the implementation of structured literacy and mathematics programmes and respond to teacher’s professional development needs
formalise the plan and processes to increase regular attendance
Every six months:
review and report achievement trends and patterns; respond to identified needs with evidenced based teaching strategies
implement the plan to grow responsive curriculum expectations and teaching practices and incorporate this goal into teacher professional growth cycles
review and report to the board on the impact of structured literacy and mathematics programmes to ensure that student needs and interests are being met to support improved achievement
monitor and report to the board students' attendance so that school leaders and staff respond and take actions to support improved regular and chronic attendance levels
Annually:
evaluate and report to the board students’ progress towards improved literacy and mathematics outcomes for all students
review and report to the board on the impact and extent of the shifts in responsive practices on students’ achievement and wellbeing outcomes, with a focus on Māori students' success
evaluate and report on the impact of the implementation of structured literacy and mathematics programmes on student’s progress and achievement
assess progress towards the national target for regular attendance and respond to the identified needs.
Actions taken against these next steps are expected to result in:
increasingly equitable outcomes for Māori students in reading, writing and mathematics
embedded responsive practices schoolwide that continue to grow the use of te reo Māori, tikanga Māori and mātauranga Māori to promote educational success
the requirements of structured literacy and mathematics programmes are fully embedded
regular attendance rates are making shifts towards meeting the 80% government target.
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
Actions for Compliance
ERO has identified the following areas of non-compliance during the board assurance process:
identify, manage and report to the board, hazards that could foreseeably give rise to risks to health and safety [ Health and Safety at Work Act, 2015 & Health and Safety at Work Act, Regulations 2016 ]
ensure education outside the classroom (EOTC) risk management processes and procedures meet all requirements [ Education Outside the Classroom Guidelines MOE, Health and Safety at Work Act, 2015 & Health and Safety at Work General Risk and Workplace Management, 2016 ].
The board has since addressed the areas of non-compliance identified.
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 Director of Schools (Acting)
22 May 2025
Education Counts
This 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 2 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).