Kohukohu School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 24
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Beach Road, Kohukohu
- Territorial authority
- Far North District
- Phone
- 09-4055877
- administration@kohukohu.school.nz
- Website
- http://kohukohu.school.nz/
- Directions
- Get directions
Other schools nearby: schools in Northland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 24
- Pacific
- 2
- Asian
- 0
- 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 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 02 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 03 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 5 |
| Year 04 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 05 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 06 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 07 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 08 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 28 | 1 | 0 | 0 | 0 | 9 | 0 | 31 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 06 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 07 | 4 | 0 | 0 | 0 | 0 | 2 | 0 | 5 |
| Age 08 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 09 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 11 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 3 |
| Age 12 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Total | 28 | 1 | 0 | 0 | 0 | 9 | 0 | 31 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Kohukohu School | 0% |
|---|---|
| Northland Region | 52% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
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%
| Kohukohu School | 0% |
|---|---|
| Northland Region | 6.5% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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%
| Kohukohu School | 0% |
|---|---|
| Northland Region | 2.7% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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)
- 543
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 25 January 1881
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
- 4 February 2025
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (4 February 2025)
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 4 February 2025 — 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 and the Board identified the following areas of non-compliance during the board assurance process:
ensure all non-teaching staff have a current police vet [ Vulnerable Children’s Act 2014]
maintain systems and processes for and recording, analysing and reporting accidents and hazards [Health and Safety at Work Act 2015].
The board has addressed the areas of non-compliance identified.
What ERO wrote in its latest report
This is ERO’s report of 4 February 2025 — “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
Kohukoku School is located in northern Hokianga and provides education for students in Years 1 to 8. The school values are whakapono, rangatiratanga, whanaungatanga, kaitiakitanga, ako and manaakitanga .
An experienced principal joined the school in early 2024. Kohukohu School is a member of the Hokianga Kāhui Ako.
There are three parts to this report.
Part A: A summary of the findings from the most recent Education Review Office (ERO) report and/or subsequent evaluation.
Part B: An evaluative summary of learner success and school conditions to inform the school board’s future strategic direction, including any education in Rumaki /bilingual settings.
Part C: The improvement actions prioritised for the school’s next evaluation cycle.
Part A: Previous Improvement Goals
Since the January 2023 ERO report, the school and ERO have been working to evaluate the impact of literacy initiatives on overall achievement and teaching practices that are engaging, challenging and that support all learners to be successful.
Expected Improvements and Findings
The school expected to see a clear and consistent progression of learning within a localised curriculum that meets the strengths and needs of all learners and leads to improved learner achievement.
The majority of learners have made expected or accelerated gains in their learning.
Structured literacy has been recently introduced in the junior school to support progress.
Leaders and teachers continue to work towards developing a consistent progression of learning in reading, writing and mathematics.
Other Findings
During the course of the evaluation, it was found that leaders and teachers have strengthened their use of achievement data for their planning and teaching. Continuing to embed more consistent and coherent teaching practices across the school remains an area of focus.
The greatest shift that occurred in response to the school’s action in implementing a localised curriculum has been increased learner enjoyment and engagement in learning.
Part B: Current State
The following findings are to inform the school’s future priorities for improvement.
Learner Success and Wellbeing
Outcomes for most learners are improving.
The majority of learners are achieving at and above curriculum expectations in reading, writing and mathematics.
Learners have a strong sense of belonging and are becoming more confident in their identity, language and culture.
Learners with additional needs are well supported and make good progress in their learning.
The school has yet to meet the Ministry of Education’s target for regular attendance, with less than half of students attending regularly.
Conditions to support learner success
Leadership is working towards fostering a school-wide culture of quality teaching and excellent learner outcomes.
Leaders use achievement information well to plan for learners who require additional support.
Leaders are beginning to plan and coordinate the school’s curriculum and teaching to enable a clear progression of learning to track learners progress and achievement.
Leaders are establishing relational trust and collaboration at every level of the school community to achieve the strategic vision and improvement goals.
The school is improving teaching and learning.
Teachers create orderly learning environments that are affirming, supportive and recognise the language, culture and identity of the learners; relationships between teachers and learners are increasingly positive and respectful.
Teachers are beginning to use differentiated teaching strategies to support learners to make progress and engage in learning.
Teaching and learning programmes are increasingly building on local contexts and learners’ experiences, knowledge and interests.
Key education conditions are beginning to be embedded to support positive learner outcomes.
The diverse identities and learning needs of students are recognised and valued; a renewed focus on the school values has resulted in learners being settled and supported.
Professional learning opportunities are becoming aligned with the school’s priorities for achievement.
Teachers and leaders share a commitment to tangata whenuatanga and are increasingly promoting the use of te reo and tikanga Māori.
School planning for improvement is based on evidence and becoming more systematic to support ongoing improvement.
Part C: Where to next?
The agreed next steps for the school are to:
strengthen teachers’ collective knowledge and capability to effectively deliver the new English and Mathematics curriculum
develop a schoolwide progression of teaching and learning expectations in reading, writing and mathematics
continue to use strategies to identify those learners at risk of not achieving and ensure that an effective programme is in place to accelerate their learning
identify and strengthen community initiatives that lead to improved attendance.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
develop a professional learning plan to support teachers to effectively deliver the new English and Mathematics curriculum
support collaborative teacher planning to create school wide consistency in assessment and teaching practices
identify and adopt assessment practices that provide a clear picture of individual progress and achievement across the school so that leaders can measure the pace of improvement and identify those who need an accelerated approach
develop an attendance plan so that there is active support for all students to attend school regularly.
Every six months:
review curriculum planning documents to ensure that there is consistency between the junior and senior classes in the implementation of the English and Mathematics curriculum
ensure teachers set explicit targets for improvement, regularly discuss and reflect on the impact deliberate teaching practices have on accelerating progress and achievement
moderate assessment schoolwide to monitor improvements in teaching practice and decision making
monitor the impact of strategies used to improve attendance.
Annually:
evaluate the effectiveness of professional development initiatives that support teachers’ implementation of the English and Mathematics curricula to determine further professional development needs
review and analyse teacher planning and achievement data to determine whether all students are making sufficient progress and adapt initiatives as required
review and continue to refine and strengthen attendance initiatives.
Actions taken against these next steps are expected to result in:
raised achievement in reading, writing and mathematics so that more learners achieve at or above expected curriculum levels
consistent teaching practices that provide a clear progression of learning
achievement data that is reliable and used by teachers for planning and teaching
an increase in the number of students who attend school regularly.
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
Sharon Kelly Acting Director of Schools
4 February 2025
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).