Mokoia School
Contributing · State
- Year levels
- 1–6
- Total roll
- 22
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 969A South Road, Mokoia
- Territorial authority
- South Taranaki District
- Phone
- 06-2734106
- office@mokoiaprimary.school.nz
- Directions
- Get directions
Other schools nearby: schools in Taranaki
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 16
- Māori
- 8
- Pacific
- 3
- Asian
- 1
- 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 | 0 | 1 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 02 | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 6 |
| Year 03 | 2 | 1 | 0 | 0 | 1 | 1 | 0 | 4 |
| Year 04 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Year 05 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 06 | 2 | 1 | 0 | 0 | 0 | 5 | 0 | 6 |
| Year 07 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 8 | 5 | 1 | 0 | 1 | 20 | 0 | 29 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 0 | 1 | 1 | 0 | 0 | 2 | 0 | 3 |
| Age 06 | 2 | 2 | 0 | 0 | 0 | 3 | 0 | 6 |
| Age 07 | 2 | 1 | 0 | 0 | 1 | 1 | 0 | 4 |
| Age 08 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 5 |
| Age 09 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Age 10 | 2 | 1 | 0 | 0 | 0 | 5 | 0 | 6 |
| Age 11 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 8 | 5 | 1 | 0 | 1 | 20 | 0 | 29 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Mokoia School | 0% |
|---|---|
| Taranaki Region | 41.7% |
| Contributing | 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 | 0% |
| 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%
| Mokoia School | 0% |
|---|---|
| Taranaki Region | 4.1% |
| Contributing | 3.5% |
| 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 | 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%
| Mokoia School | 0% |
|---|---|
| Taranaki Region | 1.6% |
| Contributing | 1.5% |
| 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 | 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)
- 478
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1904
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
- 3
- Last reviewed
- 3 December 2024
- Latest report
- School Evaluation Report
- Report type
- Evaluation report
- Board assurance
- The board attested to all areas (3 December 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 3 December 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 and the board have identified the following areas of non-compliance during the board assurance process:
complied with the requirement to adopt a statement on the delivery of the health curriculum, at least once in every two years, after consultation with the school community. ( Section 91 Education and Training Act 2020)
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 22 — 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.
May 2019
16
Counted while ERO’s review team was at the school. Education Review Office, report of 1 July 2019
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 3 December 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
Mokoia School, located in rural South Taranaki , provides education for students in Years 1 to 6. The school’s mission is to be a beacon of excellence, inspiring all students towards a lifetime of learning in a supportive, aspirational environment .
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, including any education in Rumaki /bilingual settings.
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
Learners are engaged, make progress over time and the majority achieve well.
Achievement information shows that the majority of learners achieve at or above expected curriculum levels in reading, writing and mathematics.
Learners with additional needs are well catered for through programmes that support their progress and achievement.
Students have a strong sense of belonging and know and express the school values in their interactions.
A small majority of learners attend school regularly; the school is yet to achieve Ministry of Education’s targets for regular attendance.
Conditions to support learner success
L eaders are strengthening school systems and conditions for learning.
Leaders set strategic goals and targets with a focus on improving learner progress, achievement and wellbeing outcomes.
Leaders regularly use external expertise to facilitate the ongoing development of curriculum priorities and strengthen teaching practices.
Staff promote an inclusive school culture with a clear intent on enhancing learner engagement and wellbeing.
Teaching is increasingly intentional and responsive to the diverse needs of learners.
Teachers collaborate and adapt teaching strategies to more effectively cater for students’ learning needs.
Leaders and teachers are improving the way they collect and analyse data to inform effective teaching and learning practices that meet the needs of learners.
The school’s curriculum strongly reflects the aspirations of whānau and mana whenua, enabling students to see themselves, their identity and culture in their learning.
Key conditions that support improved learner outcomes continue to be strengthened.
School and whānau interactions focus on student success and wellbeing; fostering a collaborative approach to learning partnerships that build positive outcomes for learners.
Staff, trustees and learners are maintaining a strong commitment to further developing their collective capabilities and understanding of te reo me ōna tikanga Māori and Te Tiriti o Waitangi.
Leaders and teachers are beginning to use internal evaluation to measure and understand the impact of initiatives designed to improve learner outcomes.
Part B: Where to next?
The agreed next steps for the school are to:
further embed explicit, structured teaching approaches to improve achievement outcomes for all learners in reading, writing and mathematics
use an evidenced based process to evaluate teaching and learning strategies and monitor their impact on learner outcomes
continue to use partnerships with whānau and mana whenua to support implementation of the localised curriculum, with a focus on collaboratively improving learners’ achievement and attendance outcomes.
The agreed actions for the next improvement cycle and timeframes are as follows.
Within three months:
leaders and teachers continue to provide regular coaching and feedback to each other that supports effective implementation of agreed teaching and learning strategies.
Every six months:
track, monitor and report the achievement of all learners with a focus on the progress of learners at risk of underachievement
use evaluative evidence such as teacher observation, student voice and learner outcomes to measure the effectiveness of teaching and learning strategies.
Annually:
gather and report achievement information to the board and school community, including progress made in achieving equitable outcomes for learners at risk of not achieving
report on the effectiveness of teaching and learning strategies designed to improve learner outcomes to inform future resourcing decisions
gather whānau and mana whenua voice to review the success of partnership initiatives designed to support implementation of the localised curriculum and improve learners’ achievement outcomes and attendance rates.
Actions taken against these next steps are expected to result in:
improved attendance, engagement, achievement outcomes and equity for all learners
a shared understanding of teaching and learning practices that facilitate and support improved outcomes for learners
leaders, teachers, whānau and mana whenua having a shared commitment to the provision of a localised curriculum that supports learner engagement, achievement and attendance.
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
3 December 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 3 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).