Te Kohanga 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
- 976 Tuakau Bridge-Port Waikato Road, Tuakau
- Territorial authority
- Waikato District
- Phone
- 09-2328881
- admin@tekohanga.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 5
- Māori
- 18
- Pacific
- 4
- 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 | 7 | 2 | 0 | 0 | 0 | 2 | 0 | 7 |
| Year 02 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 4 |
| Year 04 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 2 |
| Year 05 | 6 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 06 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 3 |
| Total | 19 | 4 | 2 | 0 | 1 | 6 | 0 | 23 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 4 | 2 | 0 | 0 | 0 | 1 | 0 | 4 |
| Age 06 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 2 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 3 | 0 | 6 |
| Age 08 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 2 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 10 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 11 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 |
| Total | 19 | 4 | 2 | 0 | 1 | 6 | 0 | 23 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
92.4%
| Te Kohanga School | 92.4% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 304.9% |
|---|---|
| Male | 0% |
| Māori | 119.3% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 191.5% |
| Total | 92.4% |
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%
| Te Kohanga School | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Te Kohanga School | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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)
- 542
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 25 January 1913
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
- 30 October 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 30 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
providing education for learners in Years 1 to 6
- Years 1 to 6
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.
September 2019
44
Counted while ERO’s review team was at the school. Education Review Office, report of 5 December 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 30 October 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.
Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved.
About the School
Te Kohanga School is a small rural school located in the north Waikato , near Port Waikato , providing education for learners in Years 1 to 6. Most of the students are Māori . The school values are Ngāwari, Titiro Whakamua, Ako and Manaakitanga . In July 2025, a Commissioner was appointed to undertake the functions of the School Board.
Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home
An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office
What we know about learner success
This section provides a summary of learner success and wellbeing. The judgments are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.
How well are learners succeeding? The school is working towards high levels of success and progress for all learners.
What is the quality of teaching and learning? 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 is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.
Student Health and Safety The school needs to ensure a physically and emotionally safe learning environment.
Achievement in Years 0 to 8
This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.
Less than a third Less than half Small majority Large majority Most Almost all
0 to 33% 34 to 49% 50 to 64% 65 to 79% 80 to 90% Over 90%
Reading A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Writing Less than half of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Mathematics A small majority of learners meet or exceed the expected curriculum level. Results are not yet equitable for all groups of learners.
Attendance
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
Less than half of learners attend school regularly.
The school is behind 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
This section is about how the school assesses learner progress and achievement.
The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.
Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.
Progress
This section is about how well the school supports all learners to make sufficient progress.
The school is developing 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 progress towards meeting Government reading, writing and mathematics targets and/o r pānui, tuhituhi and pāngarau targets for 2030 and agrees this will need to be a key strategic priority.
Next steps for improvement
This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.
Areas of Strength
Students are engaged and learn within settled classroom environments; positive relationships between teachers and students are evident.
Lessons are well planned, sequenced and structured, including varied, adapted teaching practices to support student learning.
Structured literacy practices are embedded in the school; the implementation of the mathematics curriculum is developing.
Strategic and annual planning clearly align to school priorities.
The school has a rich history and tradition, with strong ties to the community; parents are involved and support the school.
Key priorities
Improve regular attendance.
Accelerating progress in reading, writing and mathematics of those students below expected curriculum levels.
Accurately re port student progress and achievement to better inform teacher practice and the board’s strategic actions.
Strengthen te reo Māori, tikanga Māori and mātauranga Māori within the curriculum so that staff and students actively give effect to Te Tiriti o Waitangi and improve engagement.
Enhance the school’s relationship with whānau, hapū and iwi, to strengthen learning partnerships.
Actions to bring about improvement
Within three months:
principal and School Board review the effectiveness of current strategies and consider others to improve school attendance
the Board works with staff to establish expectations for reporting student progress and achievement
the principal and teachers develop a plan to review the curriculum to give effect to Te Tiriti o Waitangi
the principal with staff, develop strategies to enhance the school's relationship with whānau, hapū and iwi , to strengthen learning partnerships
Within six months:
the Board ensures strategies for improving attendance are well underway, monitored and adjusted
the Board has clearly established processes to report on student progress in reading, writing and mathematics
the principal reports to the Board and community, on the progress to strengthen te reo Māori, tikanga Māori and mātauranga Māori within the school curriculum
the principal supported by the Board, uses strategies to enhance the school’s relationship with whānau, hapū and iwi, to strengthen learning partnerships
Every six months:
the Board reports to the community on the impact of initiatives to improve student’s regular attendance
the principal reports to the Board analysed data for accelerated progress and achievement in reading, writing and mathematics
Annually:
the Board updates the community on the progress made towards students regularly attending school
the Board and the principal review student achievement in reading, writing and mathematics with focus on those learners below expected curriculum levels, to inform forward planning
the principal with staff evaluates and reports on the impact of te reo Māori, tikanga Māori and mātauranga Māori within the school curriculum including the influence on student engagement, attendance and progress
the Board and the principal gather feedback on the effectiveness of the school’s relationship and learning partnerships with whānau, hapū and iwi , to inform next steps.
Expected outcomes
Improved regular attendance for all students.
Accelerated progress for learners below the expected curriculum levels in reading, writing and mathematics.
The Board receiving regular and consistent reporting on student progress and achievement to better inform strategic actions.
Te Reo, tikanga Māori and Mātauranga Māori are embedded in the school curriculum and evident in all aspects of school life.
Learning partnerships with whānau, hapū and iwi, are established.
Regulatory and Legislative Requirements
This section of the report is about how the school meets regulatory and legislative requirements.
Board Assurance with Regulatory and Legislative Requirements
This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.
During this review the Board has attested to meeting 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:
meet children’s worker safety checking requirements [Children’s Act 2014]
obtain a Police Vet every three years for employees who still work at the school [S 104 Education and Training Act 2020].
The Board has since taken steps to address the areas of non-compliance.
Recommendation to the Ministry of Education
Since the time of the ERO review, the Secretary for Education has appointed a commissioner as listed in section 171, Education and Training Act 2020, to bring about the following carry out the functions of the school board.
The next public report on ERO’s website will be a School Report and is due within four 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
30 October 2025
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).