Tikokino School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 82
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 29-43 Owen Street, Tikokino
- Territorial authority
- Central Hawke's Bay District
- Phone
- 06-8565833
- office@tikokino.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hawke’s Bay
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.
- Uniform
- Required
Uniforms are compulsory for all students.
- Required
- Getting there
- First pick-up at 205 Matheson Road at 7:50 a.m., stopping at the Gravel Pit at the intersection of Matheson Road and Highway 50; after leaving school at 8:05 a.m. the bus runs Holden Road and Makaroro Road
The first pick-up is at 205 Matheson Road at 7:50 a.m. From there, the bus travels directly to the school, stopping to pick up students at their houses and at the Gravel Pit, located at the intersection of Matheson Road and Highway 50. After departing from the school at 8:05 a.m., the bus heads to Holden Road, then turns right onto Makaroro Road. It turns around at 1200 Makaroro Road and returns along Makaroro Road, crossing Highway 50 to reach 230 Makaroro Road, where it makes another turn-around before returning to Highway 50 and back to the school.
- First pick-up at 205 Matheson Road at 7:50 a.m., stopping at the Gravel Pit at the intersection of Matheson Road and Highway 50; after leaving school at 8:05 a.m. the bus runs Holden Road and Makaroro Road
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 73
- Māori
- 27
- Pacific
- 0
- Asian
- 2
- 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 | 2 | 0 | 0 | 0 | 0 | 3 | 0 | 4 |
| Year 02 | 2 | 0 | 1 | 0 | 0 | 8 | 0 | 9 |
| Year 03 | 5 | 0 | 0 | 0 | 0 | 13 | 0 | 16 |
| Year 04 | 2 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 05 | 1 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Year 06 | 2 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Year 07 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Year 08 | 2 | 0 | 0 | 0 | 0 | 10 | 0 | 11 |
| Total | 18 | 0 | 1 | 0 | 0 | 72 | 0 | 79 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 3 |
| Age 06 | 3 | 0 | 1 | 0 | 0 | 8 | 0 | 10 |
| Age 07 | 5 | 0 | 0 | 0 | 0 | 13 | 0 | 16 |
| Age 08 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 9 |
| Age 09 | 1 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 10 | 2 | 0 | 0 | 0 | 0 | 10 | 0 | 10 |
| Age 11 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 12 | 2 | 0 | 0 | 0 | 0 | 9 | 0 | 10 |
| Age 13 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 18 | 0 | 1 | 0 | 0 | 72 | 0 | 79 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tikokino School | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | 0% |
| 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%
| Tikokino School | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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%
| Tikokino School | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| 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)
- 438
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural settlement
- Date opened
- 16 November 1858
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
- 10 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 10 October 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 8
provides 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 82 — 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
52
Counted while ERO’s review team was at the school. Education Review Office, report of 1 May 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 10 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 four years to evaluate what is working well for learners and what needs to be improved.
About the School
Tikokino School, located in rural Central Hawke’s Bay, provides education for learners in Years 1 to 8 and has a roll of 75. Pākehā | New Zealand European make up the largest proportion of all learners (91%), and 18% identify as Māori . The school’s values are Respect, Determination, Pride and Responsibility.
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? Success and progress for all learners is increasing.
What is the quality of teaching and learning? Learners benefit from high quality teaching practice that improves progress and achievement in reading, writing and mathematics.
How well does the school curriculum respond to all learners needs? Learners have rich 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? School planning and conditions to support ongoing improvement to the quality of education for learners are well established.
How well does the school include all learners and promote their engagement and wellbeing? The school successfully 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 reports usefully and accurately 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 board is taking reasonable steps to ensure student health and safety.
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 Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Writing Most learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics Most learners meet or exceed the expected curriculum level. Results are becoming more 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.
The large majority of learners attend school regularly.
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.
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.
Assessment information is used well 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 has good quality planning to increase the rate of progress for all groups of students.
The school has significantly 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 meeting Government reading, writing and mathematics targets and/or pānui , tuhituhi and pāngarau targets set for 2030.
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 learn in an inclusive environment. Students engage in their learning and a strong sense of belonging and wellbeing is evident. The school values are consistently upheld within the school and with the community.
Students benefit from staff professional learning in structured teaching practices in reading, writing and mathematics.
Teachers design programmes that prioritise these foundational and adjust their approaches to meet students' needs.
The school curriculum is well embedded, and teachers are guided to provide authentic, hands-on and meaningful learning.
Leadership and stewardship drive the school’s strategic direction, continually strengthening conditions to support student success and wellbeing The School Board makes strategic resourcing decisions to support programmes to accelerate student progress.
The school builds learning partnerships with parents and whānau and parents contribute their time and skills to enhance learning opportunities.
Key priorities
Improve regular student attendance.
Further strengthen and evaluate the use of achievement and assessment data to inform practice in reading, writing and mathematics across the school for equitable outcomes.
Increase te reo Māori , tikanga Māori and te ao Māori within the curriculum.
Action to bring about improvement
Within three months
leaders and teachers identify specific actions in annual planning to improve attendance
leaders and teachers accurately record and report on student attendance
Within six months:
leaders and teachers review achievement information review learner achievement in reading, writing and mathematics and identify ways to improve the equity of achievement for all learners
Every six months :
leaders and teachers will report to the School Board on attendance, noting the impact of actions to improve outcomes and next steps
leaders and teachers will use data to review learner achievement in reading, writing and mathematics and progress against the plan to improve the equity of achievement for all learners
Annually :
the School Board and leaders review progress towards achieving the Government’s attendance target of 80% to decide next steps
leaders review and report to the Board on the progress made towards equitable outcomes for all learners in reading, writing and mathematics to guide decision making for improvement
the Board and leaders review progress of increasing in the curriculum te reo Māori , tikanga Māori and te ao Māori , and plan for further development.
Expected outcomes
All students regularly attend school.
Learner outcomes in reading, writing and mathematics improve and become equitable.
Te reo Māori , tikanga Māori and te ao Māori are evident in learning across the school.
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 and the board have identified the following area of non-compliance during the Board assurance process:
keeping of in-committee meeting minutes. [Local Government Official Information and Meetings Act 1987, Section 48]
The Board has since addressed the area of non-compliance identified.
The next public report on ERO’s website will be a School Evaluation 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
10 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).