Tokoiti School
Contributing · State
- Year levels
- 1–6
- Total roll
- 37
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 2 Leman Street, Tokoiti, Milton
- Territorial authority
- Clutha District
- Phone
- 03-4178756
- office@tokoiti.school.nz
- Website
- http://www.tokoiti.school.nz
- Directions
- Get directions
Other schools nearby: schools in Otago
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 31
- Māori
- 6
- Pacific
- 1
- Asian
- 1
- MELAA
- 2
- 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 | 6 | 0 | 7 |
| Year 02 | 0 | 0 | 1 | 0 | 1 | 4 | 0 | 6 |
| Year 03 | 1 | 1 | 0 | 0 | 0 | 3 | 0 | 5 |
| Year 04 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Year 05 | 1 | 1 | 1 | 0 | 0 | 5 | 0 | 8 |
| Year 06 | 0 | 0 | 0 | 0 | 0 | 4 | 0 | 4 |
| Year 07 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 5 | 2 | 3 | 0 | 1 | 24 | 0 | 34 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 2 | 0 | 0 | 0 | 0 | 6 | 0 | 7 |
| Age 06 | 0 | 0 | 1 | 0 | 0 | 4 | 0 | 5 |
| Age 07 | 1 | 1 | 0 | 0 | 1 | 3 | 0 | 6 |
| Age 08 | 0 | 0 | 1 | 0 | 0 | 2 | 0 | 3 |
| Age 09 | 0 | 1 | 1 | 0 | 0 | 5 | 0 | 7 |
| Age 10 | 1 | 0 | 0 | 0 | 0 | 4 | 0 | 5 |
| Age 11 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 5 | 2 | 3 | 0 | 1 | 24 | 0 | 34 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
69.8%
| Tokoiti School | 69.8% |
|---|---|
| Otago Region | 36.8% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 144.2% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 100.3% |
| Total | 69.8% |
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%
| Tokoiti School | 0% |
|---|---|
| Otago Region | 4.6% |
| Contributing | 3.5% |
| 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%
| Tokoiti School | 0% |
|---|---|
| Otago Region | 2% |
| Contributing | 1.5% |
| 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)
- 525
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Small urban area
- Date opened
- 25 January 1876
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 March 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 3 March 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides education for students 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 37 — 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
32
Counted while ERO’s review team was at the school. Education Review Office, report of 19 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 March 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
Tokoiti School, situated just outside of Milton, provides education for students in Years 1 to 6. The school’s roll is 28, with a small number of Māori students. The school’s vison is Our future is as good as the path we lead our students on. The school values are Trust, Respect, Excellence, Kinship, Kindness, Environment, Responsibility and Self Control .
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 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 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? 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 should improve 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 table outlines how well students across the school meet or exceed the expected curriculum level.
Foundation Skills
Reading Almost all learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Writing A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable for all groups of learners.
Mathematics A large majority of learners meet or exceed the expected curriculum level. Results are equitable for all groups of learners.
Attendance
The school is exceeding the target of 80% regular attendance.
The school has a suitable plan in place to improve attendance.
Regular attendance is improving beyond the target.
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 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 making progress towards meeting Government reading, writing and mathematics targets for 2030.
An explanation of the terms used in the Parent Summary can be found here: Guide to ERO school reports
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
Leadership successfully fosters a positive and inclusive environment that well supports the work towards realising excellent and equitable outcomes for learners.
Students’ high levels of reading have been sustained over time; they are well supported to develop sound skills in writing and mathematics .
Professional learning and development in structured literacy and structured mathematics builds teacher capability to support successful outcomes for students.
Students’ knowledge is broadened through a curriculum that extends learning beyond their immediate environment and reflects strong local content.
Through effective teaching practices and well targeted initiatives, the individual needs of learners are met, and they steadily progress and experience success.
Key priorities and actions for improvement
The agreed next steps for the school are to:
incorporate te ao Māori in the curriculum and the school environment
implement structured literacy, complementing successful school practices in reading
continue to embed the structured mathematics programme
formalise consultation processes; this includes sharing information from the school community given to the principal informally, with the board of trustees and staff to inform strategic direction and future planning.
The agreed actions for the next improvement cycle and timeframes are as follows.
Every six months:
monitor that the integration of te ao Māori is increasingly evident throughout the curriculum and teachers’ culturally responsive practice is growing
evaluate the impact of structured approaches to literacy and mathematics teaching and teacher capability, to identify further professional development needs
review moderation practices to ensure these are strengthening teachers’ understanding of progress and achievement
Annually:
evaluate how well the focused approach of incorporating te ao Māori in the school environment has increased culturally responsive practice
evaluate the effectiveness of structured teaching approaches to improve learner outcomes
use systematically gathered student achievement data, to inform curriculum review and board improvement priorities
formally consult with parents, whānau and the school community to gather and report to the board information to support strategic planning and school actions.
Actions taken against these next steps are expected to result in:
sustained high levels of achievement in reading and attendance
improved writing and mathematics outcomes for all learners
te ao Māori consistently reflected in the curriculum, classroom practices and school environment
effective consultation and reporting processes, with the school community contributing to strategic planning, vison and improvement goals.
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
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 Acting Director of Schools
3 March 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 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).