Tokoroa North School
Contributing · State
- Year levels
- 1–6
- Total roll
- 415
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 29 Paraonui Road, Tokoroa
- Territorial authority
- South Waikato District
- Phone
- 07-8869169
- principal@tokoroanorth.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
Loading zone map…
Zone boundaries shown here are approximate. Ministry of Education data warns these boundaries do not have high spatial precision and can place neighbouring addresses on different sides of a line. This is not a confirmation of enrolment eligibility — always confirm directly with the school. Zone geometry also does not reflect enrolment priority rules (siblings, special character categories, ballots) — it shows the mapped boundary only.
Check if your address is in zone →
Source: Ministry of Education, CC BY 3.0 NZ
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- Together we learn for life – Ako ngatahi ki te ora
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 237
- Māori
- 206
- Pacific
- 57
- Asian
- 52
- MELAA
- 13
- 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 | 30 | 5 | 8 | 4 | 1 | 33 | 0 | 66 |
| Year 02 | 40 | 8 | 10 | 5 | 0 | 35 | 0 | 74 |
| Year 03 | 38 | 9 | 10 | 5 | 1 | 35 | 0 | 73 |
| Year 04 | 23 | 11 | 11 | 1 | 0 | 36 | 0 | 56 |
| Year 05 | 35 | 11 | 6 | 1 | 0 | 32 | 0 | 58 |
| Year 06 | 31 | 7 | 11 | 0 | 0 | 42 | 0 | 60 |
| Year 07 | 8 | 1 | 1 | 0 | 0 | 17 | 0 | 19 |
| Year 08 | 4 | 1 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 209 | 53 | 57 | 16 | 2 | 231 | 0 | 410 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 25 | 4 | 6 | 3 | 1 | 30 | 0 | 56 |
| Age 06 | 39 | 8 | 10 | 5 | 0 | 30 | 0 | 68 |
| Age 07 | 40 | 8 | 9 | 5 | 1 | 42 | 0 | 82 |
| Age 08 | 24 | 13 | 13 | 2 | 0 | 33 | 0 | 57 |
| Age 09 | 34 | 8 | 5 | 1 | 0 | 34 | 0 | 56 |
| Age 10 | 34 | 10 | 13 | 0 | 0 | 45 | 0 | 68 |
| Age 11 | 9 | 1 | 1 | 0 | 0 | 16 | 0 | 19 |
| Age 12 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 14 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| Total | 209 | 53 | 57 | 16 | 2 | 231 | 0 | 410 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tokoroa North School | 0% |
|---|---|
| Waikato Region | 53.9% |
| Contributing | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Tokoroa North 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 | 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%
| Tokoroa North 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 | 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)
- 494
- Boarding
- No
- Language of instruction
- Some students taught in te reo Māori
- Urban / rural
- Medium urban area
- 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
- 3
- Last reviewed
- 22 August 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 22 August 2025 — not necessarily the position now. Each line quotes the sentence it came from.
- Year levels
- Years 1 to 6
provides 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 415 — 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
456
Counted while ERO’s review team was at the school. Education Review Office, report of 20 December 2019
February 2016
432
Counted while ERO’s review team was at the school. Education Review Office, report of 22 April 2016
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 22 August 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
Tokoroa North School provides education for learners In Years 1 to 6. The school roll is currently 412. 61% identify as Pākehā | New Zealand European, 51% of students identify as Māori , 15% identify as being of Pacific Island descent and 13% identify as being Asian. Some students identify with more than one ethnicity. The school motto is Together we learn for life – Ako ngātahi ki te ora . The school’s values are Manaakitanga | Caring and respect, Pono | Integrity, Ka haere ngātahi te mana me te mahi | Making positive choices for behaviour and learning, Te kounga o te ako | Quality learning, Whanaungatanga | Community and whānau .
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? 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 responds well to a wide range 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 65% 65 to 79% 80 to 90% Over 90%
Reading A large majority of learners meet or exceed the expected curriculum level. Results are becoming more equitable
Writing A small majority of learners meet or exceed the expected curriculum level. Results are 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
This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.
The small majority 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 has 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 not 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 and is already a priority in the strategic plan.
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 have a strong sense of belonging and positive relationships with their teachers and peers are evident.
Students benefit from an integrated approach to te ao Māori and well embedded Te Tiriti o Waitangi practices.
Students experience a consistent approach to teaching and learning within an inclusive learning environment.
Learners with additional needs are clearly identified and well-supported to achieve success.
A structured approach to literacy is well established and the school is in a good position to further implement structured mathematics.
Leadership is establishing high levels of relational trust and collaboration at all levels of the school community, and this supports achievement of the strategic vision and improvement goals. The Board provides clear guidance and makes well-informed decisions to support the needs of the staff and students.
Professional learning is well aligned to the school’s strategic improvement goals and strengthens collective capability of teachers to respond to student needs.
Key priorities
Develop and implement an attendance plan to improve regular attendance.
Embed a structured mathematics programme and consolidate and extend structured literacy practices across the school.
Accelerate learners’ achievement in reading, writing and mathematics.
Strengthen the use of data to evaluate the effectiveness of programmes and inform decision-making, leading to improved outcomes for learners.
Actions to bring about improvement
Every six months:
leaders and teachers evaluate the impact of attendance plans on attendance rates and make necessary adjustments as required
leaders and teachers implement structured mathematics and extend structured literacy approaches schoolwide
leaders and teachers analyse and report to the Board on achievement and progress data for reading, writing and mathematics to inform next steps and strategic priorities
Annually:
leaders and the Board review and report on the impact of the attendance plan and adjust accordingly
leaders and teachers evaluate the implementation of structured mathematics and literacy to ensure consistent teaching and learning practices across the school
leaders analyse and report to the Board and community on achievement and progress data for reading, writing and mathematics, including rates of progress for all students.
Expected outcomes
Increasing numbers of students attend school regularly.
Increased achievement in reading, writing and mathematics and accelerated progress in students achieving excellence.
Structured mathematics and literacy programmes are embedded schoolwide.
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 some regulatory and legislative requirements in the following areas:
Board Administration
Yes
Curriculum
Yes
Management of Health, Safety and Welfare
Yes
Personnel Management
Yes
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 (Acting)
22 August 2025
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).