Tikokino School - 01/05/2019

School Context

Tikokino School, located in rural Central Hawke’s Bay, has students in Years 1 to 8 and a roll of 52.

The school’s vision and values were extensively reviewed in 2018, in consultation with the school community. The stated vision for students is ‘Preparing for the journey: Developing Resilient Motivated Learners’. The school’s values are ‘respect, determination, pride and responsibility’.

In 2019, the school’s annual targets are to raise achievement in reading, writing and mathematics for those achieving under school expectations and to increase students’ understanding of themselves as learners.

Leaders and teachers regularly report to the board schoolwide information about outcomes for students in the following areas:

  • achievement in reading, writing and mathematics in relation to the levels of the New Zealand Curriculum

  • interventions in reading.

Professional learning and development in literacy has been undertaken in 2018. Continuing this work and deepening understanding of student agency is a current focus for teachers.

The school is part of the Ruahine Kāhui Ako.

Evaluation Findings

1 Equity and excellence – achievement of valued outcomes for students

1.1 How well is the school achieving equitable and excellent outcomes for all its students?

Most students continue to achieve well. At the end of 2018, the school’s achievement data showed that almost all students achieved at or above curriculum expectations in reading and mathematics. Most students achieve at or above curriculum expectations in writing. Māori students achieve as well as their peers in the school in all three areas.

The school has had a deliberate focus on addressing the disparity for boys in writing. This has reduced over time.

1.2 How well is the school accelerating learning for those Māori and other students who need this?

Students whose learning requires acceleration are well known to the teaching team.

Of those students targeted in reading in 2018, most accelerated their learning as a result of specific interventions. All target students in writing and mathematics made progress.

2 School conditions for equity and excellence – processes and practices

2.1 What school processes and practices are effective in enabling achievement of equity and excellence, and acceleration of learning?

Strong relationships contribute to a positive learning environment. Interactions between students and with adults are respectful. Teachers know the students and their families well and take a collaborative approach to supporting all learners. Strong community involvement is a feature of the school. There is a deliberate strategy to strengthen communication between teachers, parents and whānau to promote student learning.

Teachers are responsive to the needs of individual learners. They use a range of strategies to engage students well in learning. The considered use of digital technology in classrooms supports students to make decisions about what and how they learn. Students work well together and support each other in their tasks. The recently revised school vision and values clearly identify valued outcomes for students and promote their identity as successful learners.

A range of authentic learning opportunities, experienced through the enacted curriculum, are responsive to the strengths and interests of students. Literacy, mathematics and physical activity are given priority. The school’s rural context is well reflected. Many community members volunteer their knowledge and skills to enhance the curriculum. Activities are regularly undertaken that enable students to interact socially and build relationships with peers in the wider community.

Trustees work collaboratively to serve the school and community in their stewardship role. They are well informed about school operation and overall student achievement. They use this to make decisions for school development and resourcing.

2.2 What further developments are needed in school processes and practices for achievement of equity and excellence, and acceleration of learning?

Staff have identified, and ERO’s evaluation affirms, that strengthening assessment processes and practices is a priority. They are taking steps to address this. Further development should include:

  • gaining a deeper understanding of the purpose, analysis and interpretation of data to inform teaching and learning and support accelerated outcomes
  • strengthening processes to track, monitor and report the progress of target students over time.

The documented curriculum needs to be further developed to reflect the school’s revised values and local context. In particular, attention should be given to clearly describing:

  • alignment to the principles of the New Zealand Curriculum
  • expectations for effective teaching
  • culturally responsive practices
  • inquiry learning.

Monitoring of actions towards strategic goals is regularly undertaken. To support future development, trustees and the principal should identify priorities for ongoing improvement through the strategic plan. Annual planning to meet these aims should be strengthened by developing indicators of success against which progress can be monitored.

A useful framework is in place to support internal evaluation. Strengthening shared understanding and use of effective internal evaluation remains an area for development. This should help trustees, the principal and teachers to systematically evaluate the effectiveness of programmes, teaching practices and interventions for coherency of change to improve outcomes for students.

3 Board assurance on legal requirements

Before the review, the board and principal of the school completed the ERO board assurance statement and self-audit checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to the following:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • finance

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand down, suspension, expulsion and exclusion of students

  • attendance

  • school policies in relation to meeting the requirements of the Vulnerable Children Act 2014.

4 ERO’s Overall Judgement

On the basis of the findings of this review, ERO‘s overall evaluation judgement of Tikokino School’s performance in achieving valued outcomes for its students is: Well placed.

ERO’s Framework: Overall School Performance is available on ERO’s website.

5 Going forward

Key strengths of the school

For sustained improvement and future learner success, the school can draw on existing strengths in:

  • a responsive enacted curriculum, that promotes good levels of achievement

  • a culture of collaboration among leaders, teachers, parents and community that enables a positive learning environment throughout the school

  • a board of trustees that is knowledgeable and committed to advancing the school vision and values.

Next steps

For sustained improvement and future learner success, priorities for further development are in:

  • analysis and use of data, to better inform decisions about teaching and learning

  • documenting the school curriculum, to ensure shared understanding of expectations for effective teaching practice within the context of the school

  • strengthening understanding and use of internal evaluation, to better measure the effectiveness of actions on learner outcomes and inform ongoing decision making.

Actions for compliance

ERO identified non-compliance in relation to the requirements of the Vulnerable Children Act 2014.

In order to address this, the board of trustees must ensure:

  • a child protection policy is in place
  • that appointment procedures and practices clearly document safety checking of the workforce.
    [Vulnerable Children Act 2014, Sections 18 and 19; State Sector Act Section 77A]

Areas for improved compliance practice

To improve current practice, the board of trustees should strengthen processes for review of policies and procedures to ensure all current requirements are met. This work should include attention to:

  • the complaints procedure
  • the anti-bullying and internet use procedures to include a focus on the prevention of all forms of bullying
  • full recording of in-committee minutes by the board of trustees.

Phillip Cowie

Director Review and Improvement Services

Central Region

1 May 2019

About the school



Ministry of Education profile number


School type

Full primary (Years 1 to 8)

School roll


Gender composition

Female 29, Male 23

Ethnic composition

Māori 5
Pākehā 47

Students with Ongoing Resourcing Funding (ORS)


Provision of Māori medium education


Review team on site

February 2019

Date of this report

1 May 2019

Most recent ERO report(s)

Education Review June 2016
Education Review June 2013
Education Review May 2010