ERO Report (August 2018)


​Tokoroa Central School is benefitting from positive leadership and governance that is focused on building mutually strong relationships with parents and whānau to improve educational outcomes for students. Students learn and play in a safe and stimulating environment that promotes manaakitanga and whanaungatanga. They are confident and enjoy learning.
How effectively does the school promote educational success for Māori, as Māori?​
Manaakitanga and whanaungatanga are significant features of school culture, which encourages active participation by whānau to support children’s learning and wellbeing.
T​he school is effectively promoting educational success for Māori students. The board and senior leaders demonstrate high levels of responsiveness to the cultural and educational needs of the students and whānau in their community.

How effectively does this school’s curriculum promote and support student learning?

The school provides a responsive curriculum that gives learners rich opportunities to learn
Across the school, teachers demonstrate positive and respectful relationships with learners. Students help each other to learn and are well engaged in meaningful learning opportunities. Students use digital devices and hands-on resources to promote their engagement and love of learning. Learning environments are warm, welcoming and safe, and reflect students’ learning and success.
​The principal and board have placed high importance on the strategic appointment of teaching staff.
How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?
Teachers monitor student progress and report this to the deputy principal, with analysed classroom assessment information at the end of each term. This information allows teachers and leaders to be responsive to the immediate learning needs of students.
Students at risk of poor educational outcomes are identified by teachers. Strategies are implemented to support these students to make accelerated progress.
The principal and deputy principal ensure that the collection, interpretation and use of student achievement information are rigorous and meaningful.
​Through effective tracking and monitoring, school leaders are able to show that Māori, and in particular Pacific students, are making pleasing progress towards meeting the appropriate National Standards in reading, writing and mathematics by the end of the year.

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance because:

​Trustees have established a strong partnership with school leaders and staff, and work collaboratively in serving staff, children, whānau and the wider community.
The leaders provide trustees with good quality information, which informs their decision making and strategic direction.
The principal and deputy principal are strong advocates for the positive wellbeing and education of all learners in the school community. They set high expectations for staff performance and student achievement.
Self review is effective, systematic, well planned and focused on raising outcomes for all students. Collective leadership across the school is effectively bringing about change and this is making a significant difference for children’s education and progress.

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