Hāpuku School

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 16 — 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.

1. November 2025

   16

   Counted while ERO’s review team was at the school. Education Review Office, report of 7 April 2026

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 7 April 2026 — “Ngā Kitenga Arotake” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.

2 Te Horopaki

E tū ana Te Kura o Hāpuku ki te hapori iti, hapori taiwhenua ki te raki o Kaikōura. Ko Ngāti Kurī, ko te marae o Māngamāunu te mana whenua. E arahina ana te kura e te kōrero e meatia ana, “Ki Uta ki Tai – Mai i ngā Maunga ki te Moana.” Nō nā noa nei rātou i tūhono atu ai ki Ngā Kura ā Iwi o Aotearoa, ā, koia nei te arotakenga tuatahi i whakahaerehia ai e Te Uepū ā-Motu.

I te wā o te arotake, i te pā ngā rerekētanga ki te kura. Kua rima wiki tētahi tumuaki whakakapi e mahi ana, ā, i te hou te nuinga o ngā mema o Te Poumarumaru. Tokorua ngā kaiako ki te kura, ā, koia nei tā rāua tau whakaako tuatahi.

He pēhea rawa te whakaatu mai a ngā uri i tō rātou whai tukuihotanga me tō rātou whakaaweawe?

E puāwai mai ana ngā uri hei kaiārahi e whakapūmau ana i ō rātou uara ā-kura mā te manawa whakahī.

4 Ngā Whakaaturanga

Ka kitea ki ngā uri te tupu haere o te ngākau titikaha mō tō rātou tuakiri hei uri o Ngāti Kurī. Ka whakapūmau rātou i ngā uara o te kura – arā, i te manaakitanga, te rangatiratanga, te tuakiritanga, me te kaitiakitanga – mā te manawa whakahī. Kua āta tuituia aua uara ki ngā mahinga o ia rā, ā, e whai pānga ana hoki te maramataka Māori e whakahōhonu ai i te māramatanga o ngā uri ki ngā tikanga ahurea. E whakatinanahia ana ngā wawata o ngā whānau, i ngā uri e whai wāhi mātātoa ana, e ārahi ana hoki i ngā haka, i ngā whaikōrero, me ngā waiata i ngā whakatau manuhiri, tae atu hoki ki ngā karakia me ngā pānui. Ko taua ahu whakamua e tohu ana i te tino putanga, ā, mō ētahi o ngā uri ki te kura, he ākonga whakatupuranga tuatahi rātou ki te tūhono atu anō ki te ao Māori. Kei te āta pakari haere te reo Māori ki waenga i ngā kaiako me ngā uri, ā, ka kitea tō rātou tino tākare ki te whakawhanake tonu i ō rātou pūkenga reo. Kua whakaritea e ngā kaiako ngā hononga pakari, ngā hononga whakawhirinaki hoki ki ngā uri, ā, ka āta whakapeto ngoi ki te aro atu ki ngā matea ake o ia tamaiti. He kaha ngā kaiako ki te whakamihi me te whakanui i ngā whakamātau a ngā uri, ā, kua waihanga ake i te taiao e poipoi ana i te ngākau titikaha, e whakapakari ana i ngā uri ki te whakapuaki i ā rātou anō. E mōhio ana ngā whānau ko ngā uara e whakatairangatia ana ki te kura, ka whakawhānuitia ake ki tua atu anō i te taiao o te kura, otirā, e whakatinanahia ana ki ngā kāinga me te hapori whānui. E whanake ana ngā uri hei tamariki e tau ana i roto i tō rātou ahurea.

Kua tīmata noa te whakatinanatanga o ngā mahi kāwana. He wā whakawhitiwhiti tēnei mō te kura, i Te Poumarumaru e ahu whakamua ana ki te whakatū i tētahi tumuaki tūturu. Kei te hou Te Poumarumaru, ā, kei a rātou te tangongitanga o ngā pūkenga, te tautōhito, me tō rātou ngākau nuitanga e whakatinanahia ana e rātou hei kaitiaki. He pai te ahu whakamua ki te whakatutuki i te nuinga o ngā kaupapa matua i whakaraupapahia ai ki te mahere rautaki mō ngā tau 2022-2025, tae atu ki te whakawhitinga ki raro i te marumaru o Ngā Kura ā Iwi o Aotearoa. Kua tuku iho ki ngā kaitiaki me ngā kaiārahi tētahi mahere rautaki i whakahoungia ai, ā, e arotakengia ana hei āta whakatau i te whai pānga me te whai takenga i mua i te whakamahinga mō te tau kei te heke mai. Ko te māramatanga o te rārangi arotake kaupapa here e āta whakatau ana i te arotakenga me te whakahouanga o ngā kaupapa here me ngā tukanga e pā ana ki te hauora me te haumaru, tae atu ki te kaupapa here e pā ana ki te ārai tamariki, me te whakatutukitanga o te arowhai i te haumaru o ngā kaimahi. E hāpaitia ana ngā uri kia whakatinana rātou i ngā wawata o ngā whānau.

Ngā Whakaritenga Matua ka whai ake

Tērā ētahi wāhanga o ngā mahi kāwana hei whakapakari ake. Nō nā noa nei Te Poumarumaru i kawe atu ai i ō rātou tūranga. He mea nui kia toro atu ngā kaitiaki ki ngā whakangungu poari e hāngai pū ana ki a rātou, kia whai māramatanga ai rātou ki ō rātou tūranga me ā rātou kawenga. I te mea he wā whakawhitiwhiti tēnei mō te kura, ko te whakapakari ake i tō rātou āheinga me tō rātou ngākau titikaha, he tūāhuatanga e noho mātua ana ki te hāpai i te whai huatanga o ngā whakataunga me te whakatutukitanga o ngā wawata me ngā takohanga. Ko te pakari o te ārahitanga, me te āta whai māramatanga, te āta whakatinanatanga hoki i ngā tūranga me ngā kawenga mahi, ka whakatau i ngā tūāhuatanga e hāpai ai i ngā uri ki te eke angitu.

Me pakari te ārahitanga tikanga ako puta noa i te kura, hei hāpai i ngā whakapaitanga ki ngā whakaakoranga me ngā akoranga. I tēnei wā, kāhore he aratohu ā-kura, he tūmanako ā-kura rānei mō te kounga kairangi o te whakaako, te whakamahere me ngā mahi aromatawai. Nā tēnā, he rerekē te kounga o ngā mahere puta noa i te kura, ā, kāhore i te riterite ngā whakaritenga aromatawai. Ko te whakarite i tētahi taiao whakaako e toro atu ana ki te whakaaro huritao me te mahi ngātahi, e arotahi ana hoki ki te whakapiki ake i ngā paetae, ā, e arahina ana e te tino ārahitanga tikanga ako, ka hāpai katoa i te whakapaitanga ake me te toitūtanga o ngā putanga ki ngā uri.

Me whakapakari ake i te aromātai o roto. He mea nui kia mōhio ngā kaiārahi ki ngā tūāhuatanga e hāpai ai i te whakapaitanga ake o ngā putanga ki ngā uri, me te whai huatanga o ā rātou whakataunga. Kāhore anō kia oti te marau ā-kura. I roto i ngā marama tekau mā rua ka whai ake, me whakawhanake tonu, me whakatinana tonu ngā kaiārahi i tētahi marau ā-kura e mārama ana, e āta rangahaua ana, hei āta whakatakoto i te huarahi marau e hāngai pū ana ki ngā wawata o ngā whānau me te kura, ā, e hāpai ana hoki i te hopu i te reo tuarua. Ka whakatairangatia ngā putanga ki ngā uri i te wā e mōhio ana ngā kaiako ki ngā whakaritenga ka whai ake i roto i te whakaako me te ako.

Me titiro ki te whakaratonga o te reo Māori. Kāhore anō kia whakatutukihia te rautaki Reo Māori. Kua tae ki te wā kia mahi ngātahi ngā kaiārahi, ngā poumarumaru, me ngā whānau o te kura ki te whakarite i ngā tino tūmanako mō te whakaako i te reo Māori, me te whakatinanatanga o te whāinga kia rumaki reo Māori te kura i roto i ngā tau e rima. Ko te whakawhanaketanga o ngā uri hei kaikōrero pakari o te reo Māori, ka whakatairangatia mā ngā whakaritenga nahanaha.

Me titiro wawe ki ngā whakaritenga e pā ana ki ngā hōneatanga ohotata. Kāhore anō kia whakahaerehia ngā akoako ohotata i ia te wā e tika ana. Me tīmata wawe ngā kaiārahi ki te whakahaere i ngā akoako hōneatanga ohotata auau, tae atu ki ērā e pā ana ki te ahi me te rū whenua, kia mōhio ai, kia rite ai hoki ngā uri ina pupū ake tētahi tūāhuatanga ohotata. Ki te pupū ake tētahi take ohotata, kei te whakamōreareatia te haumaru o ngā uri.

Me tahuri ki te whakangungu i ngā tūāhuatanga e pā ana ki te ārai tamariki. Ahakoa kua whakatakotohia tētahi kaupapa here e pā ana ki te ārai tamariki, kua tae ki te wā kia kawe wawe atu ngā kaimahi i ngā whakangungu, hei āta whakatau i tō rātou pakari ki te kite me te aro tika atu ina e whakaarohia ana he take tūkino, he take whakangongo rānei, ki tā te kaupapa here e whakaraupapahia ai. Kāhore te hauora, te haumaru, me te waiora o ngā uri e whakatūturuhia ana.

5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

ngā whakahaere a te poari

te marautanga

ngā whakahaere mō te hauora, te haumaru, me te oranga tinana

ngā whakahaere o ngā kaimahi

ngā whakahaere o te pūtea

ngā whakahaere o ngā rawa.

I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te haumaru me te waiora o ngā ākonga:

te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)

te haumaru ā-tinana o ngā ākonga

ngā rēhita a ngā kaiako

te tukanga whakatū kaimahi

te whakaunu, te aukati, te pana me te whakarerenga

te tae ā-tinana atu a ngā ākonga ki te kura

te whakatutukitanga o ngā kaupapa here o te kura i ngā tikanga o te Children's Act 2014.

Hei whakatutuki i ā rātou herenga ā-ture, me tahuri rātou ki te:

whakawhanake me te whakatinana i ngā tukanga hōneatanga, me ngā tukanga whakamātau. [s76 Fire and Emergency Act 2017]

whakarite i te tumuaki me ngā kaiako kia tātarihia ngā mōhiohio aromatawai o te kounga pai, hei aromātai i te ahu whakamua me ngā paetae a ngā uri [s164(b) Act: Teaching and learning programmes]

whakatinana i tētahi kaupapa here e pā ana ki te ārai tamariki, ā, me whakatau i te ū pūmau ki te katoa o ngā tukanga me ngā takohanga. [s18 Children's Act 2014]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia aro matua te kura ki te whakatutuki i ngā take i whakaraupapahia ai ki ngā whakaritenga matua ka whai ake, me te mahi ki te taha o Ngā Kura ā Iwi o Aotearoa kia whai tautoko ai rātou ki te whakawhanake i te marau me te whakamahere rautaki.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

7 Paengawhāwhā, 2026

7 Ngā kōrero e pā ana ki te Kura

Te tūwāhi Kei Kaikōura

Te tau a te Tāhuhu o te Mātauranga 3369

Te tūmomo kura He kura tuatahi (Tau 1 ki te 8)

Te tokomaha o ngā ākonga o te kura 16

Ngā hononga ā-iwi Māori 16

Ngā āhuatanga motuhake Ngā Kura ā Iwi

Te wā i te kura te rōpū arotake Whiringa-ā-rangi 2025

Te wā o tēnei pūrongo 7 Paengawhāwhā 2026

Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Paenga-whāwhā 2019; Arotake Mātauranga, Haratua 2015; Arotake Mātauranga, Here-turi-kōkā 2011

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. The ERO reports provide important information for whānau, hapū and iwi.

2 Context

Hāpuku School is situated in a small coastal community north of Kaikōura. Mana Whenua are represented by Ngāti Kurī and Māngamāunu marae . The kura is guided by the kōrero, “Ki Uta ki Tai - From the Mountains to the Sea.” They have recently transitioned to be affiliated with Ngā Kura ā Iwi o Aotearoa , and this review marks the first undertaken by Te Uepū ā Motu.

At the time of the review, the kura was undergoing a period of change. An interim tumuaki had been in place for five weeks, and most members of the Poumarumaru (Board of Trustees) were newly elected. The teaching team consists of two kaiako, both in their first year of teaching.

How well do uri show that they are culturally autonomous and influential?

Uri are emerging as leaders who uphold their kura values with pride.

4 Findings

Uri demonstrate growing confidence in their identity as uri o Ngāti Kurī. They uphold the kura values of manaakitanga, rangatiratanga, tuakiritanga , and kaitiakitanga with pride. These values are thoughtfully woven into daily routines alongside the integration of maramataka Māori , deepening uri understanding of cultural practices. Whānau aspirations are being realised as uri actively participate and lead haka, whaikōrero, and waiata during whakatau manuhiri, as well as karakia and pānui. This progress reflects a deliberate outcome, with some uri attending kura as first-generation learners reclaiming their connection to te ao Māori. Te reo Māori is steadily growing among both kaiako and uri with both showing strong enthusiasm to further developing their language skills. Kaiako have established strong, trusting relationships with uri and make genuine efforts to respond to their individual needs. Kaiako actively acknowledge and celebrate uri efforts, creating an environment where confidence is nurtured and uri are comfortable to express themselves. Whānau recognise that the values promoted within the kura extend beyond the school environment and are being practiced within homes and in the wider community. Uri are developing as culturally grounded tamariki.

Governance practices are in the early stage of implementation. The kura is in a transitional phase as the Poumarumaru work towards appointing a permanent tumuaki. The newly elected Poumarumaru bring a diverse range of skills, experiences, and expressed commitment to their role as trustees. Positive progress has been made toward achieving most priorities outlined in the 2022–2025 strategic plan, which includes the transition to become affiliated with Ngā Kura a Iwi o Aotearoa . Trustees and leaders have inherited an updated strategic plan and are reviewing it to ensure relevance and ownership before adopting it for the year ahead. A clear policy review schedule ensures that health and safety policies and procedures are reviewed and updated, including the Child Protection policy with safety checking completed for kaimahi. Uri are supported to realise whānau aspirations.

Key Next Steps

Aspects of governance requires strengthening. The Poumarumaru have recently assumed their roles. It is essential that trustees engage in targeted board training to build a clear understanding of their roles and responsibilities. Given the kura transitional state, building their capability and confidence is critical to support effective decision-making and fulfilment of aspirations and obligations. Strong leadership with clear understanding and fulfilment of roles and responsibilities creates conditions for uri to succeed.

There is a need for strong pedagogical leadership across the kura to support improvements to teaching and learning. Currently there are no schoolwide guidelines or expectations for high quality teaching, planning, and assessment practices. As a result, planning across the kura is of variable quality and assessment practice is inconsistent. Creating a highly reflective and collaborative teaching environment focused on lifting achievement levels and guided by strong pedagogical leadership, should support improved and sustainable outcomes for uri.

Internal evaluation requires strengthening. It is important for leaders to know what makes a difference for improving outcomes for uri and how effective their decision-making is. The marau-ā-kura is yet to be completed. Over the next twelve months leaders should continue developing and implementing a clear, research-informed marau ā-kura to establish a coherent curriculum pathway that aligns with whānau and kura aspirations and supports second language acquisition. Outcomes for uri are enhanced when Kaiako know the next steps for teaching and learning.

The provision for te reo Māori requires attention. The Reo Māori language strategy is not yet finalised. It is timely for kura leaders, trustees, and whānau to work together to establish clear expectations for the provision and expectations of teaching te reo Māori and realisation of the goal of full immersion within five years. Uri development as confident speakers of te reo Māori will be promoted through deliberate planning.

Emergency evacuation practices require urgent attention. Emergency drills are yet to be conducted regularly as required. Leaders should urgently begin conducting regular emergency evacuation drills, including fire and earthquake so that uri are familiar and prepared in the event of an emergency. Uri safety, in the event of an emergency is compromised.

Child protection training is required. Although a Child Protection Policy is in place, it is now time for kaimahi to undertake immediate training to ensure they are confident to recognise and respond to possible cases of abuse or neglect as outlined in the policy. Uri health, safety, and wellbeing is not guaranteed.

5 Te Poumarumaru Assurance on Legal Requirements

Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru 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:

board administration

curriculum

management of health, safety and welfare

personnel management

financial management

asset management.

During the evaluation, ERO checked at 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

processes for appointing staff

stand-downs, suspensions, expulsions and exclusions

attendance

school policies in relation to meeting the requirements of the Children’s Act 2014.

Actions for Compliance

To meet compliance requirements, they must:

Development and implementation of evacuation procedures and testing procedures. [s 76 of Fire and Emergency Act 2017]

Tumuaki and kaiako analyse good quality assessment information to evaluate the progress and achievement of uri [s 164(b) of the Act: Teaching and learning programmes]

Implement a Child Protection policy and ensure all procedures and obligations are upheld. [Section 18 of the Children’s Act 2014]

6 Recommendation

ERO recommends that the kura prioritise addressing the matters outlined in the key next steps and work alongside Ngā Kura ā Iwi o Aotearoa to gain support in curriculum development and strategic planning.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

7 April 2026

7 Information about the Kura

Location Kaikōura

Ministry of Education profile number 3369

Kura type Full Primary Years 1 – 8

Kura roll 16

Ethnic composition Māori 16

Special features Ngā Kura ā Iwi

Review team on site November 2025

Date of this report 7 April 2026

Most recent ERO reports Education Review, April 2019; Education Review, May 2015; Education Review, August 2011

Read this report on ero.govt.nz →