Tai Wananga
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 170
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- Ruakura AgResearch Centre, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-853 0035
- info@taiwananga.co.nz
- Website
- http://www.taiwananga.co.nz
- Directions
- Get directions
Other schools nearby: schools in Hamilton · schools in Waikato
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.
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.
- Uniform
Not stated on the school’s website.
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
- Our school is built on a foundation of strong, guiding values that shape how we work together, learn, and grow. These values are rooted in Te Ao Māori and help us create a supportive, successful, and unique learning environment.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Touch Rugby
- Touch Rugby
- Netball
- Netball
- Basketball
- Basketball
- Kī o Rahi
- Kī o Rahi
- Waka Ama
- Waka Ama
- Rugby (15s)
- Rugby (15s)
- Rugby 7s
- Rugby 7s
- Touch Rugby
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 38
- Māori
- 161
- Pacific
- 37
- Asian
- 3
- MELAA
- 2
- Other
- 1
- 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 09 | 48 | 10 | 1 | 0 | 0 | 14 | 0 | 52 |
| Year 10 | 28 | 8 | 1 | 0 | 0 | 5 | 0 | 28 |
| Year 11 | 33 | 8 | 1 | 2 | 0 | 13 | 0 | 33 |
| Year 12 | 26 | 4 | 0 | 0 | 0 | 6 | 0 | 26 |
| Year 13+ | 22 | 6 | 1 | 0 | 0 | 7 | 0 | 22 |
| Total | 157 | 36 | 4 | 2 | 0 | 45 | 0 | 161 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 38 | 10 | 1 | 0 | 0 | 12 | 0 | 41 |
| Age 14 | 37 | 7 | 1 | 0 | 0 | 6 | 0 | 38 |
| Age 15 | 31 | 9 | 1 | 2 | 0 | 13 | 0 | 31 |
| Age 16 | 28 | 4 | 0 | 0 | 0 | 7 | 0 | 28 |
| Age 17 | 22 | 6 | 1 | 0 | 0 | 7 | 0 | 22 |
| Age 18 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 157 | 36 | 4 | 2 | 0 | 45 | 0 | 161 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
71.4%
| Tai Wananga | 71.4% |
|---|---|
| Waikato Region | 84.2% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 72.7% |
|---|---|
| Male | 70.8% |
| Māori | 71.4% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 66.7% |
| Total | 71.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
68.6%
| Tai Wananga | 68.6% |
|---|---|
| Waikato Region | 75.7% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 72.7% |
|---|---|
| Male | 66.7% |
| Māori | 68.6% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 66.7% |
| Total | 68.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
54.3%
| Tai Wananga | 54.3% |
|---|---|
| Waikato Region | 51.3% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 54.5% |
|---|---|
| Male | 54.2% |
| Māori | 54.3% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 58.3% |
| Total | 54.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
22.9%
| Tai Wananga | 22.9% |
|---|---|
| Waikato Region | 15.1% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 54.5% |
|---|---|
| Male | 8.3% |
| Māori | 22.9% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 25% |
| Total | 22.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
68.6%
| Tai Wananga | 68.6% |
|---|---|
| Waikato Region | 77.4% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 72.7% |
|---|---|
| Male | 66.7% |
| Māori | 68.6% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | 66.7% |
| Total | 68.6% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Māori | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tai Wananga | 0% |
|---|---|
| Waikato Region | 53.9% |
| Secondary (Year 9-15) | 35.8% |
| 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%
| Tai Wananga | 0% |
|---|---|
| Waikato Region | 6.6% |
| Secondary (Year 9-15) | 4% |
| 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%
| Tai Wananga | 0% |
|---|---|
| Waikato Region | 2.4% |
| Secondary (Year 9-15) | 1.7% |
| 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)
- 526
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Major urban area
- Date opened
- 30 January 2011
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
- 2
- Last reviewed
- 12 August 2025
- Latest report
- Ngā Kitenga Arotake Report
- Report type
- Evaluation report
- Board assurance
- not reported
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 170 — 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.
March 2025
112
Counted while ERO’s review team was at the school. Education Review Office, report of 12 August 2025
April 2021
111
Counted while ERO’s review team was at the school. Education Review Office, report of 17 August 2021
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 12 August 2025 — “Ngā Kitenga Arotake Report” — 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 whakahaerehia ana a Tai Wānanga ki ngā papa akoranga e rua. Kei Kirikiriroa a Tai Wānanga Ruakura, ā, kei te tapa o Te Papaioea a Tai Wānanga Tū Toa. Ko Tai Wānanga tō rāua ingoa karanga tahi. Mō te tamatāne me te tamawahine ngā papa akoranga e rua, ā, ka poipoi i ngā taiohi o ngā tau 9 ki te 13. Kua tautapaina a Tai Wānanga hei kura āhuatanga motuhake, ā, kotahi te poari kaitiaki e kāwana ana i ngā papa akoranga e rua. Kotahi hoki te tumuaki o ngā papa e rua. Kei ia papa akoranga tōna ake kaiārahi, me tōna ake rōpū ārahi.
Nō te Whiringa-ā-rangi o te tau 2021 te Tāhuhu o te Mātauranga i whakatūngia ai tētahi Kaiwhakahaere Manatū ā-wā. I toro atu Te Tari Arotake Mātauranga ki te kura i te tau 2023 ki te aromātai i te ahu whakamua, ā, i taua wā i te pakari te whakamua haere, i kitea hoki te whakapaitanga ake o ngā whakaritenga ki ngā wāhanga katoa i tautuhia ai kia tirohia. I te Hui-tanguru o te tau 2024 te wawaotanga atu a te Kaiwhakahaere Manatū ā-wā i whakakorengia ai.
He pēhea rawa te rongo o ngā taiohi i te angitu me te waiora?
He pai te whakariterite i ngā taiohi ki te whakawhanake i tō rātou waiora me tō rātou huarahi ki te angitu.
4 Ngā Whakaaturanga
Kei te tākare te whai wāhi atu a ngā taiohi ki te marau e aro nui ana ki a rātou, ā, e whakatairanga ana i te angitu, e poipoi ana hoki i tō rātou waiora. Kua whakawhanakehia ngā pūnaha auaha hei ārahi i te riterite o ngā mahere, te aromatawai, me te tātari, puta noa i te kura. Ka āta whakatakotohia ngā mahere, ā, ka kitea te hononga pū ki ngā pou o te kura, arā, Kia Tū, Kia Ora, Kia Māori . E whakawhāriki ana i ngā horopaki o te hōtaka, i ngā whāinga o te ao, i ngā wheako huarewa, me ngā whai wāhitanga ki te whakawhanake i te reo matatini me ngā paetae e ākona ana. Ka whakaemi i ngā hōtuku i ia te wā kia mārama pū ai ki te ahu whakamua o ia taiohi i roto i ngā akoranga e pā ana ki te reo matatini me te pāngarau, a, he tūāhuatanga tēnei e hāpai ana i te takunetanga o ngā whakataunga. E tino tautokona ana ngā matea ā-rongoā, ā-tangata, ā-mātauranga hoki o ngā taiohi hei āta hāpai ake. Nā ngā hōtaka akoranga takitahi i whakahāngaitia ai, nā te tautoko hoki o ngā kaitiaki kua angitu, kua whai oranga hoki aua ākonga. Tātarihia ai te hōtaka whakaako i ia te wā, ā, ka aromātai ngā kaitiaki i ā rātou whakaritenga me ngā putanga ki ngā taiohi hei hāpai ake i te whakatinanatanga ā meāke nei. He ngākau titikaha ō ngā taiohi ki te whai wāhi atu ki te tangongitanga o ngā horopaki, i a rātou e whakawhanake ana i ō rātou mōhiotanga me ō rātou pūkenga.
He pai te whai wāhi atu a ngā taiohi o Tai Wānanga ki ngā akoranga me ngā taunekeneke. E whakarato ana te marau i ngā whai wāhitanga mō ngā taiohi ki te whakatau i ō rātou huarahi e hāngai ake ana ki ō rātou whāinga ake me ō rātou wawata ake. Ka aro nui ngā kaitiaki ki te whakapakari i te pai o ngā hononga ki ngā taiohi. He mea tauutuutu ngā uara o te manaakitanga, te kaitiakitanga, me te aroha, i ngā taiohi e whai wāhi atu ana ki ngā wheako ako. Ka whakatairangatia te waiora o ngā taiohi mā te whakapakari tinana, mā ngā hui te marama (he whakaū pono whaiaro), me ngā karakia, ā, he tūāhuatanga matua katoa ēnei i te hōtaka o ia rā. He whai wāhitanga i roto i ō rātou wheako ako ki te uru atu ki ngā akoranga e whakaratohia ana e ngā kaiwhakarato mātauranga mātātoru, hei whakawhanake ake i ngā pūkenga o ngā taiohi mō meāke nei. Kei te taiohi tōna ake tino rangatiratanga mō te huarahi kei mua tonu i a ia.
E hāpaitia ana ngā taiohi o Tai Wānanga ki te eke panuku i roto i Te Taumata Mātauranga ā-Motu kua Taea, ki te taumata 2 me te taumata 3. E tohu ana ngā hōtuku paetae o te kura mō te tau 2024, i te aronga pūmau ki te whai atu a ngā taiohi i aua taumata o Te Taumata Mātauranga ā-Motu kua Taea, me te 86% o ia taumata e eke panuku ana, me te 52% o rātou e whiwhi ana i te Tiwhikete Whare Wānanga. Ko te reo Māori tētahi kaupapa whakapū mō ngā taiohi ki te Tau 9 me te Tau 10, ā, e ako ana ngā taiohi o ngā tau 9 ki te 11 i tētahi marau e aro nui ana ki te reo matatini me te pāngarau, hei whakareri i a rātou mō te Taumata 2 me Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea. E hāpaitia ana te eke panuku o ngā taiohi i roto i te mātauranga.
Ka whakawhanake ngātahi, ka whai ngātahi hoki te ārahitanga i te tirohanga, ngā whāinga, me ngā taumata o te hiranga i te kura. Ka arotahi rātou ki te āta whakatau i te whakawhanake me te tupu ngaio o ngā kaitiaki hei hāpai i te angitu o ngā taiohi. Ka kitea te ahurea kia kounga ngā whakaakoranga, kia whai pūtaketanga ngā mahere mō te whakapaitanga tonu, ā, he aronga ā-kura tonu ki te whakapakari me te whakawhanake i te mōhiotanga o ngā kaimahi, mā te aronga o tēnei wā ki te reo matatini. E whakautea ana ngā pūkenga o te ārahitanga, ā, ka kitea te ngākau nuitanga o ngā kaitiaki ki te tirohanga me ngā tikanga whakaaro o te kura. E hāpaitia ana tā rātou whai wāhi atu ki te whakawhanaketanga ngaio e hāngai ana ki ō rātou ngākau nuitanga, ō rātou pūkenga, me ngā matea o ngā taiohi. Ka whakamanahia ngā kaitiaki kia whakamaheretia mō ngā wawata me ngā matea ako o ngā taiohi. Ka āta whakatau rātou kia tautoko, kia hāpai hoki te taiao i te ako a ngā taiohi me tō rātou waiora. Ko te whanaungatanga kei te pūtake o ngā taunekeneke me ngā hononga katoa i waenga i ngā kaitiaki me ngā whānau i te kura. Ka mahi ngā kaitiaki ki te taha o ngā taiohi me ngā whānau ki te whakawhiti kōrero mō ngā whakataunga ako e hāpai ai ngā wawata o ngā taiohi ki te kura, ā, ki tua atu hoki. E rumakina ana ngā taiohi ki tētahi taiao e whakaaro nui ana ki ō rātou ngākau nuitanga me ō rātou huarahi ki anamata.
Ko ngā putanga e whai hua ana ki ngā taiohi kei te pūtake o ngā whakataunga kāwana. Kei te tino māramahia e te poari ō rātou tūranga me ā rātou kawenga mahi, ā, ka mahi ngātahi, ka mahi nahanaha hoki rātou ki te hāpai i te whakatairanga tonutanga o te angitu o ngā taiohi. Kua whakatakotohia e rātou ngā tūmanako teitei, ā, ka hāpai i te whakatinanatanga o ngā mahere e ahu mai ana i ngā whakaaturanga. Tāpiri atu ki tēnā, kua ahu whakamua te poari ki te tūhonohono ake i ngā papa akoranga e rua, ā, ka hui tahi ngā kaiārahi o ngā papa akoranga, ka whakapuaki hoki i ō rātou mōhiotanga ngaio. Ko te auau o ngā pūrongo i ngā wāhi e rua, e hāpai ana i te poari ki te aru me te aroturuki i te ahu whakamua me te angitu a ngā taiohi i roto i te mātauranga, te hākinakina me ngā ahurea tuakiri. Kei te aru matawhānui i te taetae atu a ngā taiohi ki te kura, ā, kua whakaritea ngā whāinga me ngā rautaki ki te āta toro atu ki a rātou. Kua āta whakatakotohia e te poari ngā kaupapa rautaki matua e arotahi ana ki te tirohanga me te tauākī taketake o te kura. Ka āta mātai rātou i te whai huatanga o te kura ki te whakatutuki i ngā putanga e whai painga ana ki ngā taiohi, ā, e hāngai ana hoki ki ō rātou pou e meatia ana, Kia Tū, Kia Ora, Kia Māori . Ka toro atu ki ngā ratonga tautoko o waho ki te whakawhanake i te mōhiotanga o te poari, ā, ki te whakapakari tonu anō hoki i ō rātou māramatanga ki ngā whakaritenga kāwana. He ngākau titikaha ō ngā taiohi ki te whai wāhi atu ki te tangongitanga o ngā horopaki.
Ngā Whakaritenga Matua ka whai ake
Tērā te maha o ngā wāhanga hei whakapakari ake. Ka hāngai aua wāhanga ki:
te whakamātau me te whakarite mō ngā wā ohotata. Me whakatinana i tētahi rārangi mahi mō te whakamātau i ia te wā i ngā akoako ohotata. Ko te whakamātau i ngā wā ohotata, me te aromātai, te whakamahine hoki i aua whakaritenga ka āta whakatau i te pakari o ngā kaitiaki me ngā taiohi ki te aro tika ki ngā wā ohotata.
5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a te Poari 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 201 4.
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia whakaū ngā tikanga o te kura, e hirahira ake ai ngā hua mā ngā taiohi.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
12 Hereturikōkā 2025
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Kirikiriroa me Te Papaioea
Te tau a te Tāhuhu o te Mātauranga 632
Te tūmomo kura He kura hiato (Tau 9-15)
Te tokomaha o ngā ākonga o te kura Ruakura – 112 Tū Toa - 53
Ngā hononga ā-iwi Māori 98%, Iwi kē 2%
Ngā āhuatanga motuhake Kua tautapaina hei kura āhuatanga motuhake
Te wā i te kura te rōpū arotake Poutū-te-rangi 2025
Te wā o tēnei pūrongo 12 Hereturikōkā 2025
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Here-turi-kōkā 2021; Arotake Whakarite Mātauranga, Pipiri 2017
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. ERO’s reports provide important information for whānau, hapū and iwi .
2 Context
Tai Wānanga operates over two sites. Tai Wānanga Ruakura is situated in Hamilton and Tai Wānanga Tū Toa is on the outskirts of Palmerston North. Collectively, they are both known as Tai Wānanga . Both sites are co-educational and cater to taiohi from Years 9 to 13. Tai Wānanga is a designated character school with one Board of Trustees providing governance over the two sites. One Tumuaki leads both sites. Each site has its own site leader and leadership team.
The ministry assigned a Limited Statutory Manager to the kura in November 2021. ERO visited the kura during 2023 to evaluate the progress made, and at that point they had made steady progress and improved practice was evident in all areas that required attention. The Limited Statutory Manager was revoked in February 2024.
How well do taiohi experience success and wellbeing?
Taiohi are well prepared to develop their wellbeing and pathway to success.
4 Findings
Taiohi enthusiastically participate in a responsive curriculum that promotes success and nurtures their wellbeing. Creative and innovative systems have been developed to guide consistent planning, assessment and analysis across the kura. Planning is well-prepared and shows a clear correlation with the kura pou: Kia Tū, Kia Ora, Kia Māori . It sets out the contexts of the programme, global goals, transformative experiences, opportunities for developing literacy, and the standards being learned. Collecting data regularly to have a clear understanding of the progress each individual taiohi has made in learning for literacy and mathematics allows for intentional decision making. Taiohi requiring additional support for medical, social or academic needs are well-supported. Individually tailored learning programmes (ITLPs) and kaitiaki support have resulted in these learners’ success and wellbeing. Analysis of the teaching programme is regular with kaitiaki evaluating their practice and taiohi outcomes to improve future implementation. Taiohi confidently participate and make contributions in a range of contexts whilst developing their knowledge and skills.
Taiohi at Tai Wānanga are positively engaged in learning and interactions. The curriculum provides opportunities for taiohi to determine pathways that aligns to individual goals and aspirations. Kaitiaki prioritise building positive relationships with taiohi . The values of manaakitanga, kaitiakitanga and aroha are reciprocated as taiohi participate in learning experiences. Taiohi wellbeing is promoted through physical fitness conditioning, hui te marama (positive self-affirmation) and karakia , which are integral aspects of the daily programme. Their learning experiences include opportunities to participate in courses offered by tertiary providers to further develop taiohi skills in preparation for their future. Taiohi have self-determination for their future and beyond.
Tai Wānanga taiohi are supported to achieve in their attainment of National Certificate of Education Achievement (NCEA) at Levels 2 and 3. The school achievement data for 2024 shows that a concerted focus is given to taiohi sitting these NCEA Levels with 86% respectively achieving in both levels and 52% attaining University Entrance. Taiohi in Years 9 to 10 have te reo Māori as a compulsory subject and taiohi in Years 9 to 11 learn in a curriculum that prioritises literacy and numeracy in preparation for NCEA Level 2 and Level 3. Taiohi are supported to achieve educational success.
Leadership collaboratively develops and pursues the school’s vision, goals and targets for excellence. They are collectively focussed on ensuring the development and professional growth of kaitiaki to support taiohi success. A culture of quality teaching and evidence-based planning for improvement is evident, supported by a whole- kura approach to building and developing kaimahi knowledge, with a current focus on literacy. Leadership is respected for their skills with kaitiaki showing dedication to the philosophy and pedagogy of the kura . They are supported to participate in professional development that aligns with their interests, strengths and taiohi needs. Kaitiaki are empowered to plan for aspirations and the learning needs of taiohi . They ensure that the environment is supportive and is conducive to taiohi learning and wellbeing. Whanaungatanga is central to all interactions and relationships within the kura , particularly between kaitiaki and whānau . Kaitiaki work alongside taiohi and whānau to discuss learning decisions that support taiohi aspirations at kura and beyond. Taiohi are emersed in an environment that considers their passions and pathways for the future.
Positive taiohi outcomes are at the forefront of governance decision making. The board have a clear understanding of their roles and responsibilities and work collectively and strategically to support the improvement of taiohi success. They have established high expectations and support the implementation of evidence-based planning. In addition, the board has made shifts to connect the two sites with site leaders participating in hui and sharing professional knowledge. Regular reporting from both sites allows the board to track and monitor taiohi progress and success, both academically, in sports and cultural activities. Taiohi attendance is comprehensively tracked with re-engagement goals and strategies. The board have intentionally shaped the strategic priorities that focuses on the kura vision and mission. They scrutinise the effectiveness of the school in achieving valued taiohi outcomes that align with their pou: Kia Tū, Kia Ora, Kia Māori. External supports are utilised to develop the knowledge of the board to continue strengthening their understanding of governance practices. Taiohi participate confidently in a range of contexts.
Key Next Steps
There are a number of areas that requires strengthening. This includes:
practicing and preparing for emergencies. Implementing a schedule for practicing emergency drills regularly is needed. Practising emergencies and evaluating and refining these practices ensures kaitiaki and taiohi can confidently respond in an emergency.
5 Board Assurance on Legal Requirements
Before the evaluation, the board of trustees and principal completed the 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:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the evaluation, 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-downs, suspensions, expulsions and exclusions
attendance
compliance with the Children’s Act 2014.
6 Recommendation
ERO recommend that school leaders continue to sustain practices that further enhances positive outcomes for taiohi .
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
12 August 2025
7 Information about the Kura
Location Hamilton and Palmerston North
Ministry of Education profile number 632
Kura type Composite (Years 9 – 15)
Kura roll Ruakura – 112 Tū Toa - 53
Ethnic composition Māori 98%, Other 2%
Special features Designated Special Character
Review team on site March 2025
Date of this report 12 August 2025
Most recent ERO reports Education Review, August 2021; Education Readiness Review, June 2017
Read the full report on ero.govt.nz →
All 2 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).