Tāwera Bilingual School
Full Primary · State
- Year levels
- 1–8
- Total roll
- 35
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 164 Ngahina Road, Ruatoki, Whakatane
- Territorial authority
- Whakatane District
- Phone
- 07-3129187
- office@tawera.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Bay of Plenty
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 1
- Māori
- 35
- Pacific
- 5
- Asian
- 0
- MELAA
- 0
- 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 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 02 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 03 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 04 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 05 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 07 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Total | 31 | 0 | 0 | 0 | 0 | 0 | 0 | 31 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 06 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 07 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 08 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 09 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 10 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 11 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Total | 31 | 0 | 0 | 0 | 0 | 0 | 0 | 31 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Tāwera Bilingual School | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| 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%
| Tāwera Bilingual School | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| 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%
| Tāwera Bilingual School | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 547
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 25 January 1931
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
- 18 May 2023
- Latest report
- Tawera Bilingual School
- Report type
- Review 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 35 — 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 2023
48
Counted while ERO’s review team was at the school. Education Review Office, report of 18 May 2023
August 2015
95
Counted while ERO’s review team was at the school. Education Review Office, report of 15 November 2018
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 18 May 2023 — “Tawera Bilingual School” — 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
Ka mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. Ka whai pānga ā rātou pūnaha, ā rātou whakahaeretanga, me ā rātou whakaritenga whakahaere ki tēnei pūrongo. Kei ngā pūrongo a Te Tari Arotake Mātauranga ngā mōhiohio e whai hua ana ki ngā whānau, ngā hapū, me ngā iwi.
2 Te Horopaki
E tū ana Tawera Bilingual School ki te whārua o Rūātoki, ki te taha whakateuru o te awa o Ōhinemataroa. E 48 ngā uri kei te rārangi ingoa o te kura, mai i ngā tau 1 ki te 8. Ki tā te kura, ka whakarato rātou i te Taumata 1 o te mātauranga rumaki reo Māori ki ngā uri.
I tautuhia ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2018, ngā tino āwangawanga i hāngai ki te ngoikore o te kāwana, te ārahitanga, te whakahaeretanga, me te whakaako, me te whai pānga hoki o aua tūāhuatanga ki ngā putanga ngoikore o ngā uri. Mai i taua wā, kua arotahi Te Tari Arotake Mātauranga ki te aroturuki i te ahu whakamua ki te whakatutuki i aua take āwangawanga.
Nō te tau 2018 Te Tari Arotake Mātauranga i taunaki ai, kia tautokona te kura e te Tāhuhu o te Mātauranga me Te Whakarōpūtanga Kaitiaki Kura o Aotearoa, kia whakatutukihia ngā whakapaitanga ki te kāwana, te ārahitanga, te whakaako me te ako, me te whakaratonga o tētahi taiao haumaru ā-tinana. I whakatū te Tāhuhu o te Mātauranga i tētahi Student Achievement Function ki te mahi ngātahi me te tumuaki ki te hāpai ngaio i te marautanga. I whakarato Te Whakarōpūtanga Kaitiaki Kura o Aotearoa i ngā whakangungu ki te poari.
I whakamanahia e tō rātou iwi te tūhono atu a Te Kura Reo Rua o Tāwera i te tau 2022, ki te tōpūtanga o Ngā Kura ā Iwi o Aotearoa. Ko ngā kura e hono ana ki Ngā Kura ā Iwi o Aotearoa, ka arotakengia e te rōpū arotake rumaki reo Māori a Te Tari Arotake Mātauranga, arā, e Te Uepū ā-Motu. Nō te tau 2014 Te Tari Arotake Mātauranga me Ngā Kura ā Iwi o Aotearoa taua whakaritenga i whakatakoto ai, hei āta whakatau i te aronga kaupapa Māori ka whakahaerehia e ngā kaimahi Māori, mā te reo Māori tonu. Mā te whai i taua tukanga, ka toro atu ki ngā whānau, ngā hapū, me ngā iwi e whai wāhi atu ana ki te mātauranga o ngā uri, kia whakapuakihia hoki e rātou ō rātou whakaaro ki te aromātai i ō rātou kura.
Nō reira, koia nei te arotakenga tuatahi o Te Kura Reo Rua o Tāwera i whakahaerehia ai e Te Uepū ā-Motu mā te tukanga arotake o Ngā Kura ā-Iwi, mā ngā tohu hoki o ngā whakaritenga papai, me ngā herenga ā-ture i tautuhia ai ki te Whakatau Tautukunga a Te Poumarumaru.
3 Te Aronga o te Aromātai
I tīmatahia te arotakenga o Te Kura Reo Rua o Tāwera, mā te whakatakoto haere i te aronga. Ko te pātai aromātai e meatia ana:
He pēhea rawa te whakaatu mai o ngā uri i tō rātou tūmāia ā-tukuihotanga me tō rātou whakaaweawe?
Mā te aronga ki te tūmāia ā-tukuihotanga, ka puta ngā raupapa pakirehua, arā, ko te ūkaipōtanga, ko te reo Māori, ko te reo ā-iwi, ko te ārahitanga, me te kāwana.
4 Te Hōkaitanga o te Aromātai
I te taenga atu a Te Tari Arotake Mātauranga ki te kura, ka āta kitea ngā take āwangawanga e pā ana ki te haumaru o ngā uri, ki tō rātou waiora, me te kounga hoki o tā rātou mātauranga.
Nā tēnā te hōkai o te aromātai i whakahou ake anō ai, kia hāngai ake ai te titiro ki te kāwana i te kura, inarā, ki te whakaratonga o tētahi taiao haumaru - ā-whatumanawa, ā-tinana hoki. Ka hāngai ake hoki te titiro ki te whakahaeretanga o ngā take kaimahi, take tuku mahi hoki, o te ārahitanga ngaio, o te whakahaeretanga, me te whakaratonga o te mātauranga whai kounga.
Te Kāwana i te Kura
ngā tūranga poumarumaru me ngā kawenga, ngā pūnaha, ngā kaupapa here me ngā tukanga, te whakamahere rautaki, te aroturuki me te pūrongo, ngā take kaimahi, me te whakarato i te taiao haumaru ā-tinana, haumaru ā-whatumanawa hoki.
Te ārahitanga ngaio me te whakahaeretanga ngaio
te whakahaere i te kura i ia rā, te ārahi i te marau me te whakawhanaketanga ngaio o ngā kaimahi, te aroturuki me te pūrongo atu ki te poari kaitiaki.
Te Whakaako me te Ako
te whakarato i te mātauranga whai kounga ki ngā uri.
Ngā Whakaritenga ka whai ake
te tautuhi i ngā kaupapa matua, te whakamahere, me te toro wawe atu ki te tautoko moroki.
Ngā Herenga ā-ture
ngā take kāhore e tutuki ana e ai ki te ture.
Te Kāwana i te Kura
Ahakoa he hou ngā poumarumaru me te matatini o ngā take i tautuhia ai i te wā o tēnei arotakenga, e āta whakapuakihia ana tō rātou manawanui ki ngā uri. E mihi ana ki tō rātou whakaū ki te whakamahi i ngā whakaaturanga ka putaputa mai i te arotakenga nei, ki te whakahāngai wawe i ā rātou mahi ki te whakarato i tētahi taiao e noho haumaru ana mō ngā uri - ā-tinana, ā-whatumanawa hoki.
Ngā tūranga o ngā poumarumaru me ā rātou kawenga mahi.
E manawanui ana ngā poumarumaru ki te hāpai i te kura. Kei te whai māramatanga rātou ki ō rātou tūranga me ā rātou kawenga mahi. Ko te heamana o tēnei wā, kua tū kē i mua hei kaitiaki. E ai ki ngā kaitiaki, kei te tākare rātou ki te ako me te aro atu ki ngā matea o tō rātou hapori.
Ngā pūnaha, ngā kaupapa here, me ngā tukanga
Kāhore anō ngā pūnaha kia āta whakaritea hei hāpai i Te Poumarumaru ki te whakatutuki i ngā takohanga ā-ture me ngā wawata o tōna hapori. Tērā ētahi kaupapa here me ētahi tukanga e hāpai ai i ētahi o ngā wāhanga o te kāwana, te whakahaere, me te mātauranga, engari kāhore ēnei e āta whakatinanahia ana.
Te whakamahere rautaki me te arotake whaiaro
Kāhore i te rawaka te whakamahere rautaki me te arotake whaiaro mō ngā whakapaitanga. I te tawhito kē te mahere rautaki i whakatakotohia ai mō te rōpū arotake. Kāhore e tohu ana i te tirohanga a te kura, kāhore rānei e tautuhi ana i ngā whāinga rautaki me te huarahi ka whai ake ki te whakapuaki i aua tūāhuatanga. Kāhore he mahere ā-tau hei tautuhi i tēnā ka whakatutukihia, i te wā rānei ka whai atu, kāhore hoki he tātaritanga o ngā rerekētanga. Kāhore he aronga nahanaha ki te arotake whaiaro ā-kura. Ahakoa ka hui Te Poumarumaru, tē taea e ngā kaitiaki te āta whakatau tā rātou aro atu ki ngā kaupapa e tika ana, i te poipoi tika rānei o tō rātou hapori me ngā uri, mehemea kāhore he mahere, ā, he whāiti noa ngā pūrongo whai kounga.
Te whakahaere i ngā kaimahi me te āhua mahi
Kua pupū ake te whakamōrearea ki ngā uri nā te kore whakatinanatanga mārika o te whakahaeretanga pūmanawa tāngata, tae atu ki te whakahaeretanga o ngā kaimahi me te āhua mahi, me te whakawhanaketanga ngaio. Inarā:
ko ngā take e pā ana ki te whakatū kaimahi, me te kore whakatutukitanga o ngā pūrongo whakahauanga ki te Matatū Aotearoa
ko te aromatawai ā-tau i te tumuaki, mā ngā paerewa ngaio
ko te whakawhanaketanga me te whakatinanatanga i tētahi tino tukanga e aromatawai ai i te āhua mahi a ngā kaiako, tae atu hoki ki te tumuaki
ko te āta whakatau i te rēhitatanga o ngā kaitono katoa e whakatūngia ai ki ngā tūranga whakaako.
I whakaatuhia aua take ki ngā poumarumaru i te wā o te arotake. I mua i te katinga o te wāhanga arotake i te kura, i toro wawe atu ngā poumarumaru ki te tautoko o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa.
He taiao haumaru - ā-tinana, ā-whatumanawa.
Tē taea e Te Poumarumaru te whakatau te haumaru ā-tinana, ā-whatumanawa hoki o te taiao e whakaratohia ana mō ngā uri. I te wā o tēnei arotakenga, i whiwhi Te Tari Arotake Mātauranga i ētahi whakapae i tohu ai i ngā āwangawanga mō te haumaru o ngā uri. I whakapuakihia te whakapae ki te taha o ngā poumarumaru. I te take nei e whakatewhatewhangia ana, me toro atu Te Poumarumaru ki te tino tautoko, ā, kia wawe, kia ngaio hoki te tautoko mō taua tūāhuatanga. Kāhore tētahi tukanga matawhānui e whakamahia ana mō te whakatau i ngā amuamu me ngā take nui.
Te ārahitanga ngaio me te whakahaeretanga ngaio
He tino take tonu te ārahitanga ngaio me te whakahaeretanga ngaio. I tautuhia ki te arotakenga o te tau 2018 te ngoikore o te ārahitanga me te whakahaeretanga, ā, kīhai hoki i te rawaka te taha whakaako me te ako. Ahakoa te wawaotanga a te Tāhuhu o te Mātauranga ki te hāpai i te ārahitanga ngaio, ahakoa te whakarahinga ake o te wā ka whakawāteahia i te akomanga, kāhore anō kia pai ake.
Te ārahi i te marau me te whakawhanaketanga ngaio o ngā kaimahi
Kāhore tonu te marau e arahina ana. Tē taea e ngā poumarumaru te whakatau te whakapuakitanga o tētahi hōtaka akoranga kounga kairangi e whai aronga nui ana, ā, kua āta whakamaheretia, kua aromātaihia hoki. Tē taea hoki e rātou te whakatau i te tautuhi o ngā matea ako o ngā uri mā ngā whakaritenga aromatawai whai hua. Kāhore te arohaehae kaimahi e whakatutukihia ana, ā, he iti rawa, kua kore rānei te whakawhanaketanga ngaio e whai pānga ana.
Te aroturuki me te pūrongo ki te poari kaitiaki.
Kāhore te ārahitanga e whakarato ana i ngā mōhiohio rawaka mā te pūrongo ki Te Poumarumaru. Kāhore he kohinga rawaka o ngā tuhinga e pā ana ki ngā putanga mātauranga o ngā uri, ki ngā matea ngaio o ngā kaimahi, ki te whakahaeretanga whai hua o ia rā, me te pūrongo atu hei āta whakatau i te haumaru ā-tinana, ā-whatumanawa hoki o te taiao e whakaratohia ana. He tino āwangawanga tēnei nā te roanga o te wā kua whai wāhi atu ngā kaiārahi ki tēnei kura.
Te whakapuaki i te mātauranga whai kounga ki ngā uri.
Kāhore ngā uri e whiwhi ana i te mātauranga o te kounga kairangi. Me whakapai ake i ngā whakaritenga whakaako. Kāhore i te riterite te whakamahinga o ngā rautaki whakaako me ngā rautaki ako e whai hua ana, puta noa i te kura. Kāhore e kitea ana ngā whakapaitanga, whai muri i te arotakenga o mua a Te Tari Arotake Mātauranga. E tika ana kia riro i te tumuaki, i te kaiako hoki e whakawātea ana i a ia, i ngā kaiako katoa o te kura, te tautoko ngaio o te taumata teitei. Tāpiri atu ki tēnā, kua whakakorengia te rēhita a te kaiako e kairīwhi ana i te tumuaki. Me arotake, me whai whakaaro hoki e Te Poumarumaru te whakatū o ngā ngaio māraurau.
Ngā Whakaritenga ka whai ake
Ko te kounga o te mātauranga, te ārahitanga, me te kāwana e noho tonu ana hei take āwangawanga ki tā Te Tari Arotake Mātauranga titiro. I miramira hoki te arotakenga nei i te manawanui o Te Poumarumaru me te heamana ki te whakatutuki i ngā take matatini e whai pānga ana. Engari e tika ana kia kaha tautokona rātou.
Ngā kaupapa matua
Me whakamahi Te Poumarumaru, rātou ko Ngā Kura ā Iwi o Aotearoa, ko ngā kaiwhakarato tautoko hoki i ngā whakaaturanga o te pūrongo nei ki te:
tautuhi me te whakamauru i ngā āhuatanga kei tua atu i ērā o ngā whakaaturanga o te arotakenga nei, ka whakamōrearea pea i tēnei wā, ā meāke rānei.
whakamahi i ngā māramatanga, me te whakaraupapa i ngā mahi urupare o tēnei wā tonu, o te pae tata hoki, me te pae tawhiti.
whakamahere i tētahi aronga ōkawa e hāngai pū ana, ka inea hoki, ka taea te whakatutuki, ka whai pānga nui, ā, ka whakataungia mā te aronga anō hoki ki te whakatutuki i roto i te wā e tika ana.
whakarite i ngā kawatau e pā ana ki te arotake whaiaro auau me ngā pūrongo, ā, me whakatinana hoki.
6 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga e whai ake nei:
te haumaru aronganui o ngā uri (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
te haumaru ā-tinana o ngā uri
te rēhitatanga o ngā kaiako
ngā tukanga ki te whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
ngā kaupapa here a te kura e whakatutuki ai i ngā herenga ā-ture e pā ana ki te Children’s Act 2014 .
Ngā Wāhanga hei Whakatutuki
Hei whakatutuki i ngā herenga ā-ture, me tahuri ngā kaitiaki o te poari ki te:
whakarato i tētahi taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā ākonga, tae atu ki te ārai me te pūrongo atu i te whakakino i te tamaiti, me te ārai hoki i ngā mahi whakawetiweti
[s127 (1) Te Ture Mātauranga me te Whakangungu 2020]
whakatakotohia ngā whakaritenga e whakatairanga ana i ngā whanonga pāpori papai i ngā ākonga, ā, e rāhui ana hoki i te uruhi ki te whakatika, ki te whakawhiu rānei (te patu tamariki), i te whakanoho taratahi rānei i tētahi ākonga kua whakaurua, e taetae atu ana rānei ki te kura
[s98 Te Ture Mātauranga me te Whakangungu 2020]
whai whakaaro matua ki te arotake i ngā kaupapa here, ngā tukanga, me ngā whakaritenga o te kura e pā ana ki te whakahaeretanga o te whanonga uaua me te pupuri i te tangata, ā, me āta whakatau hoki i te noho mōhio o ngā mātua, ngā ākonga, ngā kaimahi o te kura, me te hapori ki aua tūāhuatanga
[s98 Te Ture Mātauranga me te Whakangungu 2020, Ngā Ture Mātauranga (Pupuri Tangata) 2017]
whakarato ki ngā ākonga katoa o ngā tau 1 ki te 8, ngā whai wāhitanga ki te ahu whakamua me te eke angitu i roto i ngā wāhanga katoa o The National Curriculum . Me te mea hoki, mā te tātari i ngā mōhiohio aromatawai, me tautuhi i ngā rōpū kāhore e ahu whakamua ana, e whai angitu ana, kei te noho mōrearea rānei ki te kore ahu whakamua me te kore whai angitu, ā, me whakawhanake, me whakatinana hoki i ngā rautaki whakaako me ngā rautaki ako e whakatutuki ai i ngā matea o aua ākonga, i ngā wāhanga hoki o te marau hei āta tirohia
[s127, 164, 165 Te Ture Mātauranga me te Whakangungu 2020, me Ngā Kaupapa Matua ā-Motu mō te Mātauranga me te Ako 1, 2, 3, 4 me te 6]
whakarato i te mātauranga umanga me te ārahitanga umanga e tika ana mō ngā ākonga katoa o ngā tau 7 me te 8
[s103(a) – (b) Te Ture Mātauranga me te Whakangungu 2020]
ū ki te tikanga ki te whakapūmau i tētahi tauākī mō te whakapuakitanga o te marau hauora, i ia rua tau koni atu rānei, whai muri i te whakawhitiwhiti kōrero ki te hapori o te kura
[s91 Te Ture Mātauranga me te Whakangungu 2020]
whakawhanake – ki te taha o te tumuaki, ngā kaimahi whakaako, me te hapori o te kura – tētahi mahere rautaki e whakaraupapa ana i te huarahi ka whāia e rātou ki te whakatinana i Ngā Aratohu Mātauranga ā-Motu mā roto mai i ā rātou kaupapa here, i ngā mahere, me ngā hōtaka, tae atu ki te marau, te aromatawai, me te whakawhanaketanga ngaio o ngā kaimahi
[s138(1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]
whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka o runga ake nei, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga
[s138(1) Te Ture Mātauranga me te Whakangungu 2020]
whakarato i te tātaringa o ngā tūmomo rerekētanga katoa ka puta ki waenga i te āhua mahi o te kura me ngā whāinga, ngā tūmanako, te aronga, ngā kaupapa matua, me ngā taumata i whakatakotohia ai ki te tūtohinga o te kura
[s134 (1)(a) Te Ture Mātauranga me te Whakangungu 2020]
whakawhanake me te whakatinana i tētahi tukanga pakari e aromatawai ai i te āhua mahi o ngā kaiako, tae atu ki te tumuaki whakaako
[s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki
[Te Kāhiti o Aotearoa me ngā Kirimina ā-tōpū mō te Whiwhi Mahi e whai pānga ana]
whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki te rēhitatanga o ngā kaitono katoa ka tū ki ngā tūranga whakaako
[s599/600 Te Ture Mātauranga me te Whakangungu 2020]
āta whakatau i tā rātou whakatutukitanga i ngā tikanga manatū a te Matatū Aotearoa mō ngā mahi pūrongo
[s489 – 493 Te Ture Mātauranga me te Whakangungu 2020]
7 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga, kia mahi te Tāhuhu o te Mātauranga ki te taha o Ngā Kura ā Iwi o Aotearoa ki te whakarato i te wawaotanga, i raro i te s171 o Te Ture Mātauranga me te Whakangungu 2020, mō ngā take e pā ana ki:
te haumaru o ngā ākonga - ā-tinana, ā-whatumanawa
te whakatinanatanga ā-kura nei i te marau, i ngā aromatawai, me ngā paetae ākonga
ngā take tuku mahi, me
ngā mahi whakahaere, ngā tūranga, me ngā kawenga mahi a ngā poumarumaru.
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services
18 Haratua, 2023
8 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Rūātoki
Te tau a te Tāhuhu o te Mātauranga 1996
Te tūmomo kura Kura ā-Iwi
Te tokomaha o ngā ākonga o te kura 48
Ngā hononga ā-iwi Māori 48
Ngā āhuatanga motuhake Ngā Kura ā-Iwi Taumata 1 Rumaki Reo Māori
Te wā i te kura te rōpū arotake Poutū-te-rangi 2023
Te wā o tēnei pūrongo 18 Haratua 2023
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Whiringa-ā-rangi 2018; Arotake Mātauranga, Haratua 2015
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 valuable information for whānau, hapū and iwi .
2 Context
Tawera Bilingual School is in the Ruatoki Valley on the western side of the Ohinemataroa River. The school roll caters for forty-eight uri , from Years 1 to 8. The school identifies that they provide Level 1, Te Reo Māori Immersion education to its uri .
ERO’s report in 2018 identified significant concerns with inadequate governance, leadership, management, and teaching, leading to poor outcomes for uri . Since that time, ERO focused on monitoring progress made to address these concerns.
ERO recommended in 2018, that the Ministry of Education (the Ministry) and New Zealand School Trustees Association (NZSTA) provide support for the school to bring about improvement in governance, leadership, teaching and learning, and in the provision of a safe physical environment. The Ministry appointed a Student Achievement Function to collaborate with the principal, providing her with professional curriculum support. NZSTA provided training to the board of trustees.
Tawera Bilingual School endorsed by their iwi , joined the Ngā Kura-ā-Iwi collective in 2022. Kura and schools who affiliate with Ngā Kura-ā-Iwi , are reviewed by ERO’s immersion review team, Te Uepū-ā-Motu . ERO and Ngā Kura-ā-Iwi established this agreement in 2014, to ensure that a kaupapa Māori approach, undertaken by Māori staff, using te reo Māori was assured. This also ensures that whānau, hapū and iwi who contribute to the education of their uri , are also invited to be contributors to the process of evaluation in their schools or kura .
Therefore, this is the first review of Tawera Bilingual School, undertaken by Te Uepū ā Motu , using the Ngā Kura-ā-Iwi review process, the good practice indicators and the legislative requirements defined in the Poumarumaru Assurance statement.
3 Evaluation Approach
The review of Tawera Bilingual school began by establishing the focus. The evaluation question:
To what extent do uri show they are culturally confident and influential?
Through this cultural confidence focus, specific lines of inquiry included ūkaipōtanga, te reo Māori, iwi dialect, leadership, and governance.
4 Evaluation Scope
Once ERO was on site it became clear that there were concerns for the safety of uri , their wellbeing and the quality of their education.
This led to the rescoping of the evaluation to prioritise school governance, particularly the provision of a safe emotional and physical environment. Management of personnel and employment matters, professional leadership, operational management, and the provision of quality education were also prioritised.
School Governance
poumarumaru roles and responsibilities, systems, policies and procedures, strategic planning, monitoring, and reporting, personnel matters, and the provision of a safe physical and emotional environment.
Professional leadership and management
day to day management of the school, curriculum leadership and professional development for staff, and monitoring and reporting to the board of trustees.
Teaching and Learning
the delivery of quality education to uri .
Next Steps
identify the priorities, plan and seek ongoing and immediate support.
Legal Requirements
matters of non-compliance.
School Governance
Despite the newness of the poumarumaru , and the complex issues identified during this review, their commitment to uri is clearly articulated. Their resolve to use the emerging findings of this review to focus their efforts immediately on the provision of a safe physical and emotional for uri , is commendable.
Poumarumaru roles and responsibilities
The poumarumaru are resolute in their commitment to the school. They are developing an understanding about their roles and responsibilities. The presiding member has been a trustee in the past. Trustees state that they are eager to learn and respond to the needs of their community.
Systems, policies and procedures
Systems are not clearly established to support the poumarumaru to fulfil its legal obligations and the aspirations of its community. While there are some policies and procedures to support aspects of governance management and education, they are not rigorously implemented.
Strategic planning and self-review
Strategic planning and self-review for improvement is inadequate. The strategic plan provided to the team, was out of date. It does not reflect the vision for the school or identify strategic goals and the plan to deliver these. Neither is there an annual plan, that defines what will be done and when, or an analysis of variance. There is no systematic approach to schoolwide self-review. Although there are poumarumaru meetings, in the absence of a plan and limited quality reporting, trustees cannot be assured that their focus is on the right things and that their community and uri are well served.
Personnel and performance management
The lack of rigorous implementation of human resource management including personnel, performance management and professional development has created serious risk to uri . Specifically:
matters pertaining to staff appointments and failing to attend to mandatory reporting to the Teaching Council
the annual assessment of the principal against the professional standards
developing and implementing a robust process for assessing teacher performance, including the principal
ensuring all applicants appointed to teaching positions are registered.
These matters were identified to the poumarumaru during this review. Before the close of the onsite phase of this review, the poumarumaru sought immediate support from NZSTA.
A safe physical and emotional environment
The poumarumaru cannot be assured that there is a safe physical and emotional environment provided to uri . While this review was in progress, ERO received allegations that intimated concern for uri safety. The allegation was shared with the poumarumaru . While this matter is under investigation, poumarumaru must seek immediate and thorough support in this area. A comprehensive process for dealing with complaints and matters of significance is not used.
Professional leadership and management
Professional leadership and management continue to be of significant concern. The 2018 review identified poor leadership, management and inadequate teaching and learning. Despite the Ministry intervention to specifically support professional leadership, alongside additional release time, there has been no improvement.
Curriculum leadership and professional development for staff
There has been a continued lack of curriculum leadership. The poumarumaru are not assured of the delivery of a high quality planned responsive learning programme, which is evaluated. Nor can they be assured that the learning needs of uri are identified through effective assessment practice. There has been no appraisal of staff and limited if any professional responsive or current professional development.
Monitoring and reporting to the board of trustees
Leadership has failed to provide adequate information in reporting to the poumarumaru . There is no fulsome record pertaining to the education outcomes of uri , the professional needs of staff, the effective day to day management, and reporting to ensure the provision of a safe physical and emotional environment. This is of concern particularly given the leaders long standing role in this school.
The delivery of quality education to uri
Uri do not receive high quality education. Teaching practice requires improvement. The use of effective teaching and learning strategies are not consistent school wide. It is not evident that since ERO’s last review there has been improvement. The principal, her teacher reliever and the other teachers in the school require a high level of professional support. In addition, the principal teacher release is de registered. The poumarumaru should review and consider the recruitment of qualified professionals.
Next Steps
ERO continues to be concerned with the quality of education, leadership and governance. This review also highlighted that the elected poumarumaru, led by the presiding chair were determined to address the complex issues they were faced with. However, they need a high level of support.
Priorities
The poumarumaru , Ngā Kura-ā-Iwi and other support providers, should use the findings of this report to:
identify and mitigate potential and or additional future risks, beyond the findings of this review.
use the insights and prioritise immediate, medium and long-term responses.
plan a formal response that is specific, measurable, achievable, relevant and time bound.
establish regular self-review and reporting expectations and implement these.
6 Board Assurance on Legal Requirements
During the evaluation, ERO checked at the following areas:
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, trustees must:
provide a safe physical and emotional environment for students including preventing and reporting child abuse, and the prevention of bullying [ Section 127(1) Education and Training Act 2020]
have practices in place that promote prosocial behaviours in students, and that prohibit the use of force by way of correction or punishment (corporal punishment) or seclude any student enrolled or attending school [Section 98 Education and Training Act 2020]
give priority to reviewing policies, procedures and school practices for managing challenging behaviour and using physical restraint, and ensure parents, students, school staff and the community know about these [Section 99, Education and Training Act 2020, Education (Physical Restraint) Rules 2017]
provide all students in Years 1 to 8 with opportunities to progress and achieve success in all areas of The National Curriculum. And through the analysis of assessment information, identify groups who are not progressing and achieving or are at risk of not progressing and achieving and develop and implement teaching and learning strategies to address the needs of these students, and aspects of the curriculum which require particular attention [Sections 127, 164, 165 Education & Training Act 2020 and NELPs 1, 2, 3, 4 and 6]
provide appropriate career education and guidance for all students in Years 7 and 8 [Section 103(a) – (b) Ed & Training Act 2020]
comply with the requirement to adopt a statement of delivery of the health curriculum, at least every two years, after consultation with the school community [Section 91 Education and Training Act 2020]
with the principal, teaching staff, and school’s community develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including curriculum, assessment and staff professional development [Section 138(1) and (2) Ed & Training Act 2020]
maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement [Section 138(1) Ed & Training Act 2020]
provide an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter [Section 134(1)(a) Ed & Training Act 2020]
develop and implement a robust process for assessing the performance of teachers, including the teaching tumuaki [Section 599 Education and Training Act 2020; and Collective Employment Agreement]
annually assess the tumuaki against all the professional standards for principals [New Zealand Education Gazette and relevant Employment Agreement]
ensure suitable human resource management practices are implemented, including all applicants appointed to teaching positions being registered [Section 599/600 Education and Training Act 2020]
ensure they meet the mandatory reporting requirements of the Teaching Council. [Sections 489 – 493 Education and Training Act 2020]
7 Recommendation
ERO recommends that the Ministry of Education work alongside Ngā Kura-ā-Iwi to provide intervention under S171 of the Education and Training Act 2020 in relation to:
the physical and emotional safety of students
schoolwide implementation of the curriculum, assessment and student achievement
employment matters and
the poumarumaru administration, roles and responsibilities.
Rita Walker Acting Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services
18 May 2023
8 Information about the Kura
Location Ruatoki
Ministry of Education profile number 1996
Kura type Kura-a-Iwi
Kura roll 48
Ethnic composition Māori 48
Special features Ngā Kura-ā-Iwi Level 1 Te Reo Māori immersion
Review team on site March 2023
Date of this report 18 May 2023
Most recent ERO report(s) Education Review, November 2018; Education Review, May 2015
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).