Te Aratika Academy
Secondary (Year 9-15) · State
- Year levels
- 9–13
- Total roll
- 52
- Enrolment zone
- No
- Gender
- Boys School
Where is it, and how do I get in touch?
- Address
- 314 State Highway 51, Mangateretere
- Territorial authority
- Hastings District
- Phone
- 0800-832728
- office@tearatika.school.nz
- Directions
- Get directions
Other schools nearby: schools in Hastings · schools in Hawke’s Bay
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 6
- Māori
- 48
- Pacific
- 7
- Asian
- 2
- 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 09 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 10 | 19 | 1 | 0 | 0 | 0 | 2 | 0 | 20 |
| Year 11 | 13 | 2 | 1 | 0 | 0 | 2 | 0 | 14 |
| Year 12 | 14 | 2 | 0 | 0 | 0 | 0 | 0 | 14 |
| Year 13+ | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Total | 59 | 5 | 1 | 0 | 0 | 5 | 0 | 62 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 14 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Age 15 | 13 | 2 | 0 | 0 | 0 | 3 | 0 | 14 |
| Age 16 | 14 | 2 | 1 | 0 | 0 | 1 | 0 | 15 |
| Age 17 | 11 | 1 | 0 | 0 | 0 | 1 | 0 | 12 |
| Age 18 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 59 | 5 | 1 | 0 | 0 | 5 | 0 | 62 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
71.4%
| Te Aratika Academy | 71.4% |
|---|---|
| Hawke's Bay Region | 86% |
| Secondary (Year 9-15) | 88% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 71.4% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| 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
57.1%
| Te Aratika Academy | 57.1% |
|---|---|
| Hawke's Bay Region | 77.5% |
| Secondary (Year 9-15) | 81% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 57.1% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 57.1% |
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
42.9%
| Te Aratika Academy | 42.9% |
|---|---|
| Hawke's Bay Region | 57.7% |
| Secondary (Year 9-15) | 61.8% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 42.9% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 42.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
14.3%
| Te Aratika Academy | 14.3% |
|---|---|
| Hawke's Bay Region | 16.6% |
| Secondary (Year 9-15) | 15.2% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 14.3% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 14.3% |
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
52.4%
| Te Aratika Academy | 52.4% |
|---|---|
| Hawke's Bay Region | 78.8% |
| Secondary (Year 9-15) | 83.5% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Not applicable |
|---|---|
| Male | 52.4% |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 52.4% |
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
| 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)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
14.1%
| Te Aratika Academy | 14.1% |
|---|---|
| Hawke's Bay Region | 33.6% |
| Secondary (Year 9-15) | 35.8% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 14.1% |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | Too few to report |
| Total | 14.1% |
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
11.2%
| Te Aratika Academy | 11.2% |
|---|---|
| Hawke's Bay Region | 6.2% |
| Secondary (Year 9-15) | 4% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 11.2% |
| Māori | 11.4% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 11.2% |
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%
| Te Aratika Academy | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| Secondary (Year 9-15) | 1.7% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | Not available (source marker: "nd") |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| 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)
- 566
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Rural other
- Date opened
- 23 January 2019
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
- 3
- Last reviewed
- 27 November 2024
- Latest report
- Te Aratika Academy November 2024
- 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 52 — 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.
April 2024
38
Counted while ERO’s review team was at the school. Education Review Office, report of 27 November 2024
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 27 November 2024 — “Te Aratika Academy November 2024” — 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 whakahaere Te Tari Arotake Mātauranga, mā te mahi tahi me Te Manatōpū ā-Iwi o Ngāti Kahungunu, i te whakamātautanga o tētahi aromātai whakatōpū pānga e whakamahi ana i ngā huarahi aromātai kaupapa Māori ki te taha o tētahi kohinga o ētahi kura ara reo Pākehā, me tētahi whare kōhungahunga.
Ko te whāinga matua o tēnei aromātai tōmua, kia mahi ngātahi a Ngāti Kahungunu me Te Tari Arotake Mātauranga ki te waihanga ngātahi i tētahi huarahi aromātai tūtahi e hāngai ana ki ngā wawata o te iwi mō ā rātou tamariki me ā rātou rangatahi.
Mā te taiao ka tauihi te maroro
I whiriwhirihia ngā kura me te whare kōhungahunga mō te aromātai tōmua nei e Ngāti Kahungunu, nā ō rātou whai hononga kē ki te iwi. I tapaina e Te Manatōpū ā-Iwi o Ngāti Kahungunu te ingoa “Tiro Maroro” ki te aromātai tōmua. Ko tā te ika maroro, he whakawhiti i ngā ao e rua, arā, i te rangi me te wai, heoi, he kōrero whakarite te ingoa nei mō te whakawhiti atu i te aronga aromātai kaupapa Māori ki ngā kura ara reo Pākehā, me te whare kōhungahunga.
I waihanga ngātahi Te Tari Arotake Mātauranga rātou ko Ngāti Kahungunu, ko ngā kura tōmua me ngā kaiārahi mātauranga kōhungahunga i Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators , nā ngā kaupapa matua i whakaraupapahia ai ki Te Tōpuni Tauwhāinga, arā, ki te rautaki mātauranga a Ngāti Kahungunu. Ko aua paearu kei te tūāpapa o te aromātai a Te Tari Arotake Mātauranga. Ki te hiahia taipitopito kōrero anō e pā ana ki te Tiro Maroro, tēnā koa, pāwhiritia Te Aratika Academy | Education Review Office (ero.govt.nz).
2 Te Horopaki
E tū ana Te Aratika Academy ki te rohe o Ngāti Kahungunu ki Heretaunga, ā, e whakarato ana i te mātauranga mō ngā taiohi o ngā tau 9 ki te 13. Kua tautapaina Te Aratika Academy hei kura āhuatanga motuhake, ā, nō te tīmatanga o te tau 2019 i tīmata ai.
E noho ngākau nui ana te kura ki te whakarato i tētahi kahupapa papai mō te whakatairanga ake, arā, ko te ‘Developing Men of Valour’ . E arotahi ana rātou ki te whai i te mātauranga Māori me ngā whai wāhitanga mō ngā taiohi ki te whakapuaki i tō rātou pitomata, kia rite mō te ao, kia rite mō te umanga, ā, kia kitea e rātou Te Aratika.
He pēhea rawa ngā kaiārahi me ngā kaiako o te kura e tāmata i te “Rangatiratanga - kia whakatinanahia e ngā ākonga me ngā whānau tō rātou mana motuhake me tō rātou rangatiratanga i roto i tā rātou mātauranga?
E ahu whakamua ana Te Aratika Academy me ngā kaiako ki te “Rangatiratanga – kia whakatinanahia e ngā ākonga me ngā whānau te mana motuhake me te rangatiratanga i roto i te mātauranga”.
Te Tiriti o Waitangi
Kei te piki haere te tūmāia o ngā taiohi ki te whakatairanga i te tino rangatiratanga me ngā wawata o Ngāti Kahungunu.
Mā te marau ā-kura, he whai wāhitanga i ia te wā mō ngā taiohi me ō rātou whānau ki te whakapakari i tō rātou mōhiotanga me tō rātou māramatanga ki Te Tiriti o Waitangi.
E whai hua ana ngā hōtaka akoranga ki te hāpai i te mōhiotanga o ngā taiohi ki te tāmitanga me te pānga ki te Māori, ki Ngāti Kahungunu hoki, ā, he tūāhuatanga tēnā e whakapakari ana i tō rātou ngākau titikaha ki te tū hei kawau mārō o te tino rangatiratanga.
Ka ārahi ngā wawata o ngā taiohi me ngā whānau i ngā hōtaka akoranga takitahi me te kaupapa whānui tonu o te kura, ā, nā tēnā he nui te whai wāhi atu ki te ao o te kura.
Te Reo Māori
Ka whai pūtake te āta tuitui atu i te reo Māori ki te ao o te kura o ia rā, ā, he nahanaha, he māoriori hoki ngā whai wāhitanga ki te whakapakari ake i te ngākau titikaha me te āheinga o ngā taiohi ki te kōrero i te reo Māori.
E rumakina ana ngā taiohi ki te reo Māori mā ngā tikanga o te kura, mā te marau hoki i whakatinanahia ai, ā, ka hāpai, ka whakapakari i tō rātou tuakiri me tō rātou hononga ā-ahurea.
Ka whakarato ngā kaiārahi me ngā kaiako o te kura i te tangongitanga o ngā whai wāhitanga mō ngā taiohi ki te uru atu ki ngā horopaki e kaha whakatairanga ana i te reo o Ngāti Kahungunu.
E ahu whakamua ana ngā kaiārahi o te kura ki te whakawhanake i tētahi hōtaka whakapoutama mō te reo Māori, me te aronga nui ki te tautoko i te ahu whakamua me te ngākau titikaha o ngā taiohi i roto i te reo Māori o Ngāti Kahungunu.
Mātauranga
E whai hua ana te marau ā-kura ki te hāpai i te tūhura a ngā taiohi i te tangongitanga o ngā ariā o te ao Māori, inarā i ērā e whai pānga ana ki a Ngāti Kahungunu, ā, e whakapakari ana hoki i ō rātou hononga ā-ahurea.
Ka whai hua te whakatauiratanga o ngā kaiārahi o te kura i te tuitui o ngā mātauranga Māori ki te marau me ngā whakaritenga, puta noa i te kura whānui, hei tautoko i te pakari o ngā taiohi ki te whakahua ake i te mātauranga Māori o Ngāti Kahungunu.
E whai hua ana ngā whai wāhitanga ako ā-horopaki ki te hāpai i te noho rumaki o ngā taiohi ki te mātauranga o Ngāti Kahungunu, o ō rātou ake iwi anō hoki, ā, he tūāhuatanga e tautoko ana, e whakapakari ana hoki i tō rātou hononga ā-ahurea.
Mā ngā tikanga, ngā kawa, me ngā hōtaka akoranga o te kura, he pai te whakatupu me te whakapakari o ngā kaiārahi me ngā kaiako i te tūmāia me te mōhiotanga o ngā taiohi ki te whai wāhi atu me te ārahi i ngā kawa o te marae me ngā tikanga o Ngāti Kahungunu, o ētahi atu hoki o ō rātou marae.
Whanaungatanga
Kei te pakari haere te ngākau titikaha o ngā taiohi ki te taetae atu ki te tangongitanga o ngā kaupapa a te whānau, a te hapū, a te iwi, me Ngāti Kahungunu.
Ko ngā tikanga me ngā kawa o te kura e hāpai ana i ngā taiohi ki te mōhio me te whai māramatanga ki ngā tūmomo tūranga me ngā kawenga ki waenga i te whānau, te hapū, me te iwi, ā, ka whakatupu i tō rātou tūmāia me tō rātou āheinga ki te whai wāhi atu me te ārahi i aua wā.
E pai here ana ngā kaiārahi o te kura i ngā hononga ki ngā marae, ngā hapū, me ngā iwi, hei whakawhānui i ngā wheako o ngā taiohi me ō rātou whānau; hei kōkiri i ngā hononga; ā, hei hāpai i a rātou kia māia ake tā rātou whai wāhi atu ki te tangongitanga o ngā kaupapa Māori, me te whakatinana i tō rātou mana motuhake.
Ka ārahi ngā uara o te kura i ngā taiohi kia pai ai ā rātou taunekeneke, ō rātou hononga anō hoki i te kura, i te marae, i te hapori hoki, ā, ka tautoko hoki i te kaha o te whai wāhi atu me ngā putanga e whai hua ana ki te katoa.
Rangatiratanga
Ka āta whakatau ngā kaiārahi o te kura kia para ai ngā taiohi me ō rātou whānau i ō rātou huarahi mātauranga.
Kua whakaritea ngā pūnaha me ngā tukanga ā-akomanga kia taea ai e ngā taiohi ō rātou huarahi ako te whakatau. Ka arotahi ngā kaiārahi o te kura ki ngā whakaritenga i whakapaitia ai, kia mōhio ai ngā taiohi ki ā rātou whakaritenga ako ka whai ake, ki te pūtake hoki o ā rātou akoranga, ā, kia mōhio ai hoki rātou me pēhea te kōkiri whakamua i ā rātou akoranga.
E whakarato ana ngā kaiārahi me ngā kaiako i ngā huarahi kaupapa Māori e noho ngohengohe ana, ā, e aro nui ana ki ngā matea me ngā ngākau nuitanga o ngā ākonga, hei āta whakatau i te ngākau nuitanga o ngā taiohi ki te angitu ā-mātauranga hei Māori, hei uri hoki o Ngāti Kahungunu.
Ka tiri ngā kaiārahi o te kura i ngā whakataunga e pā ana ki te kāwana o te kura, o te ratonga rānei, ki te taha o ngā ākonga me ngā whānau, kia āhei ai rātou ki te whakatinana i tō rātou mana motuhake.
Tipuria Te Aroha
Mā roto mai i te taiao ako o ngā taiohi, ka whakapuaki te hapori ako ngaio o te kura i ngā wawata nui e pā ana ki ngā paetae, te ahu whakamua, me te waiora o ngā taiohi katoa me ō rātou whānau.
Ka whai hua ngā kaiārahi me ngā kaimahi o te kura ki te mahi kōtui ki ngā taiohi me ō rātou whānau, hei whakawhanake, hei whakatutuki i ngā whāinga e hāngai ana ki a rātou me ō rātou ake huarahi.
Ka tautuhia, ka whakamahia hoki ngā matea me ngā pūmanawa o ia taiohi, hei hāpai i te whai wāhi atu a ngā taiohi ki ā rātou hōtaka akoranga me te kaupapa whānui hoki o te kura.
Mā ngā whai wāhitanga ako ngaio i whakahāngaitia ai, mā te haere tonutanga hoki o ngā whakaako me te tautoko, kei te whakapakari ngā kaiārahi o te kura i ngā āheinga o ngā kaimahi i roto i ngā whakaritenga tikanga ako e tika ana ki te hāpai i te whai wāhi atu me te ahu whakamua a ngā taiohi.
Ētahi atu tūāhuatanga kia tauihi te Maroro
Nā te kaha o te whakawhirinakitanga ngātahi ki waenga i ngā kaimahi, ngā taiohi, me ō rātou whānau, he kaha anō hoki te whai wāhi nui ki ā rātou akoranga me ngā kaupapa whānui tonu o te kura.
E āta whakatau ana ngā hōtaka akoranga takitahi i te whiwhinga o ngā taiohi i ngā mōhiotanga me ngā pūkenga e kōkiri whakamua ai i a rātou ki ngā tohu mātauranga ā-kura, ā, e āta whakarite ana i a rātou ki te whai tonu atu i ngā akoranga, ngā whakangungu, me ngā umanga mahi.
Ka whakarato ngā kaiārahi me ngā kaimahi o te kura i te tangongitanga o ngā whai wāhitanga ki roto, ki waho hoki i te akomanga; tae atu ki ngā huarahi kaupapa Māori e hāpai ana i kaha whai wāhi atu a ngā taiohi ki ā rātou akoranga me ngā huarahi ki anamata.
Te Hauora o ngā Ākonga me ngā Painga
E ahu whakamua ana ngā kaiārahi me ngā kaimahi o te kura ki te whakatutuki i te hiranga o ngā putanga ki ngā taiohi i roto i ō rātou tuakiri, tō rātou reo, me tō rātou ahurea. Kua whakaritea te hauora hei kaupapa matua, ā, e whakarato ana te kura i te tautoko matawhānui, e whakakore ana hoki i ngā tauārai ka pā ki te ako a ngā taiohi me ō rātou whānau.
E mahi tonu ana te kura ki te whakatutuki i te hiranga mō ngā taiohi, puta noa i ngā wāhanga marau katoa. Mō te tau 2023 ki te tau 2024, ko te taetae ki te kura me ngā hōtuku paetae, ko te ahu whakamua hoki a te taiohi, i tino pāngia ki a Huripari Kaperiere. Nā tēnā kua iti ake i te haurua o ngā taiohi i whiwhi i te Taumata 1 o Te Taumata Mātauranga ā-Motu kua Taea; he tokomaha iti i whiwhi i te Taumata 2; a, he tokomaha nui ake i whiwhi i te Taumata 3. Kua manei ngā putanga o Te Taumata Mātauranga ā-Motu kua Taea i roto i te wā, ā, kāhore he tauira riterite e puta mai ana. Ka manei ngā paetae reo matatini me ngā paetae pāngarau ki te Taumata 1 me te Taumata 2, heoi, kua ū te Taumata 3 ki te 100% i roto i ngā tau e whā kua pahure ake nei. Kāhore anō kia riterite te whakaemi me te tātari i ngā hōtuku o te kura teina.
Ahakoa kāhore anō ngā tatauranga taetae kura kia whakatutuki i ngā taumata i whakatakotohia ai e te Tāhuhu o te Mātauranga, e ahu whakamua tonu ana ngā kaiārahi me te poari o te kura ki te whakawhanake i ngā rautaki me te whakatakoto i ngā taumata, tae atu ki te arotake me te tātari i ngā hōtuku i ia te wā, hei hāpai ake i te taetae mai ki te kura.
Ngā Whakaritenga Matua ka whai ake
Kua whakatau ngātahi Te Tari Arotake Mātauranga, rātou ko Ngāti Kahungunu me te kura, ko ngā kaupapa matua hei tirohanga wawe, ko te:
whakawhanake i tētahi hōtaka ako whakapoutama e hāngai pū ana ki te whakaako me te ako i te reo Māori me te reo paki o Ngāti Kahungunu, hei whakawhānui atu, hei whakapakari ake hoki i ngā whai wāhitanga mō ngā taiohi ki te whakawhanake i ō rātou pūkenga me ō rātou mōhiotanga ki te reo Māori o Ngāti Kahungunu
whakamahi i ngā mōhiohio aromatawai e tika ana ki te whakamahere me te pūrongo i te ahu whakamua me ngā paetae a ia ākonga i roto i te pānui, te tuhituhi, me te pāngarau; ā, kia whakaritea e ngā kaiako ngā huarahi mō te panoni i ā rātou whakaritenga, hei ea i ngā pūmanawa me ngā matea o ngā ākonga, hei āta whakatau anō hoki i te angitu o te huarahi ake o ia taiohi
tautoko a ngā kaiārahi o te kura i te whakapakaritanga ake o ngā mōhiotanga o ngā kaiako ki te whakaako i te reo matatini me te pāngarau, puta noa i te marau, ā, ki ngā taumata katoa hoki o te New Zealand Curriculum . Ka whai wāhi ki tēnā, ko ngā mōhiotanga e pā ana ki te tangongitanga o ngā rautaki mō te whakatere ako, kia pai ake ai te hāpai ake a ngā kaiako i ngā taiohi ki te ahu whakamua ki ngā taumata marau e tūmanakohia ana i roto i ngā wāhanga waiwai o te marau
tātari i ia te wā i ngā hōtuku e pā ana ki te taetae atu ki te kura me ngā paetae, me te pūrongo hoki i ia te wā ki te poari o te kura, ā, kia āta tirohia hei whakamōhio i ngā whakataunga me ngā mahi ka whai atu ki te whakapai ake i te whakaako me te ako
tūhura tonu a ngā kaiārahi, ngā kaimahi, ngā whānau, me ngā taiohi i te āhua tonu o te whakatinanatanga o te marau ā-kura whānui tonu, hei whakarahi ake anō hoki i ngā whai wāhitanga ako me ngā wheako mō ngā taiohi.
5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki o te kura 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
ngā kaupapa here e whai pānga ana ki te whakatutukitanga o ngā herenga ā-ture o te Children's Act 2014.
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia mahi tonu a Te Aratika Academy ki te taha o Ngāti Kahungunu ki te whakatutuki i ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia, hei whakatinana i te wawata o te iwi e meatia ana, “Rangatiratanga – kia whakatinana te ākonga me tōna whānau i te rangatiratanga i roto i tā rātou mātauranga”.
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services
27 Whiringa ā-rangi, 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Mangateretere
Te tau a te Tāhuhu o te Mātauranga 873
Te tūmomo kura He kura tuarua, kura tamatāne Tau 9-13
Te tokomaha o ngā ākonga o te kura 38
Ngā hononga ā-iwi Māori 38
Te wā i te kura te rōpū arotake Paenga-whāwhā 2024
Te wā o tēnei pūrongo 27 Whiringa-ā-rangi 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Pūrongo ā-Iwi Whakahou Tōmua, Here-turi-kōkā 2023; Pūrongo Whakapūmau mō Ngā Kura Hou, Hui-tanguru 2021
1 Introduction
The Education Review Office (ERO) in partnership with Ngāti Kahungunu Iwi Inc (NKII) has worked on a pilot with a cluster of English medium schools and one early childhood on a collective impact evaluation using a kaupapa Māori evaluation methodology.
The primary objective of this pilot is for Ngāti Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi.
Mā te taiao ka tauihi te maroro - the environment gives power for the maroro to soar.
Schools and the early childhood centre involved in the pilot were selected by Ngāti Kahungunu due to their established relationship with the iwi . The pilot was gifted the name “ Tiro Maroro ” by NKII and refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre.
ERO, Ngāti Kahungunu , and the pilot schools and ECE leaders co-designed Ngā Paearu o Tiro Maroro : Learner Outcomes for Success Indicators based on the priorities outlined in the Ngāti Kahungunu Mātauranga Strategy. These indicators are the basis for ERO's evaluation. For more information about Tiro Maroro please click here Te Aratika Academy | Education Review Office (ero.govt.nz).
2 Context
Te Aratika Academy is located within Ngāti Kahungunu ki Heretaunga and provides education for taiohi in Years 9 to 13. Te Aratika Academy is a designated character school established at the beginning of 2019.
The school is passionate about providing a positive platform for change for 'Developing Men of Valour'. They are focused on the pursuit of mātauranga Māori and opportunities for taiohi to unlock their potential to be life ready, career ready and find their Te Aratika - Right Path.
How effectively do leaders and teachers in the school restore “ Rangātiratanga - for ākonga and whānau to exercise their authority and agency in their education”?
Te Aratika Academy and teachers are working towards “ Rangātiratanga - for ākonga and whānau to exercise authority and agency in education”.
Te Tiriti o Waitangi
Taiohi are increasingly more confident to promote tino rangātiratanga and the aspirations of Ngāti Kahungunu.
Through the marau-ā-kura, taiohi and their whānau have regular opportunities to become grounded in their knowledge and understanding of Te Tiriti o Waitangi.
The learning programmes effectively support taiohi to be knowledgeable of colonisation and the impact for Māori and Ngāti Kahungunu , strengthening their confidence to be advocates of tino rangātiratanga.
Taiohi and whānau aspirations guide individual learning programmes and the wider kaupapa of the kura resulting in high levels of engagement with kura life.
Te Reo Māori
Te reo Māori is meaningfully integrated into the everyday life of the kura with deliberate and organic opportunities to grow taiohi confidence and capability as speakers of te reo Māori.
Taiohi are immersed in te reo Māori though the tikanga of the kura as well as the enacted curriculum supporting and strengthening their identity and cultural connectedness.
School leaders and kaiako provide a range of opportunities for taiohi to engage in contexts where te reo o Ngāti Kahungunu is prominent.
Kura leaders are working towards the development of a programme of progression for te reo Māori with a strong focus on supporting taiohi progress and confidence in te reo Māori o Ngāti Kahungunu.
Mātauranga
Te marau-a-kura effectively supports taiohi to explore a range of te ao Māori concepts, particularly those relevant to Ngāti Kahungunu , strengthening their cultural connectedness.
School leaders effectively model the integration of mātauranga Māori across the curriculum and kura wide practices to support taiohi to confidently articulate mātauranga Māori o Ngāti Kahungunu.
Contextualised learning opportunities effectively support taiohi to be immersed in the mātauranga of Ngāti Kahungunutanga and that of their own iwi supporting and strengthening their cultural connectedness.
Through school tikanga, kawa and learning programmes, school leaders and kaiako are effectively growing and building the confidence and knowledge of the taiohi to participate and lead marae protocols and practices of Ngāti Kahungunu , and other iwi affiliations they may have.
Whanaungatanga
Taiohi are increasingly more confident to attend a range of whānau, hapū, iwi and Ngāti Kahungunu events.
School tikanga and kawa support taiohi to know and understand the different roles and responsibilities within whānau, hapū and iwi , growing their confidence and ability to participate and lead within these spaces.
School leaders are strengthening relationships with a range of marae, hapū and iwi to broaden the experiences of the taiohi and their whānau ; to facilitate connection; and to support them to participate more confidently in a variety of Māori spaces exercising their mana motuhake.
Ngā uara of the school guide taiohi towards positive interactions and relationships within the school, marae and local community, supporting high levels of engagement and positive outcomes for all.
Rangatiratanga
School leaders are intentional in ensuring taiohi and their whānau determine their educational pathways.
In-class systems and processes are in place for taiohi to determine their learning pathways. School leaders are focused on improved practices so that taiohi know their next steps in learning, the purpose of their learning and how to progress their learning.
Leaders and kaiako provide kaupapa Māori flexible pathways that respond to the needs and interests of the learners ensuring taiohi enjoy educational success as Māori|Ngāti Kahungunu.
School leaders share decision-making in the governance of the kura or service with learners and whānau enabling them to exercise their mana motuhake.
Tipuria Te Aroha
Taiohi learn in an environment where the school’s professional learning community share high aspirations for the achievement, progress, and wellbeing of all the taiohi and their whānau.
School leaders and kaimahi effectively work in partnership with the taiohi and their whānau to develop and meet goals relevant to them and their individual pathways.
The individual needs and strengths of the taiohi are identified and utilised supporting taiohi engagement in their learning programmes and the wider kaupapa of the kura.
Through targeted professional learning opportunities and ongoing coaching and mentoring, school leadership are building staff capability in the pedagogical practices necessary to support the engagement and progress of the taiohi.
Further Conditions for the Maroro to Soar
High levels of relational trust between kaimahi, taiohi and their whānau results in high levels of engagement in their learning and the wider kaupapa of the kura.
Individual learning programmes ensure taiohi gain the knowledge and skills to progress towards recognised school qualifications and are well-prepared for further study, training and employment.
School leaders and kaimahi provide a range of learning opportunities in and outside of the classroom; including kaupapa Māori pathways, that support high levels of taiohi engagement in their learning and future pathways.
Learner Hauora and Outcomes
School leaders and staff are working towards achieving excellent outcomes for taiohi in their identity, language and culture. Hauora has been prioritised providing wrap-around support and removing barriers to learning for taiohi and their whānau.
The school continues to work towards achieving excellence for taiohi across all curriculum areas. From 2023 to 2024 school attendance and achievement data and taiohi progress has been significantly impacted by Cyclone Gabrielle. Consequently, less than half the taiohi achieved National Certificate Education Achievement (NCEA) Level 1; a small majority achieved NCEA Level 2; and a large majority achieved NCEA Level 3. NCEA results have fluctuated over time with no consistent patterns emerging. Literacy and numeracy achievement fluctuates at Levels 1 and 2 however are consistently at 100% for Level 3 over the last four years. Junior data is yet to be consistently collected and analysed.
Although regular attendance rates currently do not meet Ministry of Education targets, school leaders and the board of trustees are taking steps to set targets and develop strategies, including the regular review and analysis of data, to support improved attendance.
Next Steps
ERO, Ngāti Kahungunu and the school leaders agree that the immediate priorities are:
the development of a progressive programme of learning explicitly for the teaching and learning of te reo Māori and te reo paki o Ngāti Kahungunu , to increase and strengthen the opportunities for taiohi to develop their skill and knowledge in te reo Māori o Ngāti Kahungunu
appropriate assessment information to be used to plan for and report the progress and achievement of each learner in reading, writing and mathematics; and for kaiako to establish ways to adapt their practice to respond to learners’ strengths and needs to ensure successful, individual pathways for the taiohi
for school leaders to support improved kaiako knowledge of the teaching of literacy and mathematics across the curriculum and at all levels of the New Zealand Curriculum. This includes knowledge of a range of accelerative learning strategies so kaiako can better support taiohi to progress towards expected curriculum levels in foundational curriculum areas
analysed learner attendance and achievement data regularly reported to the board and scrutinised to inform decisions and take actions to improve teaching and learning
leadership, kaimahi, whānau and taiohi to continue to explore how the breadth of te marau-ā-kura is being realised to further broaden the learning opportunities and experiences for taiohi.
5 Board Assurance on Legal Requirement
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:
school management and reporting
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
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.
6 Recommendation
ERO recommends that Te Aratika Academy continues to work with Ngati Kahungunu to address the key next steps outlined in this report in order to realise the iwi aspiration of “ Rangātiratanga for ākonga and their whānau to exercise authority over their education”.
Rita Walker Toka-ā-Nuku – Acting Director Te Uepū ā-Motu – Māori Review Services
27 November 2024
7 Information about the kura
Location Hastings
Ministry of Education profile number 873
Kura type English Medium Contributing (Years 1-6)
Kura roll 91
Ethnic composition Māori 82, Pacific 5, NZ European/ Pākehā 4
Review team on site April 2024
Date of this report 27 November 2024
Most recent ERO report(s) Iwi Pilot Update report, August 2023; Education Review, August 2016, Education Review, September 2013
Read the full report on ero.govt.nz →
All 3 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).