Te Kōpuku High
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 361
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 70 Foreman Road, Te Rapa, Hamilton
- Territorial authority
- Hamilton City
- Phone
- 07-2820137
- admin@tekopukuhigh.school.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.
- Term dates
- Term 1, 2026: Mon 2nd February all mokopuna return to kura (powhiri Wed 28th January) - Thur 2nd April
| Term 1 | Mon 26th January Auckland Anniversary (No kura) Tues 27th January Pouako and mokopuna preparation for induction Wed 28th January Powhiri 10:30am for new mokopuna and pouako Mon 2nd February All mokopuna return to kura Friday 6th February Waitangi Day (No kura) Thur 2nd April End of Term 1for all mokopuna
Year stated asTerm Dates 2026
- Term 2, 2026: Tues 20th April - Thurs 2nd July
| Term 2 | Monday 27th April Anzac Day (public holiday) Tues 20th April Mokopuna return to kura Mon 2nd June King's Birthday Thurs 2nd July End of Term 2 for all mokopuna
Year stated asTerm Dates 2026
- Term 3, 2026: Mon 20th July - Thurs 25th September
| Term 3 | Mon 20th July Mokopuna return to kura Thurs 25th September End of Term 3 for all mokopuna
Year stated asTerm Dates 2026
- Term 4, 2026: Mon 12th October - Thurs 17th December
| Term 4 | Mon 12th October Mokopuna return to kura Mon 27th October Labour Day Thurs 17th December End of term 4 for all mokopuna
Year stated asTerm Dates 2026
- Term 1, 2026: Mon 2nd February all mokopuna return to kura (powhiri Wed 28th January) - Thur 2nd April
- Getting there
- School buses provided free of charge servicing most areas of Hamilton and some areas outside the Hamilton boundary; a bus stop right outside the school for the Nawton Number 9, Clockwise and Anticlockwise public buses
We provide school buses free of charge. These service most areas of Hamilton and some areas outside the Hamilton boundary. Please contact the school for further information. We are happy to talk through options with you. We are fortunate to have a bus stop right outside the school where tamariki can catch the Nawton Number 9, Clockwise and Anticlockwise public buses. A student id. supplied by the school, will ensure a child fare applies.
- School buses provided free of charge servicing most areas of Hamilton and some areas outside the Hamilton boundary; a bus stop right outside the school for the Nawton Number 9, Clockwise and Anticlockwise public buses
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
- To develop a generation of Māori students with the self belief that as Māori, they are capable of designing innovative, sustainable, successful futures for themselves, their communities and the world.
- Kia rite ki te hua o te nīkau.
- Our mission is to support students to realise their greatness.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 65
- Māori
- 344
- Pacific
- 27
- Asian
- 1
- MELAA
- 2
- 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 07 | 37 | 0 | 0 | 0 | 0 | 5 | 0 | 37 |
| Year 08 | 45 | 2 | 0 | 0 | 0 | 9 | 0 | 46 |
| Year 09 | 69 | 5 | 0 | 0 | 0 | 10 | 0 | 72 |
| Year 10 | 76 | 4 | 1 | 0 | 0 | 5 | 0 | 77 |
| Year 11 | 62 | 7 | 0 | 1 | 0 | 11 | 0 | 65 |
| Year 12 | 41 | 2 | 0 | 0 | 0 | 6 | 0 | 42 |
| Year 13+ | 27 | 2 | 0 | 0 | 4 | 4 | 0 | 28 |
| Total | 357 | 22 | 1 | 1 | 4 | 50 | 0 | 367 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 32 | 1 | 0 | 0 | 0 | 6 | 0 | 32 |
| Age 12 | 48 | 1 | 0 | 0 | 0 | 8 | 0 | 49 |
| Age 13 | 65 | 4 | 0 | 0 | 0 | 10 | 0 | 68 |
| Age 14 | 77 | 3 | 0 | 0 | 0 | 4 | 0 | 77 |
| Age 15 | 59 | 9 | 1 | 1 | 0 | 11 | 0 | 63 |
| Age 16 | 45 | 2 | 0 | 0 | 0 | 7 | 0 | 46 |
| Age 17 | 24 | 2 | 0 | 0 | 3 | 3 | 0 | 25 |
| Age 18 | 7 | 0 | 0 | 0 | 1 | 1 | 0 | 7 |
| Total | 357 | 22 | 1 | 1 | 4 | 50 | 0 | 367 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
81.7%
| Te Kōpuku High | 81.7% |
|---|---|
| Waikato Region | 84.2% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 76.2% |
|---|---|
| Male | 84.6% |
| Māori | 82.8% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 81.7% |
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
76.7%
| Te Kōpuku High | 76.7% |
|---|---|
| Waikato Region | 75.7% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 71.4% |
|---|---|
| Male | 79.5% |
| Māori | 77.6% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 76.7% |
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
35%
| Te Kōpuku High | 35% |
|---|---|
| Waikato Region | 51.3% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 38.1% |
|---|---|
| Male | 33.3% |
| Māori | 36.2% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 35% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
13.3%
| Te Kōpuku High | 13.3% |
|---|---|
| Waikato Region | 15.1% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 14.3% |
|---|---|
| Male | 12.8% |
| Māori | 13.8% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 13.3% |
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
68.3%
| Te Kōpuku High | 68.3% |
|---|---|
| Waikato Region | 77.4% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 57.1% |
|---|---|
| Male | 74.4% |
| Māori | 69% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 68.3% |
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
12.9%
| Te Kōpuku High | 12.9% |
|---|---|
| Waikato Region | 53.9% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 3.6% |
|---|---|
| Male | 20.3% |
| Māori | 11.7% |
| Pacific | 25.3% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 11.5% |
| Total | 12.9% |
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%
| Te Kōpuku High | 0% |
|---|---|
| Waikato Region | 6.6% |
| Secondary (Year 7-15) | 4.6% |
| 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%
| Te Kōpuku High | 0% |
|---|---|
| Waikato Region | 2.4% |
| Secondary (Year 7-15) | 2% |
| 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)
- 525
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Major urban area
- 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
- 1
- Last reviewed
- 24 June 2024
- Latest report
- Te Kōpuku High June 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 361 — 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.
May 2024
365
Counted while ERO’s review team was at the school. Education Review Office, report of 24 June 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 24 June 2024 — “Te Kōpuku High June 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 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, ngā hapū, me ngā iwi.
2 Te Horopaki
E tū ana a Te Kōpuku High ki Kirikiriroa. Kua tautapaina te kura hei kura āhuatanga motuhake, ā, ka ahu mai tōna ingoa i te nikau, i tētahi rākau māori o Aotearoa. Ko tā te kura tirohanga, he hāpai i ngā wawata o Waikato Tainui, me te whakawhanake i ngā ākonga Māori e taea ana te waihanga ngā huarahi auaha, ngā huarahi toitūtanga, me ngā huarahi angitu mō rātou anō ki anamata. E poipoi ana te kura i ngā ākonga o ngā tau 7 ki te 13. I tēnei wā, e 365 ngā ākonga, ā, ko te tino nuinga o rātou, he uri Māori. Ka whakarato hoki a Te Kōpuku High i te matarea (arā, i te mātauranga reo rua), me te matarau (arā, i te mātauranga rumaki reo) mō rātou ngā whānau e hiahia ana kia ako ā rātou tamariki mā te reo Māori.
He pēhea rawa te tautoko i ngā ākonga kia eke rātou ki ō rātou tino pūmanawa?
He whānui ngā tūmomo rautaki auaha e hāpai ana i ngā ākonga ki te rongo i te angitu.
4 Ngā Whakaaturanga
Kei te matawhānui te marau, ā, e whai hua ana ki te whakatairanga i te ako me ngā whakatutukitanga a ngā mokopuna. Kua whakaritea te marau ki te āhua o te tupu o te nikau, ā, kua āta waihangatia hei whakatau i te whakapā atu o ngā mokopuna ki te tangongitanga o ngā huarahi mātauranga, huarahi ako hoki e hāngai pū ana ki a rātou, me te putaputa mai o ō rātou matea me ō rātou pūmanawa. He whānui te marau, ā, e whakatakoto ana i ngā whai wāhitanga mō ngā tūmomo rōpū mokopuna, mā ngā hōtaka ki te whakawhānui me te whakatairanga, ngā hōtaka whaikaha, ngā huarahi matarea me te matarau, me ngā kaupapa STREAM (arā, te pūtaiao, te tikanga me te hangarau, te reo Māori, te reo Pākehā, te pūkaha, ngā toi, me te pāngarau). Tāpiri atu ki tēnā, e ākina ana te whai wāhi atu a ngā mokopuna ki te hōhonutanga o ngā kaupapa e whakatōpū ana i ngā marau, ā, e āta tautokona ana e ngā kaimahi. E tohu ana ngā paetae o Te Taumata Mātauranga ā-Motu kua Taea i te tokomaha o ngā ākonga e eke angitu ana ki te whiwhi i ngā tohu mātauranga, tae atu ki ngā ākonga o te tau 9 me te 10 e tautokona ana kia riro i a rātou ngā whiwhinga e pā ana ki te reo matatini me te pāngarau.
Ka kitea ki ngā kaiako te kaha o tō rātou ngākau nuitanga ki te kura, ki te ako a ngā mokopuna, ki tō rātou waiora hoki. Kei te mauritau te āhua o ngā akomanga i te nuinga o te wā, ā, ka kitea te whakaute o ngā hononga ki waenga i ngā ākonga me ngā kaiako. He kaha te whakaaro huritao ki te kura. He aronga nui puta noa i te kura ki te mahi ngātahi, te tupu, me te whakapakari i ngā mōhiotanga o ngā kaiako ki ngā tikanga ako e whai hua ana, hei whakatairanga i ngā putanga ki ngā mokopuna. Ko te haere tonutanga o ngā whakawhitinga kōrero ngaio e hāpai ana i ngā kaiako ki te whakamahi i aua mōhiotanga ki te whakahāngai ake i ngā hōtaka akoranga hei whakatutuki i ngā matea kanorau o ia ākonga, o ia rōpū ākonga hoki.
Ko te anga whakamua o ngā whakaaro, ko te whakakipakipa anō hoki mā roto i te ārahitanga o te rōpū ārahi me ngā kaimahi matua, e pou here ana i te tirohanga tonutanga ki te whakapai ake i ngā whakaritenga a ngā kaiako me ngā putanga ki ngā ākonga. Ko te kounga kairangi o te ārahitanga, ko te tohatoha hoki i ngā mahi ārahi, e whai wāhi atu ana ki te tū riterite o ngā mahi whakaako puta noa i te kura, ā, ki te papai anō hoki o te taiao ako e hāpai ana i ngā ākonga ki te eke angitu me te eke panuku.
E whakarato ana Te Poumarumaru i ngā mahi kāwana e whai hua ana ki te kura. He mātau ngā kaitiaki poari, ā, ka noho mōhio rātou ki te takotoranga o te marau me ngā paetae ākonga. Ko te whai huatanga o ngā mahi kāwana - tae atu hoki ki te aronga pū ki te arotake whaiaro i te kura – e hāpai ana i te whai kawenga i roto i ngā whakataunga, kia taea ai te whakapai tonutanga te whakaū.
Ngā Whakaritenga Matua ka whai ake
Kei te mātātoa te kura ki te tātari me te aro nui ki ngā tūāhuatanga e pā ana ki ngā matea o ngā mokopuna. E tautoko ana Te Tari Arotake Mātauranga i te aronga atu a te kura ki te:
whakatika i te tokoiti rawa e taetae mai ana ki te kura, inarā, i ērā o ngā ākonga e tae noa mai ana i te 50-60% o te wā
whakatakoto i ngā pūnaha e haere tonu ana i ngā wā katoa, ki te tautoko i te whai wāhi atu a ngā ākonga ki ngā hononga ako e whai pūtake ana ki te taha o ngā pakeke, me te
haere tonutanga o te aromātai i te marau, hei āta whakatau i te whai pānga tonu, i te whakahihiri hoki o te marau ki ngā mokopuna katoa.
5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari 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
te whakatutukitanga o ngā kaupapa here o te kura i ngā tikanga o te Children's Act 2014.
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga me te kura kia haere tonu ngā mahi a ngā kaiārahi o te kura ki te tūhura mātātoa me te whakatutuki i ngā whakarerekētanga ki te āhua o te ao mātauranga, kia pai ake ai te whakatairanga ake i ngā putanga e whai hua ana ki ngā mokopuna.
Darcy Te Hau Toka ā Nuku Te Uepū-a-Motu – Māori Services
24 Pipiri 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Kirikiriroa
Te tau a te Tāhuhu o te Mātauranga 872
Te tūmomo kura He kura hiato (Tau 7 – 15)
Te tokomaha o ngā ākonga o te kura 365
Ngā hononga ā-iwi Māori 97%, Pākehā 3%
Ngā āhuatanga motuhake Kura Āhuatanga Motuhake
Te wā i te kura te rōpū arotake Haratua 2024
Te wā o tēnei pūrongo 24 Pipiri 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Kāhore he pūrongo o mua a Te Tari Arotake Mātauranga
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
Te Kōpuku High is situated in Hamilton. The kura is a special character school that takes its name from the nikau palm which is indigenous to Aotearoa . The vision of the kura is to support the aspirations of Waikato/Tainui and to develop Māori students who can design innovative, sustainable and successful futures for themselves. The kura caters for students from Years 7 to 13. The roll is currently 365 students, of which the significant majority are of Māori descent. Te Kōpuku High also offers immersion matarea (bilingual) and matarau ( rumaki ) education for those whānau who wish their children to be educated through the medium of te reo Maori .
How effectively are students supported to reach their full potential?
A range of innovative strategies support students to experience success.
4 Findings
An extensive curriculum effectively promotes mokopuna learning and achievement. Based on the metaphor of the nikau palm and its various stages of growth, the curriculum is well designed to ensure mokopuna can access a range of academic and personalised learning pathways appropriate to their emerging needs and strengths. The curriculum is broad and provides opportunities for particular groups of mokopuna through extension and enrichment programmes, special needs programmes, matarea and matarau pathways, and STREAM (Science, Tikanga and Technology, Reo , English and Engineering, Arts and Mathematics) courses. In addition, mokopuna are encouraged to participate in a rich range of co-curricular activities that are well supported by staff. Achievement results for National Certificates in Educational Achievement (NCEA) show that many students are successful at gaining qualifications including those students in Years 9 and 10 who were supported to gain literacy and numeracy credits.
Teachers demonstrate high levels of commitment to the school and to mokopuna learning and well-being. Classroom environments are generally settled and are characterised by mutually respectful relationships among students and teachers. A culture of reflection prevails the kura . There is a strong emphasis across the school on collaboration and growth and building teacher knowledge of effective pedagogy to raise outcomes for mokopuna . Ongoing professional dialogue has supported teachers to use this knowledge to more effectively differentiate learning programmes that meet the diverse needs of individuals and groups of mokopuna .
The forward thinking and motivational leadership provided by the leadership group and key staff underpins the ongoing focus on improving teacher practice and student outcomes. High-quality distributive leadership is contributing to consistency of teaching practice across the kura and the positive learning environment where students can succeed and excel.
The poumarumaru provide effective governance for the kura . Trustee members are knowledgeable and well informed about curriculum design and student achievement. Effective governance, including a strong focus on kura self-review, is enabling responsible decision making so that ongoing improvement can be sustained.
Key Next Steps
The school is proactive in analysing and responding to areas of mokopuna need. ERO supports the school’s endeavours to:
address low attendance rates especially for those with 50-60% regular attendance
create ongoing systems that support students to engage in meaningful learning relationships with adults, and
the ongoing evaluation of the curriculum to ensure it remains purposeful and engaging for all mokopuna .
5 Board Assurance on Legal Requirement
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 Childrens Act 2014.
6 Recommendation
ERO and the kura recommend that kura leaders continue to proactively explore and respond to changes in the education landscape to better promote positive outcomes for mokopuna .
Darcy Te Hau Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services
24 June 2024
7 Information about the kura
Location Hamilton
Ministry of Education profile number 872
Kura type Composite (Years 7-15)
Kura roll 365
Ethnic composition Māori 97%, Pākehā 3%
Special features Special Character School
Review team on site May 2024
Date of this report 24 June 2024
Most recent ERO report(s) No previous ERO reports
Read the full report on ero.govt.nz →
All 1 report 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).