Te Kura ā Iwi o Whakatupuranga Rua Mano
Composite · State
- Year levels
- not reported
- Total roll
- 204
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 143 Tasman Road, Ōtaki
- Territorial authority
- Kapiti Coast District
- Phone
- 06-3649000
- tereinga@wrm.school.nz
- Website
- http://www.wrm.school.nz
- Directions
- Get directions
Other schools nearby: schools in Wellington Region
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.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- On offer
- Kura Teina Kapa Haka
- Mau Rakau
Kapa Haka & Mau Rakau
- Ōtaki Te Rāhui Kura
Ōtaki Te Rāhui Kura is made up of students from Te Kura ā Iwi o Whakatupuranga Rua Mano, Ōtaki College, and Te Kura Kaupapa Māori o Te Rito.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 198
- Pacific
- 4
- 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 | 23 | 0 | 0 | 0 | 0 | 0 | 0 | 23 |
| Year 02 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 03 | 25 | 0 | 0 | 0 | 0 | 0 | 0 | 25 |
| Year 04 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Year 05 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Year 06 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Year 07 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 08 | 19 | 0 | 0 | 0 | 0 | 1 | 0 | 20 |
| Year 09 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Year 10 | 10 | 0 | 0 | 0 | 0 | 1 | 0 | 11 |
| Year 11 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 12 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 13+ | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Total | 191 | 0 | 0 | 0 | 0 | 2 | 0 | 193 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 06 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Age 07 | 26 | 0 | 0 | 0 | 0 | 0 | 0 | 26 |
| Age 08 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 09 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 10 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 11 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 12 | 19 | 0 | 0 | 0 | 0 | 1 | 0 | 20 |
| Age 13 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 14 | 10 | 0 | 0 | 0 | 0 | 1 | 0 | 11 |
| Age 15 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 16 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 17 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 18 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 191 | 0 | 0 | 0 | 0 | 2 | 0 | 193 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| Te Kura ā Iwi o Whakatupuranga Rua Mano | 100% |
|---|---|
| Wellington Region | 90.8% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 100% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 100% |
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
100%
| Te Kura ā Iwi o Whakatupuranga Rua Mano | 100% |
|---|---|
| Wellington Region | 85.3% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 100% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 100% |
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
100%
| Te Kura ā Iwi o Whakatupuranga Rua Mano | 100% |
|---|---|
| Wellington Region | 68.6% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 100% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 100% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
57.1%
| Te Kura ā Iwi o Whakatupuranga Rua Mano | 57.1% |
|---|---|
| Wellington Region | 12.5% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 57.1% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 57.1% |
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
85.7%
| Te Kura ā Iwi o Whakatupuranga Rua Mano | 85.7% |
|---|---|
| Wellington Region | 88.7% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 85.7% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 85.7% |
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
0%
| Te Kura ā Iwi o Whakatupuranga Rua Mano | 0% |
|---|---|
| Wellington Region | 24.7% |
| Composite (Year 1-15) | 26.5% |
| 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 | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Te Kura ā Iwi o Whakatupuranga Rua Mano | 0% |
|---|---|
| Wellington Region | 2.6% |
| Composite (Year 1-15) | 3.2% |
| 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 | 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 Kura ā Iwi o Whakatupuranga Rua Mano | 0% |
|---|---|
| Wellington Region | 0.9% |
| Composite (Year 1-15) | 1.2% |
| 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 | 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)
- 504
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 29 January 2002
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
- 22 November 2023
- 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 204 — 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.
September 2023
181
Counted while ERO’s review team was at the school. Education Review Office, report of 22 November 2023
October 2016
207
Counted while ERO’s review team was at the school. Education Review Office, report of 25 January 2017
September 2010
115
Counted while ERO’s review team was at the school. Education Review Office, report of 21 February 2011
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 22 November 2023 — “Te Kura-a-iwi o Whakatupuranga Rua Mano November 2023” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.
1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.
2 Te Horopaki
Ko Te Kura-ā-Iwi o Whakatupuranga Rua Mano tētahi kura āhuatanga motuhake e whakarato ana i te mātauranga mā te Taumata 1 o te reo Māori, mō ngā uri kei ngā tau 1 ki te 15. Kei Ōtaki te kura nei. Kua pou herea ngā whakahaeretanga ki te tirohanga, te whāinga, ngā tūmanako, me te mana motuhaketanga o Te Āti Awa rātou ko Ngāti Raukawa, ko Ngāti Toa Rangatira. He tumuaki whakakapi, ā, kei te mahi ki te taha o ngā kaimahi me te Ohu Whakahaere.
He pēhea rawa te whakatō o ngā mātāpono o te kura, hei hāpai i ngā putanga whaipainga mō ngā uri?
Ka whai wāhi atu ngā uri ki ngā mātāpono o te kura, ki te ako me te whakaputa i te reo Māori i roto i ngā horopaki katoa o te kura.
4 Ngā Whakaaturanga
Ka uru te reo Māori ki ngā tūāhuatanga katoa o te kura. Ka toro atu ngā uri ki te reo Māori i a rātou e whai wāhi atu ki ngā karakia, ngā waiata, ngā mihimihi, me ngā pōwhiri. Kei te mātātoa te whakatauira a ngā kaiako i te kounga kairangi o te reo Māori, ā, ka whakamahi rātou i te tangongitanga o ngā rautaki e hāpai ai i te whakamahinga a ngā uri i te reo. Ko ētahi o aua rautaki kua whakatinanahia ki te hōtaka akoranga, ko te whai wāhi atu ki ngā wheako reo matatini, ko te hononga o te tuakana me te teina, me te whakamahinga o ngā hangarau matihiko. Ka whai wāhi atu, ka ako hoki ngā uri ki tētahi taiao e manaaki ana, e whakaute ana, e whakakotahi ana hoki i a rātou.
Ka aro nuitia te whakarauoratanga o te reo Māori i roto i te whānau e te Ohu Reo, ā, he komiti iti tēnei e aro pū ana ki te reo Māori. Nā taua tūāhuatanga kua whai wāhi atu ngā whānau ki ngā wheako ako ki te taha o ā rātou tamariki. Ka kōrero māhorahora ngā uri i te reo Māori, ā, he ngākau titikaha hoki ō rātou ki te kōrero i te reo ki waenga i ō rātou hoa, ki te taha hoki o ngā pakeke.
Ko ngā mātāpono o te kura kei te tūāpapa o ngā whakataunga, ā, ka pou here i te whakawhanaungatanga, ka ārahi hoki i ngā whakaritenga puta noa i te kura. E hāngai ana ngā kaupapa here me ngā tukanga ki te wā me ngā herenga ā-ture. E noho ngākau nui ana ngā mema o ngā ohu, ā, he nui ō rātou pūkenga, ō rātou mōhiotanga hoki ki ō rātou tūranga. Ka whai wāhi atu ngā whānau katoa ki ngā ohu. Ka hāpai te tukanga whakauru o te kura i te whai wāhi mai a te whānau mā te tautuhi i ngā pūmanawa me ngā pūkenga, me te whakarōpū i ngā mema ki ngā ohu e whai pānga ana ki ō rātou tautōhito. Ka whakatairanga te whānau i ngā pūkenga reo Māori me ngā pūkenga mātauranga e hāngai ana ki te whakaminenga o ngā iwi; arā, ki a Te Āti Awa, ki a Ngāti Raukawa, ki a Ngāti Toa Rangatira.
Ngā Whakaritenga Matua ka whai ake
Tērā ētahi āhuatanga o ngā mahi kāwana hei āta tirohia. Kāhore i te mārama ngā putanga rautaki mō te whakatairanga i ngā paetae. Kei te ngoikore ngā taumata ā-kura, ā, kāhore anō kia whakaritea ngā taumata mō te whakatere i te ahu whakamua o ngā uri hei hāpai ake. Kāhore te tātari whakarerekētanga e ahu mai ana i te pono me te tika o ngā mōhiohio paetae, ā, kāhore e āta whakamārama ana i ngā paetae ā-kura, i runga anō i te āhua o ngā taumata e whāia ana e te kura. Me whakapakari ake i te aronga rautaki ki ngā matea o ngā uri katoa, ki ngā wāhanga rānei o te marautanga e tohu ana i ngā rerekētanga. Ka whai hua ngā uri i te wā e hāngai pū ana ngā aronga kāwana ki te whakatairanga ake i ngā paetae.
E tika ana kia kaha te ārahi i te tikanga ako, puta noa i te kura, hei hāpai i ngā whakapaitanga ki te whakaako me te ako. I tēnei wā, kāhore he aratohu ā-kura, he tūmanako ā-kura rānei kia kounga kairangi ai ngā whakaritenga e pā ana ki te whakaako, te whakamahere, me te aromatawai. Nā tēnā, he taurangi te kounga o ngā mahere puta noa i te kura, ā, kāhore i te riterite ngā mahi aromatawai. Kīhai Te Tari Arotake Mātauranga i kite i ngā tino whakaaturanga puta noa i ngā akomanga katoa, o ngā paetae aromatawai i tātarihia ai i ia te wā, ki te aroturuki i te ahu whakamua a ngā uri, me te hāpai i ngā whakaritenga whakaako. Kāhore ngā taumata paetae e tino māramahia ana, inarā, i ērā e pā ana ki ngā uri o ngā tau 7 ki te 9. Ko te waihanga i tētahi taiao whakaako e mau ana i te kaha o te whakaaro huritao, e whakatōpū ana i ngā mahi whakaako, e arotahi ana ki te whakatairanga ake i ngā paetae, ā, e tino arahina ana ki ngā tikanga ako, koia ka hāpai i te whai huatanga ake, i te toitūtanga anō hoki o ngā putanga ki ngā uri.
5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:
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
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 o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014 .
Hei whakatutuki i ngā herenga ā-ture, me tahuri Te Poumarumaru ki te:
arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki [Te Kahiti o Aotearoa me ngā kirimina whiwhi mahi e whai pānga ana]
arotake i ngā kaiako i ia tau, mā ngā paerewa ngaio. [s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga me te tumuaki, kia mahi ngā kaiārahi me ngā kaiako o te kura ki te taha o Ngā Kura ā Iwi o Aotearoa, ki te kōkiri whakamua i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia.
Darcy Te Hau Toka ā Nuku Te Uepū-a-Motu – Māori Services
22 Whiringa ā-rangi, 2023
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Ōtaki
Te tau a te Tāhuhu o te Mātauranga 3101
Te tūmomo kura He kura hiato (Tau 1-15)
Te tokomaha o ngā ākonga o te kura 181
Ngā hononga ā-iwi Māori 99%, Iwi kē 1%
Ngā āhuatanga motuhake Ngā Kura ā Iwi
Te wā i te kura te rōpū arotake Mahuru 2023
Te wā o tēnei pūrongo 22 Whiringa-ā-rangi 2023
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Kohi-tātea 2017; Arotake Mātauranga, Hui-tanguru 2011; Arotake Mātauranga, Whiringa-ā-rangi 2007
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 Kura-ā-Iwi o Whakatupuranga Rua Mano is a special character school providing Level 1 reo Māori education for uri in Years 1–15. It is located in Ōtaki . The educational vision, goal, objectives, and self-determination of Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira underpin operations. There is an acting tumuaki working with staff and the Ohu Whakahaere .
How well are the kura mātāpono embedded to support valued outcomes for uri ?
Uri experience the kura mātāpono , to learn and use te reo Māori , in all kura contexts.
4 Findings
Te reo Māori permeates all aspects of the kura . Uri engage in te reo Māori through participating in karakia, waiata, mihimihi and pōwhiri . Kaiako actively model high-quality te reo Māori and use a range of strategies that support uri use of the language. These include engaging literacy experiences, tuakana teina relationships and the use of digital technologies being implemented in the learning programme. Uri participate and learn in a caring, respectful and a collaborative environment.
The revitalisation of te reo Māori within the whānau is prioritised by the Ohu Reo, te reo Māori subcommittee. This has resulted in whānau participating in learning experiences with their children. Uri speak te reo Māori naturally and confidently amongst peers and with adults.
The kura mātāpono are the foundation for decision making, they underpin relationships and guide kura wide practices. Policies and procedures are up to date and reflect current legislation. Ohu members are passionate and bring a range of skills and knowledge to their roles. All whānau are involved in ohu . The enrolment process encourages whānau participation, it identifies valued qualities and skills and whānau members are allocated to ohu accordingly. Whānau promote te reo Māori and mātauranga competencies that align to the Confederation of iwi ; Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira .
Key Next Steps
Aspects of governance require urgent attention. Strategic outcomes for raising achievement are unclear. Kura wide targets lack rigour and targets for accelerating the progress of those uri who require this have not been established. The analysis of variance is not based on valid or reliable achievement information and does not provide clarity about levels of kura wide achievement in relation to kura targets. There is a need for a stronger strategic focus on all uri needs, or curriculum areas where disparities occur. Uri benefit from focused governance approaches to raising levels of achievement.
There is a need for strong pedagogical leadership across the kura to support improvements to teaching and learning. Currently there are no schoolwide guidelines or expectations for high quality teaching, planning and assessment practices. As a result, planning across the kura is of variable quality and assessment practice is inconsistent. ERO could not find clear evidence across all classrooms of analysed assessment data that is undertaken regularly to monitor uri progress and inform teaching practice. Levels of achievement particularly for uri in Years 7 to 9 are not clear. Creating a highly reflective and collaborative teaching environment focused on lifting achievement levels and guided by strong pedagogical leadership, should support improved and sustainable outcomes for uri .
5 Te Poumarumaru 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 they must:
annually assess the principal against all the professional standards for principals [New Zealand Education Gazette: and relevant employment agreement]
assess the performance of teachers against the professional standards. [Section 599 Education and Training Act 2020; and relevant; Collective Employment Agreement]
6 Recommendation
ERO and the tumuaki recommends kura leaders and kaiako work with Ngā Kura-ā-Iwi to progress the key next steps identified in this report.
Darcy Te Hau Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services
22 November 2023
7 Information about the kura
Location Ōtaki
Ministry of Education profile number 3101
Kura type Composite (Years 1-15)
Kura roll 181
Ethnic composition Māori 99 %, Other 1%
Special features Ngā Kura-ā-Iwi
Review team on site September 2023
Date of this report 22 November 2023
Most recent ERO report(s) Education Review, January 2017; Education Review, February 2011; Education Review, November 2007.
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).