Te Kura Amorangi o Whakawatea
Full Primary · State
- Year levels
- 1–8
- Total roll
- 125
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 132 Saxbys Road, Melville, Hamilton
- Territorial authority
- Waipa District
- Phone
- 07-8433499
- tumuaki@whakawatea.school.nz
- Website
- http://whakawatea.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 11
- Māori
- 124
- Pacific
- 10
- Asian
- 0
- MELAA
- 0
- Other
- 1
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Year 02 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Year 03 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Year 04 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Year 05 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 06 | 22 | 0 | 0 | 0 | 0 | 0 | 0 | 22 |
| Year 07 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Year 08 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Total | 133 | 0 | 0 | 0 | 0 | 0 | 0 | 133 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Age 06 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 07 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 08 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 09 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Age 10 | 20 | 0 | 0 | 0 | 0 | 0 | 0 | 20 |
| Age 11 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 12 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Total | 133 | 0 | 0 | 0 | 0 | 0 | 0 | 133 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Kura Amorangi o Whakawatea | 0% |
|---|---|
| Waikato Region | 53.9% |
| 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%
| Te Kura Amorangi o Whakawatea | 0% |
|---|---|
| Waikato Region | 6.6% |
| 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%
| Full Primary | 1.7% |
|---|---|
| Te Kura Amorangi o Whakawatea | 0% |
| Waikato Region | 2.4% |
| 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)
- 520
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 29 January 1995
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 August 2024
- Latest report
- Ngā Kitenga Arotake Report
- Report type
- Evaluation report
- Board assurance
- not reported
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 125 — 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.
June 2024
126
Counted while ERO’s review team was at the school. Education Review Office, report of 27 August 2024
September 2014
125
Counted while ERO’s review team was at the school. Education Review Office, report of 25 June 2015
June 2010
89
Counted while ERO’s review team was at the school. Education Review Office, report of 30 September 2010
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 27 August 2024 — “Ngā Kitenga Arotake Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.
1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū, me ngā iwi.
2 Te Horopaki
E tū ana Te Kura Amorangi o Whakawātea ki te hapori o Mangakōtukutuku, ki Kirikiriroa. E whakarato ana te kura i te mātauranga rumaki reo Māori o te Taumata 1 (80-100%), mō ngā tamariki 125, mai i ngā tau 1 ki te 8. He kōhanga reo anō hoki e tū ana ki te kura, hei hāpai i te whakawhitinga papai a ngā mokopuna ki te kura. Ko ngā uara o te kura, me ngā pūmanawa e hiahiatia ana mō ngā tamariki, e whakapuakihia ana ki Ngā Manu Amorangi. Ko tētahi o ngā kaupapa matua a ngā whānau, kia ako ā rātou tamariki mā te reo Māori.
He pēhea rawa te whai huatanga o ngā tamariki ki te whakatutuki i ngā putanga e hiahiatia ana i te marau ā-kura?
E whakawhanake ana ngā tamariki i ngā pūmanawa, i ngā waiaro, me ngā uara e whai pānga matua katoa ana ki te eke angitu.
4 Ngā Whakaaturanga
E rumakina ana ngā tamariki ki ngā wheako ako hōhonu. He pakari te whakatauira atu a ngā kaiako i te reo Māori. Ko te reo Māori te reo whakaako me te reo whakawhitiwhiti kōrero. Ka ahu mai ngā kaupapa i ngā mātauranga Māori, i ngā uara Māori, me te tirohanga Māori anō hoki ki te ao. Ka whai pānga matua ngā karakia, ngā mihimihi, ngā waiata, me ngā mōteatea ki ngā ritenga i te kura i ia rā. He ngākau titikaha ō ngā tamariki i roto i te ao Māori, ā, he pakari tā rātou whai wāhi atu ki ngā kaupapa i te hapori. Kei te piki haere te whakatinanatanga o ngā tamariki i ngā pūmanawa o Ngā Manu Amorangi, ā, ka ngana, ka noho ngākau nui hoki rātou ki te ako. Ka tū pakari ngā tamariki hei uri Māori.
Ka whakatinanahia ngā tūmanako nui e pā ana ki te whakaako me te ako, puta noa i te kura. Kei te matawhānui ngā mahere, ā, he mahi ngātahi e whakatakoto ana i te hōhonutanga o ngā hōtaka akoranga me ngā whai wāhitanga, mō ngā tamariki katoa. Ka whai pānga ki tēnā, ko te whai huatanga o te whakamahi i te hangarau mōhiohio, me te whakatinanatanga i te ako matihiko. Kua pou herea te papai o ngā taunekeneke me ngā hononga ki te ahurea o te whakaute. He ātaahua te whakatakotoranga o ngā wāhi. Kei te huhua te reo, kei te moroki, kei te aro atu hoki aua wāhi ki te taha matihiko, ā, e poipoi ana i te tangongitanga o ngā rōpū ōkawa me ngā rōpū ōpaki, ā, e kaha whakaatu ana i ngā mahi a ngā tamariki. Kei te mauritau ngā tamariki, ka kōkiri i a rātou anō, ā, ka whai wāhi nui ki te taiao ako e poipoi ana i a rātou.
He pai te ahu whakamua me ngā whakatutukitanga a ngā tamariki. Kei te mōhio ngā kaiako ki te ahu whakamua a ngā tamariki i roto i te mātauranga, tae atu hoki ki ngā whakaritenga ako ka whai ake mā rātou, me ngā tūāhuatanga hei whakawhānui ake. Ka tātarihia ngā hōtuku paetae, ā, ko te ahu whakamua o rātou ngā tamariki e āta poipoia ana, ka pūrongohia ki ngā kaiārahi o te kura i ia wāhanga. I te mutunga o te tau 2023, neke atu i te 90% o ngā tamariki i eke ki tua atu i ngā tūmanako o te kura mō te Reo ā-Waha, te Pānui, me te Tuhituhi. He tata ki te 88% o ngā tamariki i whakatutuki i ngā tūmanako i roto i te Pāngarau. He mahere ako takitahi mā ia tamaiti hei āta hāpai ake ki te kōkiri i tāna ake ahu whakamua. Ko ngā hōtuku i te tīmatanga o te tau 2024, e tohu ana i te ahu whakamua tino pai a ngā tamariki i roto i te Reo ā-Waha me te Pānui. E ahu whakamua ana ngā tamariki ki te hiranga.
He pai te mahi ngātahi a ngā kaiārahi, hei whakatairanga i te taiao papai mō ngā tamariki me ngā kaiako. Kua roa te tumuaki e mahi ana ki te kura, ā, he pakari ia ki te whakapūmau i te tirohanga o te kura. He kaha te rōpū kaiārahi ki te tautoko, me te poipoi hoki i ngā pūkenga ārahi me ngā whakaritenga whakaako e whai hua ana. E hāpai ana ngā pūnaha pakari me ngā whakaritenga whai hua i te rere pai o ngā whakahaeretanga i te kura i ia rā. Kua āta whakatinanahia te huringa tupu ngaio, ā, e akiaki ana i te pakirehua me ngā whakaaro huritao o ngā kaiako, me te whai pānga hoki o ērā ki te whakapai ake i te whakaako me te ako. E puāwai ana ngā tamariki mā roto mai i tētahi taiao e whakawhanake ana i tō rātou pitomata.
He tautōhito ngā mema o te poari, ā, he pai tā rātou whakatutuki i ō rātou tūranga me ā rātou kawenga mahi. Ka ū ngā kaitiaki poari ki te kōtuitanga o ngā pūnaha me ngā tukanga e arotahi ana ki te whakawhanaketanga torowhānui o ngā tamariki. Whiwhi ai rātou i ngā mōhiohio whai hua i ia te wā, mō te whakawhanaketanga o te marau me te ahu whakamua a ngā tamariki. Kua pai tā rātou aronga atu ki te whakatau i ngā whakaritenga mōhiohio e hāpai ana i te whakatairanga tonutanga. Ka tautoko ngā kaitiaki poari i te tumuaki i roto i tōna tūnga me tōna whakawhanake tonutanga. He kaha te whakawhirinakitanga, te whakaute me te tauutuutu o ngā hononga, puta noa i te kura. Kei te mauritau ngā tamariki, ā, e whai wāhi nui ana ki ō rātou hononga me ā rātou akoranga.
Ngā Whakaritenga Matua ka whai ake
Me whakamahi tonu i ngā aromātai o roto i te whai hua kia ukauka ngākaupai tonu ki te whakawhanake ngā tamariki ki runga i ngā hua akoranga.
5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a te Poari me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
ngā whakahaere a te poari
te marautanga
ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
ngā whakahaere o ngā kaimahi
ngā whakahaere o te pūtea
ngā whakahaere o ngā rawa.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te haumaru me te waiora o ngā ākonga:
te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
te haumaru ā-tinana o ngā ākonga
ngā rēhita a ngā kaiako
te tukanga whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
te whakatutukitanga o ngā kaupapa here o te kura i ngā tikanga o te Children's Act 2014.
6 Te Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga me te tumuaki te taunakitanga e whai ake nei, arā, kia whakawhanakehia e te poari me ngā kaiārahi tētahi mahere ka whakatutuki i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia.
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services
27 Hereturikōkā 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Kirikiriroa
Te tau a te Tāhuhu o te Mātauranga 282
Te tūmomo kura He kura tuatahi (Tau 1–8)
Te tokomaha o ngā ākonga o te kura 126
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Kura Motuhake
Te wā i te kura te rōpū arotake Pipiri 2024
Te wā o tēnei pūrongo 27 Hereturikōkā 2024
Ngā pūrongo o mua Arotake Motuhake, Hakihea 2023 ; Arotake Mātauranga, Pipiri 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. The ERO reports provide important information for whānau, hapū and iwi .
2 Context
Te Kura Amorangi o Whakawātea is in the Melville suburb of Hamilton. The kura provides Level 1 (80-100%) immersion Māori education for 125 tamariki from Years 1 to 8. A kōhanga reo is also based on site to support the successful transition of mokopuna to kura. Te Manu Amorangi expresses the kura values and the desired attributes for tamariki. Whānau priorities include wanting their tamariki to learn in and through te reo Māori.
How effectively do tamariki achieve the desired outcomes of the marau-a-kura?
Tamariki are developing attributes, attitudes and values fundamental to realising high achievement.
4 Findings
Tamariki are immersed in rich learning experiences. Te reo Māori is modelled competently by kaiako . It is the language of instruction and communication. Kaupapa are based on Māori knowledge, values and a Māori world view. Karakia, mihimihi, waiata and moteatea are an integral part of kura daily rituals. Tamariki are confident in te ao Māori and competently participate in community events. Increasingly, tamariki demonstrate Manu Amorangi attributes and are engaged and motivated to learn. Tamariki are confident in their identity as Māori .
High expectations for teaching and learning are consistently practised across the kura . Thorough planning is collaborative and results in rich learning programmes and opportunities for all tamariki . This includes the successful use of information communication technologies (ICT) and the implementation of digital learning. A culture of respect underpins positive interactions and relationships. Environments are beautifully presented. They are language rich, modern and digital, cater for a variety of formal and informal groupings and display tamariki mahi proudly. Tamariki are settled, independent and engaged in a nurturing learning environment.
Tamariki are progressing and achieving well. Kaiako know tamariki academic progress, their next steps for learning and where they can be further extended. Achievement data is analysed and progress made by targeted tamariki is reported to kura leaders each term. Over 90% of tamariki achieve above kura expectations in Reo a Waha, Pānui and Tuhituhi at the end of 2023. Close to 88% of uri met expectations in Pāngarau. Uri requiring additional assistance to accelerate their progress have individualised learning plans. The start of 2024 data shows that tamariki are progressing very well in Reo a Waha and Pānui. Tamariki are working towards achieving excellence.
Leaders work collaboratively and constructively to promote a positive environment for tamariki and kaiako . The long serving tumuaki strongly upholds the vision for the kura . The leadership team is supportive, nurtures leadership capability and effective teaching practice. Strong systems and efficient practices support the smooth daily operation of the kura . The well implemented professional growth cycle encourages kaiako inquiry and reflection that is contributing to improved teaching and learning. Tamariki thrive in a proficient environment that develops their potential.
Board members are experienced and undertake their roles and responsibilities well. Trustees maintain cohesive systems and processes focused on tamariki holistic development. They receive useful and regular information about curriculum development and tamariki progress. They are well positioned to make informed decisions that lead to ongoing improvement. Trustees support the tumuaki in her role and ongoing development. Relationships are highly trusting, respectful and reciprocal which permeates throughout the kura. Tamariki are secure and engaged in their relationships and learning.
Key Next Steps
Kura leaders should continue to use the successful internal evaluation systems in place to sustain the good practices occurring and to continually improve outcomes for tamariki .
5 Board Assurance on Legal Requirements
Before the evaluation, the board of trustees and principal completed the Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the evaluation, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration and certification
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance
compliance with the Children’s Act 2014.
6 Recommendation
ERO and the tumuaki developed the following recommendation that the board and leaders develop a plan to address the key next steps identified in this report.
Rita Walker Toka-ā-Nuku – Acting Director Te Uepū ā-Motu – Māori Review Services
27 August 2024
7 Information about the kura
Location Hamilton
Ministry of Education profile number 282
Kura type Full Primary Years 1-8
Kura roll 126
Ethnic composition Māori 100%
Special features Designated Special Character, Kura Motuhake
Review team on site June 2024
Date of this report 27 August 2024
Most recent ERO report(s) Special Review, December 2023; Education Review, June 2015
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).