Te Kura Māori o Porirua
Composite · State
- Year levels
- not reported
- Total roll
- 333
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 392 Warspite Avenue, Waitangirua, Porirua
- Territorial authority
- Porirua City
- Phone
- 04-2359617
- tumuaki@kura-porirua.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 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
- He pūkōrero, he māia a tātou akonga ki Te Reo Māori me te reo Ingarihi. He kaihautū rātou – he māia ki te ao Māori me te ao tauiwi, ki tēnei motu puta noa ki te Ao. He akonga rikarika rātou e whiwhi ana i ngā pūkenga me ngā āheinga ki te whai i te huarahi nā rātou anō i kōwhiri, kia angitū ai i ngā mea e ngākaunui ana.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 17
- Māori
- 332
- Pacific
- 25
- 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 | 45 | 4 | 0 | 0 | 0 | 0 | 0 | 45 |
| Year 02 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Year 03 | 41 | 1 | 0 | 0 | 0 | 0 | 0 | 41 |
| Year 04 | 26 | 1 | 0 | 0 | 0 | 2 | 0 | 29 |
| Year 05 | 22 | 1 | 0 | 0 | 0 | 0 | 0 | 23 |
| Year 06 | 24 | 0 | 0 | 0 | 0 | 1 | 0 | 24 |
| Year 07 | 28 | 0 | 0 | 0 | 0 | 0 | 0 | 28 |
| Year 08 | 23 | 0 | 0 | 0 | 0 | 0 | 0 | 23 |
| Year 09 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Year 10 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 11 | 23 | 2 | 0 | 0 | 0 | 1 | 0 | 23 |
| Year 12 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Year 13+ | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Total | 308 | 9 | 0 | 0 | 0 | 4 | 0 | 312 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 36 | 2 | 0 | 0 | 0 | 0 | 0 | 36 |
| Age 06 | 30 | 2 | 0 | 0 | 0 | 0 | 0 | 30 |
| Age 07 | 37 | 1 | 0 | 0 | 0 | 0 | 0 | 37 |
| Age 08 | 30 | 1 | 0 | 0 | 0 | 2 | 0 | 33 |
| Age 09 | 20 | 1 | 0 | 0 | 0 | 0 | 0 | 21 |
| Age 10 | 26 | 0 | 0 | 0 | 0 | 1 | 0 | 26 |
| Age 11 | 25 | 0 | 0 | 0 | 0 | 0 | 0 | 25 |
| Age 12 | 25 | 0 | 0 | 0 | 0 | 0 | 0 | 25 |
| Age 13 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 14 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Age 15 | 21 | 2 | 0 | 0 | 0 | 1 | 0 | 21 |
| Age 16 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Age 17 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 19+ | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 308 | 9 | 0 | 0 | 0 | 4 | 0 | 312 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| Te Kura Māori o Porirua | 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 | 100% |
|---|---|
| Male | 100% |
| 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
78.6%
| Te Kura Māori o Porirua | 78.6% |
|---|---|
| Wellington Region | 85.3% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 77.8% |
|---|---|
| Male | 80% |
| Māori | 78.6% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 78.6% |
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
57.1%
| Te Kura Māori o Porirua | 57.1% |
|---|---|
| Wellington Region | 68.6% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 55.6% |
|---|---|
| Male | 60% |
| 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 NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
21.4%
| Te Kura Māori o Porirua | 21.4% |
|---|---|
| Wellington Region | 12.5% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 33.3% |
|---|---|
| Male | 0% |
| Māori | 21.4% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 21.4% |
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
92.9%
| Te Kura Māori o Porirua | 92.9% |
|---|---|
| Wellington Region | 88.7% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 88.9% |
|---|---|
| Male | 100% |
| Māori | 92.9% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 92.9% |
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
17.9%
| Te Kura Māori o Porirua | 17.9% |
|---|---|
| Wellington Region | 24.7% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 7.1% |
|---|---|
| Male | 28.7% |
| Māori | 17.9% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 17.9% |
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 Kura Māori o Porirua | 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 Māori o Porirua | 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)
- 506
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 27 January 2001
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 2
- Last reviewed
- 21 March 2025
- 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 333 — 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 2024
311
Counted while ERO’s review team was at the school. Education Review Office, report of 21 March 2025
March 2021
275
Counted while ERO’s review team was at the school. Education Review Office, report of 29 July 2021
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 21 March 2025 — “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, mā ngā hapū, me ngā iwi.
2 Te Horopaki
E tū ana Te Kura Māori o Porirua ki Waitangirua, ki Porirua. E whakarato ana i te mātauranga kaupapa Māori ki ngā uri o ngā tau 1 ki te 13, ā, kua hono atu ki te tōpūtanga o Ngā Kura ā Iwi o Aotearoa. Ko ngā mātāpono o te kura - arā, ko te rangatiratanga, te kaitiakitanga, te whai wāhitanga, me te whanaungatanga - kei te tūāpapa o ngā whakahaeretanga, ngā pūnaha, me ngā whakataunga katoa o te kura. Whai muri i te pūrongo a Te Tari Arotake Mātauranga i te Hōngongoi o te tau 2021, kua tīni te āhua o te tauira ārahitanga i te kura. He mahi takirua te mahi tumuaki i nāianei, ā, ko Te Tumu Matarua te ingoa o ngā kaiārahi e rua nei. Kua roa nei rāua e whai wāhi atu ana ki te kura. He mahi takirua hoki te tūranga heamana o Te Poumarumaru.
3 Te Aronga o te Aromātai
He pēhea rawa te whakaatu mai a ngā uri i ngā mātāpono o te kaitiakitanga me te whai wāhitanga?
He ngākau titikaha, he manaakitanga hoki ō ngā uri hei kawau mārō o te kaitiakitanga me te whai wāhitanga mā roto mai i te tangongitanga o ngā horopaki.
4 Ngā Whakaaturanga
Ka whanake te mātau o ngā uri ki te ahurea, te reo matatini, me te pāngarau. Ka whakamana ngā whānau i te noho rumaki o ngā uri ki te ao Māori me te mātauranga Māori. E pou here ana ngā mātāpono o te kura i ngā whakaakoranga me ngā akoranga. Ka whakatauira, ka whakapoutama hoki ngā kaiako i te reo Māori o te kounga kairangi. Ka whakamanawa ngā kaiako i ngā uri, ā, ka poipoi rātou i te taiao whakakotahi me te whai pūtaketanga o te toro atu ki ngā akoranga. Kei te tino mōhio ngā kaiako ki ngā uri me ngā wawata o ō rātou whānau. Nā tēnā, ka whakawhanake ngā kaiako i ngā hōtaka e hāngai pū ana ki ngā matea, ngā pūmanawa, me ngā ngākau nuitanga o ngā uri. Ko te kiko o ngā mahere me te takunetanga o ngā whakaakoranga, e hāpai ana i te whai wāhi atu a ngā uri ki ngā akoranga, me tā rātou kapo atu i ngā tino pūkenga matua. Ka āta poipoia ngā uri e mau ana i ngā matea ako ake. Kua tuituia ngā hōtaka hei akiaki i ngā uri ki te whakawhanake i te kaitiakitanga me te whai wāhitanga. Ka whai wāhi nui te uri, ka whanake hoki hei ākonga e whakahaere ai i a ia anō, ā, ka whakaaro nui hoki ki ētahi atu.
E tino tautokona ngā uri kia rongo ai rātou i te angitu. E hāngai ana ngā kaupapa rangahau me ngā akoranga i te wharekura ki ngā ngākau nuitanga me ngā wawata o ngā uri. Ka tīmata ngā uri ki te whai wāhi atu ki Te Taumata Mātauranga ā-Motu kua Taea i ngā tau 9 me te 10, kia ngāwari ake ai te whakawhiti atu ki ngā akoranga katoa o Te Taumata Mātauranga ā-Motu kua Taea ā muri atu. Ko ngā hōtuku a te kura i te mutunga o te tau 2024 e tohu ana i te whakatutukitanga tino pai a ngā uri i te Taumata 1 o te reo matatini o Te Taumata Mātauranga ā-Motu kua Taea. I ngā reanga teitei ake, he pai ngā putanga, ā, i whiwhi ngā uri katoa i te tohu mō te reo matatini. Kua whakaritea ki ngā aromātai o roto ngā rautaki e whakapakari ai i te whakaako me te ako i roto i te pāngarau, ā, e whakapai ai hoki i ngā putanga ki ngā uri i roto i taua kaupapa.
Ka taea e ngā ākonga o te wharekura ngā whiwhinga whare wānanga te whai atu mā Te Wānanga o Raukawa, hei hāpai i te whai atu i te tohu mātauranga mō te Mātauranga Māori. Ka whakarato ngā kaimahi i ngā whakaakoranga hāpai i ngā wā kura, i waho atu hoki i ngā wā kura, hei tautoko ake i te angitu o ngā uri. Tokowhitu ngā uri ka whiwhi i ā rātou tohu hei te tau 2025. Ka whakatauira ngā uri i te kaitiakitanga me te whai wāhitanga ki te kura, ā, ki tua atu hoki.
Kua whanake pai te ārahitanga me te taha kāwana i te kura. E whai pānga tika ana ngā whakaritenga ki te ahurea, ā, e tohu ana hoki i te ngākau nuitanga o te whānau ki te rangatiratanga, kua pou herea hoki ki ngā mātāpono o te kura. Ko te tauira o te tū takirua i Te Tumu Matarua, i te tūranga heamana hoki o Te Poumarumaru, e whakatairangatia ana, e whakatinanahia ana hoki te ahurea o te kura. Ka āta kitea te whakatūnga angitu o te taiao mahi papai mō ngā kaimahi me ngā whānau, ā, e whakaū ana i te whakawhirinakitanga me te whai wāhi mai. He mea whanake, he mea auaha hoki ngā whakaritenga e hāpai ana i ngā pūkenga ngaio o Te Tumu Matarua. Ka whai wāhi atu ngā kaiako katoa ki tētahi huringa taiāwhio tupu ngaio e aro nui ana ki ō rātou pūkenga me ō rātou matea. Ka aro nui te mahere rautaki me te mahere whakatinanatanga ki te angitu o ngā uri. Ka mahi ngātahi ngā kaimahi katoa me ngā whānau katoa o te kura, hei tino painga mō ngā uri.
Ka aro pū te taha kāwana ki te whakatinanatanga o ngā mātāpono o te kura, me te whakatairanga ake i te rangatiratanga. Kua whakapakari tonuhia ngā hononga ki te mana whenua, ki a Ngāti Toa, ā, ka noho mātua rā tā rātou whai wāhi mai ki te taha kāwana me ngā whakahaeretanga i te kura. E whakakanohitia ana a Ngāti Toa ki Te Poumarumaru, ā, kua whakatōngia ngā tirohanga a te mana whenua ki ngā tukanga whakatau rautaki. Kua whakatakotohia ngā mahi aromātai o roto e whai hua ana. E kōrerohia ana te ahu whakamua o ngā whāinga whakatairanga i ia te wā e ngā māngai o te taha kāwana, o ngā whakahaeretanga, me te iwi. E tika ana kia mihia te pātuitanga nei, e whāia ana hei painga mō ngā uri. Waihoki, he kaiuru mātātoa ngā whānau ki ngā tukanga whakataunga i te kura, ka whai wāhi mātātoa hoki rātou ki te whakawhanaketanga o te marau, ā, ka noho mātua rā anō hoki ki te whakapūmautanga o ngā mātāpono o te kura. Ka whai pānga anō hoki tā rātou whai wāhi atu ki te ārahi i ngā kōkiritanga ahurea me te hāpai i te ahunga rautaki a te kura. Nā aua tino tauira, nā ō rātou whānau, nā te marau ā-kura hoki, e whakawhanake ana te ngākau titikaha o ngā uri ki te whakatau whakaritenga, ā, ki te hāpai hoki i te pāpori mā te kaitiakitanga me te whai wāhitanga.
Ngā Whakaritenga Matua ka whai ake
Me whakapai ake i te kohikohi, te whakaemi, te tātari me te whakamahi i ngā hōtuku e pā ana ki te ahu whakamua me ngā paetae. Ko ngā hōtuku e pā ana ki te ahu whakamua me ngā paetae, kāhore e tino wātea ana. Kua tīmata noa te kura ki te whakatinana i tētahi pūnaha hou mō te whakahaere ākonga, hei hāpai i ngā kaiārahi ki te pūrongo wawe, pūrongo whai hua hoki i te whānuitanga tonu o te ahu whakamua me ngā paetae o ngā reanga tau katoa.
5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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 kia mahi ngātahi Te Poumarumaru me te Tumu Matarua ki te whakatutuki i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia.
Tiwana Hibbs Toka ā Nuku Te Uepū ā-Motu – Māori Review Services
21 Poutūterangi, 2025
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Porirua
Te tau a te Tāhuhu o te Mātauranga 1634
Te tūmomo kura He kura hiato (Tau 1-13)
Te tokomaha o ngā ākonga o te kura 311
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Ngā Kura ā-Iwi
Te wā i te kura te rōpū arotake Mahuru 2024
Te wā o tēnei pūrongo 21 Poutūterangi 2025
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hōngongoi 2021; Arotake Mātauranga, Mahuru 2016; Arotake Mātauranga, Whiringa-ā-nuku 2011
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 Māori o Porirua is situated in Waitangirua, Porirua . It provides kaupapa Māori education for uri in Years 1-13 and is affiliated to the Ngā Kura-ā-Iwi collective. The kura mātāpono; rangatiratanga, kaitiakitanga, whai wāhitanga and whanaungatanga are the foundation of all kura operations, systems and decision making. Changes have been made to kura leadership model since the ERO’s July 2021 review report. The principal position is now shared, and the two leaders are known as Tumu Matarua . Both have been long serving members in the kura . The Poumarumaru also has co-chairs.
3 Evaluation Focus
How well do uri demonstrate the mātāpono of kaitiakitanga and whai wāhitanga ?
Uri are confident and caring exponents of kaitiakitanga and whai wāhitanga in a range of contexts.
4 Findings
Uri develops to be culturally aware, literate and numerate. Whānau value uri being immersed in te ao Māori and mātauranga Māori . The kura mātāpono underpin teaching and learning. Kaiako model and scaffold high quality te reo Māori. Kaiako show confidence in uri and they foster an inclusive environment and meaningful engagement in learning. Kaiako know uri and their whānau aspirations well. This enables kaiako to develop tailored programmes that respond to uri needs, interests and passions. Detailed planning and intentional teaching support uri engagement in learning, and their acquisition of sound foundational skills. Uri with additional learning needs are well catered for. Integrated programmes encourage uri to develop kaitiakitanga and whai wāhitanga. Uri are engaged and develop as self-managing learners who show consideration to others.
Uri are well supported to experience success. Project based learning and courses in the Wharekura align to uri interests and aspirations. Uri begin their National Certificates of Educational Achievement (NCEA) journey in Years 9 and 10 to support their transition to a full NCEA course. The kura end of year 2024 Level 1 NCEA results for Literacy show uri achieve very well. In the higher year levels outcomes are positive with all uri attaining a qualification in Literacy. Internal evaluation has established strategies to strengthen teaching and learning in Numeracy and to improve outcomes for uri in this subject.
Wharekura students can access pathways to tertiary level credits, through Te Wānanga o Raukawa , toward a degree in Mātauranga Māori. Kaimahi provide tuition that supports uri success during and after school hours. Seven uri will graduate with a tohu in 2025. Uri exemplify kaitiakitanga and whaiwāhitanga within kura and beyond.
Leadership and governance of the kura has evolved positively. Culturally appropriate practice reflects the whānau commitment to rangatiratanga and is underpinned by the kura mātāpono . The leadership dyad model for Te Tumu Matarua and the Poumarumaru co-chairs promotes and reflects the cultural context of the kura . The successful creation of a high trust, engaging, and positive work environment for staff and whānau is evident. Practices that support Te Tumu Matarua’s professional capability are progressive and innovative. All kaiako participate in a professional growth cycle responsive to their strengths and needs. A strategic plan and annual implementation plan prioritise uri success. All kura staff and whānau work collaboratively in the best interests of uri .
Governance prioritises the enactment of the kura mātāpono and the promotion of rangatiratanga . Connections with Ngāti Toa, as mana whenua , have continued to strengthen and their involvement is now integral to kura governance and operations. Ngāti Toa has representation on the Poumarumaru and mana whenua perspectives are embedded in strategic decision-making processes. Effective internal evaluation practices are in place. Progress against improvement goals are regularly discussed between governance, management and iwi representatives. This partnering, in the best interests of uri , is commendable. Furthermore, whānau are active participants in the kura decision-making processes, they actively contribute to curriculum development, and they play a vital role in upholding the kura mātāpono . Their involvement extends to leading cultural initiatives and supporting the kura strategic direction. Because of these positive role-models, their whānau and the marau ā-kura, uri develop as confident decision makers who contribute positively to society through kaitiakitanga and whai wāhitanga .
Key Next Steps
Collecting, collating and the analysis and use of progress and achievement data requires improvement. Progress and achievement data is not easily accessible. The kura is in the early stages of implementing a new student management system to assist leaders to quickly and efficiently report on overall student progress and achievement for all year levels.
5 Te Poumarumaru Assurance on Legal Requirements
Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru 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
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 recommend the Poumarumaru work with the Tumu Matarua to address the key next step identified in this report.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
21 March 2025
7 Information about the kura
Location Porirua
Ministry of Education profile number 1634
Kura type Composite (Years 1-13)
Kura roll 311
Ethnic composition Māori 100%
Special features Ngā Kura-ā-Iwi
Review team on site September 2024
Date of this report 21 March 2025
Most recent ERO report(s) Education Review, July 2021; Education Review, September 2016; Education Review, October 2011
Read the full report on ero.govt.nz →
All 2 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).