Te Kura o Nga Ruahine Rangi
Composite · State
- Year levels
- not reported
- Total roll
- 64
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 520 Eltham Road, Mangatoki
- Territorial authority
- South Taranaki District
- Phone
- 06-764 7050
- admin@ngaruahine.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Taranaki
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 2
- Māori
- 63
- Pacific
- 1
- 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 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 02 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 03 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 04 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 05 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 06 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 07 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 08 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 09 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 10 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 11 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 12 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 13+ | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 73 | 0 | 0 | 0 | 0 | 0 | 0 | 73 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 06 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 07 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 08 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 09 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 10 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 11 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 12 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 13 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 14 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 15 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 16 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 17 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 73 | 0 | 0 | 0 | 0 | 0 | 0 | 73 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
Too few to report
| Te Kura o Nga Ruahine Rangi | Too few to report |
|---|---|
| Taranaki Region | 88.4% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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
Too few to report
| Te Kura o Nga Ruahine Rangi | Too few to report |
|---|---|
| Taranaki Region | 79.6% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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
Too few to report
| Te Kura o Nga Ruahine Rangi | Too few to report |
|---|---|
| Taranaki Region | 58.2% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
Too few to report
| Te Kura o Nga Ruahine Rangi | Too few to report |
|---|---|
| Taranaki Region | 17.3% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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
Too few to report
| Te Kura o Nga Ruahine Rangi | Too few to report |
|---|---|
| Taranaki Region | 76.9% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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 o Nga Ruahine Rangi | 0% |
|---|---|
| Taranaki Region | 41.7% |
| 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 | 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 o Nga Ruahine Rangi | 0% |
|---|---|
| Taranaki Region | 4.1% |
| 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 | 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%
| Te Kura o Nga Ruahine Rangi | 0% |
|---|---|
| Taranaki Region | 1.6% |
| 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 | 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)
- 531
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 17 October 2007
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
- 19 October 2018
- Latest report
- Te Kura o Ngā Ruahinerangi - 19/10/2018
- 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 64 — 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.
30 July 2018
39
Counted while ERO’s review team was at the school. Education Review Office, report of 19 October 2018
February 2013
21
Counted while ERO’s review team was at the school. Education Review Office, report of 31 October 2014
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 19 October 2018 — “Te Kura o Ngā Ruahinerangi - 19/10/2018” — 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.
Ngā Whakaaturanga
E tū ana Te Kura o Ngā Ruahinerangi ki Eltham, i Whakaahurangi. E whai hua ana te arotake whaiaro, ā, e hāngai pū ana ki te whakatairanga ake i ngā tino painga ka puta ki ngā ākonga, i runga anō i ngā mātāpono o Te Aho Matua me ngā wawata o te whānau. E whakatairanga ana te taiao ako i tō rātou tuakiri, tō rātou reo, me tō rātou ahurea hei uri o Ngā Ruahinerangi. Kei te mōhio ngā ākonga e arohaina ana, e whakamanahia ana rātou e tō rātou whānau, e ngā kaimahi hoki.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura o Ngā Ruahinerangi i roto ngā tau e toru, arā, ko Te Rākeitanga.
1 Te Horopaki
E tū ana Te Kura o Ngā Ruahinerangi ki Eltham, ki te tonga o Taranaki. He kura Te Aho Matua tēnei e whakarato ana i te mātauranga ki ngā ākonga o ngā tau 1 ki te 12. Nā te tū o te kura i te rohe o Ngā Ruahinerangi, i tōna pā tata anō hoki ki a Taranaki maunga, ka whakapuakihia te hōhonutanga o te ahurea mō ngā ākonga me te whānau. E tika ana kia whakaaro nui anō hoki ki te aumangea me te manawanui o te whānau o te kura ki te whakarato i te mātauranga o Te Aho Matua mā ā rātou tamariki.
Whai muri i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2014, kua haere tonu ngā mahi a te whānau ki te āta whakarite i te noho pūmau o ngā mātāpono o Te Aho Matua ki te āhua o tā rātou mahi ngātahi, otirā, ki te whai wāhi tonu o tēnā me tēnā ki te mātauranga e whakaratohia ana mā ā rātou ākonga. Kua whai pānga taua tūāhuatanga ki te whakatōpūtanga o ngā whakaritenga me ngā pūnaha a te whānau whakahaere, tae atu hoki ki te whakarite i te mau pūmau o ngā ākonga ki ngā mātāpono o Te Aho Matua.
He pēhea rawa ngā ākonga e whakatutuki ana, e whakatinana ana hoki i ngā tūmanako me ngā wawata o tō rātou iwi?
Kei te harikoa, kei te tūmāia ngā tamariki hei ākonga, ā, ko ā rātou wheako e āta whai wāhi nui ana ki te whakarauoratanga me te whakapūmautanga hoki o te reo, ngā tikanga, me ngā mātauranga o Ngā Ruahinerangi.
Te Ira Tangata
Ka manaaki, ka whai whakaaro nui, ka mahi ngātahi hoki ngā ākonga.
E poipoi tonu ana te ahurea me te taiao i te pitomata o ia ākonga. E hāpaitia ana te whakaaro nui, te ako, me te whakatinanatanga anō hoki o ngā ākonga i ngā tikanga e tika ana kia tau tonu ai, kia hauora tonu ai hoki rātou. Tīmata ai ō rātou rā kura ki te karakia me tētahi wā whakangā hei whakatau ā-wairua, ā-whatumanawa hoki i ō rātou aronga mō ngā akoranga kei mua i a rātou. Ka whakapūmau te whānau me ngā kaimahi i ngā tūmanako kia whai kawenga ngātahi te katoa ki te whakatipu me te atawhai i ngā ākonga katoa i te kura. E mōhio ana rātou ki ngā matea me te āhua noho o ētahi atu i te hapori o te kura, ā, ka tautoko i ngā wā e tika ana, hei whakapūmau tonu i tō rātou waiora tahi. Ka whakatauira ngātahi rātou i te aronga nui ki te manaaki, tētahi i tētahi, me te whakapuaki i ō rātou pūmanawa, ā rātou wero, otirā, ki te mahi ngātahi ki te whakarato i te mātauranga e whai pānga ana ki te tirohanga mō ā rātou ākonga. Ka hāngai hoki tēnei, ki tā rātou whakatauira e pēhea nei te āhua o te whakatinanatanga o ngā mātāpono o Te Aho Matua ki tā rātou horopaki ake o Ngā Ruahinerangi. Ka whakaatu te whānau i te whai whakaaro nui ki ētahi atu, ā, ka whakatauira anō hoki i te pai o te whakawhanaungatanga e whakapūmau ana i te aroha me te whakaute. Ka arohaina, ka manaakitia hoki ngā ākonga.
Te Reo
E rumakina ana ngā ākonga ki te reo o Ngā Ruahinerangi.
E mōhio ana te whānau ki tā rātou kawenga, ā, ka āta whakawero anō hoki i a rātou anō ki te āta whakarite i te puāwaitanga o te reo Māori ki te kura. Ka whakawhiti kōrero, ka tautohetohe, ka whakaaro huritao anō hoki rātou ki ā rātou whakataunga e pā ana ki te reo Māori me ngā huarahi ka whai atu kia iti noa, kia ngaro atu rānei ngā āhuatanga ka pā tōraro pea ki te kounga tonu o te reo. I roto i te roanga o te wā, kua whakatūngia e te whānau ētahi atu kaiako e kōrero ana i te mita o te takiwā nei. He mātātoa te whai wāhi atu a te whānau ki ngā akoranga o te reo Māori, hei whakatipu, hei whakatauira hoki i te whakamahinga o te reo ki ō rātou ake kāinga. Ka whai wāhi atu te whānau me ngā ākonga ki ngā kōkiritanga a te iwi, hei whakapakari i tō rātou mōhiotanga ki te reo o Ngā Ruahinerangi, me tā rātou whakamahinga i taua reo. He ngākau titikaha ō ngā ākonga ki te whakapuaki i ō rātou ake whakaaro, me te whai wāhi atu ki ngā whakawhitinga kōrero ki waenga i a rātou anō. Ka whakaaro nuitia ō rātou matea reo, ā, ka hāpaitia hoki kia whanake ai ki tētahi taiao haumaru e poipoi ana i a rātou. E āhei ana rātou ki te ako i te karanga, i te rere o te poi, ki te whai wāhi atu hoki ki ngā Manu Kōrero, ā, ki te mahi auaha me te reo Māori. He tau anō hoki ngā ākonga ki te whakawhitiwhiti kōrero mā te reo Māori ki te hapori whānui tonu i ā rātou tūmomo kaupapa hākinakina i ngā rangi whakatā. E whanake ana ngā ākonga i ngā pūkenga me te ngākau nui ki te whai wāhi nui ki te whakarauoratanga o te reo o Ngā Ruahinerangi.
Ngā Iwi
E mōhio ana ngā ākonga ki ō rātou hononga ki tō rātou marae, ā, ki ngā marae anō hoki o te rohe.
Ko te whanaungatanga te tino tūāpapa mō ngā akoranga a ngā ākonga me te whānau. Tae atu ai ngā ākonga ki ngā noho marae i ia wāhanga, ki te aro pū ki ngā mātauranga e pā ki ngā marae, ngā hapū, me ngā iwi o te rohe. E whakapūmau ana aua noho i te whakahirahiratanga o te marae hei wāhi tūturu, hei wāhi māoriori hoki mō ngā ākonga ki te rongo me te ako i ō rātou hononga me tō rātou tuakiri hei uri o Ngā Ruahinerangi, o Taranaki. E ākina ana te whai wāhi a te whānau ki aua noho, hei whakatō anō hoki i te mātauranga o te iwi me ngā hapū ki a rātou anō, ā, ki ngā akoranga anō hoki i te kura. Ka whai wāhi atu ngā ākonga ki ngā kaupapa a te iwi e whakamana ai i tō rātou aronga toi whenuatanga, me tō rātou mōhio ki ō rātou tūranga, ā rātou kawenga mahi anō hoki i waenga i tō rātou iwi. Taetae atu ai ngā ākonga ki te whānuitanga o ngā tūmomo hui whakahirahira i ngā marae o te takiwā, tae atu hoki ki ngā tū kaupapa i te hapori whānui. Ko te āhua o te tū o ngā ākonga hei kanohi mō tō rātou kura me ō rātou whānau, i whai wāhi nui ai ki te aronga ki te kura hei tino puna e whai wāhi atu ana ki te whakarauoratanga o te reo, te ahurea, me te tuakiri o Taranaki. Whakawhanaunga ai hoki te kura ki ētahi atu o ngā kura Māori e noho pā tata mai ana hoki ki te maunga o Taranaki, ā, e whai wāhi atu ana taua mahi ki te whakapakari i ngā hononga ki waenga i ngā ākonga, me te whakatōpū anō hoki i te pūmanawa ngātahi tonu o te mātauranga o Te Aho Matua ki Taranaki. Ka kitea ki ngā ākonga tō rātou manawa whakahī ake mō ō rātou whānau, ō rātou iwi, me ō rātou hapū.
Te Ao
E ako ana ngā ākonga i ō rātou hononga ki te ao māoriori me te ao tūroa.
Ko tētahi whāinga matua mō ngā ākonga i te kura, kia noho mārama ai rātou ki te āhua o te tū hei kaitiaki. Ka poipoi rawatia tēnei ki ngā wheako ako ā-ringa, tūturu hoki e whakawhanake ana i te māramatanga me ngā ngākau titikaha hoki o ngā ākonga ki te tūhura i te taiao māoriori. Ka tū auau, ka whai pūtake anō hoki ngā whai wāhitanga mō ngā ākonga ki te ako i te hītori, i ngā kōrero tuku iho, ā, i ngā āhuatanga motuhake o te whenua, o tō rātou maunga, o te moana hoki, tae atu hoki ki ngā wāhi ki waho atu hoki i tō rātou iwi. Kua whakawhānuihia e ngā ākonga ō rātou pūkenga rangahau mā te whakatewhatewha i te kounga o te wai i te awa o te hapori, me te ako i ngā tū āhuatanga e whai pānga ana ki te oranga tonutanga o te taiao. Kua hāpaitia hoki e ngā ākonga te taha ahurea i ngā wā kua pae ngā tohorā ki uta i ngā tahamoana e pā tata tonu ana ki a rātou. Ka mātakitaki, ka ako, ka hāpai hoki rātou i te noho pūmau o ngā tikanga me ngā kawa e whai pānga ana ki ngā tūmomo korikori nui whakaharahara pēnei o te taiao. Waihoki, ka whai wāhi atu ngā ākonga ki te manaaki i a Papatūānuku, mā te ako me te whakatinana i te hangarua me ngā mahi parakore. E wātea ana ngā hangarau matihiko ki ngā ākonga, ā, he pakari tā rātou whakamahinga hei āhuatanga tonu o tā rātou ako. E whakawhanake ana te whakahihikotanga māoriori o ngā ākonga ki te whakapūmau tonu i tō rātou tū hei kaitiaki o ō rātou whenua.
Āhuatanga Ako
E mōhio ana ngā ākonga ki ngā wawata o ō rātou whānau mō ā rātou akoranga.
E whakamana ana ngā whakaakoranga me ngā akoranga ki te kura i te tuakiri me te waiora o ngā ākonga. Ka mahi ngātahi te whānau me ngā kaimahi ki te whakarato i te whānuitanga o ngā tūmomo wheako ako i āta whakamaheretia ai. Ka whakatau ā-whānau rātou i tēnā e whakanuia ana, e whai pūtake ana hoki hei kaupapa wheako mā ngā ākonga puta noa i te tau, ā, ka tāutu anō hoki i ngā tino kaupapa e whai pānga ana, e whai pūtake ana ki a rātou hei uri o Ngā Ruahinerangi. I roto i aua mahi, ka whakatau anō hoki i ngā tāngata o te whānau, o ngā kaimahi hoki e tika ana ki te ārahi me te tautoko i te kaupapa, me ngā rauemi, ngā taumahi hoki ka whakaritea, ā, ki ngā āhuatanga anō hoki ka whāia e rātou kia noho pūmau tonu ai ngā mātāpono o Te Aho Matua, puta noa i aua taumahi katoa. Ka whai pānga nui ngā mātua me te whānau ki te whakatauiratanga o te noho whakahirahira o aua wheako ako, mā tā rātou whai wāhi mātātoa atu ki te ao o te kura.
Ka mahi ngātahi ngā kaiako mā ngā mahere e whai kiko ana, ā, e tino hāpaitia ana hoki rātou kia tupu tonu ō rātou pūkenga ngaio me ō rātou mōhiotanga ngaio. Ka whakanuia, ka whakamanahia hoki te tino ngākau nuitanga, te whakapeto ngoi anō hoki o ngā kaimahi e te whānau. Ka whakapūmautia te tatauranga kia tokoiti tonu ngā ākonga ki ia akomanga, hei hāpai i te whai wāhi nui o te ākonga ki ngā akoranga, ā, i ngā putanga hoki e whai hua ai ki ngā ākonga. Ka whakatakoto ngā ākonga i ā rātou whāinga ako ki te taha o ō rātou mātua me ō rātou kaiako, ā, e hāngai ana hoki ēnei ki ngā mātāpono o Te Aho Matua. Ka aroturukitia te ahu whakamua ki te whakatutuki i aua whāinga e ngā kaiako me te whānau. Ka whai wāhi atu hoki te whānau ki te whakawhanaketanga ngaio, kia āhei ai rātou ki te tautoko mātātoa tonu i te ako a ā rātou tamariki, ā, i ngā mahi hoki i te kura. Ka whakamihi te whānau i ngā whakatutukitanga katoa o ia ākonga ake, ā, ka whakanui hoki i ngā mahi angitu o ngā ākonga ki ngā reanga katoa. He ngākau titikaha ō ngā ākonga ki te ako.
He manawa whakahī ō ngā ākonga o te wharekura ki te tū hei tino pouārahi i te kura. He whakaritenga ā te whānau ki ētahi atu kura Māori, hei whakatairanga ake i tā rātou ake ratonga o te mātauranga wharekura. He whai wāhitanga mō ngā ākonga ki te whakapuaki i ō rātou ake whakaaro me te uru atu ki ngā kaupapa i waenga i te iwi, ā, ka tū rātou hei kanohi mō tō rātou kura, ō rātou whānau, me ō rātou iwi. E whakatutuki ana ngā ākonga o te wharekura i ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea, ā, he pakari anō hoki ki te whakatinana i ō rātou pūkenga reo matatini ki ngā horopaki tūturu. Ko ngā aromatawai o ngā akoranga e whakaatu ana i te ahu whakamua ki ngā whāinga i tāutuhia ai. Whakatū ai te kura i ia wāhanga, ko ngā kaupapa ā-whānau e whakapuaki ana, e whakanui ana hoki i ngā whakatutukitanga o ngā ākonga. E tino hāpaitia ana te whakatairanga o ngā ākonga i ō rātou pūmanawa.
Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake
Kua tāutuhia e te whānau, e tika ana kia whakatū i tētahi kōhanga reo ki ngā papa o tō rātou kura. Mā tēnei tūāhuatanga, ka māmā ake te whakawhiti a ngā tamariki i te kōhanga reo ki te kura, ā, ka āta whakarite anō hoki i te noho pūmau o te whakawhanaketanga me te ahunga whakamua o te reo Māori.
E mōhio ana te whānau, he mahi anō hoki ki te whakapai ake me te whakahou ake i te taiao me ngā whare hei painga mō ngā ākonga me ngā kaimahi.
3 Te Arotake Whaiaro me te Ārahitanga
Mai i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2014, kua haere tonu ngā mahi a te whānau ki te āta whakapūmau i ngā mātāpono o Te Aho Matua, puta noa i ngā wāhanga katoa o te kura. Ka whai wāhi atu te whānau ki ngā taumata katoa o te kura, tae atu ki te kāwanatanga me te whakahaeretanga, ā, e mōhio ana hoki ki tipu o ō rātou ake āheinga i te roto i te roanga o te wā. He mahi ngātahi, he mahi whakatōpū anō hoki te ārahitanga. He mātātoa te whai wāhi atu a te whānau ki ngā whakataunga, ā, e hāpai ana tēnei i tā rātou whakapūmau i ngā taumata teitei o te kawenga takohanga me te māramatanga. He auau ngā hui, ā, he whai wāhitanga mō te whānau ki te whakapuaki i ō rātou whakaaro me te whai wāhi atu ki ngā whakataunga e whakaaweawe ana i ngā tino painga ka puta ki ngā ākonga. Kua haere tonu ngā mahi a ngā kaimahi me te whānau ki te whakawhānui ake i ō rātou mōhiotanga me ō rātou pūkenga e pā ana ki te whakaako, te arotake whaiaro, me ngā mahi aromatawai. E ārahi ana te tikanga whakaaro o Te Aho Matua i te āhua o ngā mahi a te whānau ki te whakahaere me te tautoko i ngā whakahaeretanga o te kura i ia rā.
Kua whakatō rawatia ki te ahurea o te kura, ko ngā mahi arotake whaiaro tino pakari. E arotahi ana te whānau ki te whakapakari ake i ngā āheinga me te noho pūmau o ngā whakaritenga. He tino aronga ki te aroturuki i ngā whakahaeretanga mō te pae tawhiti, hei painga mō ngā tamariki, te whānau, te iwi, me ngā hapū o Ngā Ruahinerangi.
4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei 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 me ngā taonga.
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae 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
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.
5 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia:
arotahi tonu te whānau ki ngā wāhanga i tāutuhia ai e rātou hei whakapai ake, hei rōnaki ake hoki i te kura.
Te Whakarāpopototanga
E tū ana Te Kura o Ngā Ruahinerangi ki Eltham, i Whakaahurangi. E whai hua ana te arotake whaiaro, ā, e hāngai pū ana ki te whakatairanga ake i ngā tino painga ka puta ki ngā ākonga, i runga anō i ngā mātāpono o Te Aho Matua me ngā wawata o te whānau. E whakatairanga ana te taiao ako i tō rātou tuakiri, tō rātou reo, me tō rātou ahurea hei uri o Ngā Ruahinerangi. Kei te mōhio ngā ākonga e arohaina ana, e whakamanahia ana rātou e tō rātou whānau, e ngā kaimahi hoki.
Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura o Ngā Ruahinerangi i roto ngā tau e toru, arā, ko Te Rākeitanga.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
19 Whiringa ā-nuku, 2018
Ngā Kōrero e pā ana ki te kura
Te tūwāhi Kei Eltham
Te tau a te Tāhuhu o te Mātauranga 589
Te tūmomo kura He kura whakahiato (Tau 1 ki te 10)
Te tokomaha o ngā ākonga o te kura 39
Te ira tangata Kōtiro 19 Tama tāne 20
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Te Aho Matua Kura Kaupapa Māori
Te wā i te kura te rōpū arotake 30 Hōngongoi 2018
Te rā o tēnei pūrongo 19 Whiringa ā-nuku, 2018
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Kura Hou Whiringa-ā-nuku 2014
Findings
Te Kura Kaupapa Māori o Ngā Ruahinerangi is in Eltham, Stratford. Effective self-review is centred on promoting positive outcomes for students in line with the principles of Te Aho Matua and aspirations of the whānau. The learning environment promotes their identity, language and culture as Ngā Ruahinerangi. Students know they are loved and valued by their whānau and kaimahi.
The next ERO review of Te Kura o Ngā Ruahinerangi will be in three years – Te Rākeitanga – Expansive Evaluation.
1 Context
Te Kura o Ngā Ruahinerangi is in Eltham, South Taranaki. It is a Te Aho Matua kura that provides education for students from Year 1 to 12. The location of the kura within the tribal boundaries of Ngā Ruahinerangi and near Taranaki maunga provides a rich cultural reference point for students and whānau. It is important to remember the drive and determination of the kura whānau for the provision of Te Aho Matua education for their children.
Since its previous ERO review in 2014, the whānau have continued to work towards ensuring the principles of Te Aho Matua are firmly entrenched in the way they work together and contribute individually to the education provided for their students. This has included consolidating practices and systems for whānau whakahaere as well as ensuring students themselves are grounded in the principles of Te Aho Matua.
To what extent do students achieve and exemplify the hopes and aspirations of their iwi?
Students are happy and confident learners whose experiences actively contribute to the revitalisation and maintenance of Ngā Ruahinerangi language, tikanga and knowledge.
Te Ira Tangata
Students are caring, considerate and cooperative.
The culture and environment continues to nurture the potential within each student. Students are supported to observe, learn and apply appropriate tikanga to keep themselves safe and well. They start each day with karakia and whakangā which provides spiritual and emotional focus in readiness for the learning day ahead. Whānau and kaimahi maintain expectations for the shared responsibility to raise and care for all students in the kura. They know the needs and circumstances of others within the kura community and support where and when needed to maintain their collective wellbeing. Together they model how important it is care for each other, to be open about their strengths and challenges, and to work collectively towards providing education that reflects the vision for their students. This includes modelling how the principles of Te Aho Matua will be enacted within their unique setting in Ngā Ruahinerangi. Whānau display compassion and model positive relationships based on aroha and respect. Students are loved and cared for.
Te Reo
Students are immersed in the language of Ngā Ruahinerangi.
The whānau acknowledge their responsibility and challenge themselves to ensure te reo Māori thrives within the kura. They discuss, debate and reflect on their decisions regarding te reo Māori and how to minimise the potential risks to the overall quality of the language. Over time, the whānau has employed more teachers who are speakers of the local dialect. Whānau actively engage in te reo Māori classes to grow and model language use in their homes. Whānau and students participate in iwi initiatives to strengthen their knowledge and use of Ngā Ruahinerangi language. Students confidently express themselves and engage in meaningful conversations with each other. Their language needs are respected and enabled to develop in a safe and nurturing environment. They can learn about karanga, use poi, participate in Manu Kōrero and be creative with te reo Māori. Students are also comfortable to communicate in Māori in the wider community during weekend sports. Students are developing the skills and passion to contribute to revitalisation of the language of Ngā Ruahinerangi.
Ngā Iwi
Students understand their connections to their marae and to other marae in the area.
Whanaungatanga provides a strong foundation for student and whānau learning. Students attend noho marae each term to focus specifically on knowledge related to the marae, hapū and iwi in the area. These noho reinforce the importance of marae as authentic and natural settings for students to experience and learn about their connections and identity within Ngā Ruahinerangi and Taranaki. Whānau are encouraged to participate in these noho to embed iwi and hapū knowledge into their own lives and within the learning that takes place in the kura. Students are involved in iwi events that affirms their sense of belonging and knowledge of their future roles and responsibilities to their iwi. Students attend a wide range of important hui on local marae, as well as in wider community activities. The way students positively represent their kura and whānau has contributed to establishing the kura as a critical contributor to the revitalisation of Taranaki language, culture and identity. The kura regularly interacts with other kura Māori around Mount Taranaki which serves to strengthen connections between students and to consolidate the collective capacity of Te Aho Matua education in Taranaki. Students show personal pride in their whānau, hapū and iwi.
Te Ao
Students are learning about their connections to the natural and physical worlds.
A key aspiration for students in the kura is for them understand what it means to be kaitiaki. This is fostered through first hand and practical learning experiences that develop students’ understanding and confidence to explore the natural environment. Students have regular and meaningful opportunities to learn about history, stories and unique features of the land, their mountain, and the sea as well as places beyond their own tribal boundaries. Students have extended their research skills by investigating the water quality of the local river and learning about the factors that impact of environmental sustainability. Students have also provided cultural support at times when whales become stranded at nearby beaches. They observe, learn and help maintain the tikanga and kawa related to natural phenomena such as these. Students are further involved in taking care of Papatūānuku through learning about and implementing recycling and minimal waste practices. Students have access to and confidently use digital technologies as part of their learning. Students are developing an intrinsic motivation to uphold their role as kaitiaki of their land.
Āhuatanga Ako
Students are aware of their whānau aspirations for their learning.
Teaching and learning in the kura affirms student’s identity and wellbeing. Whānau and kaimahi work collaboratively to provide an extensive range of well-planned learning experiences. They make decisions as a whānau about what is important and valued for students to experience across the year and identify specific kaupapa which have relevance and meaning for them as Ngā Ruahinerangi. This includes considering who is best placed within the whānau and staff to lead and support, what resources and experiences are required, and how they will maintain the principles of Te Aho Matua throughout those activities. Parents and whānau play an integral part in modelling the importance of these learning experiences by being actively involved in the life of the kura.
Kaiako work together on detailed planning and are well supported to grow their professional skills and knowledge. The significant commitment and effort of staff is acknowledged and valued by the whānau. Smaller classroom numbers are maintained to support greater learning engagement and positive outcomes for students. Students define their learning goals alongside their parents and teachers these are also reflective to the principles of Te Aho Matua. Progress towards these goals is monitored by kaiako and whānau. Whānau members also participate in professional development so they can actively support their children’s learning and the kura. Whānau acknowledge all personal achievements and celebrate the successes of students at all levels. Students are confident learners.
Wharekura students are proud role models for the kura. The whānau has established agreements with kura Māori to enhance their own provision of wharekura education. Students have opportunities to contribute to and participate in kaupapa within the iwi, and represent their kura, whānau and iwi. Wharekura students are achieving NCEA standards and can confidently apply their literacy skills in real life contexts. Assessment of student learning highlights progress against determined goals. The kura hold whānau events each term where they highlight and celebrate students’ achievements. Students are well supported to reach their potential.
Kura-identified areas of development
The whānau has identified the need to establish a kōhanga reo on their kura site. This will support the smooth transition of children from kōhanga reo and ensure there is consistent development and progression of te reo Māori.
The whānau are aware of the need to work to improve and modernise areas of the physical environment and buildings for students and staff.
3 Self-Review and leadership
Since the previous ERO review in 2014, the whānau has continued their own journey to firmly embed the principles of Te Aho Matua throughout all areas of the kura. Whānau participate at all levels of the kura including governance and management, and acknowledge their own growth in capability over time. Leadership is collective and collaborative. Whānau actively participate in decision making which supports them to maintain high levels of accountability and transparency. Regular hui gives opportunities for whānau to share their voice and contribute to decisions that influence positive outcomes for students. Staff and whānau have continued to extend their knowledge and skills in teaching, self-review and assessment practice. The philosophy of Te Aho Matua guides how whānau manage and support the daily operations of the kura.
Robust self review practices are embedded in the culture of the kura. The whānau are focused on building capacity and sustainable practices. There is a clear emphasis on monitoring operations for the future for the children, whānau, iwi and hapū of Ngā Ruahinerangi.
4 Whānau assurance on legal requirements
Before the review, the board of trustees and principal completed the ERO Whānau 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 review, ERO checked the following items because they have a potentially high impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance.
5 Recommendation
ERO recommends:
the whānau continue to focus on their self-identified areas for school improvement and sustainability.
Conclusion
Te Kura Kaupapa Māori o Ngā Ruahinerangi is in Eltham, Stratford. Effective self-review is centred on promoting positive outcomes for students in line with the principles of Te Aho Matua and aspirations of the whānau. The learning environment promotes their identity, language and culture as Ngā Ruahinerangi. Students know they are loved and valued by their whānau and kaimahi.
When is ERO likely to review the kura again?
The next ERO review of Te Kura o Ngā Ruahinerangi will be in three years – Te Rākeitanga – Expansive Evaluation.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
19 October 2018
Information about the Kura
Location Eltham
Ministry of Education profile number 589
Kura type Composite (Year 1 to 10)
Kura roll 39
Gender composition Girls 19 Boys 20
Ethnic composition Māori 100%
Special features Te Aho Matua Kura Kaupapa Māori
Review team on site 30 July 2018
Date of this report 19 October 2018
Most recent ERO report(s) New School Review October 2014
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).