Te Kura o Waioweka

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 67 — 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.

1. November 2025

   57

   Counted while ERO’s review team was at the school. Education Review Office, report of 28 May 2026

2. October 2022

   57

   Counted while ERO’s review team was at the school. Education Review Office, report of 14 February 2023

3. November 2017

   90

   Counted while ERO’s review team was at the school. Education Review Office, report of 23 January 2018

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 28 May 2026 — “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 o Waioweka ki te pā o Waioweka, e pā tata atu ana ki Te Kōhanga Reo o Te Puna o te Aroha me Ōpōtiki. He hononga ō te kura me ngā whānau ki ngā iwi o Ngāti Ira rāua ko Te Whakatōhea. Kua hono atu te kura ki Ngā Kura ā Iwi o Aotearoa, ā, e whakarato ana i te mātauranga rumaki reo Māori mō ngā uri o ngā tau 1 ki te 8.

He pēhea rawa te whakaatu mai a ngā uri i tō rātou tū hei kaiwhakatau e whai wāhi nui ana ki te pāpori?

Kei te whai wāhi mātātoa ngā uri ki tō rātou hapori, ā, e tupu haere ana hei kaiārahi o Ngāti Ira ki anamata.

4. Ngā Whakaaturanga

E whai pūtake ana te tū o ngā uri o Te Kura o Waioweka hei kaiārahi i roto i tō rātou kura me tō rātou hapori. Ka kitea ki ngā tuākana me ngā tēina te ngākau titikaha me te tākare ki te whakatutuki i ngā tūnga ārahi, ā, kua whakapūmautia te tīmatanga o ia rā ki ngā tikanga o te Hāhi Ringatū, me ngā waiata, ngā mihimihi hoki. Kua whakamihia ā-motu, kua whakanuia ā-motu hoki te ārahitanga o ngā uri, ā, he tūāhuatanga tēnei e tohu ana i te ū pūmau o te kura ki te poipoi i ngā kaiārahi mō meāke nei. I whakatinanahia ngā wawata o te whānau i te wā i whakakanohi manawa whakahī ngā uri i a Ngāti Ira ki te whakataetae kapa haka ā-motu nō nā noa nei i tū ai, arā, ki Te Mana Kura Tahi. Ka hāngai pū anō hoki taua whakatutukitanga ki te aronga ā-kura mō te tau 2025, arā, ki te waihanga mai o ngā hōtaka akoranga me ngā wheako hei whakapakari i te tuakiri me te whakatupu i te whakaaro kaikini, i te āheinga anō hoki o ngā uri ki te whakahua ake i ngā tirohanga tuku iho me ērā hoki o te ao hou. Ka hāpaitia te waiora nā te papai o ngā taiao akomanga me te pakari o ngā hononga ki ngā whānau, ā, kua pupū ake ngā āhuatanga e hāpai ai i ngā uri ki te whai i ō rātou ngākau nuitanga ake me te whakatutuki i ngā wawata o ō rātou whānau me ō rātou hapū. Ka mahi ngā uri ki te taha o ngā hapū hei kaitiaki, ā, ka whai wāhi mātātoa rātou ki te tiaki me te whakarauora anō i tō rātou taiao mā ngā kaupapa patu kīrearea. He mahi tēnei e whakapūmau ana i tō rātou tū hei kaitiaki o te taiao. Kei te mātātoa, kei te whakaaweawe hoki ngā uri i roto i tō rātou hapū me tō rātou hapori.

Ko te whanaungatanga kei te pūtake o ngā whakaritenga ngaio. Ka mahi ngātahi ngā kaimahi ki te whakarite i ngā ariā whānui e ārahi ana i ngā whakaakoranga me ngā akoranga. Ka ahu mai ngā whakaritenga i ngā tikanga ako e aro nui ana ki te ahurea, i te pakari anō hoki o te whanaungatanga, ā, e hāpaitia ana ki ngā mahi e whakamahere ai i te tukuihotanga, te reo matatini, me te pāngarau. Ka āta tīpakohia ngā horopaki ako hei whakahōhonu i te māramatanga o ngā uri ki ngā hītori, ki ngā kaupapa whakahirahira, me ngā tāngata whakaaweawe o Te Whakatōhea, ā, ka āta whakatau i te whai pānga o ngā akoranga me te whakamanatanga o te tuakiri. Ko te māramatanga o ngā takune ako me te auau o ngā mahi aroturuki i roto i te akomanga, e whai wāhi ana ki te aru i te ahu whakamua mā ngā huarahi māoriori, huarahi moroki hoki. I tēnei wā, kua tata ki te haurua o ngā uri e eke ana ki ngā tūmanako o te kura – ki tua atu rānei – i roto i te reo matatini me te pāngarau. Kua whai wāhi atu ngā kaimahi ki ngā akoranga ngaio e hāngai pū ana ki te pāngarau me ngā rautaki e hāpai ai i ngā ākonga kanorau ā-roro. Ka whakamanahia te reo o ngā uri i roto i ngā mahi aromātai hōtaka. E hāpaitia ana te whai wāhi atu a ngā uri ki ngā wheako ako e whai pūtake ana.

He mahi ngātahi ngā whakaritenga ārahi, ā, ka arotahi ki te tautoko i te whai a ngā uri i ō rātou wawata. Kua whakawhanakehia e ngā kaiārahi o te kura te aronga papai ki te whakatau ngātahi i ngā whakaritenga, ā, he tūāhuatanga tēnā e whakapakari ana i te whakawhirinakitanga me te pūmautanga e whakatairanga ai i ngā tino putanga ki ngā uri. Kua whakaemihia, kua tātarihia te ahu whakamua me ngā hōtuku paetae hei tautuhi i ngā wāhanga e tohu ana i ngā rerekētanga ako, inarā i ērā ki waenga i ngā kōtiro me ngā tama. Ka hāpai aua mōhiohio i ngā kōkiritanga pērā i te whai wāhi mai a ngā kaiāwhina me te whakapakari i ngā pūkenga ngaio, ā, ko te whakapakari i te ako me te ahu whakamua a ngā uri te tino whāinga. Ko ngā hōtuku mō te taetae atu ki te kura e tohu ana i te tae auau atu o te nuinga o ngā uri. E whanake ana ngā uri i ngā āhuatanga papai e hāpai ana i a rātou ki te whakatinana i ō rātou pūmanawa.

Kua tīmata noa ngā poumarumaru ki te kawe atu i ō rātou tūranga me ā rātou haepapa. Nō nā noa nei ngā kaitiaki i whakatūngia ai, ā, kua tohaina ā rātou mahi, kua toro atu hoki ki ngā whai wāhitanga ako ngaio hei whakatupu ake i ō rātou mōhiotanga me ō rātou māramatanga ki ā rātou kawenga mahi. Kei Te Poumarumaru tētahi māngai nō te hapū, ā, ka whakakoia taua tūāhuatanga i te tino pūmautanga me te tino hononga ki te hapū me te iwi. Kua toro atu Te Poumarumaru ki tētahi ratonga o waho hei hāpai i te whakawhanaketanga me te whakahou ake i ia te wā i ngā kaupapa here me ngā tukanga. E whiwhi ana ngā uri i ngā painga ka puta i te hāngaitanga o ngā whakaritenga kāwana ki te whakawhanake ngātahi i ngā pūkenga e hāpai ana i ngā tūāhuatanga papai me ngā putanga kia eke angitu ai ngā uri.

Ngā Whakaritenga Matua ka whai ake

E whakawhanake tonuhia ana ngā huarahi marau o ngā uri. Kua roa ngā tau e whakawhanakehia ana te marau ā-kura, ā, kāhore anō kia whakaōkawatia. Me ahu whakamua Te Poumarumaru, ngā kaiārahi o te kura, me ngā whānau i te whakawhanaketanga me te whakatinanatanga o te marau ā-kura, hei tirohanga matua i roto i ngā marama 12 ka whai atu. Ka whakatairangatia te ako a ngā uri i te wā e arahina ana ngā kaiako e tētahi marau ā-kura mārama.

Me whakapakari ake i ngā whakaritenga e pā ana ki te hauora me te haumaru. Ā muri ake nei, me āta whakatau ngā kaiārahi me ngā kaimahi i te whakatutukitanga o ngā pūrongo e pā ana ki ngā whara me ngā maiki, i te whakahaeretanga o ngā rongoā, me te arowhai auau i ngā tūāhuatanga whakamōrearea, mā ngā tukanga mārama me te tuhi haere i ia te wā. Ka whakatairangatia te hauora me te haumaru o ngā uri mā te pūmautanga o ngā whakaritenga.

Nō nā noa nei ngā akoako hōneatanga ohotata i whakatinanahia ai. Me āta whakatau ngā kaiārahi i te whakahaeretanga me te tuhi haere o ngā akoako ohotata katoa e whai pānga ana, ki tā te kaupapa here e meatia ana. Ka whakatairangatia te haumaru o ngā uri mā te pūmautanga o ngā whakaritenga.

Me āta titiro ki te whakahaeretanga o ngā pūmanawa tāngata. Ahakoa he tukanga arowhai haumaru, he mea nui kia pakari ngā tuhinga, ā, kia hāngai hoki ki ngā kaupapa here tuku mahi e tika ana, me te kaupapa here e pā ana ki te ārai tamariki. Kāhore anō kia pakari ngā pūnaha hei hāpai i te noho haumaru o ngā uri.

Me arotake te māramatanga o ngā kaimahi me Te Poumarumaru o te kura ki ā rātou takohanga e pā ana ki te Children's Act 2014 . Kua tautuhia e ngā kaimahi, kua whakataungia hoki e Te Tari Arotake Mātauranga, e tika ana kia aro nui ki te arotake me te whakahou ake i te kaupapa here e pā ana ki te ārai tamariki, hei āta whakatau i te noho mōhio o ngā kaimahi katoa ki tā ngā tukanga me te kaupapa here e meatia ana. Ka whakatairangatia te haumaru me te waiora o ngā uri i te wā e tino māramahia ana ngā kaupapa here, ā, e whakatinanahia ana hoki i ia te wā.

Tērā ētahi wāhanga o ngā whakaritenga kāwana hei tirohanga wawe. He mea nui kia rapu tonu, kia toro atu tonu hoki Te Poumarumaru ki ngā whakangungu kāwana, hei whakawhanake i ngā pūkenga ki te āta whakapūmau i ō rātou tūranga me ā rātou kawenga i roto i ngā mahi kāwana. Kua tae ki te wā kia arotake, kia whakahou ake hoki Te Poumarumaru me ngā kaiārahi o te kura i te mahere rautaki. He mea nui kia tautuhia ngā kaupapa matua, tae atu ki ngā huarahi ka whāia e ngā kaiārahi ki te whakapiki ake i ngā putanga o ngā ākonga i roto i te reo matatini me te pāngarau. Waihoki, kīhai tētahi mahere whakatinana ā-tau i whakatutukihia. Ā muri ake nei, me āta whakatau i te whakatinanatanga o ngā mahere whakatinana ā-tau, hei hāpai ake i te whakatutukitanga o ngā kaupapa matua i whakaraupapahia ai ki te mahere rautaki. Ka whai hua ngā uri i te wā e pakari ana ngā whakaritenga e pā ana ki te whakamahere me te aroturuki.

5. Te Whakatau a Ngā Kura-ā-Iwi ki ngā Wāhanga Tautukunga

I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a Ngā Kura-ā-Iwi 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.

Hei whakatutuki i ā rātou herenga ā-ture, me tahuri rātou ki te:

whakawhanake – ki te taha o te tumuaki, ngā kaimahi whakaako, me te hapori o te kura – tētahi mahere rautaki me tētahi mahere whakatinana ā-tau e whakatakoto ana i te rautaki a te poari ki te whakatutuki i ngā whāinga [s138(1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]

whakawhanake me te whakatinana i ngā mahere ohotata, tae atu ki te whakamahere mō ngā urutā, ngā tukanga ohotata me ngā tukanga hōneatanga, ngā tukanga nohonga rāhui, me ngā tukanga whakamōhio e pā ana ki te haepapa manaaki ākonga [National Civil Defence Emergency Plan Order 2015; Good practice]

whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki te āta arowhai i te takenga ā-tangata, ā-pūkenga, ā-tohu mātauranga, ā-mahi hoki o te kaitono.

[S 25, 26, 27 Te Ture Tamariki 2014, S 5-8 Ngā Ture mō ngā Herenga Arowhai Haumaru mō ngā Kaimahi Tamariki 2015]

6. Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia mahi tonu ngā kaiārahi ki te taha o Ngā Kura ā Iwi o Aotearoa ki te whakatutuki i ngā take i whakaraupapahia ai hei whakaritenga matua kia whāia.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

28 Haratua, 2026

7. Ngā kōrero e pā ana ki te Kura

Te tūwāhi Waioweka

Te tau a te Tāhuhu o te Mātauranga 2061

Te tūmomo kura He kura tuatahi (Tau 1 ki te 8)

Te tokomaha o ngā ākonga o te kura 57

Ngā hononga ā-iwi Māori 57

Ngā āhuatanga motuhake Ngā Kura ā Iwi

Te wā i te kura te rōpū arotake Whiringa-ā-rangi 2025

Te wā o tēnei pūrongo 28 Haratua 2026

Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hui-tanguru 2023; Arotake Mātauranga, Kohi-tātea 2018; Arotake Mātauranga, Whiringa-ā-rangi 2013

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 o Waioweka is situated on Waioweka Pā , close to Te Puna o te Aroha Kōhanga Reo in Waioweka , near Ōpōtiki . The kura and its whānau are affiliated with local iwi, Ngāti Ira and Te Whakatōhea . They are members of Ngā Kura ā Iwi o Aotearoa and offer te reo Māori immersion education for uri from Years 1-8.

How well do uri show they are decision makers who contribute to society?

Uri make active contributions to their community, emerging as future leaders of Ngāti Ira .

4. Findings

Uri at Te Kura o Waioweka contribute meaningfully as leaders within their kura and community. Tuākana and tēina demonstrate confidence and enthusiasm in fulfilling leadership roles, beginning each day grounded in tikanga Hāhi Ringatū, waiata, and mihimihi . Uri leadership has been acknowledged and celebrated nationally, reflecting the commitment of the kura to nurture future leaders. Whānau aspirations were realised when uri proudly represented Ngāti Ira at the recent national kapa haka competition – Te Mana Kura Tahi . This achievement aligns with the kura -wide focus for 2025, where learning programmes and experiences were designed to strengthen identity and grow critical thinkers who can articulate both contemporary and traditional perspectives. Wellbeing is supported through positive classroom environments and strong whānau partnerships, creating conditions where uri can pursue personal interests while achieving the aspirations of their whānau and hapū . Working alongside hapū as kaitiaki, uri actively protect and restore their taiao through pest control initiatives, reinforcing their role as guardians of the environment. Uri are active and influential members of their hapū and community.

Whanaungatanga is central to professional practices. Kaimahi collaborate to establish overarching themes that guide teaching and learning. Practice is grounded in culturally responsive pedagogy and strong relational approaches, supported by culturalcy, literacy, and numeracy planning. Learning contexts are deliberately chosen to deepen uri understanding of Te Whakatōhea histories, significant events, and influential people, ensuring learning is relevant and affirming of identity. Clear learning intentions and regular monitoring in the classroom enable progress tracking through natural and on-going approaches. Currently, nearly half of uri are achieving at or above kura expectations in literacy and numeracy. Kaimahi have participated in targeted professional learning focused on pāngarau and strategies to support neurodivergent learners. Uri voice is valued in programme evaluation. Uri are supported to participate in meaningful learning experiences.

Leadership practices are collaborative, focussed on supporting uri to pursue their aspirations. The kura leadership has developed a positive culture of shared decision-making strengthening trust and belief to promote positive outcomes for uri . Progress and achievement data has been collated and analysed to identify areas of disparity, particularly between kōtiro and tama . This information supports initiatives such as the inclusion of kaiāwhina and the building of professional capability, aiming to strengthen learning and progress for uri . Attendance data indicates that the majority of uri attend regularly. Uri develop positive attributes that position them to realise their potential.

The Poumaruaru are in the early stages of assuming their roles and responsibilities. The trustees are newly elected members who have distributed roles and are engaged in professional learning opportunities to grow their knowledge and understanding of their responsibilities. The position of a hapū representative on the Poumarumaru reaffirms the strong commitment and connection to the hapū and iwi . The Poumarumaru has engaged an external platform to support with the development and regular updating of policies and procedures. Uri experience governance practices that are focused on developing collective capability that support positive conditions and outcomes for uri success.

Key Next Steps

Uri curriculum pathways are continuing to be developed. The marau-ā-kura has been in development for several years and is yet to be formalised. The poumarumaru , school leaders, and whānau need to progress the development and implementation of the marau-ā-kura as a priority within the next twelve months. Uri learning is enhanced when kaiako are guided by an explicit marau-ā-kura .

Health and safety practices require further strengthening. Going forward, leaders and staff should ensure that accident and incident reporting, medication management, and regular hazard checks are carried out with a clear understanding of processes and consistently documented. Uri health and safety is enhanced through consistent practices.

Emergency evacuation drills have recently been implemented. Leaders need to ensure that all relevant emergency drills are conducted and recorded in line with the policy. Uri safety is promoted through consistency of practice.

Human resource management requires attention. Although there are safety checking processes in place, it is important that the documentation is vigorous and aligns to the relevant employment policies and the Child Protection Policy. Systems to support uri safety are not yet robust.

Kura staff and Poumarumaru understanding of their obligations to The Children’s Act 2014 needs to be reviewed. Kaimahi have identified, and ERO agrees, a review and refresh of the Child Protection policy should be a priority to ensure all staff are familiar with procedures and policy expectations. Uri safety and wellbeing is enhanced when policies are clearly understood and consistently implemented.

Aspects of governance practices require urgent attention. It is important that the Poumarumaru continue to seek and engage in governance training to develop capability to effectively uphold their designated roles and responsibilities as governors. It is timely for the Poumarumaru and school leaders to review and update the strategic plan. It is important that priorities are identified including how leaders plan to raise student outcomes in literacy and numeracy. Furthermore, an annual implementation plan was not completed as expected. Moving forward, there remains a need to ensure that annual implementation plans are developed to better support the realisation of priorities as outlined in the strategic plan. Uri benefit from robust planning and monitoring practices.

5. Ngā Kura-ā-Iwi Assurance on Legal Requirements

Before the evaluation, the board of trustees and tumuaki completed the ERO Ngā Kura-ā-Iwi 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 at 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.

Actions for Compliance

To meet compliance requirements, they must:

with the principal, teaching staff, and school’s community, develop a strategic plan and an annual implementation plan which sets out the boards strategy for achieving its objectives [Section 138(1) Ed & Training Act 2020]

develop and implement emergency plans, including pandemic planning emergency/evacuation procedures, lockdown procedures and notification procedures for duty of care for students [National Civil Defence Emergency Plan Order 2015; Good practice]

ensure suitable human resource management practices are implemented including the background of an applicant’s character, competence, qualifications, and experience is carefully checked. [Section 25, 26,27 Children’s Act 2014, Section 5-8 Children’s (Requirements for Safety Checks of Children’s Workers) Regulations 2015]

6. Recommendation

ERO recommend that leaders work with Ngā Kura ā Iwi o Aotearoa to address matters outlined in the key next steps.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

28 May 2026

7. Information about the Kura

Location Waioweka

Ministry of Education profile number 2061

Kura type Full Primary Years 1 – 8

Kura roll 57

Ethnic composition Māori 57

Special features Ngā Kura ā Iwi

Review team on site November 2025

Date of this report 28 May 2026

Most recent ERO report(s) Education Review, February 2023; Education Review, January 2018; Education Review, November 2013

Read this report on ero.govt.nz →