Te Pā o Rākaihautū
Composite · State
- Year levels
- not reported
- Total roll
- 207
- Enrolment zone
- Yes
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 7 McLean Street, Linwood, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3810899
- tepa@rakaihautu.com
- Website
- http://www.rakaihautu.com
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
Can my child go here?
This school has an enrolment scheme, so a place is not open to every address. How enrolment zones work
This school has an enrolment zone, but Ministry of Education has not published a mapped boundary we could load for it. Contact the school directly to check your address.
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.
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.
- Term dates
- Term 1, 2026: Monday 2 Pēpuere/February - Thursday 2 Apereira/April
| Term 1 | Monday 2 Pēpuere/February Thursday 5 Pēpuere/February. All current pononga start 9.00am Pononga hōu, whānau, and kaimahi Pōwhiri 11.00am on the front lawn of Te Pā | Thursday 2 Apereira/April |
Year stated as2026 Term Dates
- Term 2, 2026: Monday 20 Apereira/April - Friday 3 Hūrae/July
| Term 2 | Monday 20 Apereira/April | Friday 3 Hūrae/July |
Year stated as2026 Term Dates
- Term 3, 2026: Monday 20 Hūrae/July - Friday 25 Hepetema/September
| Term 3 | Monday 20 Hūrae/July | Friday 25 Hepetema/September |
Year stated as2026 Term Dates
- Term 4, 2026: Monday 12 Oketopa/October - Friday 18 Tīhema/December
| Term 4 | Monday 12 Oketopa/October | Friday 18 Tīhema/December |
Year stated as2026 Term Dates
- Term 1, 2026: Monday 2 Pēpuere/February - Thursday 2 Apereira/April
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 76
- Māori
- 198
- Pacific
- 44
- Asian
- 5
- 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 | 8 | 2 | 1 | 0 | 0 | 5 | 0 | 12 |
| Year 02 | 14 | 4 | 1 | 1 | 0 | 6 | 0 | 15 |
| Year 03 | 16 | 3 | 1 | 0 | 0 | 5 | 0 | 16 |
| Year 04 | 23 | 4 | 0 | 0 | 0 | 8 | 0 | 23 |
| Year 05 | 8 | 1 | 0 | 0 | 0 | 6 | 0 | 10 |
| Year 06 | 23 | 6 | 0 | 0 | 0 | 15 | 0 | 24 |
| Year 07 | 18 | 1 | 0 | 0 | 1 | 5 | 0 | 18 |
| Year 08 | 19 | 4 | 0 | 0 | 1 | 9 | 0 | 20 |
| Year 09 | 12 | 2 | 0 | 0 | 0 | 5 | 0 | 13 |
| Year 10 | 13 | 4 | 0 | 0 | 0 | 1 | 0 | 13 |
| Year 11 | 13 | 1 | 0 | 0 | 0 | 4 | 0 | 13 |
| Year 12 | 8 | 1 | 1 | 0 | 0 | 2 | 0 | 8 |
| Year 13+ | 16 | 3 | 1 | 0 | 0 | 3 | 0 | 16 |
| Total | 191 | 36 | 5 | 1 | 2 | 74 | 0 | 201 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 8 | 2 | 1 | 0 | 0 | 5 | 0 | 12 |
| Age 06 | 15 | 4 | 1 | 1 | 0 | 6 | 0 | 16 |
| Age 07 | 14 | 3 | 1 | 0 | 0 | 5 | 0 | 14 |
| Age 08 | 24 | 4 | 0 | 0 | 0 | 8 | 0 | 24 |
| Age 09 | 9 | 1 | 0 | 0 | 0 | 6 | 0 | 11 |
| Age 10 | 22 | 6 | 0 | 0 | 0 | 15 | 0 | 23 |
| Age 11 | 16 | 1 | 0 | 0 | 1 | 4 | 0 | 16 |
| Age 12 | 18 | 4 | 0 | 0 | 1 | 9 | 0 | 19 |
| Age 13 | 12 | 1 | 0 | 0 | 0 | 5 | 0 | 13 |
| Age 14 | 17 | 4 | 0 | 0 | 0 | 2 | 0 | 17 |
| Age 15 | 11 | 2 | 0 | 0 | 0 | 4 | 0 | 11 |
| Age 16 | 10 | 2 | 1 | 0 | 0 | 2 | 0 | 10 |
| Age 17 | 14 | 1 | 1 | 0 | 0 | 3 | 0 | 14 |
| Age 18 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 191 | 36 | 5 | 1 | 2 | 74 | 0 | 201 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
89.5%
| Te Pā o Rākaihautū | 89.5% |
|---|---|
| Canterbury Region | 87.1% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 90% |
|---|---|
| Male | 88.9% |
| Māori | 89.5% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 89.5% |
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
84.2%
| Te Pā o Rākaihautū | 84.2% |
|---|---|
| Canterbury Region | 79.6% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 80% |
|---|---|
| Male | 88.9% |
| Māori | 84.2% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 84.2% |
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
78.9%
| Te Pā o Rākaihautū | 78.9% |
|---|---|
| Canterbury Region | 59% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 80% |
|---|---|
| Male | 77.8% |
| Māori | 78.9% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 78.9% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
63.2%
| Te Pā o Rākaihautū | 63.2% |
|---|---|
| Canterbury Region | 13.7% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 60% |
|---|---|
| Male | 66.7% |
| Māori | 63.2% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 63.2% |
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
94.7%
| Te Pā o Rākaihautū | 94.7% |
|---|---|
| Canterbury Region | 83.6% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 88.9% |
| Māori | 94.7% |
| Pacific | Too few to report |
| Asian | Too few to report |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 94.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Pā o Rākaihautū | 0% |
|---|---|
| Canterbury Region | 38.3% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Te Pā o Rākaihautū | 0% |
|---|---|
| Canterbury Region | 3.7% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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 Pā o Rākaihautū | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | 0% |
| 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)
- 517
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 27 January 2015
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
- 9 October 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 207 — 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.
March 2025
211
Counted while ERO’s review team was at the school. Education Review Office, report of 9 October 2025
28 June 2017
221
Counted while ERO’s review team was at the school. Education Review Office, report of 26 September 2017
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 9 October 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
‘Tū ki te ao, tau ana’
He pā wānanga a Te Pā o Rākaihautū (Te Pā) e tū ana ki Ōtautahi. E whakarato ana Te Pā i te mātauranga reo rua mō ngā pononga (arā, mō ngā ākonga) o ngā tau 0 ki te 13. I te tau 2022 Te Pā i tūhono ai ki Ngā Kura ā Iwi o Aotearoa, ā, kua whakaū ki te whakawhiti atu ki te mātauranga rumaki reo. Ko ngā kōkiritanga taketake mō te toitūtanga e ārahi ana i ngā wawata o Te Pā mō te kaitiakitanga taiao – ā-hapori, ā-motu, ā, o te ao whānui hoki.
E whakahaere tonuhia ana Te Pā i tētahi wāhi taupua, ā, kua tekau tau e pēnei ana. E tautoko tonu ana Te Tari Arotake Mātauranga i te hiahia kia whakatū Te Pā ki tētahi wāhi tūturu, hei whakatutuki i ō rātou wawata me ō rātou tino pūmanawa, mā roto mai i tētahi wāhi e hāpai ai i te kōrero, ‘Tū ki te ao’.
He pēhea rawa te whakaatu mai a ngā pononga i tō rātou āheinga ki te whakatau whakaritenga me tā rātou whai wāhi nui ki te pāpori?
He ngākau titikaha ō ngā pononga ki te ārahi me te āta whai wāhi nui atu ki te tangongitanga o ngā horopaki, tae atu ki ērā e pā ana ki te hapū me te iwi, ki te hapori whānui, ki te motu, ā, ki ao whānui anō hoki.
4 Ngā Whakaaturanga
E rumakina ana ngā pononga ki tētahi marau e whakarauora ana, e whakapūmau ana hoki i tō rātou tuakiri hei uri o Rākaihautū. Ka whakaaweawe taua tīpuna i ngā tūāhuatanga, ngā iho pūmanawa, me ngā pūkenga matua e tika ana mō ngā pononga, kia para ai rātou i ō rātou ake huarahi ako whakaharahara ki Te Pā, ki tua atu hoki. Ka ako, ka whakatairanga rātou i ngā mōhiotanga, ngā whakapapa, ngā mātauranga, ngā pūrākau, me te taiao o Kāi Tahu, ā, ka whai wāhi atu ki ngā pōwhiri, ngā waiata, ngā karakia, me ngā pepeha. Ko ngā haerenga auau ki ngā wāhi whakahirahira, e whakapakari ana i te tuakiri o ngā pononga me ō rātou pūkenga ahurea, ā, ka whakariterite anō hoki i a rātou ki te hāpai i te hapori, me te tū hei kaiārahi ā tōna wā. E ārahi ana te rautaki reo o Te Hā o Rākaihautū i te whakatinanatanga o te reo Māori me te ahu whakamua kia noho rumaki reo.
Ko te whanaungatanga, te mahi tahi, me ngā tūmanako mārama e whakakotahi ana i te āhua o te ārahi i ngā whakaritenga ngaio ki Te Pā. Ka whakamahi ngā kaiārahi i te tangongitanga o ngā rautaki, tae atu ki ngā tūmanako nui, ngā akoranga ā-ariā, ā-kaupapa hoki, te whakapoutama, te whakahāngai i ngā whakaakoranga ki te ākonga ake, me te whakamihi me te whakanui i ngā whakatutukitanga, ā, ka whakarato i ngā whai wāhitanga ā-ringa nei mō ngā pononga ki te tū takitahi mā roto mai i tētahi taiao ako e poipoi ana i a rātou. Kei te riterite te mahi aromātai, ā, ka whai wāhi atu ki te whakarerekē haere i ngā wāhanga e tika ana. Kei te tino mōhio ngā kaiārahi ki ngā pononga, ā, ka whakarato i ngā whai wāhitanga ako e hāngai pū ana ki ia pononga, e whakakotahi ana hoki i a rātou katoa, kia eke angitu ai rātou. Ka noho matua te pakari o ngā hononga ki ngā whakatutukitanga i Te Pā, ā, e pou herea ana ki ngā uara o te tika, te pono, me te aroha. E whanake ana ngā pononga hei kawau mārō mō te pā, te hapori, me te iwi.
Ka whai hua ngā pononga o te wharekura ki te ārahi i ngā kōkiritanga i te pā, i tō rātou hapori, ā, ki tua atu hoki. Ko te āhua tonu o te atawhai me te ārahitanga ki Te Pā e hāpai ana i ngā pononga me ngā whānau ki te whakamahere me te aroturuki i tā rātou ahu whakamua me ā rātou whakatutukitanga i roto i ngā akoranga. I te tau 2024, i riro i Te Pā te taonga Zayed Sustainability i Abu Dhabi, mō tā rātou kaupapa hangarau taketake ā-taiao e kīia ana ko ‘Te Puku Māra’. E tautokona ana, e whakamōhiotia ana ngā huarahi ako me ngā wheako ako e ngā wheako me ngā tautōhito o te hapori, te motu, me te ao whānui.
He pai ngā whakatutukitanga o ngā pononga i roto i Te Taumata Mātauranga ā-Motu kua Taea, ā, kei runga ake i ngā toharite ā-motu o ngā taumata katoa o Te Taumata Mātauranga ā-Motu kua Taea. Ka taea te Tiwhikete Whare Wānanga te whakatutuki, ā, ka riro i te nuinga o ngā pononga o te tau 13. Ko te 44% te paetae o te Taumata 1, ko te 80% te paetae i te Taumata 2, ā, ko te 75% te paetae i te Taumata 3 me te Tiwhikete Whare Wānanga. E mōhio ana ngā kaihautū ki ngā wero e pā ana ki ngā paetae ākonga i roto i te pāngarau o Te Taumata Mātauranga ā-Motu kua Taea, ā, kua whakawhanakehia ngā pūnaha me ngā huarahi aroturuki hei whakatutuki i ngā tūāhuatanga i tautuhia ai i te tau o mua hei āta hāpai ake. He kaitiaki ngā pononga, ā, ka whakatinana rātou i ngā wawata o ō rātou kaumātua me ō rātou whānau.
Ka hāngai pū te aronga o ngā kaihautū ki ngā pononga, ā, ko ngā uara kei te tūāpapa o ā rātou mahi. E whakatairangatia ana, e tautokona ana hoki ngā tino pūkenga ārahi, puta noa i te hapori katoa o Te Pā. Ko te hōhonutanga o te māramatanga, te whakaū, me te ngākau nuitanga o ngā kaiārahi ki te kaupapa e āta whakatau ana i te whakatairanga nui o te taiao ako i te angitu o ngā pononga, i tō rātou waiora hoki. Ko ngā mōhiotanga me ngā uara e pou here ana i te tirohanga, te tauākī taketake me ngā wawata o Te Pā e tino māramahia ngātahitia ana e ngā kaihautū.
Kua tautuhia ngā tūranga o ngā kaihautū me ā rātou kawenga mahi, ā, ka āta whakapuaki i ngā pūkenga me te tautōhito o te katoa. Ka mahi ngātahi rātou ki te whakawhanake me te whakatinana i ngā whakaaro i tautuhia ai mā te whakaaro huritao me ngā whāinga rautaki. Ka mahi ngātahi ngā kaiārahi me ngā kaihautū kia whanake ai te māramatanga ki te whakatinana i te huatika hohourongo e kīia ana ko Hohou i te Rongo, me te kaupapa hoki o Whakarangatira, e whakamana ai i ngā pononga me ngā whānau. Kua whakaritea ngā kōkiritanga reo Māori hei hāpai i te whakatupu o ngā kaiārahi i tō rātou ngākau titikaha ki te kōrero me te whakaako i te reo Māori. Ko te whakatauira, ko ngā hononga o te tuākana me te tēina, ko te mahi ngātahi me te pakirehua, ka whakawhanake ā-ngaio nei i te ārahitanga. E whakatairanga ana te huringa taiāwhio ngaio i te whakaaro huritao, ā, ka aroturuki, ka whakawhanake hoki i ngā pūkenga o ngā kaiako. He whakawhirinakitanga ō ngā hononga, ā, ka tino whakamanahia ngā kaiārahi. He ngākau titikaha ō ngā pononga ki tō rātou tuakiri me tō rātou tūrangawaewae hei uri o Rākaihautū.
He whai wāhitanga mō ngā whānau ki te hāpai i ngā whakataunga mā te whakatakoto i ngā whāinga me te whakawhitiwhiti whakaaro. He māramatanga ngātahi, he pūmautanga ngātahi hoki ō rātou ki te tikanga whakaaro motuhake o te pā wānanga i pou herea ai ki ngā whakapono me ngā mōhiotanga o te Rākaihautūtanga. Ko Te Tautarinui o Matariki (Te Tautarinui) te ingoa o te poari, ā, he tokomaha o rātou i whai wāhi ai ki te kaupapa i tōna orokohanga. He nui te tautōhito, ngā pūkenga, me tā rātou aronga rautaki, ā, ka whakawhanake rātou i ngā tūāhuatanga e hāpai ai i te angitu me te hiringa o ngā pononga. Ko tētahi aronga o Te Tautarinui, ko te whakatupu i te reo Māori, kia hāngai ake ai ki te ū pūmau o Te Pā ki Ngā Kura ā Iwi o Aotearoa. Kua whakawhanakehia te rautaki e kīia nei ko Te Hā o Rākaihautū, ā, he rautaki tēnei e pā ana ki te reo me ōna tikanga i roto i ngā tau e rima, me te aru, te whakatairanga hoki i te mātau ki te reo Māori. Ko te aronga nui ki ngā pūnaha, ngā tukanga, me te arotake whaiaro e hāpai ana i ngā whakataunga kia hāngai pū te aronga ki ngā pononga, ā, kia toitū hoki te whakapai tonutanga me ngā painga mō ngā pononga. Kei te haumaru, kei te whai oranga hoki ngā pononga – ā-tinana, ā-whatumanawa hoki, mā roto mai i tētahi wāhi e whakakotahi ana i te katoa.
Ngā Whakaritenga Matua ka whai ake
Ko tētahi mea nui, ko te whakatau i tētahi wāhi tūturu mō Te Pā, me te hanga whare e hāngai pū ai ki te kaupapa motuhake o Te Pā o Rākaihautū. Kua tekau tau Te Pā e whakahaerehia ana ki tētahi wāhi taupua, ā, he tūāhuatanga tēnei e pā tōraro ana ki te hauora me te haumaru o ngā pononga, me te tino whakatinanatanga o ngā whāinga rautaki o te whānau. He nui rawa te wā me ngā rauemi e whakapaungia ana e Te Tautarinui ki te whakahaere i ngā take ka pupū ake i ia te wā nā te tawhito o ngā whare. Ka whai hua ngā pononga mā roto mai i tētahi wāhi e hāngai pū ana ki te tirohanga me ngā wawata o te whānau me te iwi.
Me whakapakari i ētahi tūāhuatanga o ngā mahi aromatawai. He mea nui kia whakatinanahia e ngā kaihautū ngā aratohu mārama e pā ana ki te aromatawai, te tuhi haere, te aroturuki, me te tātari i ngā paetae ā-kura, inarā, i ērā e pā ana ki ngā tau 1 ki te 10. Kua tautuhia te rumaki tōmuri me ngā kāinga reo Pākehā hei tūāhuatanga e pā tōraro ana ki ngā paetae a ngā pononga, heoi, kāhore he whakaaturanga e tātari ana i te āhua o te whai pānga o aua tūāhuatanga ki te whakatōmuri i te ahu whakamua a te pononga. Kua tautuhia e ngā kaihautū, e tika ana kia whakawhanakehia ngā rautaki me ngā mahere e whai hua ana ki te hāpai i ngā pononga o Uruao ki te whai wāhi atu ki ngā akoranga tautoko-rua. Me whakarite i tētahi aronga tōpū, aronga rautaki hoki e aro nui ai ki ngā matea o ngā pononga katoa, me te whakatutukitanga o ngā taumata a Te Pā mō ngā pononga katoa. Ka whai hua ngā pononga nā ngā akoranga e whakapūmau ana i te whakawhanaketanga o ō rātou mōhiotanga me ō rātou pūkenga, kia whai hua ai tā rātou ahu whakamua ki te whiwhi i ngā tohu mātauranga a Te Pā, ā, e whakariterite ana hoki i a rātou ki te para i ō rātou ake huarahi, i ngā huarahi hoki o ō rātou whānau.
5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te kairurungi 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 tahi tonu Te Tautarinui, ngā kaimahi, me ngā whānau ki te whakatutuki i ngā whakaritenga matua ka whai ake.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
9 Whiringa-ā-nuku, 2025
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Ōtautahi
Te tau a te Tāhuhu o te Mātauranga 706
Te tūmomo kura Ngā Kura-ā-Iwi
Te tokomaha o ngā ākonga o te kura 211
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake He kura hiato
Te wā i te kura te rōpū arotake Poutū-te-rangi 2025
Te wā o tēnei pūrongo 9 Whiringa-ā-nuku 2025
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hōngongoi 2021; Arotake Mātauranga, Mahuru 2017
1 Introduction
The Education Review Office (ERO) in collaboration with whānau , kaihautū , kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau , hapū and iwi .
2 Context
‘ Tū ki te ao, tau ana ’
Te Pā o Rākaihautū ( Te Pā ) is a pā wānanga in Ōtautahi . Te Pā provides dual language education for pononga (students) in Years 0–13. Te Pā joined Ngā Kura ā Iwi o Aotearoa in 2022, committed to transitioning to total immersion. Indigenous sustainability initiatives continue to lead in the pā environmental kaitiakitanga aspirations, locally, nationally, and internationally.
The pā continues to operate from a temporary site after 10 years. Again, ERO supports the need for Te Pā to establish their permanent pā site to realise their aspirations and full potential at a place where they can ‘ Tū ki te ao ’.
How well do pononga demonstrate they are decision makers who contribute to society?
Pononga confidently lead and contribute meaningfully to a range of contexts including hapū and iwi , the wider community, nationally, and internationally.
4 Findings
Pononga are immersed in a marau that revitalises and reinforces who they are as uri of Rākaihautū . This tīpuna inspires characteristics, intelligences and essential skills pononga need to sculpt their own aspirational learning pathway at Te Pā and beyond. They learn and promote Kai Tahu knowledge, whakapapa , mātauranga , pūrākau , and te taiao , while actively participating in pōwhiri , waiata , karakia and pepeha . Haerenga to significant places regularly strengthens pononga identity and their cultural capability, preparing them to contribute to the hapori and be future leaders. Te Hā o Rākaihautū reo strategy guides the implementation of te reo Māori to the aspirational realisation of total immersion.
Whanaungatanga , collaboration, and clear expectations unify the leadership approach to professional practice at Te Pā . Kaiārahi use a variety of strategies including high expectations, thematic and project-based learning, scaffolding, differentiation, praise, and celebration of successes and provide quality hands-on opportunities for pononga to be independent in a nurturing learning environment. Evaluation is consistent and leads to change where needed. Kaiārahi know pononga well and provide individualised and inclusive learning opportunities for them to be successful. Strong relationships are key to achievement at Te Pā , which is underpinned by the pā values of tika , pono , and aroha . Pononga are developing as champions for the pā , hapori , and iwi .
Pononga in wharekura lead initiatives within their pā , their community, and beyond successfully. The pastoral care and guidance systems of the pā help pononga and whānau to plan and monitor their learning progress and achievement. In 2024, their Indigenous Biocultural Technology project ‘ Te Puku Mara ’ saw Te Pā receive the Zayed Sustainability prize in Ah Bhu Dahbi. Learning pathways and experiences are supported and informed by local, national, and international experiences and expertise.
Pononga are achieving well in NCEA, achieving above national averages across all levels of NCEA. University entrance is an achievable goal with most Year 13 pononga attaining. Level 1 NCEA achievement was 44%, Level 2 achievement was 80% and Level 3 achieving at 75%, which also transfers into University Entrance qualifications. Kaihautū are aware of challenges for student achievement in NCEA numeracy and have developed systems and monitoring to address the identified weaknesses from the previous year. Pononga are kaitiaki and exemplify the aspirations of their kaumātua and whānau .
Kaihautū are pononga centred and values based. Strong leadership capability is promoted and supported for the whole pā community. The deep understanding, commitment, and passion of leadership to the kaupapa ensures that the learning environment is conducive to pononga success and their wellbeing. Knowledge and values that underpin the vision, mission, and aspirations of the pā and are intrinsically and collectively understood well by kaihautū .
Kaihautū roles and responsibilities are defined and recognised utilising the skills and experiences of everyone. They work collaboratively to develop and implement ideas identified through reflection and strategic goals. Kaiārahi work alongside kaihautū to develop understanding in implementing Hohou i te Rongo -restorative practice and Whakarangatira -empowering pononga and whānau . Te reo Māori initiatives are in place to support kaiārahi to grow their confidence in speaking and teaching te reo . Role modelling and tuākana-tēina relationships, collaboration, and inquiry professionally develops leadership. The professional growth cycle promotes reflective practise, monitors, and develops the capability of kaiako . Relationships are trusting, where kaiārahi are highly valued. Pononga are confident in who they are and where they are from as uri of Rākaihautū .
Whānau have opportunities to contribute to decision-making through goal setting and consultation. They share a collective understanding and commitment to the unique pā wānanga philosophy, which is underpinned by Rākaihautūtanga beliefs and knowledge. Many of the board - Te Tautarinui o Matariki ( Te Tautarinui ) are foundation members. They are experienced, skilled and strategic, developing the conditions that provide success and excellence for pononga . Growing te reo Māori to align with the commitment as a Ngā Kura ā Iwi o Aotearoa pā has been a focus of Te Tautarinui . T e Hā o Rākaihautū te reo me ōna tikanga strategy has been developed as a 5-year strategy to track and improve te reo proficiency. A strong focus on systems, processes, and self-review enables decision making that places pononga at the centre and sustains ongoing improvement and positive pononga outcomes. Pononga are physically and emotionally safe and healthy in an inclusive environment.
Key Next Steps
Securing a permanent site and build that reflects the unique kaupapa of Te Pā o Rākaihautū is required. The pā has operated out of a temporary site for 10 years that compromises the health and safety of pononga and hinders realising the strategic goals of whānau . Te Tautarinui utilise a disproportionate amount of time and resource managing the ongoing aged property related issues. Pononga benefit in an environment that fits the vision and aspirations of the whānau and iwi .
Aspects of assessment practises require strengthening. It is imperative that kaihautū implement clear guidelines for assessing, recording, monitoring, and analysing school wide achievement especially in Years 1-10. Late immersion and English medium home environments are identified as variables that impact negatively on pononga achievement; however, there is a lack of evidence that analyses how these contribute to pononga delayed progress. Kaihautū have identified the need to develop effective strategies and plans to support pononga in Uruao participating in co-requisites. A cohesive and strategic approach to respond to all pononga needs and prioritise meeting pā targets for all pononga is required. Pononga benefit from learning that affirms their knowledge and skill development to successfully progress towards recognised pā qualifications and well-prepares them to realise their own and their whānau life pathways.
5 Te Poumarumaru Assurance on Legal Requirements
Before the evaluation, the board of trustees and kaiurungi 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 at the following items because they have a potentially high impact on student safety and wellbeing:
emotional safety of pononga (including prevention of bullying and sexual harassment)
physical safety of pononga
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 Te Tautarinui , kaimahi , and whānau continue to work together to address key next steps.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
9 October 2025
7 Information about the Kura
Location Christchurch
Ministry of Education profile number 706
Kura type Ngā Kura-ā-Iwi
Pā roll 211
Ethnic composition Māori 100%
Special features Composite
Review team on site March 2025
Date of this report 9 October 2025
Most recent ERO report(s) Education Review, July 2021; Education Review, September 2017
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).