Te Pi'ipi'inga Kakano Mai I Rangiatea
Composite · State
- Year levels
- not reported
- Total roll
- 131
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 131 South Road, Spotswood, New Plymouth
- Territorial authority
- New Plymouth District
- Phone
- 06-7513161
- tari@tpkmir.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in New Plymouth · schools in Taranaki
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 10
- Māori
- 127
- Pacific
- 3
- Asian
- 0
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Year 02 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 03 | 13 | 0 | 0 | 0 | 0 | 1 | 0 | 14 |
| Year 04 | 14 | 0 | 0 | 0 | 0 | 1 | 0 | 15 |
| Year 05 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 06 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 07 | 14 | 0 | 0 | 0 | 0 | 1 | 0 | 15 |
| Year 08 | 13 | 0 | 0 | 0 | 0 | 3 | 0 | 13 |
| Year 09 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 10 | 12 | 0 | 0 | 0 | 0 | 1 | 0 | 12 |
| Year 11 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 12 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 13+ | 7 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Total | 149 | 0 | 0 | 0 | 0 | 9 | 0 | 152 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 06 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 07 | 14 | 0 | 0 | 0 | 0 | 1 | 0 | 15 |
| Age 08 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Age 09 | 13 | 0 | 0 | 0 | 0 | 1 | 0 | 14 |
| Age 10 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Age 11 | 13 | 0 | 0 | 0 | 0 | 1 | 0 | 14 |
| Age 12 | 14 | 0 | 0 | 0 | 0 | 3 | 0 | 14 |
| Age 13 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 14 | 9 | 0 | 0 | 0 | 0 | 1 | 0 | 9 |
| Age 15 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 16 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 17 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 18 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 149 | 0 | 0 | 0 | 0 | 9 | 0 | 152 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
0%
| Te Pi'ipi'inga Kakano Mai I Rangiatea | 0% |
|---|---|
| Taranaki Region | 88.4% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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
0%
| Te Pi'ipi'inga Kakano Mai I Rangiatea | 0% |
|---|---|
| Taranaki Region | 79.6% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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
0%
| Te Pi'ipi'inga Kakano Mai I Rangiatea | 0% |
|---|---|
| Taranaki Region | 58.2% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| Te Pi'ipi'inga Kakano Mai I Rangiatea | 0% |
|---|---|
| Taranaki Region | 17.3% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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
0%
| Te Pi'ipi'inga Kakano Mai I Rangiatea | 0% |
|---|---|
| Taranaki Region | 76.9% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| MELAA | 0% |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
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 Pi'ipi'inga Kakano Mai I Rangiatea | 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 | 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 Pi'ipi'inga Kakano Mai I Rangiatea | 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 | 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 Pi'ipi'inga Kakano Mai I Rangiatea | 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 | 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)
- 514
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 2 March 1992
The Equity Index is used by the Ministry to allocate equity funding. It describes the socio-economic barriers a school’s students face, not how good the school is. How the Equity Index works
What did ERO find?
The Education Review Office reviews every school and publishes what it finds in full. We quote ERO’s report here, section by section, in ERO’s own words and order, and link to it. We do not summarise a report, pick a line out of one, or turn one into a score. How ERO reviews schools
- Reports ERO holds
- 2
- Last reviewed
- 21 June 2018
- Latest report
- Te Pi'ipi'inga Kakano Mai Rangiatea - 21/06/2018
- 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 131 — 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 May 2018
102
Counted while ERO’s review team was at the school. Education Review Office, report of 21 June 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 21 June 2018 — “Te Pi'ipi'inga Kakano Mai Rangiatea - 21/06/2018” — 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 Pi’ipi’inga Kākano Mai Rangiātea ki Ngāmotu. E tino tautokona ana ngā ākonga i a rātou e ahu whakamua ana ki te tū hei raukura mō Rangiātea. E rumakina ana rātou ki ngā akoranga e whakamana ana i te reo, ngā taonga tuku iho, me te tuakiri o Taranaki. He pai te mahi ngātahi a te whānau me ngā poumahi hei painga mō ngā ākonga.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Pi’ipi’inga Kākano Mai Rangiātea i roto i ngā tau e toru, arā, ko Te Rākeitanga.
1 Te Horopaki
E kore au e ngaro, he kākano i ruia mai i Rangiātea.
E tū ana Te Pi’ipi’inga Kākano Mai Rangiātea ki te hapori o Spotswood, i Ngāmotu. E whakarato ana te kura i te mātauranga rumaki reo Māori ki ngā ākonga o ngā tau 1 ki te 13, ā, e whakahaerehia ana ki ngā mātāpono o Te Aho Matua. Ko te kura tētahi wāhanga tonu o te rangapū ako o Rangiātea e mau nei ana hoki i tētahi kōpae reo, tētahi whare wānanga, me ētahi tūmomo ratonga pāpori mō te hapori.
Ko te tirohanga rautaki a te whānau e pou herea ana ki te whakataukī e whakatinana ana hoki i te ingoa o te kura. E takunetia ana kia tū te kura hei tūrangawaewae mō ōna ākonga me ōna whānau e whai wāhi atu ai anō hoki ki te whakahaumanutanga o te reo me ngā tikanga o Taranaki. He nui ngā tūmanako kia whai kounga ngā whakaakoranga me ngā akoranga hei tūāpapa anō hoki mō te eke angitu o ngā ākonga me tā rātou oke ki te hiringa. Me whai pānga te ako ki te whakawhanaketanga o ngā tini āhuatanga katoa o te ākonga, tae atu ki te taha wairua, te taha tinana, te taha hinengaro, me te taha whānau.
He pēhea rawa te whakatutukitanga o ngā ākonga i te wawata kia tū pakari rātou hei raukura o Rangiātea?
E tino tautokona ana te ahu whakamua o ngā ākonga ki te tū hei raukura mō Rangiātea.
Te Ira Tangata
E mōhio ana ngā ākonga ko wai rātou, ā, e whakamanahia ana tō rātou tuakiri i te kura.
E āta whakatō ana ki ngā ākonga, ko ngā akoranga e hāngai ana ki te Taranakitanga me ngā wawata o ngā hapū me te iwi. Ka whai pānga matua te whanaungatanga ki ngā akoranga i te kura. E ako ana ngā ākonga i ngā whakapapa, ā, he pakari tā rātou taki i ō rātou pepeha. Ko te noho mōhio o ngā ākonga ki ngā whakapapa, ka whakawhānui anōtia mā ā rātou akoranga i te kura. Ka ako rātou i ngā karakia me ngā waiata o Taranaki, ā, he whai wāhitanga anō hoki mō rātou ki te arataki i aua āhuatanga i ngā wā e tika ana. E whai wāhi atu ana ngā ākonga ki te whakahaumanu me te whakapūmau i ngā tikanga tuku iho e hāpai atu ai i tō rātou tū hei uri o Taranaki.
Ka whakanuia e te whānau te whakahirahiratanga o ngā tini whakatupuranga e whai wāhi nui mai ana ki te kura. E noho ngākau nui ana rātou, e kitea ā-kanohi hoki rātou, puta noa i ngā tino āhuatanga matua o te kura. E ako ngātahi ana rātou i ō rātou tūranga me ngā huarahi e āta hāpai ake ai i te whakatinanatanga o ngā ākonga i ngā tūmanako me ngā wawata hei raukura ā tōna wā. Kei te mārama ki ngā ākonga tō rātou tū ki te kura.
E whakakotahi ana ngā hōtaka akoranga i ngā ākonga, ā, e hāpai ana hoki i ngā matea ake o ia ākonga. Kua whakatū nahanaha te kura i tētahi pouāwhina ukiuki ki ia akomanga, hei tautoko ake anō i ngā ākonga me ngā pouako i roto i ngā akoranga. E whai hua ana ngā ākonga nā te mahi ngātahi a ngā pouako me ngā pouāwhina ki te whakarato i ngā hōtaka akoranga e whai pūtake ana.
Te Reo
E rumakina ana ngā ākonga ki te reo me ngā tikanga o Taranaki.
Kua whakatakotohia e te whānau, ko te reo o Taranaki e noho matua ai i tā rātou tūtohinga me tā rātou whakaritenga raukura. E mōhio ana rātou, he mea nui kia kōrerohia te reo o Taranaki ki ō rātou kāinga, ā, puta noa hoki i tō rātou hapori. He tokomaha ngā whānau e matatau ana ki te kōrero i te reo Māori, ā, ka whakapūmau rātou i te iho o te reo Māori. Taetae atu ai ngā ākonga i ia te wā ki ngā kaupapa me ngā huihuinga matua i ngā marae o Taranaki. E whakatairanga ana, e whakapūmau ana hoki aua wheako ki ngā ākonga, te whakamahinga o te reo Māori i roto i ngā tikanga tuku iho.
He pakari ngā ākonga ki te whakawhitiwhiti whakaaro mā te reo Māori, ā, e whakawhanake ana hoki i ngā pūkenga ki te tū hei kaitiaki o tō rātou reo. Rere ai te reo o Taranaki puta noa i te kura. Ka whakatauira te tumuaki i te reo ā-iwi o Taranaki, ā, ka whakatakoto anō hoki ia i ngā tino tūmanako kia whakapūmautia e ngā ākonga, ngā pouako, me te whānau. E tino hāpaitia ana te ako tonu a ngā tamariki mā te huarahi rumaki reo Māori, mai i te kōpae reo me te kōhanga reo. Ko te rere māoriori nei o te reo Māori e whakamana ana i te tuakiri o ngā ākonga hei Māori, ā, e whakapakari ana hoki i ō rātou tirohanga ki te ao Māori. E whakatairanga ana ngā ākonga i ō rātou pūkenga whakawhitiwhiti whakaaro.
Ngā Iwi
E poipoia ana ngā ākonga ki tētahi taiao e whakamana i te whanaungatanga me te manaakitanga.
He manawa whakahī tō ngā ākonga, ā, ka kitea hoki tō rātou māhaki. Ka mahi ngātahi te whānau me ngā poumahi ki te whakawhanake i tētahi taiao ako e ahu mai ana i te manaaki me te whai whakaaro nui. He maha ngā whai wāhitanga mō ngā ākonga ki te tūhonohono ki ētahi atu kura Māori o te rohe me te motu mā te hākinakina, ngā kaupapa ahurea, me ētahi atu tūmomo huihuinga ngātahi. Ka āta tūhonohono mārika te kura ki te iwi me ngā tūmomo ratonga o te hapori e hāpai ana i a rātou. Ka hāpai te whānau me ngā pouako i te tūnga o tō rātou kura i te hapori, ā, he kanohi kitea hoki rātou.
E ako ana ngā ākonga ki tētahi taiao e pou herea ana ki Te Aho Matua. Ka whakatauira ngā pouako me te whānau i te manaakitanga, te aroha, me te tikanga anō hoki o Taranaki. Ka poipoia hoki te hononga ki waenga i te tuakana me te teina. He pai te taetae atu ki ngā hui ā-whānau, ā, he manawa whakahī tō te whānau mō ā rātou tamariki katoa. Koia nei te tau tuarua o ngā mahi a te kura ki te whakatō i ngā whakaritenga e pā ana ki te Whanonga Pai mō te Ako (PB4L). Kua whai pānga matua tēnei ki te whakawhanake i te kawenga ake o te tangata i a ia anō, ā, ki ngā mahi hoki e tāutu ana i ngā rautaki e whai hua ai ki ngā pouako mō te whakahaeretanga i te ako me te whanonga. He tau ngā ākonga i tō rātou taiao ako.
Te Ao
E tū tangata ana ngā ākonga nā ō rātou mōhiotanga me tō rātou tuakiri hei Māori, ā, he pakari tā rātou tūhura haere i te ao ki tua atu i Rangiātea.
E ako ana ngā ākonga i tō rātou tūnga me tā rātou whai wāhi nui ki te iwi hei kaitiaki. I te tīmatanga o ia tau, he noho marae tō ngā ākonga i roto i tō rātou rohe. Ka whakahonohono rātou ki tō rātou maunga, tō rātou whenua, ngā ngahere, me te moana. Ka ākina ngā mahi kaitiakitanga i roto i te hōtaka akoranga, mā ngā kaupapa pērā i te para kore, te māra kai, me te pātaka kai. E whakawhanake ana tō rātou māramatanga ki ngā tikanga e pā ana ki te kaitiakitanga. Ka whakanuia e ngā ākonga tō rātou tū tangata, ā rātou hītori, me ō rātou hononga nā te taetae atu ki ngā wāhi whakahirahira o Taranaki, pērā i a Parihaka.
E tino tautokona ana ngā ākonga kia tupu tō rātou ngākau titikaha me tō rātou aronga toi whenuatanga. Ka whakamahi rātou i te hangarau ki te whakapuaki i ō rātou whakaaro me te mahi ngātahi ā-matihiko. Ko ngā raukura i haere ai i mua ki te kura, e eke angitu ana i tā rātou whai wāhi nui ki te hapori tonu me te ao. Ki tā aua ākonga o mua, i poipoia ā rātou whakatutukitanga e Te Pi’ipi’inga Kākano Mai Rangiātea. He ngākau titikaha tō ngā ākonga, ā, kei te noho mārama hoki ki te āhua o tā rātou whai wāhi nui ki tō rātou whānau whānui.
Āhuatanga Ako
E whai wāhi atu ana ngā ākonga ki ngā hōtaka akoranga e poipoi ana i ō rātou pūmanawa.
E whakamahi ana ngā pouako i te whānuitanga o ngā tūmomo tino rautaki ki te whakamahere, te kōkiri, me te aromatawai i te ako a ngā ākonga. Ka whakawhanake rātou i ngā tino hononga ki ngā ākonga me ō rātou whānau, ā, ka ako ngātahi ki te āta whakarite kia rongo ai ngā ākonga i te angitu i roto i tā rātou ako. Hei āhuatanga tonu o taua aronga, ka whai whakaaro rātou ki te āhua o te whakarōpū i ngā ākonga kia tutukihia ai ō rātou matea, ā, ki te whakamahi anō hoki i ngā whakaritenga papai ki te whakahaere i te akomanga. Kua tuitui i ngā mātāpono me ngā uaratanga o Te Aho Matua ki ngā whakaakoranga me ngā akoranga. Kua whai wāhi atu te PB4L ki te whakarite i ngā tūmanako ngātahi e whakatairanga ai i te kounga o te ako me ngā taunekeneke. He harikoa, he mauritau hoki ngā ākonga, ā, e whai wāhi nui ana rātou ki te ako.
Ka toro atu ngā pouako ki ngā whai wāhitanga e whakapakari ana i ō rātou āheinga ngaio. Ka tāutu ngā pouako katoa i ngā whāinga e hāngai pū ana ki tō rātou whakawhanaketanga, ā, ka whai wāhi atu hoki ki te ako ngaio me te whakawhanaketanga ngaio. E whai wāhi atu ana ngā pouako rauemi mātanga, ngā kaiwhakahaere o waho, me ngā mema hoki o te whānau ki te tautoko i te whakawhānuitanga ake o ngā pouako i ō rātou mōhiotanga me ō rātou pūkenga. Ka whakaongaonga ngā wāhi ako o te kura, he muramura hoki, ā, he auaha tonu te whakaatu i ngā mahi a ngā ākonga me ētahi atu o ngā tūmomo rauemi. E whiwhi ana ngā ākonga i ngā painga e ahu mai ai i ngā tūmanako nui i roto i ngā whakaritenga ngaio.
He mātātoa te whai wāhi atu a ngā ākonga ki ngā tūmomo taumahi o waho atu i te kura, tae atu hoki ki ngā kaupapa hākinakina me ngā kaupapa ahurea. Ka ako rātou i ngā pūkenga toi tangata mā tā rātou whai wāhi atu ki ngā kaupapa ā-tīma, pērā i te wairua tātāwhāinga, te māhaki, me te manahau. E noho pūmau ana ngā poumahi me te whānau ki te āta whakarite i te whai wāhi atu a ngā ākonga ki te whānuitanga o ngā tūmomo hākinakina, tae atu hoki ki te tū hei kaiako, hei kaiāwhina, ā, hei tino kaitautoko hoki. He manawa whakahī tō ngā ākonga ki te tū hei kanohi mō tō rātou kura me ō rātou whānau.
Te Wharekura
Kua pāmārō, kua nahanaha hoki te whakawhanake haere i te wharekura ki Rangiātea, kia tino pakari ai te tūāpapa ki te whakarato i te mātauranga o te wharekura. Ko te hōkai tuatahi tonu o te marau i te wharekura, tae atu hoki ki ngā kaupapa me ngā tūmomo huarahi ako, kua āta whakahaerehia kia ū ai te riterite me te pakari tonu o ngā akoranga a ngā ākonga. Kua whakatupu haere tētahi tino rōpū o ngā pouako me ngā pouāwhina i tō rātou āheinga tahi ki te whakapuaki me te whakatōpū i ngā hōtaka akoranga i te wharekura. Ko te haere tonutanga i ia te wā i ngā whakaaro huritao me ngā mahi arotake, e hāpai ana i ngā whakataunga e pā ana ki ngā huarahi ako me ngā whai wāhitanga mō ngā ākonga.
Ko te whakarato i te mātauranga wharekura i whakatairanga ake anō hoki nā te whakatuwheratanga inātata nei o ngā whare hou me ngā rauhanga hou. Ko te taiao tonu o te wharekura e whakapūmau ana i te tuakiri o ngā ākonga me ngā hononga ki Rangiātea. He pai te whakamahinga o ngā pouako me ngā ākonga i ngā wāhi, hei whakawhānui i ngā wheako akoranga i roto i ngā kaupapa ako pērā i te pūtaiao me te pāngarau. E āhei ana ngā ākonga ki te ako me te whai wāhi atu ki ngā āhuatanga tūturu tonu o te pūtaiao i roto i te kura. E whai wāhi atu ana ngā ākonga o te wharekura ki ngā akoranga e āta aro nui tonu ana ki tō rātou taiao me tō rātou hapori.
He mārama ngā tūmanako kia whakaoti ngā ākonga i ngā tohu akoranga ka whai pānga tonu ki ngā huarahi whai pūtake o meāke ake nei. Ka whakawhanakehia ngā mahere ako a ia ākonga, mā te hui tahi ki te ākonga rātou ko tōna whānau, ko ōna pouako. Ka whakatakoto aua mahere i ngā huarahi tonu ka whāia e ngā ākonga, i runga anō i ō rātou ngākau nuitanga, ā, ka tāutu hoki i ngā āhuatanga o ngā tohu me ngā wheako hei whai atu kia tutukihia ā rātou whāinga o te pae tawhiti. Tua atu i ngā huarahi mātauranga me ngā huarahi umanga, e ākina ana hoki ngā ākonga ki te ārahi me te whai wāhi atu ki ngā kaupapa ahurea me ngā kaupapa hākinakina. Ka hāngai hoki tēnei ki te whakahoahoa i ia te wā ki te taha tonu o ngā ākonga o ētahi atu kura, puta noa i Taranaki. E hāpaitia ana ngā ākonga o te wharekura, kia whai rātou i ō rātou tūmanako me ō rātou wawata mō meāke nei.
Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake
I tēnei wā, e whai whakaaro ana ngā pouako o te wharekura ki ngā tūmomo huarahi ka whakatairanga ake i te whakatakotoranga o tā rātou marautanga. He tino aronga ki te hāpai i ngā ākonga ki te whakatutuki i ngā whiwhinga o Te Taumata Mātauranga ā-Motu kua Taea mā te tuitui haere me te ako ā-kaupapa. E takunetia ana kia hāpai tēnei i te aronga o ngā mahi e āta whakarite ai i te whai pānga anō hoki o ngā huarahi ki te whakawhanaketanga o te katoa o te ākonga.
Te Arotake Whaiaro
E aro ana ngā whakaritenga arotake whaiaro ki ngā matea o ō rātou ākonga, ngā poumahi, me te whānau.
E whakahaerehia ana te kura mā Te Aho Matua, ā, ka kitea taua tūāhuatanga ki te whai wāhi matua mai o te whānau ki te kāwanatanga o te kura, me ngā whakahaeretanga o ia rā. Ka whai wāhi atu ngā mema o te whānau ki te haere tonutanga o te arotake whaiaro mā ngā hui me te whai wāhi atu ki te Tumu Whakahaere. He whānui ngā tūmomo huarahi e whai hua ana ki te whakapūmau i te tino whakawhitiwhiti whakaaro i ia te wā ki ngā mātua, ngā whānau, me te hapori whānui. Ko te āta whai wāhi atu ki te whānau kia whai pūtake ai, tētahi aronga matua i te kura.
He aronga rautaki, he aronga nahanaha hoki ki ngā whakawhanaketanga, puta noa i ngā wāhanga katoa o te kura. Ka noho mataara - he mātātoa anō hoki - te tumuaki, ngā poumahi, me te whānau ki te whakatutuki i ngā herenga ā-ture, ā, ki te āta whakarite hoki i ngā tukanga mārama hei whakatau haere i ngā take rautaki me ngā take auau e arotakengia ana. I ngā wā e tika ana kia whai tohutohu, kia whai tautoko hoki, he hononga tautoko ō rātou, ā, ka toro atu i ia te wā kia noho pūmau ai te pakari o ngā mahi arotake whaiaro.
I roto i ngā tau tata kua pahure ake nei, kua mahi ngātahi te whānau me ngā poumahi ki te whakarite i tō rātou wharekura, i runga anō i te āhua o te tirohanga me ngā wawata mō ngā ākonga o Rangiātea. Ko ngā tukanga me te whakawhanaketanga hei whai ki te whakatū i tētahi wharekura hou i whakapuaki i ngā wheako hou, ngā wheako rerekē anō hoki mō te whānau, ā, kua whakamahia e rātou hei akoranga e whakamahine ana i ā rātou pūnaha me ā rātou whakaritenga i roto i te arotake whaiaro.
Te Ārahitanga
Ko te ārahitanga i roto i te kura e whakatairanga ana i te ahurea ngaio e ahu mai ana i te mahi ngātahi me te kotahitanga.
Ko te tumuaki te raukura tuatahi o te kura ki te hoki mai hei kaiārahi ngaio, ā, ka kitea tōna ū pūmau mutunga kore ki ngā uaratanga me ngā wawata o te kura. Kua whakatakotohia tētahi hanganga amorangi hou, hei whakatairanga i te ārahitanga me ngā mahi whakahaere ki te kura. E whakatupu ana taua hanganga i ngā pūmanawa ki te ārahi, ā, e hāpai ana i te hāngaitanga ake o te tautoko e whakaratohia ana mā ngā poumahi. Ka whai pānga anō hoki ki taua whakaritenga, ko te whakatauira i ngā mahi huritao me ngā mahi aro nui mā te mōhiotanga anō hoki ki te Taranakitanga me Te Aho Matua. E hāpai ana te ārahitanga i ngā tino painga mō ngā ākonga.
Ka whai wāhi hoki te whānau ki te ārahitanga o te kura, ā, ka whakapuaki rātou i ō rātou pūmanawa me ō rātou mōhiotanga hei painga mō ngā ākonga me ngā poumahi. Ka whakanuia te whai wāhi mai o ngā mema o te whānau ki te kaupapa o te kura. Ka tautoko, ka ārahi hoki ētahi tino mema, tino kaumātua hoki o te iwi, inarā ki ngā take e whai pānga ana ki ngā tikanga me ngā kawa o te iwi. Ko te tautoko o ngā poumahi katoa – tae atu ki ngā pouāwhina me ngā pouako rauemi mātanga – e whakanuia ana e ngā pouārahi me te whānau o te kura.
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:
tūhura te whānau, ngā poumahi, me te tumuaki i ngā auahatanga ka whakatairanga ake i te kounga o ngā putanga ki ngā ākonga o Rangiātea.
Te Whakarāpopototanga
E tū ana Te Pi’ipi’inga Kākano Mai Rangiātea ki Ngāmotu. E tino tautokona ana ngā ākonga i a rātou e ahu whakamua ana ki te tū hei raukura mō Rangiātea. E rumakina ana rātou ki ngā akoranga e whakamana ana i te reo, ngā taonga tuku iho, me te tuakiri o Taranaki. He pai te mahi ngātahi a te whānau me ngā poumahi hei painga mō ngā ākonga.
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 Pi’ipi’inga Kākano Mai Rangiātea i roto i ngā tau e toru, arā, ko Te Rākeitanga.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
21 Pipiri, 2018
Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Ngāmotu
Te tau a te Tāhuhu o te Mātauranga 4145
Te tūmomo kura He kura hiato (Tau 1 ki te 15)
Te tokomaha o ngā ākonga o te kura 102
Te ira tangata Kōtiro 38 Tama 64
Ngā hononga ā-iwi Māori Kuki Airani Māori 101 1
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake 1 Haratua 2018
Te wā o tēnei pūrongo 21 Pipiri, 2018
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua Hui-tanguru 2016 Whiringa-ā-nuku 2010 Whiringa-ā-rangi 2006
Findings
Te Pi'ipi'inga Kākano Mai Rangiātea is located in New Plymouth. Students are well supported in their journey towards being raukura for Rangiātea. They are immersed in learning that values the language, customs and identity of Taranaki. The whānau and poumahi work well together for the benefit of students.
The next ERO review of Te Pi'ipi'inga Kākano Mai Rangiātea will be in three years – Te Rākeitanga – Expansive Evaluation.
1 Context
E kore au e ngaro, he kākano i ruia mai i Rangiātea.
Te Pi’ipi’inga Kākano Mai Rangiātea is located in Spotswood, New Plymouth. The kura provides Māori medium education for Year 1 to 13 students, and operates in line with the principles of Te Aho Matua. The kura is part of broader campus called Rangiātea which includes kōpae reo, whare wānanga, and other community social services.
The strategic vision of the whānau is underpinned by the whakataukī from which the kura draws its name. The kura is intended to be a tūrangawaewae for its students and whānau, and part of a community that contributes to the revitalisation of Taranaki reo and tikanga. There are high expectations for quality teaching and learning that provides opportunities for students to succeed and strive for excellence. Learning should consider the development of all aspects of the student, including taha wairua, taha tinana, taha hinengaro, and taha whānau.
How well do students fulfil the aspiration to stand as proud graduates of Rangiātea?
Students are well supported in their journey towards being raukura for Rangiātea.
Te Ira Tangata
Students know who they are, and their identity is affirmed in the kura.
Students are grounded in learning aligned to Taranakitanga and the aspirations of hapū and iwi. Whanaungatanga is integral to learning in the kura. Students learn about whakapapa, and are able confidently recite their pepeha. This knowledge of whakapapa is extended as students continue their learning in the kura. They learn karakia and waiata from Taranaki, and have opportunities to lead these when it is appropriate. Students contribute to revitalising and maintaining the ways of being and doing that are reflect their connections to Taranaki.
The whānau acknowledge the value of having multiple generations of whānau who are part of the kura. They are passionate and present across important aspects of the kura. Together they are learning about their roles and how they best support students to embody the hopes and aspirations for future raukura. Students understand their place within the kura.
Learning programmes are inclusive and support the needs of individual students. The kura has strategically placed a full-time pouāwhina in every classroom to provide additional learning support for students and their pouako. Students benefit from pouako and pouāwhina collaborating to provide meaningful learning programmes.
Te Reo
Students are immersed in te reo and tikanga of Taranaki.
The whānau has prioritised te reo o Taranaki in their charter and graduate profile. They are aware of the importance of speaking te reo o Taranaki in their own homes and throughout the community. Many of the whānau are confident speakers of te reo Māori, and maintain the integrity of te reo Māori. Students regularly attend key events and functions on marae in Taranaki. These experiences promote and reinforce for students the use of te reo Māori in these traditional settings.
Students confidently converse using te reo Māori, and developing skills to be kaitiaki of their language. Te reo o Taranaki permeates throughout the kura. The tumuaki models the use of Taranaki dialect, and sets high expectations for students, pouako and whānau to uphold. Students are well supported to continue their learning in a Māori immersion pathway, beginning in local kōpae reo and kōhanga reo. The natural use of te reo Māori affirms students’ identity as Māori, and strengthens their perspectives of the Māori world. Students are enhancing their communication skills.
Ngā Iwi
Students are nurtured in an environment where whanaungatanga and manaakitanga are valued.
Students are proud and display humility. The whānau and poumahi work together to develop a learning environment that is based on care and consideration. Students enjoy many opportunities to connect with other kura Maori locally and nationally through sports, cultural events and other shared kaupapa. The kura creates meaningful relationships with the iwi and the many community organisations that support them. The whānau and pouako contribute to a positive profile and their visibility of their kura within their local community.
Students learn in an environment that is underpinned by Te Aho Matua. Pouako and whānau model manaakitanga, aroha, and tikanga of Taranaki. Tuakana teina relationships are fostered. Whānau hui are well attended and whānau are proud of all children. The kura are in their second year of embedding the practices of Positive Behaviour for Learning (PB4L). This has been pivotal in developing a culture of self-responsibility, and identifying effective strategies for pouako to manage learning and behaviour. Students are settled in their learning environment..
Te Ao
Students are secure in their knowledge and identity as Māori, and confidently explore the world beyond Rangiātea.
Students learn about their role and contribution to their iwi as kaitiaki. At the start of each year students participate in noho marae within their tribal area. They make links to their mountain, land, forests, and sea. Kaitiakitanga practices are encouraged in the learning programme through kaupapa such as para kore, māra kai, and pātaka kai. They are developing an understanding of tikanga relating to kaitiakitanga. Students embrace their cultural identity, history, and connections with visits to areas of significance to Taranaki such as Parihaka.
Students are well supported to grow their confidence and sense of place. They use technology to share their ideas and to collaborate digitally. Former students of the kura are experiencing success within the local area and as global citizens. These former students acknowledge their success was nurtured through Te Pi’ipi’inga Kākano Mai Rangiātea. Students are confident and understand how they contribute to their extended whānau.
Āhuatanga Ako
Students participate in learning programmes that nurture their potential.
Pouako use a range of sound strategies to plan, facilitate and assess student learning. They develop strong relationships with students and their whānau, and work collaboratively to ensure students experience success in their learning. This includes considering how students are grouped to meet their needs, and using good classroom management practices. Te Aho Matua principles and values are integrated into teaching and learning. PB4L has helped to establish shared expectations that enhance the quality of learning and interactions. Students are happy, settled and engaged.
Pouako seek opportunities that build their professional capabilities. All pouako identify specific goals for their development, and participate in professional learning and development. There are specialist resource teachers, external facilitators and whānau members who support pouako to extend their knowledge and skills. The physical learning spaces in the kura are stimulating and brightly coloured with creative displays of students’ work and other resources. Students benefit from high expectations for professional practice.
Students are actively involved in many activities outside of the kura, including sports and cultural activities. They learn interpersonal skills through their involvement in team-based activities including competitiveness, humility and resilience. Poumahi and whānau are committed to ensuring students participate in a range of sporting codes, including as coaches, managers and vocal supporters. Students are proud ambassadors and representatives for their kura and whānau.
Wharekura
The development of the wharekura at Rangiātea has been steady and deliberate to ensure a strong foundation for the provision of secondary school education. The initial scope of the wharekura curriculum, including subject and pathway options, has been well managed to maintain consistency and stability of learning for students. A core group of pouako and pouāwhina has grown their collective capability over time to deliver and coordinate programmes of learning in the wharekura. Ongoing reflection and review supports decisions made regarding pathways and opportunities for students.
The provision of wharekura education has been enhanced by the recent opening of new buildings and facilities. The physical environment of the wharekura reinforces the identity of students and connections to Rangiātea. Pouako and students use the spaces well to extend learning experiences in subjects such as pūtaiao and pāngarau. Students can learn and engage in the practical elements of science within the kura. Wharekura students experience learning that utilises their environment and local context.
There are clear expectations for students to complete qualifications that lead to meaningful future pathways. Individual learning plans are developed in partnership between students, their whānau and pouako. These plans set out their future pathways based on the interests of students, and identify what is needed in terms of qualifications and experience to achieve their long-term goals. In addition to academic and vocational pathways, students are encouraged to lead and participate in cultural and sporting activities. This includes regular interactions with peers in other kura throughout Taranaki. Wharekura students are supported to follow their hopes and aspirations for the future.
Kura-identified areas of development
Pouako in the wharekura are currently exploring ideas to enhance the design of their curriculum. There is a particular focus on enabling students to achieve NCEA credits through integrated, kaupapa-based learning. This is intended to support efforts to ensure pathways support the holistic development of students.
3 Self-Review and Leadership
Self-review practices are responsive to the needs of their students, poumahi, and whānau.
The kura operates in line with Te Aho Matua, and this is reflected in the central role of whānau in the governance and daily life of the kura. Whānau members contribute to ongoing self-review through Hui and as part of the Tumuwhakahaere. There is a range of useful methods to maintain regular and open communication with parents, whānau and the wider community. Meaningful engagement of whānau is a priority in the kura.
There is a strategic and planned approach to developments at all levels within the kura. The tumuaki, poumahi and whānau are vigilant and proactive in meeting legislative requirements, and ensuring there are transparent processes in place to deal with strategic and regular matters for review. Where advice and support is required, there are trusted networks of support that are accessed readily to maintain sound self-review practices.
Over recent years, the whānau and poumahi have worked collectively to establish their wharekura in line with the vision and aspirations for students of Rangiātea. The processes and development required to setup a new wharekura has presented new and different experiences for the whānau, which they have used as learning to refine their self review systems and practices.
Leadership
Leadership within the kura promotes a professional culture built on collaboration and inclusion.
The tumuaki is the first raukura of this kura to return as its professional leader, and demonstrates an unwavering commitment to the values and aspirations of the kura. A new amorangi structure has been implemented to enhance leadership and management practices in the kura. This structure is growing leadership capability, and enabling more focussed support for poumahi. This includes modelling reflective and responsive practices which are cognisant of Taranakitanga and Te Aho Matua. Leadership contributes to positive outcomes for students.
Leadership in the kura extends to the role of whānau who share their expertise and knowledge for the benefit of students and poumahi. Whānau members are respected for their contribution to the kaupapa of the kura. There is support and guidance from key iwi members and kaumātua, such as with matters involving tribal customs and protocols. The support provided by all poumahi, including pouāwhina and specialist resource teachers, is valued by kura leaders and whānau.
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, poumahi and tumuaki explore innovations that will enhance the quality of outcomes for students of Rangiātea.
Conclusion
Te Pi'ipi'inga Kākano Mai Rangiātea is located in New Plymouth. Students are well supported in their journey towards being raukura for Rangiātea. They are immersed in learning that values the language, customs and identity of Taranaki. The whānau and poumahi work well together for the benefit of students.
When is ERO likely to review the kura again?
The next ERO review of Te Pi'ipi'inga Kākano Mai Rangiātea will be in three years – Te Rākeitanga – Expansive Evaluation.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
21 June 2018
Information about the Kura
Location New Plymouth
Ministry of Education profile number 4145
Kura type Composite (Year 1 - 15)
Kura roll 102
Gender composition Girls 38 Boys 64
Ethnic composition Māori Cook Island 101 1
Special features Te Aho Matua
Review team on site 1 May 2018
Date of this report 21 June 2018
Most recent ERO report(s) Te Aho Matua Review Te Aho Matua Review Te Aho Matua Review February 2016 October 2010 November 2006
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).