Te Wharekura o Maniapoto
Composite · State
- Year levels
- not reported
- Total roll
- 126
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 308 Oparure Road, Te Kuiti
- Territorial authority
- Waitomo District
- Phone
- 07-8786884
- tumuaki@maniapoto.school.nz
- Directions
- Get directions
Other schools nearby: schools in Waikato
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.
- Uniform
- Required
Kura Black Jacket or black jacket Kura Blue & white polo shirt Black skirt below the knee Black tights Black skorts Black shoes - Black Sandals
- Required
- Term dates
- Term 1, 2026: Mane, 2nd Pepuere 2026 – Taite, 2nd Apereira 2026
Term 1 Starts Mane, 2nd Pepuere 2026 Term 1 Ends Taite, 2nd Apereira 2026
- Term 2, 2026: Mane, 20th Apereira 2026 – Paraire, 3rd Hurae 2026
Term 2 Starts Mane, 20th Apereira 2026 Term 2 Ends Paraire, 3rd Hurae 2026
- Term 3, 2026: Mane, 20th Hurae 2026 – Friday, 25th Hepetema 2026
Term 3 Starts Mane, 20th Hurae 2026 Term 3 Ends Friday, 25th Hepetema 2026
- Term 4, 2026: Mane, 12th Oketopa 2026 – Wenerei, 9th Tihema 2026
Term 4 Starts Mane, 12th Oketopa 2026 Term 4 Ends Wenerei, 9th Tihema 2026
- Term 1, 2026: Mane, 2nd Pepuere 2026 – Taite, 2nd Apereira 2026
- Getting there
- A bus run from Te Kuuiti and Ootorohanga, a van covering students travelling from Kihikihi, and a kura van for students living in outer regions such as Piopio, Benneydale and Waitomo that do not have bus transport.
The kura currently has a bus run from Te Kuuiti and OOtorohanga. A van also covers our piiori that travel from Kihikihi into kura. We also have a kura van to cater for students living in the outer regions such as Piopio, Benneydale, Waitomo and other rural areas that do not have bus transport.
- A bus run from Te Kuuiti and Ootorohanga, a van covering students travelling from Kihikihi, and a kura van for students living in outer regions such as Piopio, Benneydale and Waitomo that do not have bus transport.
- How to enrol
- https://ole.edgelearning.co.nz/Default?schoolId=374ef201-d680-4bba-ac48-a7ec172fbbee
Follow this link to the Enrolment Application: https://ole.edgelearning.co.nz/Default?schoolId=374ef201-d680-4bba-ac48-a7ec172fbbee
- https://ole.edgelearning.co.nz/Default?schoolId=374ef201-d680-4bba-ac48-a7ec172fbbee
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 7
- Māori
- 126
- Pacific
- 7
- Asian
- 2
- 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 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 02 | 11 | 1 | 0 | 0 | 0 | 1 | 0 | 11 |
| Year 03 | 10 | 1 | 0 | 0 | 0 | 1 | 0 | 10 |
| Year 04 | 16 | 2 | 0 | 0 | 0 | 1 | 0 | 16 |
| Year 05 | 9 | 1 | 1 | 0 | 0 | 0 | 0 | 9 |
| Year 06 | 16 | 1 | 1 | 0 | 0 | 1 | 0 | 17 |
| Year 07 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 08 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 09 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 10 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 11 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 12 | 6 | 0 | 1 | 0 | 0 | 0 | 0 | 6 |
| Year 13+ | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 118 | 6 | 3 | 0 | 0 | 4 | 0 | 119 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 06 | 11 | 1 | 0 | 0 | 0 | 1 | 0 | 11 |
| Age 07 | 10 | 1 | 0 | 0 | 0 | 1 | 0 | 10 |
| Age 08 | 16 | 2 | 0 | 0 | 0 | 1 | 0 | 16 |
| Age 09 | 9 | 1 | 1 | 0 | 0 | 0 | 0 | 9 |
| Age 10 | 16 | 1 | 1 | 0 | 0 | 1 | 0 | 17 |
| Age 11 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 12 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 13 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 14 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 15 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 16 | 7 | 0 | 1 | 0 | 0 | 0 | 0 | 7 |
| Age 17 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Total | 118 | 6 | 3 | 0 | 0 | 4 | 0 | 119 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
Too few to report
| Te Wharekura o Maniapoto | Too few to report |
|---|---|
| Waikato Region | 84.2% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
Too few to report
| Te Wharekura o Maniapoto | Too few to report |
|---|---|
| Waikato Region | 75.7% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
Too few to report
| Te Wharekura o Maniapoto | Too few to report |
|---|---|
| Waikato Region | 51.3% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
Too few to report
| Te Wharekura o Maniapoto | Too few to report |
|---|---|
| Waikato Region | 15.1% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
Too few to report
| Te Wharekura o Maniapoto | Too few to report |
|---|---|
| Waikato Region | 77.4% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| Te Wharekura o Maniapoto | 0% |
|---|---|
| Waikato Region | 53.9% |
| 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 | 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 Wharekura o Maniapoto | 0% |
|---|---|
| Waikato Region | 6.6% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| 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 Wharekura o Maniapoto | 0% |
|---|---|
| Waikato Region | 2.4% |
| 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 | 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)
- 527
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 25 January 1906
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
- 4 February 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 126 — 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.
October 2024
133
Counted while ERO’s review team was at the school. Education Review Office, report of 4 February 2025
November 2020
128
Counted while ERO’s review team was at the school. Education Review Office, report of 16 March 2021
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 4 February 2025 — “Ngā Kitenga Arotake Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.
1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.
2 Te Horopaki
E tū pā tata ana Te Wharekura o Maniapoto ki te marae o Ōpārure, ki Te Rohe Pōtae. Kei raro te kura i te maru o te iwi o Ngāti Maniapoto, ā, ko Ngāti Kinohaku te hapū o te wāhi nei. E poipoi ana te kura i ngā piiori i ngā tau 1 ki te 13, ā, kua tūhono atu ki te whakatōpūtanga o Ngā Kura ā Iwi o Aotearoa.
He pēhea rawa te whakaatu mai a ngā piiori i tō rātou tū takitahi ā-hinengaro, ā-mātauranga hoki?
He pai te whai wāhi atu a ngā piiori ki ngā taumahi me ngā wheako i te kura, ā, e whakawhanake ana rātou i ngā pūkenga hei ākonga e taea ana te kōkiri i a ia anō.
4 Ngā Whakaaturanga
E whakatairanga ana te marau ā-kura i te whakawhanaketanga o ngā piiori i ngā pūkenga mātauranga me ngā pūkenga hinengaro. Ko te mātauranga, te tikanga, me te reo hoki o Maniapoto e pou here ana i ngā whakaakoranga me ngā akoranga. Ka hāngai ngā wheako ako ki ngā mōteatea, ngā pepeha, te Kīngitanga, me ngā uara o te Paimārire. Ka whakaratohia ki ngā piiori ngā whai wāhitanga ki te ārahi i ngā pōwhiri, ngā karakia, me ō rātou ake mōhiotanga. Kei te hihiri te taiao ako, ā, ka whai pānga hoki ki ngā ngākau nuitanga o ngā piiori. He pai te whakarite i te kura teina, kua tuituia ngā mahere, ā, he tino pakari te hōtaka reo matatini e hāpai ana i ngā pūkenga whakapū o ngā piiori. Ka kitea te whanaungatanga, nā te mauritau o ngā piiori, nā ngā pūkenga whakahoahoa i roto i ngā taunekeneke ki waenga i ngā tuākana me ngā tēina. Kei te whai wāhi mātātoa ngā piiori hei ākonga.
He tokomaha ngā piiori i ngā reanga tuākana e rongo ana i te angitu ā-mātauranga. Ka tohu ngā putanga o Te Taumata Mātauranga ā-Motu kua Taea mō te tau 2023, i te 71% o ngā ākonga o te Tau 11 i whiwhi i te Taumata 1, me te 71% hoki o ngā ākonga o te Tau 12 i whiwhi i te Taumata 2. He tokoiti ake ngā piiori i whiwhi i te Taumata 3, arā, ko te 57% o te Tau 13.
E pou here ana ngā whakataukī a Maniapoto i te tirohanga me te tauākī taketake o te kura. Ko tō te whānau wawata, kia rumakina ngā piiori ki te ao Māori. E hiahia ana rātou kia ngākau titikaha ngā piiori ki tō rātou tuakiri hei uri o Maniapoto, ā, kia puāwai rātou ki te ao whānui, kia whakatutukihia hoki tō rātou mana motuhake. Ka whakamōhiotia ngā whakataunga a Te Poumarumaru ki ngā pūrongo auau, tae atu hoki ki ngā pūrongo paetae ākonga e whā o te tau e whakamahia ai e rātou hei whakamōhio i ngā mahere rautaki me te tahua pūtea. Kei ngā mema o Te Poumarumaru te tangongitanga o ngā pūkenga me ngā wheako e whai pānga ana ki ō rātou tūranga. Ka whakaakona ngā mema hou hei whakatupu i ō rātou pūkenga. Ka uru atu rātou ki ngā whai wāhitanga whakawhanaketanga ako e kōkirihia ana e Ngā Kura ā Iwi o Aotearoa me Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. Ka aro matua ki te hauora me te waiora o ngā piiori.
Ngā Whakaritenga Matua ka whai ake
Me whakapakari ake i te aromātai o roto. He mea nui kia mōhio ngā kaiārahi ki tēnā e whai hua ana ki te whakapai ake i ngā putanga ki ngā piiori, me te whai pānga anō hoki o ā rātou whakataunga. Me whakawhanake ngā whānau me ngā kaimahi i te māramatanga ngātahi ki te marau ā-kura me te aronga rautaki. Me whakahaere i tētahi tukanga aromātai o roto hei whakatau i te tika o ngā whakaritenga aromatawai. I tēnei wā, kei te ngoikore te aromatawai, te whakaemi, me te aroturuki i te ahu whakamua me ngā paetae o ngā piiori, tae noa atu ki te tau 10. Waihoki, me whakatutuki te kura i ngā taunakitanga i whakatakotohia ai ki te NZQA Managing National Assessment (MNA) Report , inarā i ērā e pā ana ki te whiwhi i ngā whiwhinga pāngarau i ngā tau 11 me te 12. Ka whakatairangatia ngā putanga ki ngā piiori i te wā e whai pūtake ana ngā aromatawai, ā, e mōhio ana ngā kaiako ki ngā whakaritenga whakaako, whakaritenga ako hoki ka whai ake.
He kaha rawa te ahurea matakana ki te kura. Tērā ētahi raruraru i roto i te noho tahi, ā, kei te whakatutuki haere ngā kaiārahi o te kura i ētahi tino take, tae atu ki ngā āwangawanga me ngā amuamu kua puta i ngā kaimahi me ngā whānau. Ko te tukanga mō te whakahaere i aua tūāhuatanga i tēnei wā, kāhore e whai hua ana, ā, kei te noho tāwēwē tonu, kei te haere tonu hoki ngā take. Me whakatutuki i aua tūāhuatanga hei kaupapa matua. Me arotake ngā kaiārahi i te tukanga amuamu ki te taha o te hapori o te kura, kia māramahia, kia whāia hoki e te katoa, ā, kia whakatutukihia ngā take i roto i te wā e tika ana. Ka pai ake ngā putanga ki ngā piiori i te wā ka āta whakatōngia ngā mahi whakawhanaungatanga.
Me whakapai ake i te ārahitanga me te whakahaeretanga o te kura me te marau. Kei te taumaha ngā whakaritenga ki te whakahaere i ngā hononga me te whakawhitiwhiti kōrero ki waenga i Te Poumarumaru, i ngā kaiārahi, i ngā kaimahi, me te whānau. He iti noa ngā whakaaturanga e tohu ana i te tautoko tika i ngā kaimahi, hei ārahi, hei kōkiri hoki i ngā whakarerekētanga ki te Kura Mātāmua. Me whakapai ake i ngā pūnaha whakahaere i te kura me te tari, hei āta whakatau i te whai huatanga o ngā mahi whakahaere ki te kura. Ko tētahi aronga matua, ko te whakatinana i tētahi tukanga pakari ki te whakahaere i ngā take whai taharua, nā te wenewene e pupū ake ana, me ngā hononga tata i te kura me te hapori. Me whakatau, me whakatinana hoki i ngā tūmanako mārama e pā ana ki te āhua o te whakahaere me ngā whakaritenga, hei whakatairanga i te kaha, te raupapatanga, me te tautoko o te taiao, mō ngā akoranga me te waiora o ngā ākonga me ngā kaimahi.
5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
ngā whakahaere a te poari
te marautanga
ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
ngā whakahaere o ngā kaimahi
ngā whakahaere o te pūtea
ngā whakahaere o ngā rawa.
I te wā o te aromātai, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te haumaru me te waiora o ngā ākonga:
te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
te haumaru ā-tinana o ngā ākonga
ngā rēhita a ngā kaiako
te tukanga whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
te whakatutukitanga o ngā kaupapa here o te kura i ngā tikanga o te Children's Act 2014.
6 Te Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga te taunakitanga e whai ake nei, arā, kia:
whakatinanahia e ngā kaiārahi o te kura tētahi tukanga whai hua e pā ana ki te aromātai o roto e hāpai ai i te papai o ngā putanga ki ngā piiori.
Tiwana Hibbs Toka ā Nuku Te Uepū ā-Motu – Māori Review Services
04 Huitanguru, 2025
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Te Kūiti
Te tau a te Tāhuhu o te Mātauranga 1865
Te tūmomo kura He kura hiato (Tau 1-13)
Te tokomaha o ngā ākonga o te kura 133
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Ngā Kura ā-Iwi
Te wā i te kura te rōpū arotake Whiringa-ā-nuku 2024
Te wā o tēnei pūrongo 4 Huitanguru 2025
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Tāpiri, Whiringa-ā-rangi 2020; Arotake Mātauranga, Pipiri 2017; Arotake Mātauranga, Haratua 2011
1 Introduction
The Education Review Office (ERO) in collaboration with whānau , leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. The ERO reports provide important information for whānau, hapū and iwi .
2 Context
Te Wharekura o Maniapoto is located close to Te Marae o Ōpārure in the King Country. Ngāti Maniapoto is the iwi that the kura affiliates to and Ngāti Kinohaku is the local hapū . The kura caters for piiori in Years 1 to 13. and affiliates to Ngaa Kura-aa-Iwi (NKAI) collective.
How well do piiori demonstrate they are intellectually and academically independent?
Piiori participate well in kura activities and experiences and are developing skills as self-directed learners.
4 Findings
The marau ā-kura promotes piiori development of academic and intellectual capability. Mātauranga, tikanga and te reo of Maniapoto underpin teaching and learning. Learning experiences are based on mōteatea, pēpeha, Kīngitanga, and the values of Paimaarire . Piiori are provided with opportunities to lead in powhiri , karakia as well as their own knowledge base. The learning environment is vibrant and reflects piiori interests. The kura teina is well organised, planning is cohesive, and a strong literacy programme supports piiori foundational skills. Whanaungatanga is evident as piiori are settled, and interactions betweena tuākana teina are socially intelligent. Piiori are actively engaged learners.
Many piiori experience academic success in their senior years. The National Certificates of Educational Achievement (NCEA) results for 2023 show 71% of Year 11 achieved NCEA Level 1 and 71% of Year 12 achieved NCEA Level 2. Fewer piiori achieved NCEA Level 3, 57%, at Year 13.
Maniapoto whakatauki underpin the vision and mission of kura. Whānau aspire for piiori to be immersed in te ao Māori . They want them to be confident in their Maniapoto identity and to thrive in the wider world, fulfilling their self-determination. Poumarumaru decision making is informed by regular reporting, including quarterly student achievement reports which they use to inform strategic planning and budgeting. Poumarumaru members bring a variety of skills and experience to their roles. Newer members are coached to grow their capabilities. They participate in learning development opportunities facilitated by NKAI and the N ew Zealand School Boards Association . Piiori health and wellbeing is prioritised.
Key Next Steps
Internal evaluation requires strengthening. It is important for leaders to know what makes a difference for improving outcomes for piiori and how effective their decision-making is. Whānau and staff need to develop a shared understanding of the marau ā kura and strategic direction. An internal evaluation process should be undertaken to ascertain the reliability of assessment practices. Currently assessing, collating and monitoring the progress and achievement of piiori up to Year 10 lacks rigour. Furthermore, the kura needs to address the recommendations made in the NZQA Managing National Assessment (MNA) Report, especially in relation to gaining numeracy credits in Years 11 and 12. Outcomes for piiori are enhanced when assessments are fit for purpose and kaiako know the next steps for teaching and learning.
A culture of mistrust prevails in the kura . There are relational problems and kura leaders are dealing with significant issues including concerns and complaints from staff and whānau . The current process for managing these are ineffective and issues remain unresolved and ongoing. These should be addressed as a priority. Leaders need to review the complaints process with the kura community, so it is understood and followed by all and any concerns arising are delt with in a timely fashion. Outcomes for piiori are improved when whanaungatanga practices are embedded.
Leadership and management of the kura and the curriculum require improvement. Relationship management practices and communication between the poumarumaru, leadership, staff and whānau are strained. There is little evidence of staff being effectively supported to guide and lead change in the Kura Mataamua. Administration and management systems require improving to ensure efficient operation of the kura . Implementing a robust process to manage conflicts of interests is a priority due to the discontent occurring, and the close relationships in the kura and its community. Clear expectations for conduct and practice need to be agreed to and implemented to promote a high functioning, orderly and supportive environment conducive to student and staff wellbeing and learning.
5 Te Poumarumaru Assurance on Legal Requirements
Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the evaluation, ERO checked 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.
6 Recommendation
ERO developed the following recommendation:
that kura leaders implement an effective process of internal evaluation to contribute to positive outcomes for piiori .
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
4 February 2025
7 Information about the kura
Location Te Kūiti
Ministry of Education profile number 1865
Kura type Composite (Years 1-13)
Kura roll 133
Ethnic composition Māori 100%
Special features Ngā Kura ā-Iwi
Review team on site October 2024
Date of this report 4 February 2025
Most recent ERO report(s) Supplementary Review, November 2020; Education Review, June 2017; Education Review, May 2011.
Read the full report on ero.govt.nz →
All 2 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).