Te Wharekura o Mauao
Secondary (Year 7-15) · State
- Year levels
- 7–13
- Total roll
- 288
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1 Westmorland Rise, Bethlehem, Tauranga
- Territorial authority
- Tauranga City
- Phone
- 07-5793060
- admin@mauao.school.nz
- Website
- http://www.mauao.school.nz
- Directions
- Get directions
Other schools nearby: schools in Tauranga · schools in Bay of Plenty
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.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
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.
- In their words
- The primary language spoken at Te Wharekura o Mauao is Te Reo Māori. The Wharekura caters for the needs of those who wish to be educated in Te Reo Māori, and in a Māori environment.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 23
- Māori
- 284
- Pacific
- 27
- Asian
- 3
- 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 07 | 20 | 2 | 0 | 0 | 0 | 0 | 0 | 20 |
| Year 08 | 26 | 4 | 0 | 0 | 0 | 3 | 0 | 27 |
| Year 09 | 57 | 6 | 0 | 0 | 0 | 3 | 0 | 57 |
| Year 10 | 57 | 5 | 0 | 0 | 0 | 2 | 0 | 57 |
| Year 11 | 63 | 4 | 0 | 0 | 0 | 0 | 0 | 63 |
| Year 12 | 46 | 3 | 0 | 0 | 0 | 2 | 0 | 47 |
| Year 13+ | 22 | 0 | 0 | 0 | 0 | 1 | 0 | 23 |
| Total | 291 | 24 | 0 | 0 | 0 | 11 | 0 | 294 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 11 | 16 | 2 | 0 | 0 | 0 | 0 | 0 | 16 |
| Age 12 | 25 | 4 | 0 | 0 | 0 | 3 | 0 | 26 |
| Age 13 | 55 | 6 | 0 | 0 | 0 | 3 | 0 | 55 |
| Age 14 | 52 | 3 | 0 | 0 | 0 | 2 | 0 | 52 |
| Age 15 | 65 | 6 | 0 | 0 | 0 | 0 | 0 | 65 |
| Age 16 | 49 | 3 | 0 | 0 | 0 | 2 | 0 | 50 |
| Age 17 | 28 | 0 | 0 | 0 | 0 | 0 | 0 | 28 |
| Age 18 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Total | 291 | 24 | 0 | 0 | 0 | 11 | 0 | 294 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
97.2%
| Te Wharekura o Mauao | 97.2% |
|---|---|
| Bay of Plenty Region | 87.3% |
| Secondary (Year 7-15) | 89.6% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 93.8% |
| Māori | 97.1% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 97.2% |
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
86.1%
| Te Wharekura o Mauao | 86.1% |
|---|---|
| Bay of Plenty Region | 78.1% |
| Secondary (Year 7-15) | 83.3% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 90% |
|---|---|
| Male | 81.3% |
| Māori | 85.7% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 86.1% |
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
69.4%
| Te Wharekura o Mauao | 69.4% |
|---|---|
| Bay of Plenty Region | 56.5% |
| Secondary (Year 7-15) | 64.5% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 80% |
|---|---|
| Male | 56.3% |
| Māori | 71.4% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 69.4% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
19.4%
| Te Wharekura o Mauao | 19.4% |
|---|---|
| Bay of Plenty Region | 18.1% |
| Secondary (Year 7-15) | 14.7% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 20% |
|---|---|
| Male | 18.8% |
| Māori | 20% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 19.4% |
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
69.4%
| Te Wharekura o Mauao | 69.4% |
|---|---|
| Bay of Plenty Region | 77.3% |
| Secondary (Year 7-15) | 83.1% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 75% |
|---|---|
| Male | 62.5% |
| Māori | 68.6% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 69.4% |
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
60.2%
| Te Wharekura o Mauao | 60.2% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Secondary (Year 7-15) | 43.4% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 72% |
|---|---|
| Male | 44.7% |
| Māori | 54.5% |
| Pacific | 60.1% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 59.6% |
| Total | 60.2% |
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
7.4%
| Te Wharekura o Mauao | 7.4% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Secondary (Year 7-15) | 4.6% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 9.8% |
|---|---|
| Male | 4.3% |
| Māori | 5.6% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 61.5% |
| Total | 7.4% |
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
2.2%
| Te Wharekura o Mauao | 2.2% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Secondary (Year 7-15) | 2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 5.1% |
| Māori | 2.2% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 2.2% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 522
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 5 November 2008
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
- 18 May 2023
- Latest report
- Te Wharekura o Mauao
- 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 288 — 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 2023
280
Counted while ERO’s review team was at the school. Education Review Office, report of 18 May 2023
13 October 2015
193
Counted while ERO’s review team was at the school. Education Review Office, report of 8 December 2015
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 18 May 2023 — “Te Wharekura o Mauao” — 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 hapū me ngā iwi.
2 Te Horopaki
E tū ana Te Wharekura o Mauao ki Pēterehema, ki Tauranga. Kua tautapaina hei kura motuhake, ā, kei raro te wharekura i te maru o Ngā Kura ā Iwi o Aotearoa. E whakarato ana te kura i te mātauranga kaupapa Māori ki ngā uri o ngā tau 7 ki te 13. He hononga ō ngā whānau ki ngā iwi e toru o Tauranga moana, arā, ki a Ngāi te Rangi, ki a Ngāti Ranginui, ki a Ngāti Pūkenga hoki. Kua whakaaweawetia te hoahoatanga o ngā whare o Te Wharekura o Mauao e te maunga rangatira o Mauao me te taiao pā tata, ā, e tūhono ana i ngā uri ki tō rātou ūkaipō.
3 Te Aronga o te Aromātai
He pēhea rawa te whakatinana mai a ngā uri i te kōrero e meatia ana “He uri whai tukuihotanga”?
He pakari te whakatinanatanga mai o ngā uri i te kōrero e meatia ana “He uri whai tukuihotanga”, i a rātou e ako ana, e whakatinana ana, e whakapuaki ana hoki i ngā kōrero tuku iho o Ngāti Ranginui, o Ngāi te Rangi, me Ngāti Pūkenga.
4 Ngā Whakaaturanga
E whakakoia ana te tuakiri o ngā uri mā ngā wheako ako e whai pūtake ana, e mau ana hoki i te hōhonutanga o ngā kōrero tuku iho o Ngāti Ranginui, o Ngāi te Rangi, me Ngāti Pūkenga. Ka ahu mai ā rātou akoranga i ngā horopaki e whai pūtake tūturu ana ki ō rātou whakapapa. Kei te mārama ngā uri ki ō rātou tūranga me ā rātou kawenga hei mana whenua. Ko te tiaki manuhiri he whai wāhitanga mō ngā uri ki te uru atu ki ngā tikanga ōkawa, ā, ko ngā karanga, ngā whaikōrero, ngā mōteatea, me ngā haka e āta whakapuaki katoa ana i te tuakiri o ngā uri, i a rātou mā hoki e whakakanohitia ana e ngā uri. Ka toro atu ki ngā karakia, te maramataka, me te hohou i te rongo hei tikanga e whakariterite ana i ngā uri ki ngā ako. Ka ngākau nui ngā uri ki te whai wāhi atu ki ngā horopaki e whakapuaki ana i ā rātou uara matua me ā rātou mātāpono matua, kia kitea, kia rangona.
Kei te whanake haere te marau ā-kura i ia te wā, ā, ka aro nui ki ngā wawata o ngā uri, ngā whānau, ngā hapū, me ngā iwi. E ako ana ngā uri ki te tū hei kaitiaki o te taiao. Ka whakatairanga tonuhia taua tūāhuatanga mā te whai wāhi atu a ngā uri ki ngā tūmomo kaupapa ki te kura, ā, ki tua atu hoki. He tino hononga ō te kura ki ngā māngai o te iwi, ā, ka tūhono hoki ki te hapori. I tēnei wā, kei te whakarauora anō ngā uri i ētahi wāhi taiao e pā tata ana ki te kura. E ako ana rātou i te whai pānga o ngā ahumahi ki te taiao o tō rātou hapori. Ko ngā whakaritenga o te kaitiakitanga, he whai wāhitanga mō ngā uri ki te ako i tō rātou tū ki te taiao me ō rātou hononga ki roto i a Tauranga Moana. Ka whakamahi ngā uri i ngā uaratanga taketake ki te whānuitanga o ngā horopaki o roto, o waho hoki i te kura.
Ka mahi ngātahi Te Poumarumaru me te rōpū whakahaere matua hei tino painga mō ngā uri, ngā whānau, ngā hapū me ngā iwi. Kei roto i Te Poumarumaru ko ngā tāngata e mau ana i ngā tino pūkenga me ngā tino mātauranga, ā, he kaha hoki ō rātou kōtuitanga i te hapori. Ka āta whakatau ngā kaiārahi i te kaha whai wāhi matua o te mātauranga Māori, o ngā kōrero tuku iho, o ngā wawata hoki o ngā iwi ki te marautanga. Ka whai wāhi atu ngā kaiako ki te tangongitanga o ngā taumahi ako whakawhanaketanga ngaio e tika ana. Ko te whakapai ake i ngā putanga ako me ngā putanga ahurea o ngā uri e whakatairangatia ana ki ngā whakaritenga ārahi e whai pūtake ana. Ko te whakataukī o te kura e meatia ana “Kia tū rangatira au i te ao” , ā, ka whakaaweawe i ngā uri ki te tū pakari i roto i te ao Māori me te ao hurihuri.
Ka arotahi ngā whakaritenga whakaako, whakaritenga ako hoki ki te whakatairanga i ngā tūāhuatanga e hāpai ai i ngā uri ki te tino eke ki ō rātou pūmanawa. E hāngai ana ngā hōtaka akoranga ki aua wawata. Ko Toroa Whakakoko te ingoa o te pūkete mō te āhua o te tauira ka puta i te kura, ā, ko Te Ara Toa te pūnaha a Ngā Kura ā Iwi mō te aroturukitanga o te ahu whakamua o ngā uri. Ka whakamōhio ngātahi aua tuhinga i ngā whakataunga e pā ana ki te whakapuakitanga me te whakatinanatanga o te marautanga. E tohu ana ngā paetae ākonga o te kura mō te tau 2022, i te whakatutukitanga pai tonu o ngā uri i te Taumata 1, te Taumata 2, me te Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea, ā, i whiwhi hoki ētahi i ngā whakamanatanga. I tohu ngā raraunga mō te Tau 13 i te 100% o rātou i whakatutuki i te Taumata 3. Mō rātou i whai atu i te Tiwhikete Whakauru Whare Wānanga, ko te nuinga o rātou i whakatutuki. Ka mahi tētahi kairuruku tautoko ako me ngā whānau ki te hāpai i ngā uri e tika ana kia āta tautokona, hei whakapiki ake, hei whakatairanga ake hoki i ngā putanga.
Ngā Whakaritenga Matua ka whai ake
Me whakapai ake i te kohikohi, te whakaemi, me te whakamahi i ngā raraunga e pā ana ki te ahu whakamua me ngā paetae ako a ngā uri, inarā i roto i Te Reo Matatini me te Pāngarau. Ka hāpai taua mahi i ngā poumarumaru ki te whakatakoto i ngā taumata paetae e tika ana mō ngā uri, me te pūrongo atu i ngā putanga ki te hapori o te kura.
Me arotake, me whakapai ake hoki i ngā whakaritenga aromatawai. Ko tētahi aronga hei whakawhanake ake, ko te riterite o te whakatinanatanga, o te aroturukitanga, me te whakamahinga o ngā aromatawai mō ngā tau 7 ki te 10. Mā tēnā, ka tau ki ngā kaiārahi o te kura te tika o ngā mahi aromatawai, ā, ka whakatairanga i ngā tino pūkenga me ngā tino āheinga o ngā uri, ka hāpai anō hoki i tā rātou ahu whakamua ki te eke angitu.
E mōhio ana ngā kaiārahi kua tae ki te wā ki te arotake i te mahere rautaki a te kura. E whakaae ana Te Tari Arotake Mātauranga ki taua tūāhuatanga. Ko te whakakoia anō i ngā uara me te tirohanga o te kura, ko te tautuhi i ngā huarahi mō meāke nei, me te whakatau i ngā kaupapa matua ki te taha o te hapori o te kura hei hāpai i te whakahouanga o te mahere rautaki, ka āwhina i ngā mahi aromātai o roto. Ka whai hua ngā uri i te wā e aro ana ngā mahere rautaki ki ngā wawata o ō rātou whānau, ō rātou hapū, me ō rātou iwi.
5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:
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
ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014 .
6 Te Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga ngā taunakitanga e whai ake nei, arā, kia:
Mahi tonu ngā kaiārahi, ngā poumarumaru, me ngā kaiako ki te taha o Ngā Kura ā Iwi o Aotearoa ki te:
whakawhanake me te whakatinana i ngā mahi aromatawai e aroturuki ai, e pūrongo ai hoki i te ahu whakamua me ngā paetae ako a ngā uri, inarā mō rātou ki te kura teina o ngā tau 7 ki te 10
arotake me te whakahou ake i te mahere rautaki, hei tautuhi i ngā kaupapa matua kia whakawhanakehia, me te whakamōhio i ngā whakaritenga ā-tau mō te whakatinanatanga.
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services
18 Haratua, 2023
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Tauranga
Te tau a te Tāhuhu o te Mātauranga 6962
Te tūmomo kura He kura Tau 7-13
Te tokomaha o ngā ākonga o te kura 280
Ngā hononga ā-iwi Māori 99%, Iwi kē 1%
Ngā āhuatanga motuhake Ngā Kura-a-Iwi
Te wā i te kura te rōpū arotake Poutūterangi 2023
Te wā o tēnei pūrongo 18 Haratua 2023
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hakihea 2015
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. ERO’s reports provide important information for whānau , hapū and iwi .
2 Context
Te Wharekura o Mauao is in Bethlehem, Tauranga . The wharekura has special character status and is affiliated to Ngā Kura-ā-Iwi (NKaI). It provides kaupapa Māori based education for uri from Years 7-13. Whānau have connections to all three tribal groups of Tauranga moana - Ngai te Rangi, Ngāti Ranginui and Ngāti Pukenga. Te Wharekura o Mauao architectural design is inspired by the esteemed Mauao mountain and its surroundings, connecting uri to their ukaipo .
How well do uri demonstrate “ He uri whai tukuihotanga ”?
Uri confidently demonstrate “ He uri whai tukuihotanga ” as they learn, apply and share kōrero tuku iho of Ngāti Ranginui, Ngāi te Rangi me Ngāti Pukenga.
4 Findings
Uri identity is affirmed through meaningful learning experiences rich in Ngāti Ranginui, Ngai te Rangi and Ngāti Pukenga kōrero tuku iho . Their learning is based within contexts that are authentically embedded in their whakapapa . Uri understand their roles and responsibilities as mana whenua . Hosting manuhiri provides opportunities for uri to participate in formal situations where karanga, whaikōrero, mōteatea and haka are true expressions of who they are and who they represent. Karakia, maramataka and hohou te rongo are consistent practices to prepare uri for learning. Ngā Uri enjoy being in situations where their core values and principles are seen and felt.
The evolving marau-a- kura responds to the aspirations of uri, whānau hapū and iwi . Uri are learning to be kaitiaki of te taiao . This is further enhanced through uri participation in various kaupapa within the kura and beyond. The kura has strong relationships with iwi representatives and links into the local community. Uri are currently restoring areas of the environment close to the kura . They are learning about the impact industries have on the local environment. Kaitiakitanga practices are opportunities for uri to learn about their place in the environment and connections within Tauranga Moana . Ngā Uri apply ngā uaratanga taketake to a range of contexts inside and outside of the kura .
The poumarumaru and senior leadership team work collaboratively in the best interests of uri, whānau, hapū and iwi . The poumarumaru are made up of highly skilled and knowledgeable people with strong community networks. Leaders ensure that mātauranga Māori, kōrero tuku iho and iwi aspirations are embedded in the curriculum. Kaiako engage in a range of appropriate professional learning and development activities. Improving uri educational and cultural outcomes are enhanced through purposeful leadership practices. The kura whakataukī “ Kia tū Rangatira au i te ao ” inspires uri to stand confidently in both te ao Māori and in the modern world.
Teaching and learning practices focus on creating the conditions for uri to fulfil their potential. Learning programmes reflect these aspirations. Toroa Whakakoko graduate profiles and Te Ara Toa , NKaI system for monitoring uri progress, inform decision making about curriculum delivery and implementation. The kura achievement outcomes for the end of 2022 show uri generally achieved well in National Certificates in Educational Achievement (NCEA) at Levels 1, 2 and 3, with some achieving endorsements. Data for Year 13 showed 100% achieved Level 3. Of those who pursued University Entrance, the majority achieved this. A learning support co-ordinator and whānau work with uri , who require additional support, to improve and enhance outcomes.
Key Next Steps
Improved collection, collation and use of uri progress and learning achievement data, especially in Te Reo Matatini and Pangarau , is needed. This will assist poumarumaru to set appropriate uri achievement targets and report outcomes to the kura community.
Assessment practices require review and improvement. Consistent implementation, monitoring of, and use of assessment in Years 7 to 10 is a priority for development. This should give kura leaders assurance that assessment practices are reliable, and enhance the inherent skills and capabilities of uri supporting their progress toward success.
Leaders recognise it is timely to review the kura strategic plan. ERO agrees with this. Reaffirming the kura values and vision, identifying future directions and determining key priorities with the kura community to inform a revised strategic plan will assist with internal evaluation. Uri benefit when strategic planning responds to the aspirations held for them by their whānau, hapū and iwi .
5 Poumarumaru Assurance on Legal Requirement
During the evaluation, ERO checked at the following areas:
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 recommendations:
That leaders, poumarumaru and kaiako continue to work alongside Ngā Kura-ā-Iwi to:
develop and implement assessment practices for monitoring and reporting uri progress and learning achievement, particularly in kura teina Years 7 to 10
review and revise the strategic plan to identify priorities for development and inform annual implementation plans.
Rita Walker Acting Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services
18 May 2023
7 Information about the Kura
Location Tauranga
Ministry of Education profile number 6962
Kura type Years 7-13
Kura roll 280
Ethnic composition Māori 99%, Other 1%
Special features Ngā Kura-ā-Iwi
Review team on site March 2023
Date of this report 18 May 2023
Most recent ERO report(s) Education Review, December 2015
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).