Te Wharekura o Te Kaokaoroa o Patetere
Composite · State
- Year levels
- not reported
- Total roll
- 294
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 117 Buckland Street, Putaruru
- Territorial authority
- South Waikato District
- Phone
- 07-8833780
- office@kaokaoroa.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.
What is on offer beyond the classroom?
The sports, arts, clubs and groups this school names on its own website. Not a complete list of what any school offers, and not a count — a school that names more here has written more down, which is not the same as doing more.
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.
- On offer
- Adventure Sports
- Athletics
- Basketball
- Bowls
- Cross Country
- Football
- Kī-o-rahi
- Netball
- Rippa Rugby
- Rugby
Rippa Rugby
- Rugby League
- Swimming
- Touch
- Chess
- Rugby League 7's
- Golf
- Winter Sports
- Aims-Games
- CNIAS
- Elite sport programme
Students who show exceptional talent and dedication in a sporting field may be selected for the Elite sport programme.
- Manawa Ora
Manawa Ora is a holistic hauora programme developed by our sports staff to support tauira in strengthening their overall wellbeing.
- Pre-Season
Our Pre-Season programme is a specific training programme aimed directly at our wharekura students Year 7-13.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 40
- Māori
- 283
- Pacific
- 35
- Asian
- 7
- MELAA
- 1
- Other
- 3
- 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 | 20 | 2 | 0 | 0 | 1 | 1 | 0 | 21 |
| Year 02 | 26 | 2 | 1 | 1 | 1 | 4 | 0 | 26 |
| Year 03 | 32 | 1 | 1 | 0 | 0 | 2 | 0 | 32 |
| Year 04 | 21 | 1 | 0 | 0 | 0 | 0 | 0 | 21 |
| Year 05 | 26 | 5 | 0 | 0 | 0 | 0 | 0 | 26 |
| Year 06 | 23 | 0 | 0 | 0 | 0 | 0 | 0 | 23 |
| Year 07 | 15 | 1 | 0 | 0 | 0 | 2 | 0 | 16 |
| Year 08 | 29 | 2 | 1 | 0 | 0 | 3 | 0 | 30 |
| Year 09 | 34 | 1 | 1 | 0 | 0 | 6 | 0 | 34 |
| Year 10 | 28 | 2 | 1 | 0 | 0 | 8 | 0 | 30 |
| Year 11 | 24 | 5 | 0 | 0 | 0 | 1 | 0 | 25 |
| Year 12 | 17 | 2 | 1 | 0 | 0 | 1 | 0 | 17 |
| Year 13+ | 18 | 0 | 0 | 0 | 0 | 2 | 0 | 18 |
| Total | 313 | 24 | 6 | 1 | 2 | 30 | 0 | 319 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 18 | 2 | 0 | 0 | 1 | 1 | 0 | 19 |
| Age 06 | 27 | 2 | 1 | 1 | 1 | 4 | 0 | 27 |
| Age 07 | 32 | 0 | 1 | 0 | 0 | 2 | 0 | 32 |
| Age 08 | 20 | 2 | 0 | 0 | 0 | 0 | 0 | 20 |
| Age 09 | 26 | 5 | 0 | 0 | 0 | 0 | 0 | 26 |
| Age 10 | 24 | 0 | 0 | 0 | 0 | 0 | 0 | 24 |
| Age 11 | 17 | 1 | 0 | 0 | 0 | 2 | 0 | 18 |
| Age 12 | 28 | 2 | 1 | 0 | 0 | 3 | 0 | 29 |
| Age 13 | 33 | 1 | 1 | 0 | 0 | 6 | 0 | 33 |
| Age 14 | 26 | 2 | 1 | 0 | 0 | 7 | 0 | 28 |
| Age 15 | 24 | 5 | 0 | 0 | 0 | 2 | 0 | 25 |
| Age 16 | 19 | 2 | 1 | 0 | 0 | 1 | 0 | 19 |
| Age 17 | 18 | 0 | 0 | 0 | 0 | 2 | 0 | 18 |
| Age 18 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 313 | 24 | 6 | 1 | 2 | 30 | 0 | 319 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
89.3%
| Te Wharekura o Te Kaokaoroa o Patetere | 89.3% |
|---|---|
| Waikato Region | 84.2% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 85.7% |
| Māori | 89.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 89.3% |
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
71.4%
| Te Wharekura o Te Kaokaoroa o Patetere | 71.4% |
|---|---|
| Waikato Region | 75.7% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 57.1% |
|---|---|
| Male | 76.2% |
| Māori | 71.4% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 71.4% |
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
14.3%
| Te Wharekura o Te Kaokaoroa o Patetere | 14.3% |
|---|---|
| Waikato Region | 51.3% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 28.6% |
|---|---|
| Male | 9.5% |
| Māori | 14.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 14.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
25%
| Te Wharekura o Te Kaokaoroa o Patetere | 25% |
|---|---|
| Waikato Region | 15.1% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 33.3% |
| Māori | 25% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 25% |
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
75%
| Te Wharekura o Te Kaokaoroa o Patetere | 75% |
|---|---|
| Waikato Region | 77.4% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 57.1% |
|---|---|
| Male | 81% |
| Māori | 75% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 75% |
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
| Male | not reported |
|---|---|
| Female | 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 Te Kaokaoroa o Patetere | 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 | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| Te Wharekura o Te Kaokaoroa o Patetere | 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 | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| Te Wharekura o Te Kaokaoroa o Patetere | 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 | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 523
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 5 June 2006
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
- 27 November 2025
- Latest report
- Te Wharekura o Te Kaokaoroa o Patetere November 2025
- 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 294 — 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.
July 2025
320
Counted while ERO’s review team was at the school. Education Review Office, report of 27 November 2025
May 2022
278
Counted while ERO’s review team was at the school. Education Review Office, report of 10 August 2022
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 27 November 2025 — “Te Wharekura o Te Kaokaoroa o Patetere November 2025” — 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
Ko Ōraka te Awa Ko Te Arawa, Tainui, Mātaatua ngā Waka Ko Hautere te Maunga Ko Ngāti Āhuru me Ngāti Mahana ngā Hapū Ko Raukawa te Iwi Ko Pātetere te Tupuna Ko Te Kaokaoroa ki Pātetere te pou kōrero
E tū ana Te Wharekura o Te Kaokaoroa o Pātetere ki Pūtāruru. He kura hiato tēnei mō ngā tauira o ngā tau 1 ki te 13, ā, kua hono atu ki Ngā Kura ā Iwi o Aotearoa. E tautāwhi ana te kura i tō rātou Raukawatanga me tā rātou whai wāhi nui ki Te Kīngitanga. Kei te tino tupu tonu tā rātou whakawhanake i ngā whare, ā, i roto i ngā tau e rua kua hipa, kua whakatūngia tētahi whare hou o te wharekura, me te whare o te kōhanga reo.
He pēhea rawa te whakaatu mai a ngā tauira i tō rātou whai tukuihotanga me tā rātou whakaaweawe?
Ka kitea ki ngā tauira te pakari o tō rātou whai tukuihotanga mā tō rātou ngākau titikaha ki te whakamahi i te reo Māori, mā tō rātou māramatanga ki ngā tikanga, me tā rātou whai wāhi mātātoa atu ki ngā horopaki ako ā-iwi.
4 Ngā Whakaaturanga
‘Mahia te mahi’
Ka kitea ki ngā tauira te manawa whakahī mō tō rātou kura mā tā rātou whai wāhi mātātoa ki tētahi marau ā-kura e hāpai ai i a rātou ki whakamānawa me te whakapuaki anō hoki i a rātou anō hei Māori. Ko Tāpokotea te tirohanga rautaki a te kura, ā, e whanake tahi ana me te tupu me ngā wawata o te whānau, me ngā kaupapa matua a te kāwanatanga. Ko ngā kōrero tuku iho e pā ana ki a Tāwhaki me ngā tūpuna rangatira, ka tuituia puta noa i ngā āhuatanga katoa o ngā akoranga. E ākina ana te whakatinanatanga o ngā tauira i ngā pūmanawa o ngā tūpuna, me te whai māramatanga ki ngā wero i pā ki a rātou, ā, i te whai pānga o aua wheako ki te iwi i tēnei rā tonu. Kua whakatinanahia te marau ki ngā pou e whā, ā, ko te wawata ia kia tupu ngā tamariki ki te tū māia me te whai hononga hei tauira. Ko te mātauranga, ko ngā mahi a Rēhia, ko ngā hākinakina, me te whakatupuranga, he tūāpapa mō te whakawhanaketanga i te katoa o te tamaiti i a ia e whanake haere ana i te kura. Ka kitea ki ngā tauira tō rātou manawa whakahī mō te kura, mā tā rātou whai wāhi mātātoa ki ngā wheako e hāpai ai i a rātou ki te whakamānawa me te whakapuaki i a rātou anō hei Māori, ā, hei uri hoki o Ngāti Āhuru me Ngāti Mahana. Ko te tūturutanga me te whai pūtaketanga o ngā wheako ako pērā i te kapa haka, te Manu Kōrero, me ngā hākinakina, he whai wāhitanga mō ngā tauira ki te tūmāia ki te whakapuaki i a rātou anō. Kei te ngākau titikaha ngā tauira ki te whai wāhi atu ki te tangongitanga o ngā horopaki i te kura, i te hapori, me te ao whānui.
‘Kia mau ki te aka matua’
E rumakina ana ngā tauira ki tētahi taiao e kaha pupuri nei i te reo Māori, e āta whakatōngia ana ngā tikanga. E tautokona ana rātou e ngā kaimahi e whakapuaki ana i te hōhonutanga o ngā mōhiotanga ki ngā kaupapa nui, ngā wāhi, me ngā tāngata o nehe. E tino whakatauira ana ngā mātanga reo i te matatau ki te reo Māori i te kura, i te marae, ā, i te hapori whānui tonu. Kei te ngākau titikaha ngā tamariki hei ākonga e whai wāhi mātātoa ai ki ngā akoranga me ngā wheako e whakapakari ana i tō rātou tū tangata ki te kura me te hapori. Ka whai wāhi atu, ka hāpai hoki ngā tauira o te wharekura i ngā kaupapa o te hapori, ā, ka tū hei kaimanaaki, hei kaiārahi hoki i ngā huihuinga pērā i ngā Poukai me te Koroneihana. E ākina ana, e tautokona ana hoki ngā tauira i te kura tēina i roto i ō rātou akomanga, kia ārahi rātou i ngā karakia, ngā waiata, me ngā akoranga. Ka hāpai ngā kaimahi me ngā tauira tuākana i ngā tēina, i a rātou e māia haere ana ki te ārahi. Ka whakatakoto ngātahi i ngā mahere pae tawhiti, ā, ka mahi tahi hoki ngā kaimahi i roto i ngā kāhui ki te whakawhanake i ngā mahere kōwae me ngā mahere akoranga. Kei roto i te kura tēina te aronga pū ki te whakapakari i ngā tino pūkenga whakapū i roto i te reo matatini. E kaha tautokona ana te whakamahinga i ia te wā i te aronga me ngā rauemi o Rangaranga Reo ā-Tā. He aronga tēnei kua pou herea ki ngā mātāpono o te mātai pānui, ā, he hua o roto ki te whakatairanga ake i ngā putanga ki ngā tauira katoa, tae atu hoki ki ērā e mau ana i ngā matea ako rau. Kei te takune ngā kaiako ki te whakatakoto i ngā akoranga nahanaha o te pāngarau. E tautokona ana ngā tauira kia whanake te mana motuhake, ngā pūkenga whakaaro hirikapo, me te tino rangatiratanga. E tupu ana te tū takitahi o ngā tauira, i a rātou e whai wāhi atu ana ki tētahi taiao ako i āta whakaarohia ai.
E tino tautokona ana ngā tauira kia whakatutuki rātou i Te Taumata Mātauranga ā-Motu kua Taea. Kei te Taumata 4 o te marau ngā tauira o ngā tau 9 ki te 10 e mahi ana, ā, e hāpaitia ana e ngā whakaakoranga kua whakapoutamatia me ngā ritenga e ahu mai ana i te ahurea. Ka kitea ki te ahu whakamua me ngā paetae o ngā tauira tuākana te pakari o ngā mahi mātauranga, me te whakahāngaitanga o te tautoko kia angitu ai rātou. E tohu ana Te Taumata Mātauranga ā-Motu kua Taea mō te tau 2024 i te nuinga o ngā tauira e whakatutuki ana i te Taumata 1 me te Taumata 2. E tohu ana ngā raraunga i te pikitanga ake o ngā paetae i te Taumata 3, i ērā nō ngā tau o mua atu, ā, e 50% o rātou e wehe atu ana i te kura me te Tiwhikete Whakauru Whare Wānanga. Ka whakawhanake ngā tauira i te ngākau titikaha, i te mōhiotanga ki a ia anō, i te angitu anō hoki mā ngā whakaritenga whakaako e aronui ana ki te tauira.
‘Whāngai te iti kahurangi’
Ka whakaritea e ngā kaiārahi ngā tūāhuatanga e hāpai ai i te ūkaipōtanga o ngā tauira, mā te āta whakatau i te noho pūmau o te tirohanga me ngā uara o te kura, me te hāngai pū o te taiao ki te iwi, ki te ao Māori, ki te hapori anō hoki. Ko ngā rautaki ki te rumaki i ngā tauira i roto i te reo me ngā tikanga o Raukawa me Tainui, kua āta whakatōngia puta noa i te kura, ā, e tūhonohono ana, e whakapakari ana hoki i ngā mōhiotanga ki te whenua me ngā kōrero tuku iho. Ka whakatairangatia te mōhiotanga ā-ahurea o ngā tauira mā te ako i ngā waiata, ngā mōteatea, ngā pao, me ngā haka i titongia ai e ngā kaiārahi me ngā kaiako. Ka whai wāhi mātātoa ngā kaimahi ki te rūnanga me te hapori, ā, ka āta whakatau i ngā whai wāhitanga mō ngā tauira ki te hāpai me te uru atu ki ngā kaupapa a te iwi. E pou here ana te whanaungatanga me te manaakitanga i ngā hononga mahi ngaio i roto i te rōpū kaiārahi, ā, puta noa hoki i te kura. Kei te tino mārama ngā kaiārahi ki ō rātou tūranga, ka mahi rātou ki te taha o ō rātou ake rōpū ki te whakapakari ake i ngā pūkenga o ngā kaimahi, me te hāpai anō hoki i te haere tonutanga o te whakawhanaketanga ngaio. E arahina ana te whakawhanaketanga ngaio e ngā hiahia o ngā kaimahi me ngā whakarerekētanga anō hoki ki ngā herenga ā-ture o te mātauranga. Ka āta whakatau ngā kaiārahi kia whakaaro huritao tonu, kia tupu tonu hoki ngā kaimahi kia kounga kairangi ai te mātauranga e whakapuakihia ana e rātou mā te reo Māori. Ka whakawhanake ngā tauira i ngā pūkenga me ngā mōhiotanga hei kaitiaki, hei kaiārahi, ā, hei puna hoki o te māramatanga mō ngā whakatupuranga kei te heke mai.
‘Whakareia te karaka o te hinu raukawa’
Ka arotahi te poari ki anamata, ka kōkiri, ka hautū hoki i te tirohanga o te kura ki te taha o tō rātou whānau, kia tupu ai te waiora me te angitu. E whakaraupapa ana te mahere rautaki i ngā whāinga o te kura, ā, ka āta tautuhia ngā taumata ako e arotahi ana ki te whakapakari i ngā pūkenga ārahi o ngā tauira me te whakawhanaketanga o tētahi taiao ako kounga kairangi e hāpai ana i tā rātou whai i te angitu ki anamata. Hui ai te poari i ia te wā ki te whakawhiti kōrero mō ngā take o te kura, ā, nā konā rātou whakatau ai hoki i ngā tūāhuatanga e tautoko ana i te ūkaipōtanga o ngā tauira, mā te aroturuki i te taetae mai ki te kura, i te waiora, i te ahu whakamua, me ngā paetae. Ka whakamahi i ngā raraunga o te wharekura ki te whakapai ake i te ahu whakamua me ngā paetae. Ka tātari i te taetae mai ki te kura i ia te wā, ā, ka āta whakawhitiwhiti kōrero ki te taha o ngā whānau kia tautuhia, kia whakatikaina hoki ngā tūāhuatanga e aukati ana i te tae auau mai ki te kura. Ka tautoko ngā kaitiaki o te poari i te whakatinanatanga me te whakawhanaketanga o ngā kaiārahi me ngā kaiako i ngā hōtaka e whakatairanga ana i te angitu o ngā tauira me te whakapakari anō hoki i tō rātou mōhiotanga ngaio. E hāpaitia ana ngā tauira e te pūnaha pāhekoheko e whakamana ana i te whai wāhi mai a ngā whānau, ā, e whakatairanga ana hoki i te toitūtanga o te angitu me te waiora.
Ngā Whakaritenga Matua ka whai ake
Me titiro ki ngā mahi aromatawai. Me whakapakari ngā kaiārahi me ngā kaiako i tā rātou whai māramatanga ki ngā raraunga, kia whai hua ake ai te whakamahinga o ngā mōhiohio e pā ana ki te ahu whakamua me ngā paetae. Me takune ake te whakamahinga o ngā raraunga aromatawai ki te tautuhi i ngā tauira e tika ana hei whakatere ake. Me whakamōhio anō hoki ngā paetae i te whakatakotoranga o ngā tino taumata rautaki e arotahi ana ki te whakatutuki i ngā tōrite i tautuhia ai. Ka whakatairangatia ngā putanga ki ngā tauira mā ngā mahi aromatawai e whai tikanga ana, e whai pūtake ana hoki.
Me whakapakari ake i te arotakenga o ngā kaupapa here. Me whakatinana i tētahi rārangi mahi ōkawa mō te arotakenga o ngā kaupapa here me ngā tukanga, hei āta whakatau i te whai māramatanga, i te whai pūtaketanga, me te āta whakatinanatanga anō hoki i ia te wā. Ko te whakarite i tētahi huringa taiāwhio arotake auau – inarā mō ngā kaupapa here e pā ana ki te haumaru me te waiora o ngā tauira – ka hāpai i ngā kaimahi me ngā kaiako ki te āta whakatinana pai i ngā whakaritenga e whakatairanga ana i te haumarutanga, i te kotahitanga, me ngā tūāhuatanga e whai hua ana mō te ako. Ka whai wāhi ki taua mahi, ko te tuhi haere i ngā tūāhuatanga whakamōrearea, i ngā akoako ohotata, me te kaha ake o te māramatanga ki te kaupapa here e pā ana ki te ārai tamariki. Ka whakatairangatia te hauora, te haumaru, me te waiora o ngā tauira mā te māramatanga ngātahi ki ngā kaupapa here me ngā tukanga e hāngai pū ana.
Me whai whakaaro ake ki ngā huarahi umanga o ngā tauira. He wā pai tēnei mō ngā kaiārahi me ngā kaiako ki te whakapai ake i te whakaratonga o te mātauranga umanga mā ngā tauira, mai i te Tau 7 piki ake, mā te whakawhanake i te aronga e noho nahanaha ake ana, e aronui ake ana hoki. Ko te tikanga, ka hāpai taua aronga i te whai mōhiohio a ngā tauira me ō rātou whānau i roto i ā rātou whakataunga mō ngā kaupapa ako ka whiriwhirihia, me te hāngaitanga o ērā ki ō rātou ngākau nuitanga, ō rātou pūmanawa, me ō rātou wawata ki anamata. Ko te whakapakari i ngā hononga ki ngā huarahi umanga, huarahi mātauranga anō hoki, ka whai wāhi atu ki te āta whakarite i te tauira mō ngā whakawhitinga atu ki te mātauranga, ki ngā whakangungu rānei, ki ngā mahi rānei ki anamata.
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
E taunaki ana Te Tari Arotake Mātauranga kia mahi ngātahi tonu te kura ki te taha o ō rātou whānau ki te whakatutuki i ngā whakaritenga matua i tautuhia ai kia whāia.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
27 Whiringa-ā-rangi, 2025
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Putāruru
Te tau a te Tāhuhu o te Mātauranga 567
Te tūmomo kura He kura hiato Tau 1 ki te 13
Te tokomaha o ngā ākonga o te kura 320
Ngā hononga ā-iwi Māori 98%, Iwi kē 2%
Ngā āhuatanga motuhake Ngā Kura ā Iwi
Te wā i te kura te rōpū arotake Hōngongoi 2025
Te wā o tēnei pūrongo 27 Whiringa-ā-rangi 2025
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Here-turi-kōkā 2022; Arotake Mātauranga, Here-turi-kōkā 2016
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
Ko Oraka te Awa Ko Te Arawa, Tainui, Mātaatua ngā Waka Ko Hautere te Maunga Ko Ngāti Āhuru me Ngāti Mahana ngā Hapū Ko Raukawa te Iwi Ko Pātetere te Tūpuna Ko Te Kaokaoroa ki Patetere te pou kōrero
Te Wharekura o Te Kaokaoroa o Patetere is situated in Pūtāruru . They are a composite Year 1-13 kura , affiliated with Ngā Kura ā Iwi o Aotearoa . The kura embrace their Raukawatanga and their role within the Kiingitanga . They continue to make significant growth in property development with a new wharekura building and a kōhanga reo completed in the last two years
How well do tauira demonstrate they are culturally autonomous and influential?
Tauira demonstrate strong cultural autonomy through confident use of te reo Māori , understanding of tikanga , and active participation in iwi -based learning contexts.
4 Findings
‘Mahia te mahi’
Tauira demonstrate pride in their kura through their active participation in a marau ā-kura where they get to honour and express themselves as Māori . Tāpokotea , the kura strategic vision, continues to evolve with the growth and aspirations of the whānau and government priorities. The narratives of Tāwhaki and esteemed tūpuna are interwoven into all aspects of learning. Tauira are encouraged to emulate attributes of tūpuna and understand the challenges they faced, as well as the impact those experiences had on the iwi of today. The marau stands as four pou that aspires to grow tamariki to be confident and connected learners. Mātauranga, mahi ā Rēhia, hākinakina , and whakatipuranga provide a platform for developing the whole tamaiti as they make their way through kura . Tauira demonstrate pride in their kura through their active participation in experiences where they get to honour and express themselves as Māori and as uri of Ngāti Āhuru and Ngāti Mahana . Authentic and meaningful learning experiences including kapa haka, Manu Kōrero , and hākinakina present opportunities for tauira to express themselves confidently. Tauira confidently participate in a range of contexts in the kura , the community, and the wider world.
‘Kia mau ki te aka matua’
Tauira are immersed in a reo Māori rich environment where tikanga is well embedded. They are supported by kaimahi who share a wealth of knowledge in historical events, places, and people. Mātanga reo emulate a proficiency in te reo Māori as role models in kura , on the marae , and in the wider hapori . Tauira are confident learners who actively engage in learning and experiences that build on their autonomy in kura and the hapori . Wharekura tauira participate and contribute to local events, serving as kaimanaaki and kaiārahi at gatherings such as Poukai and Koroneihana . Tauira in kura tēina are encouraged and supported in their classrooms to lead in karakia, waiata , and learning. Kaimahi and older tauira guide tēina as they build their confidence to lead. Long term mahere are collectively constructed with kaimahi working together in kāhui to develop unit and lesson plans. There is a particular focus in the kura tēina on building strong foundational skills in te reo matatini . Using the Rangaranga Reo ā-Tā approach and rauemi consistently across the kura tēina is well-supported. Underpinned by the principles of the science of reading, this approach has potential to enhance outcomes for all tauira , including those with diverse learning needs. Kaiako intentionally implement structured pāngarau lessons. Tauira are supported to develop mana motuhake , meta-cognitive skills, and tino rangatiratanga. Tauira are growing independence as they participate in a considered learning environment.
Tauira are well supported to achieve National Certificate of Educational Achievement (NCEA) qualifications. Tauira in years 9 - 10 are working at curriculum Level 4 and are supported through scaffolded teaching and culturally grounded routines. Progress and achievement for senior tauira reflects strong academic performance and targeted support for success. The 2024 data indicate a majority of tauira achieved NCEA Level 1 and a significant majority achieved Level 2. The data showed there was a significant increase in Level 3 achievement compared to previous years with 50% of school leavers attaining University Entrance. Tauira develop confidence, self-awareness, and success through responsive teaching practices.
‘Whāngai te iti kahurangi’
Kaiārahi create conditions that support tauira ūkaipōtanga by ensuring the kura vision, values, and an iwi -centric, te ao Māori environment and hapori are embedded. Strategies to immerse tauira in te reo and tikanga of Raukawa and Tainui are successfully ingrained across the kura , connecting and building knowledge to the whenua and kōrero tuku iho . Tauira cultural knowledge is uplifted through learning of waiata, mōteatea, pao , and haka composed by kaiārahi and kaiako . Kaimahi are active in the rūnanga and hapori ensuring opportunities for tauira to contribute and participate in iwi kaupapa . Whanaungatanga and manaakitanga underpin the collegial and professional working relationships within the kaiārahi team and across the kura . Kaiārahi have a clear understanding of their roles, they work alongside their respective teams to build kaimahi capability and support ongoing professional development. Professional development is guided by kaimahi desires and legislative change in education. Kaiārahi ensure kaimahi are continually reflecting and growing to deliver a high-quality education through te reo Māori . Tauira develop skills and knowledge as kaitiaki , leaders, and carriers of māramatanga for future generations.
‘Whakareia te karaka o te hinu raukawa’
The Poari are future focused, facilitating and driving the kura vision alongside their whānau to grow wellbeing and success. The strategic plan outlines the kura whāinga , with clearly identified learning targets focused on building tauira leadership capability and developing a state-of-the-art learning environment that supports their future success. The Poari meet regularly to discuss kura matters where they create conditions that support tauira ūkaipōtanga by monitoring attendance, wellbeing, progress, and achievement. Wharekura data is utilised to improve progress and achievement. Analysis of attendance is regularly analysed with open communication maintained with whānau to help identify and address any barriers to consistent attendance. Trustees support kaiārahi and kaiako to implement and develop programmes that enhance tauira success whilst building on their professional knowledge. Tauira are supported by a cohesive system that values whānau input and promotes sustained success and wellbeing.
Key Next Steps
Assessment practice requires attention. There is a need for leaders and kaiako to strengthen their data literacy to more effectively utilise progress and achievement information. Assessment data should be used more deliberately to identify tauira who require accelerated progress. Achievement information should also inform the setting of specific strategic targets that focus on addressing identified disparities. Outcomes for tauira are enhanced through deliberate and purposeful assessment practices.
Policy review requires strengthening. A formal schedule for reviewing policies and procedures needs to be implemented to ensure they are well-understood, fit for purpose, and consistently applied. Establishing a regular review cycle, particularly for policies related to the safety and wellbeing of tauira , should support kaimahi and pouako to confidently enact practices that promote safe, inclusive, and effective learning conditions. This includes the recording of hazards, emergency drills, and a clearer understanding of the Child Protection Policy. Tauira health, safety, and wellbeing is enhanced through a collective understanding of fit for purpose policies and procedures.
Career pathways for tauira requires further consideration. It is timely for kaiārahi and kaiako to improve the provision of careers education for tauira in Years 7 and above by developing a more structured and responsive approach. This should support tauira and their whānau to make informed decisions about subject choices that align to their interests, strengths, and future aspirations. Strengthening connections to vocational and academic pathways will help ensure tauira are well-prepared for transitions into future education, training, or employment.
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 recommend the kura continues to work collaboratively with their whānau to address the identified key next steps.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
27 November 2025
7 Information about the Kura
Location Putāruru
Ministry of Education profile number 567
Kura type Composite Years 1-13
Kura roll 320
Ethnic composition Māori 98%, Others 2%
Special features Ngā Kura ā Iwi
Review team on site July 2025
Date of this report 27 November 2025
Most recent ERO report(s) Education Review, August 2022; Education Review, August 2016
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).