Te Whata Tau o Putauaki

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 96 — 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. April 2025

   58

   Counted while ERO’s review team was at the school. Education Review Office, report of 7 October 2025

2. 19 October 2015

   109

   Counted while ERO’s review team was at the school. Education Review Office, report of 3 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 7 October 2025 — “Ngā Kitenga Arotake Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.

2 Te Horopaki

Tītia ki te ngākau hei whata toi tū Ko Pūtauaki te maunga he ngārara te kai Ko Rangitāiki ko Tarawera ngā awa Ko Ngāti Awa ko Tūwharetoa ki Kawerau ngā iwi Ko Mātaatua te waka Ko Mātaatua te kawa Ko Mātaatua tēnei e mihi kau atu nei Tīhei mauri ora!

E tū ana Te Whata Tau o Putauaki ki Kawerau. Kua tūhono atu te kura ki Ngā Kura ā Iwi o Aotearoa, ā, e whakarato ana i ngā wheako ako mō ngā uri o ngā tau 1 ki te 15. I tēnei wā kei te whakahoungia ngā whare o te kura, ā, koia nei te wā tuatahi i roto i ngā tau 71 i tū ai te kura. E kawea ana e te Tumuaki Tuarua te tūranga o te Tumuaki Whakakapi.

He pēhea rawa te whakaatu mai a ngā uri i tā rātou whai tukuihotanga me tō rātou mātau ā-tinana, ā-whatumanawa, ā-tangata hoki?

Kei te pakari te aronga toi whenuatanga o ngā uri, ā, he ngākau titikaha ō rātou ki te whakapuaki i te reo me ngā tikanga ake o Mātaatua, mā roto mai i te tangongitanga o ngā horopaki.

4 Ngā Whakaaturanga

Kei te whai wāhi nui ngā uri ki tētahi taiao e pupuri ana i te hōhonutanga o te ahurea, e poipoi ana hoki i te whanaungatanga, ā, e whakapakari ana hoki i ō rātou hononga ki ngā tikanga tuku iho me ngā uara o Tūwharetoa ki Kawerau me Ngāti Awa. E pou here ana te kaitiakitanga i ngā whakaakoranga me ngā akoranga. Ka whai wāhi atu ngā uri ki ngā tikanga tūturu, tae atu ki ngā karakia Ringatū, ngā pōwhiri, me ngā mihimihi, ā, he āhuatanga māoriori nei o ā rātou whakaakoranga e whakakoia ai, e whakapūmau ai hoki i ‘Te Āhuatanga Motuhake’. Tū ai ngā wānanga i ia te wā, ā, he whai wāhitanga ēnei mō ngā kaimahi ki te whakaaro huritao ki ā rātou whakaritenga, ki te whakahōhonu i ō rātou māramatanga ki ngā kaupapa matua, me te whakamahere ngātahi i ngā wheako ako e hāngai pū ana, e aro nui ana hoki ki ngā uri, ngā whānau, ngā hapū, me ngā iwi. Kei ngā mahere ngā takune ako me ngā putanga e hiahiatia ana, ā, ka hāngai ki Ngā Kura ā-Iwi – Te Tihi o Angitu, me Te Marautanga o Aotearoa. E poipoia ana ngā uri hei āta hāpai ake, kia whai wāhi mātātoa ai rātou ki ngā akoranga, ā, ka whakamaheretia, ka aroturukitia hoki tā rātou ahu whakamua me tā rātou angitu mā ngā mahere ako takitahi e hāngai pū ana ki tēnā me tēnā o rātou. Ko ngā whakaakoranga o te reo matatini me te pāngarau, ka āta tuituia ki ngā kaupapa puta noa. E rumakina ana ngā uri ki ngā akoranga torowhānui e whakatairangatia ana ki ngā wheako ako hōhonu e tino whai pūtake ana.

Kua whakaritea e ngā kaiārahi o te wharekura ngā huarahi ako ngohengohe e hāpai ana i ngā uri ki te whai wāhi atu ki ngā wheako ako tūturu e whai pūtake ana. E hāngai ana ngā mahere a ngā kaiako ki te angamahi o Te Ara Toa, mai i Ngā Kura ā Iwi o Aotearoa, ki ngā paetae hoki o Te Taumata Mātauranga ā-Motu kua Taea. Kei te marau ngā kaupapa o Te Taumata Mātauranga ā-Motu kua Taea me mātua tutuki ki ngā taumata 1 ki te 3. Tāpiri atu ki tēnā, e wātea ana ki ngā uri ngā akoranga o waho atu i te kura, ā, ka taea hoki te uru atu ki ngā whai wāhitanga ā-kaupapa, ki ngā mahinga wheako hoki e whakaratohia ana e ngā ratonga o waho.

E whakatauira ana ngā pouārahi i te papai o te whanaungatanga, te ārahitanga, me te whakaaro nui ki ētahi atu. Ko te tauira o te ārahi ngātahi, te mahi tahi, me te kawe ngātahi i ngā haepapa e poipoi ana i te tōpūtanga me te tautoko o tētahi i tētahi. Ka whakatinana ngā kaiārahi i ngā kōkiritanga pērā i te Tohu Rangatira (he whakamihi i te ākonga), hei whakatairanga i ngā uara o te kura. Ka tūhura, ka tono, ā, i ētahi wā ka whiwhi hoki ngā kaiārahi i te tautoko o ngā ratonga o waho, mō ngā mōhiotanga o ngā mātanga e hāpai ai i ngā matea ake o ia ākonga. Kei te mātātoa tō rātou whakawhanake i ō rātou pūkenga me ā rātou rautaki mā te whakawhanaketanga ngaio, hei tautoko i ngā ākonga e tika ana kia āta hāpai ake. Ka whakawhanake, ka whakatinana hoki te ārahitanga i ngā rautaki e whakatairanga ai i te whakapuakitanga me te tupu o te reo Māori i te kura me ngā kāinga o ngā uri. Ka whakapūmau i te kotahitanga, ā, ka whakawhitiwhiti kōrero ngā pouārahi i ia te wā ki ngā whānau, ngā marae, me ngā hapū. Ka whakaaro nuitia ngā matea o ngā uri e ngā kaiārahi.

He tukanga ā Te Poumarumaru, hei hāpai i te whakawhanaketanga ā-ahurea, ā-whatumanawa, ā-tangata hoki o ngā uri. He aronga mārama ki te waihanga me te whakawhanake i tētahi marau ā-iwi e hāngai pū ana ki ngā mātauranga, ngā tikanga ako, me ngā mōhiotanga e whai pānga nui ana ki Te Whata Tau ō Pūtauaki. Ka whakamanahia te reo o ngā whānau, ā, ka toro atu ki ngā whānau kia whai wāhi mai ō rātou whakaaro ki te aronga rautaki. E aro ana te mahere rautaki ki ngā matea ā-ahurea, ā-mātauranga hoki o ngā uri. He mōhiohio mārama o roto i ngā pūrongo a te tumuaki mō ngā whakahaeretanga i te kura i ia rā, me te whai wāhi nui, te angitu hoki o ngā ākonga. Kei te matawhānui ngā pūrongo pūtea, ā, e whakatakoto ana i ngā taunaha me ngā puna pūtea. He nui te tangongitanga o ngā pūkenga me te tautōhito o roto i Te Poumarumaru, mā roto mai i te rāngai mātauranga, ā, i tua atu hoki. E noho ngākau nui ana rātou ki te angitu o ā rātou tamariki. He hononga tuku iho ō ngā whānau, ā, he tūāhuatanga tēnei e āta whakatau i te āhua o ā rātou mahi whakahaere hei tino painga mō tō rātou kura me ngā tamariki. E tino tautoko ana ngā poumarumaru i ngā kaimahi, kia tupu te ngākau titikaha o ngā uri ki tō rātou tuakiri ā-ahurea, ā, kia tū hoki rātou hei kaiārahi i roto i ō rātou whānau, ō rātou hapū, me tō rātou hapori.

Ngā Whakaritenga Matua ka whai ake

Me whakapakari i te tātari o ngā raraunga paetae a ngā uri. I tēnei wā, kei te ngoikore ngā mahi e tātari ana, e aroturuki ana hoki i te ahu whakamua me ngā paetae a ngā uri, tae noa atu ki te Tau 10. I te wā o te arotake, kāhore he whakaaturanga e tohu ana i te tātarihia ngā raraunga paetae hei tautuhi i ngā matea o ngā uri, hei whakahāngai rānei i te titiro ki aua matea, hei miramira rānei i ngā wāhanga o te marau e kitea ai ngā rerekētanga, hei whakatakoto rānei i ngā tūmanako teitei ki te kōkiri i te ahu whakamua o ngā uri e tika ana. Nā te mea kāhore he raraunga i tātarihia mō ngā reanga tau 1 ki te 10, kua whakawhāitihia anō hoki te aromātai i te ahu whakamua a ngā uri. Ka whakatairangatia ngā putanga ki ngā uri i te wā e whai pūtake ana ngā mahi aromatawai, ā, e mōhio ana hoki ngā kaiako ki ngā whakaritenga whakaako, ako anō hoki ka whai ake.

Me whakapūmau ake i ngā whakaritenga e pā ana ki Te Taumata Mātauranga ā-Motu kua Taea. Kei te hou te Tautapa a te Tumuaki ki tōna tūranga, ā, kua whai wāhi atu ki te whakawhanaketanga ako ngaio hei hāpai ake anō i ngā tukanga o te kura. E tohu ana ngā raraunga mō Te Taumata Mātauranga ā-Motu kua Taea i te 48% o ngā uri e whakatutuki ana i te Taumata 1 me te 100% o ngā uri e whakatutuki ana i te Taumata 3. Kāhore he mōhiohio i whakaratohia ai mō ngā uri ki te Taumata 2. Tāpiri atu ki tēnā, he tokoiti rawa ngā uri e whiwhi ana i ngā whakamanatanga, i te Tiwhikete Whare Wānanga rānei. Kāhore anō ngā pūmanawa o ngā uri kia tino whakatinanahia.

Me titiro wawe ki te aromātai o roto. Ahakoa te tangongitanga o ngā pūkenga whai hua o ngā poumarumaru, me toro atu ki te tautoko e hāpai tonu ai i a rātou ki te āta whakatutuki i ā rātou kawenga. Me tahuri ki te whakawhanake i tētahi mahere whakatinana ā-tau e whai hua ai ki te āta aroturuki i te ahu whakamua ki te whakatutuki i ngā whāinga i whakatakotohia ai ki te mahere rautaki. Me titiro anō hoki ki te arotakenga o ngā kaupapa here. I tēnei wā, he maha ngā kaupapa here hei arotake, hei whakahou ake hoki, e āta whakaū ai i te hāngaitanga ki ngā herenga ā-ture me ngā tukanga e māramahia ana e te katoa. Ka whai hua ngā uri mā te whakapaitanga ake o ngā pūnaha me ngā tukanga e whakatairanga ai i tō rātou mātau ā-tinana, ā-whatumanawa, ā-tangata hoki.

Me titiro wawe ki ngā whakaritenga e pā ana ki ngā pūmanawa tāngata. Kāhore ngā pūkete me ngā tukanga o ngā kaimahi e whakapūmautia ana i ia te wā. Me whai i ngā take e pā ana ki ngā arowhai a ngā pirihimana i te haumaru o ngā kaimahi, hei āta whakatau i te whakatutukitanga o ngā huarahi haumaru mō ngā uri. Ka whakatairangatia te noho haumaru o ngā uri mā ngā whakaritenga pūmanawa tāngata e whai painga ai.

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 .

Hei whakatutuki i ā rātou herenga ā-ture, me tahuri Te Poumarumaru ki te:

whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki: iii) te whakatutukitanga o te arowhai a ngā pirihimana i ngā kaimahi kei ngā tūranga kē atu i te mahi whakaako; me iv) te āta arowhai i te takenga ā-tangata, ā-pūkenga, ā-tohu mātauranga, ā-mahi hoki o te kaitono [s599/600 Te Ture Mātauranga me te Whakangungu 2020]

whakapūmau i te haere tonutanga o tētahi hōtaka aromātai o roto e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga [s138 (1) Te Ture Mātauranga me te Whakangungu 2020]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia mahi te kura ki te taha o Ngā Kura ā Iwi o Aotearoa me ngā ratonga e whai pānga ana, hei āta whakatau i tā rātou whakatutukitanga o ngā wāhanga i tautuhia ai ki tēnei pūrongo.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

7 Whiringa-ā-nuku, 2025

7 Ngā kōrero e pā ana ki te Kura

Te tūwāhi Kei Kawerau

Te tau a te Tāhuhu o te Mātauranga 651

Te tūmomo kura He kura hiato (Tau 1-13)

Te tokomaha o ngā ākonga o te kura 58

Ngā hononga ā-iwi Māori 58

Ngā āhuatanga motuhake Ngā Kura ā-Iwi

Te wā i te kura te rōpū arotake Paenga-whāwhā 2025

Te wā o tēnei pūrongo 7 Whiringa-ā-nuku 2025

Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hakihea 2015, Arotake Kawenga Takohanga, Whiringa-ā-nuku 2013

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

Tītia ki te ngākau hei whata toi tū Ko Pūtauaki te maunga he ngārara te kai Ko Rangitāiki ko Tarawera ngā awa Ko Ngāti Awa ko Tūwharetoa ki Kawerau ngā Iwi Ko Mātaatua te waka Ko Mātaatua te kawa Ko Mātaatua tēnei e mihi kau atu nei Tīhei mauri ora!

Te Whata Tau ō Putauaki is located in Kawerau . The kura is affiliated to Ngā Kura ā Iwi o Aotearoa and provides learning experiences for uri from Years 1-15. Currently the kura is in the process of making renovations, the first in the 71-year history of the kura . The Deputy Tumuaki has assumed the position as Acting Tumuaki .

How well do uri demonstrate that they are culturally autonomous, physically, emotionally and socially intelligent?

Uri have a strong sense of belonging and confidently express Mātaatua dialect and tikanga in a variety of contexts.

4 Findings

Uri experience a culturally rich environment that fosters whanaungatanga and strengthens their connections to Tūwharetoa ki Kawerau and Ngāti Awa cultural beliefs and values. Kaitiakitanga underpins teaching and learning. Uri engage in authentic tikanga practices including, karakia Ringatū, pōwhiri , and mihimihi as a natural part of their schooling, affirming and embedding ‘ Te Āhuatanga Motuhake ’. Regular wānanga provide kaimahi with opportunities to reflect on their practice, deepen shared understanding of key kaupapa , and collaboratively plan learning experiences that are relevant and responsive to uri, whānau, hapū , and iwi . Planning includes learning intentions and desired outcomes aligned to Ngā Kura-ā-Iwi -Te tihi o Angitu and Te Marautanga o Aotearoa. Uri with additional needs actively engage in learning, are nurtured and their progress and success is planned and monitored through tailored individual learning plans. Literacy and numeracy teaching are intentionally integrated across subjects and kaupapa. Uri are immersed in holistic learning that is enriched by meaningful context-rich experiences.

Wharekura leaders have established flexible learning pathways that enable uri to engage in meaningful and authentic learning experiences. Kaiako planning aligns with the Te Ara Toa – Pathway for Success framework from Ngā Kura-ā-Iwi o Aotearoa , as well as the National Certificate of Educational Achievement (NCEA) achievement standards. The marau includes compulsory courses at NCEA Levels 1 to 3. In addition, uri have access to extra-curricular learning and can participate in project-based and work experience opportunities delivered by external providers.

Pouarahi model positive relationships, leadership, and empathy for others. A collective and collegiate leadership model with shared responsibilities, fosters a culture of collaboration and mutual support. Leaders implement initiatives such as Tohu Rangatira (student acknowledgement) to promote kura values. Leaders explore, request, and at times receive support from external agencies with specialist knowledge, to support student individual needs. They are proactive about developing their own capabilities and strategies through professional development, to support learners who require additional support. Leadership develop and implement strategies, to promote the speaking and growth of te reo Māori , in both the kura , and homes of uri . There is a commitment to kotahitanga and inclusiveness, with regular communication from Pouarahi to whānau, marae , and hapū. Uri needs are prioritised by leaders.

Poumarumaru have processes in place to support the cultural, emotional, and social development of uri . There is a clear focus on designing and developing a curriculum/ marau-ā-iwi that is centred on the epistemologies, pedagogies, and knowledge sets significant to Te Whata Tau ō Pūtauaki. Whānau voice is valued and sought to inform strategic direction. The strategic plan responds to the cultural and academic needs of uri . Reporting from the Tumuaki provides clear information on the day to day running of the school as well as student engagement and success. Financial reporting is detailed and provides current liabilities and the financial reserves. The Poumarumaru provide a valuable range of experiences from within the education sector and beyond. They are passionate and committed to the success of their tamariki . Historical whānau ties ensure that they operate in the best interests of their kura and the tamariki. Poumarumaru are highly supportive of kaimahi , to grow uri confidence in their cultural identity, and as leaders within their whānau, hapū , and community.

Key Next Steps

Uri achievement data analysis needs strengthening. Currently, analysing and monitoring the progress and achievement of uri up to Year 10 lacks rigour. During the time of the review, there was no evidence that uri achievement data was analysed to identify or focus on all uri needs or curriculum areas where disparities occur or set high expectations for accelerating the progress of those uri who require this. The absence of analysed data for Years 1–10 limits the evaluation of uri progress. Outcomes for uri are enhanced when assessment practices are fit for purpose and kaiako know the next steps for teaching and learning.

The National Certificate of Educational Achievement practices require reinforcement. The Principals Nominee is new to the role and has been participating in professional learning development to further support school processes. NCEA data shows that 48% of uri achieve Level 1 and 100 % of uri achieve Level 3. No information was provided for uri who sit Level 2. Additionally, very few uri achieve endorsements or attain University Entrance. Uri potential is yet to be fully realised.

Internal evaluation requires urgent attention. Whilst members of the poumarumaru have a range of useful skills, there is a further need to seek support to assist them to effectively carryout their full responsibilities. Attention is required to developing an annual implementation plan to effectively monitor progress made towards achieving the goals set out in the strategic plan. Further attention is also required in relation to policy review. Currently, there are a number of policies that require reviewing and updating to ensure alignment to legislation and that the procedures are understood by the collective. Uri benefit from improved systems and processes that promotes them to be physically, emotionally, and socially intelligent.

Human resource practices require attention. Personnel files and processes are not consistently upheld. Matters relating to police vetting and safety checking of kaimahi are needed to provide further safety measures for uri. Uri safety will be enhanced through effective human resource practices.

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.

Actions for Compliance

To meet compliance requirements, they must:

ensure suitable human resource management practices are implemented including: iii) for non-teaching positions, a Police Vet has been carried out iv) the background of an applicant’s character, competence, qualifications, and experience is carefully checked [Section 599/600 Education and Training Act 2020]

maintain an on-going programme of internal evaluation in relation to the policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement. [Section 138 (1) Education & Training Act 2020]

6 Recommendation

ERO recommend that the kura work with Ngā Kura ā Iwi o Aotearoa and relevant agencies to ensure they address areas identified in this report.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

7 October 2025

7 Information about the Kura

Location Kawerau

Ministry of Education profile number 651

Kura type Composite (Years 1-13)

Kura roll 58

Ethnic composition Māori 58

Special features Ngā Kura ā Iwi

Review team on site April 2025

Date of this report 7 October 2025

Most recent ERO reports Education Review, December 2015; Accountability Review, October 2013

Read this report on ero.govt.nz →