TKKM o Hurungaterangi
Composite · State
- Year levels
- not reported
- Total roll
- 92
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 114 Sunset Road, Mangakakahi, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3459184
- admin@hurunga.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Rotorua · schools in Bay of Plenty
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 2
- Māori
- 91
- Pacific
- 7
- Asian
- 1
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Year 02 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 03 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 04 | 9 | 1 | 1 | 0 | 0 | 0 | 0 | 11 |
| Year 05 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 06 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 07 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 08 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 09 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 10 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 11 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 12 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 13+ | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Total | 91 | 1 | 1 | 0 | 0 | 0 | 0 | 93 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 06 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 07 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 08 | 8 | 1 | 1 | 0 | 0 | 0 | 0 | 10 |
| Age 09 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 10 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 11 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 12 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 13 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 14 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 15 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 16 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 17 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Total | 91 | 1 | 1 | 0 | 0 | 0 | 0 | 93 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
83.3%
| TKKM o Hurungaterangi | 83.3% |
|---|---|
| Bay of Plenty Region | 87.3% |
| 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 | 83.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 83.3% |
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
50%
| TKKM o Hurungaterangi | 50% |
|---|---|
| Bay of Plenty Region | 78.1% |
| 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 | 50% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 50% |
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
50%
| TKKM o Hurungaterangi | 50% |
|---|---|
| Bay of Plenty Region | 56.5% |
| 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 | 50% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 50% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
33.3%
| TKKM o Hurungaterangi | 33.3% |
|---|---|
| Bay of Plenty Region | 18.1% |
| 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 | 33.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 33.3% |
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
50%
| TKKM o Hurungaterangi | 50% |
|---|---|
| Bay of Plenty Region | 77.3% |
| 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 | 50% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 50% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Pacific | not reported |
|---|---|
| Female | not reported |
| Male | not reported |
| Māori | 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%
| TKKM o Hurungaterangi | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| 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 | Not available (source marker: "nd") |
| 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%
| TKKM o Hurungaterangi | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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 | Not available (source marker: "nd") |
| 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%
| TKKM o Hurungaterangi | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| 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 | Not available (source marker: "nd") |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 550
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 10 November 1999
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
- 3
- Last reviewed
- 28 November 2024
- 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 92 — 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.
August 2024
86
Counted while ERO’s review team was at the school. Education Review Office, report of 28 November 2024
19 June 2017
88
Counted while ERO’s review team was at the school. Education Review Office, report of 25 July 2017
March 2013
76
Counted while ERO’s review team was at the school. Education Review Office, report of 1 May 2013
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 28 November 2024 — “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
Ko Moerangi te maunga Ko Puarenga te awa Ko Rotorua-nui-a-Kahumatamomoe te moana Ko Ngāti Hurungaterangi te hapū Ko Ngāti Whakaue te iwi Ko Te Arawa te waka Ko Hurungaterangi te marae
E tū ana Te Kura Kaupapa Māori o Hurungaterangi ki Rotorua. E whakarato ana te kura i te mātauranga ki ngā ākonga o ngā tau 1 ki te 13. E whakahaerehia ana mā ngā mātāpono o Te Aho Matua, ā, he tūāhuatanga e whai pānga matua ana ki te mātauranga e whakaratohia ana. Whai muri i te arotakenga o mua a Te Tari Arotake Mātauranga i te Hōngongoi o te tau 2017, kua wehe atu ētahi atu kairīhi i te noho tahi ki ngā papa me ngā whare o tō rātou wāhi ako, ā, nā tēnā kua rahi ake te wāhi o te kura. I roto ētahi o ngā ākonga o te wharekura i te rōpū i toa ai i te whakataetae kapa haka ā-motu o ngā kura tuarua mō te tau 2024.
He pēhea rawa te whakaatu mai a ngā ākonga i tō rātou ake manawa whakahī, ā, he pēhea rawa hoki tā rātou whakapuaki i ā rātou akoranga ki te whānau, te hapū, me te iwi?
Ka kitea ki ngā ākonga tō rātou manawa whakahī, tō rātou pārekareka, me tō rātou ngākau nuitanga ki te whakapuaki i ā rātou akoranga ki te taha o ētahi atu.
4 Ngā Whakaaturanga
Te Ira Tangata E whakarato ana te whānau i tētahi taiao ako papai e ahu mai ana i ngā uara Māori, i ngā whakapono Māori, me ngā ariā Māori. He tino māramatanga tō rātou ki Te Aho Matua, ki te Tuakiri o te Tangata, ā, kua roa nei e hono pū ana ki Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa. He tokomaha ngā whānau i whiriwhiri i tēnei o ngā kura nā te wairua atawhai, te wairua rāhiri. E ngākau nui ana rātou, e noho maioha ana rātou ki tēnā e whāngaihia ana e te kura mō rātou ko ō rātou whānau. Kua pou herea te katoa o ngā hononga me ngā whakataunga ki Ngā Mātāpono o Te Aho Matua. Nā tēnā, kua taunga te mauritau, te haumaru, me te pakari mō ngā ākonga me ngā whānau. Ka rongo ngā ākonga i te whanaungatanga, te manaakitanga, me te tiakitanga. Ka kitea ngā ariā o te wairua, te mauri, te tapu, te Ihomatua, me te mana, ā, koia nei te tūāpapa e whakaratohia ana mō ngā ākonga me ngā whānau mō te papai o ō rātou hononga. Kei te harikoa, kei te mauritau te āhua o ngā ākonga, ā, ka manaaki hoki rātou i ētahi atu.
Te Reo
Ka whai wāhi nui ngā ākonga ki te reo Māori mā roto mai i te hōhonutanga me te tūturutanga o ngā horopaki. Ka kaha rongo rātou i te reo Māori ōkawa me te reo Māori ōpaki. Ko ngā waiata, ngā haka, ngā whakataukī me ngā pōhiri he whai wāhitanga ki te whakaputa i te reo Māori me te whakatinana i tō rātou ngākau titikaha. He pakari ngā ākonga ki te whakawhiti kōrero, te whakawhiti whakaaro me te wānanga, puta noa i te rā. I a rātou e whakawhiti haere ana puta noa i te kura, ka āta tautokona kia pakari ake, kia whānui ake tō rātou reo me ō rātou pūkenga i mua i te koke whakamua tonu. He tokomaha ngā ākonga e eke ana ki tua atu i ngā wawata me ngā tūmanako o ō rātou whānau, ā, ka whakapuaki i ā rātou akoranga reo ki tō rātou taha. Ko tā ngā kaiako mahi, he tuku kōrero urupare, he tuku kōrero whanake hoki e akiaki ana, e ārahi ana i te whakawhanaketanga reo me te whakawhānuitanga reo. E tino tautokona ana ngā ākonga, ā, ka whakawhanake tō rātou mātau ki te kōrero, te whakaaro, te whakarongo, te pānui, me te tuhituhi i roto i te reo Māori me te reo Pākehā. Ka whakapuaki ngā ākonga i ō rātou mōhiotanga ki te reo Māori ki te whānau, te hapū, me te iwi.
Ngā Iwi
E ako ana ngā ākonga i ō rātou hononga ki Te Arawa, ā, ki waenga hoki i a rātou anō. Ko te whakahirahiratanga me te tū o Ngāti Hurungaterangi ka whakatairangatia ki ngā mōteatea tuku iho me ngā mōteatea o nāianei hoki. Ka whakamaheretia ngā hītori, ngā kōrero, me ngā hononga o Te Arawa, puta noa i te marau, ā, e whakatairanga ana i te tuakiri o ngā ākonga. Ka whai wāhi atu, ka toro atu hoki ngā ākonga me ngā whānau ki ētahi atu kura i Te Arawa, me ngā kaupapa hoki a te iwi me te hapori. Ka taea e ngā ākonga te whakahua ake ō rātou hononga pū ki te kura, ki te whenua, ā, ki waenga hoki i a rātou anō. He whai wāhitanga anō hoki ki te tūhura me te whakawhiti kōrero mō te whai pānga o ngā kaupapa hītori ki Te Arawa me te iwi Māori. Ka kitea ki ngā ākonga tō rātou manawa whakahī mō ō rātou whānau, ō rātou hapū, me ō rātou iwi.
Te Ao
Ka rumakina ngā ākonga e te whānau mā roto mai i tētahi taiao e tohu ana i te tirohanga Māori ki te ao. He whai wāhitanga i ia te wā mō ngā ākonga ki te tūtaki ki ngā tāngata hou me te āta toro atu ki ngā wheako hou. Ka whai pānga nui ki te hōtaka akoranga, ko ngā huihuinga me ngā whakanuitanga katoa e noho whakahirahira ana ki Te Arawa me te ao Māori. Ka aromātai, ka whakatewhatewha hoki ngā kaiako me pēhea te whakatairanga ake i ngā wheako o ngā ākonga me ngā mōhiotanga ki te ao Māori me te ao whānui. Ko te eke angitu i roto i ngā kaupapa hākinakina me ngā kaupapa ahurea he whai wāhitanga anō ki te whakawhānui atu i ngā akoranga a ngā ākonga me te whakawhānui ake i tō rātou māramatanga ki tua atu i tō rātou wāhi noho. Ka kaha aro atu ngā ākonga ki ngā tikanga o te ao Māori mā roto mai i te horopaki o te ao hurihuri nei.
Āhuatanga Ako
Ka hāngai pū te taiao ako ki te ākonga. Ka whakamahere ngātahi ngā kaiako, ā, ka tautoko i te whai wāhi atu me te ako a ngā ākonga. Ka whakahāngai ētahi atu rauemi ki ngā ākonga hei āta whakatere ake i roto i ā rātou akoranga, kia eke angitu ai. Kei te mārama ngā mahinga me ngā tūmanako, ka hāpai i te kōkiritanga o ngā ākonga i a rātou anō ki te ako. Kei te nahanaha ngā rautaki whakawhiti whai hua e whakapakari ana i te ngākau titikaha o ngā ākonga, me tō rātou tākare ki te ako. Kei te mārama ngā kaiako ki te noho mātuatua o te aromātai me te aromatawai ki te whakapaitanga ake o ngā putanga ki ngā ākonga, o ngā paetae ākonga, me tā rātou ako. Kei te matawhānui ngā mahere e hono ana ki Te Aho Matua, ā, e hāpai ana i ngā kaiako ki te aro atu ki ngā matea ako me ngā matea whai angitu o ngā ākonga. Ka aroturukitia, ka tuhia, ka whakapuakihia hoki te ahu whakamua ki te taha o ngā whānau. E tohu ana ngā putanga o Poutama Tau me Pānui Pukapuka i te ahu whakamua papai o te nuinga o ngā ākonga. I te tau 2023, i whai hua te whakahāngaitanga o te aronga ki te whakapiki ake i ngā taumata paetae i roto i te Pāngarau, inarā mō ngā ākonga o ngā tau 5 me te 6. Ka whakakipakipa, ka kōkiri hoki te ākonga i a ia anō, ā, ka whai wāhi nui ki te ako.
Te Wharekura
Kua āta whakaritea ngā tukanga me ngā pūnaha hei hāpai i te eke angitu i roto i te mātauranga me ngā huarahi ako. Kei te tino mōhio ngā kaiako ki ngā ākonga, ā, ka tino mahi tahi me ngā whānau ki te waihanga i ngā huarahi ako me ngā huarahi umanga. Ka āta aroturukitia ngā matea me ngā wawata o ngā ākonga, tae atu hoki ki tā rātou ahu whakamua. He pai te whakamōhio i ngā whānau ki te whanake haere, te panoni haere hoki o ngā matea o ā rātou taiohi. Ka ū ngā kaimahi ki ngā tūmanako teitei mō te taetae mai ki te kura, mō te whanonga, me ngā paetae. I te tau 2019 i whakaaetia ai te whakapuakitanga o te kura i Te Taumata Mātauranga ā-Motu kua Taea. Mai i taua wā, e tohu ana ngā putanga i te nuinga o ngā ākonga e whiwhi ana i te Taumata 1, te Taumata 2, me te Taumata 3, ā, kua whiwhi hoki ētahi i ngā whakamanatanga. Tīmata ai ngā tau 9 me te 10 i ō rātou huarahi o Te Taumata Mātauranga ā-Motu kua Taea ki Te Reo Māori me te Toi. Nā tēnā, ka ngākau titikaha, ka mōhio hoki rātou ki tēnā e tūmanakohia ana, i a rātou e koke whakamua ana ki te Taumata 3 hei te tau 13. Ka tino whai wāhi nui ngā ākonga, kei te tino tākare hoki rātou, ā, ka ngākau nui ki te eke angitu me te whakatinana i ō rātou pūkenga.
Te Ārahitanga me te Whakahaeretanga
He aronga tā ngā kaiārahi ki te āwhina i ngā kaiako me ngā whānau ki te whakatutuki i ngā matea o ngā ākonga. Ka whai wāhi mātātoa ngā whānau ki te hāpai i ngā putanga e whai hua ai ki ngā ākonga. Kua tīmata ngā kaiārahi ki te mahi ki te taha o ngā kaiako me ngā whānau ki te whakaemi i ngā mōhiohio me ngā whakaaturanga e hāpai atu ai i te haere tonutanga o tō rātou whakawhanaketanga ngaio mā te huringa taiāwhio tupu ngaio. Ka akiaki ngā kaiārahi i te mahi auaha a ngā kaiako me ngā whānau. Whakapuakihia ai ngā mōhiohio i ia te wā, ā, he tūāhuatanga tēnei e hāpai ana i ngā mahi whakatau a te whānau. Ka whai hua ngā ākonga nā te akiaki a ngā kaiārahi i a rātou ki te whakatairanga ake i ō rātou pūmanawa.
Te Taha Kāwana me te Whānau Whakahaere
Ka whai wāhi mātātoa te whānau ki ngā whakahaeretanga o te kura e hāpai ai i te angitu o ngā ākonga. He tokomaha o rātou kua roa nei e whai hononga ana ki te kura. Kua pā ētahi wero ki te kura i te noho ki te wāhi kotahi me ētahi atu, heoi kua whai hua ā rātou mahi ki te whakatutuki i aua wero. Ka arotahi te mahere rautaki o te kura ki te whakapakari i ngā pūkenga reo Māori o te whānau, o ngā ākonga, me ngā kaimahi hoki. Ka whai wāhi hoki ki taua tūāhuatanga, ko te whakapūmau me te whakahou ake i tō rātou wāhi ako o tēnei wā. Kua whakaritea te tautoko ngaio mō te tumuaki, ā, kua oti te aromātai ā-tau i te āhua mahi. Nā te papai me te whakaute o ngā hononga, he kaha te whakawhirinakitanga ki waenga i ngā kaimahi me ngā ākonga. Ka kitea ki ngā kaupapa here, ngā tukanga, me ngā tuhinga kāwana matua, ko te aronga ki te hauora, te haumaru, me te angitu o ngā ākonga. Ka whai wāhi mātātoa te whānau, ā, ka hāpai atu i ngā putanga e whai hua ana ki ngā ākonga.
Ngā Whakaritenga Matua ka whai ake
Kāhore anō te huringa taiāwhio tupu ngaio o ngā kaiako kia āta whakatinanahia. Kua oti i ētahi o ngā kaiako o te wharekura ngā arohaehae whaiaro, ā, kua kōrero urupare te whānau mō te whakaako me te ako i te kura whānui. E mōhio ana ngā kaiārahi me ngā kaiako, ko te mātauranga o Te Aho Matua tētahi o ngā aronga matua e hāpai ai i te whakawhanaketanga ngaio o ngā kaiako. E oati ana te poari ki tō rātou whakaū ki te tautoko i ngā kaiako, hei whakatairanga tonu ake i ō rātou pūkenga me ō rātou mōhiotanga ki ngā tikanga ako. Tāpiri atu ki tēnā, kia mārama ake te kapo atu anō hoki o te huringa taiāwhio tupu ngaio i te ahu whakamua a ngā kaiako, me te tohu anō hoki i te āhua o tā rātou whakatutuki i ngā paerewa ngaio. Ka eke angitu tonu ngā ākonga i te wā e whakapuakihia ana ngā mōhiotanga ngaio.
5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga
I mua i te arotake, i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau 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 arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae 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 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.
6 Te Taunakitanga
Kia mahi tonu te whānau ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, ki te whakatutuki ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia.
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services
28 Whiringa ā-rangi, 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Rotorua
Te tau a te Tāhuhu o te Mātauranga 3103
Te tūmomo kura Tau 0-13
Te tokomaha o ngā ākonga o te kura 86
Ngā hononga ā-iwi Māori 86
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Here-turi-kōkā 2024
Te wā o tēnei pūrongo 28 Whiringa-ā-rangi 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hōngongoi 2017; Arotake Mātauranga, Haratua 2013; Arotake Mātauranga, Whiringa-ā-nuku 2009
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
Ko Moerangi te maunga Ko Puarenga te awa Ko Rotorua-nui-a-Kahumatamomoe te moana Ko Ngāti Hurungaterangi te hapū Ko Ngāti Whakaue te iwi Ko Te Arawa te waka Ko Hurungaterangi te marae
Te Kura Kaupapa Māori o Hurungaterangi is in Rotorua . The kura provide education for students from Years 1–13. They operate in accordance with the principles of Te Aho Matua , which is an integral part of the education provision. Since the July 2017 ERO review, other tenants who shared the grounds and buildings have vacated, providing more space for the kura. Some wharekura students were part of the winning roopu at the recent National Secondary School Kapa Haka Competition 2024.
How well do students show personal pride and share their learning with whānau, hapū and iwi ?
Students show pride, enjoyment and love sharing their learning with others.
Te Ira Tangata
Whānau provide students with a positive learning environment based on Māori values, beliefs, and concepts. They have a strong understanding of Te Aho Matua, te Tuakiri o te Tangata and a long history with Te Runanga nui o ngā Kura Kaupapa Māori o Aotearoa (Te Runanga nui). Many whānau choose this kura because of the warm and inviting setting. They are passionate and appreciative of what the kura has given them and their whānau. Ngā Mātāpono o Te Aho Matua underpin all relationships and decisions. This creates a sense of security, safely and stability for students and whānau . Students experience whanaungatanga, manaakitanga and tiakitanga. The concepts of wairua, mauri, tapu, Ihomatua and mana are evident and provide students and whānau a basis for positive relationships. Students appear happy and settled and show care for others.
Te Reo
Students experience a te reo Māori in a rich environment and authentic contexts. They hear both formal and informal te reo Māori often. Waiata, haka, whakataukī and pōhiri provide opportunities to use te reo Māori and to demonstrate confidence. Students converse, discuss and debate comfortably throughout the day. When transitioning to kura they are well supported to build and extend their language and skills before progressing further. Many students exceed the aspirations and expectations of their whānau and share their language learning with them. Kaiako provide feedback and feedforward that encourages and guides language development and extension. Students are well supported and develop as competent speakers, thinkers, listeners, readers and writers in te reo Māori and English. Students share their knowledge of te reo Māori with whānau, hapū and iwi.
Ngā Iwi
Students learn their connections to Te Arawa and each other. The significance and place of Ngāti Hurungaterangi is enhanced by traditional and contemporary mōteatea. Local history, stories and connections to Te Arawa are planned across the curriculum and enhance student identity. Students and whānau participate and interact with other kura in Te Arawa and participate in iwi and community events. Students can articulate their belonging to the kura, the whenua and to one another. Opportunities are provided to explore and discuss the impact of historical events on Te Arawa, te iwi Māori. Students exhibit personal pride in their whānau, hapū and iwi.
Te Ao
Whānau immerse students in an environment that reflects the Māori world view. They provide regular opportunities for students to meet new people and enjoy new experiences. All events and celebrations of importance to Te Arawa and te ao Māori are integral parts of the learning programme. Kaiako evaluate and investigate how to enhance student experiences and knowledge of both the Māori and the wider world. Success in sporting and cultural events provide further opportunities to expand student learning and understanding outside of their immediate environment. Students respond positively to the traditions of te ao Māori in a contemporary setting.
Āhuatanga Ako
The learning environment is student centred. Kaiako planning is collaborative and supports student engagement and learning. Additional resourcing is targeted at students whose learning requires acceleration to experience success. Routines and expectations are clear supporting a culture of independence and self-efficacy in learning. Deliberate and effective transition strategies build student confidence and an eagerness to learn. Kaiako understand the importance of how evaluation and assessment contribute to improved student outcomes, achievement and learning. Detailed planning linked to Te Aho Matua support kaiako to respond to the learning and achievement needs of students. Progress is monitored, recorded and shared with whānau. Poutama Tau and Pānui pukapuka results show that most students are progressing well. In 2023 there was a targeted and successful approach to raising levels of achievement in Pāngarau , particularly for Years 5 and 6. Students are self-motivated, independent and engaged learners.
Wharekura
Processes and systems are well established to support academic and pathways success. Kaiako know the students well and work closely with whānau to design learning and career pathways. Students’ needs, aspirations and progress are well monitored. Whānau are kept well informed of the developing and changing needs of their taiohi. Kaiako uphold high expectations for attendance, behaviour and achievement. The kura was approved to deliver National Certificates of Educational Achievement (NCEA) in 2019. Since then, results show that most students attain Levels 1, 2 and 3, and some are achieved with endorsements. Years 9 and 10 begin their NCEA journey in Te Reo Māori and Art. This establishes a confidence and knowledge of what is expected as they progress through to Level 3 at Year 13. Students are highly engaged and enthusiastic learners who thrive on and share their success.
Leadership and Management
Leaders have a focus on assisting kaiako and whānau to meet student needs. Whānau are actively involved in supporting positive student outcomes. Leaders have begun working with kaiako and whānau to gather information and evidence that contributes to their ongoing professional development through the professional growth cycle. Leaders encourage kaiako and whānau to be innovative and creative. Information is shared regularly which supports whānau decision making. Students benefit from leaders' encouragement of them to achieve their personal best.
Governance/ Whānau Whakahaere
Whānau actively participate in the kura operations that contribute to student success. Many have a long association with the kura . They have experienced and successfully worked through challenges the kura encountered while sharing the site with others. The kura strategic plan focusses on building whānau, student and staff capability in te reo Māori. This also includes securing and refurbishing their current site. Professional support is in place for the tumuaki and the annual performance assessment is completed. Positive and respectful relationships result in high levels of trust between staff and students. Policies and procedures and key governance documentation reflect the focus on the health, safety, and success of students. Whānau actively participate and contribute to positive student outcomes.
Key Next Steps
The professional growth cycle for kaiako has not been fully implemented. Some kaiako in the Wharekura have completed self-appraisals and whānau have provided feedback on kura wide teaching and learning. Leaders and kaiako recognise that mātauranga Te Aho Matua is a key priority in supporting kaiako professional development. The board whānau attest to their commitment to provide kaiako with support to further enhance their skills and pedagogical knowledge. And for the professional growth cycle to more clearly capture kaiako progress and show how they meet the professions’ standards. Students continue to experience success when professional knowledge is shared.
5 Whānau Assurance on Legal Requirement
Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
Curriculum
management of health, safety, and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions, and exclusions
attendance.
6 Recommendation
The whānau continue to work with Te Runanga nui on the key next steps noted in this report.
Rita Walker Toka-ā-Nuku – Acting Director Te Uepū ā-Motu – Māori Review Services
28 November 2024
7 Information about the kura
Location Rotorua
Ministry of Education profile number 3103
Kura type Years 0 - 13
Kura roll 86
Ethnic composition Māori 86
Special features Te Aho Matua
Review team on site August 2024
Date of this report 28 November 2024
Most recent ERO report(s) Education Review, July 2017; Education Review, May 2013; Education Review, October 2009
Read the full report on ero.govt.nz →
All 3 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).