TKKM o Kaikohe
Composite · State
- Year levels
- not reported
- Total roll
- 243
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 20 Hongi Street, Kaikohe
- Territorial authority
- Far North District
- Phone
- 09-4012726
- tari@kurakaikohe.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 18
- Māori
- 241
- Pacific
- 17
- Asian
- 2
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 10 | 0 | 0 | 0 | 0 | 2 | 0 | 10 |
| Year 02 | 18 | 1 | 1 | 0 | 0 | 2 | 0 | 18 |
| Year 03 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 04 | 13 | 3 | 0 | 0 | 0 | 2 | 0 | 13 |
| Year 05 | 22 | 3 | 1 | 0 | 0 | 2 | 0 | 22 |
| Year 06 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Year 07 | 15 | 0 | 0 | 0 | 0 | 2 | 0 | 15 |
| Year 08 | 22 | 1 | 0 | 0 | 0 | 2 | 0 | 22 |
| Year 09 | 24 | 5 | 0 | 0 | 0 | 0 | 0 | 24 |
| Year 10 | 20 | 2 | 0 | 0 | 0 | 4 | 0 | 20 |
| Year 11 | 24 | 4 | 0 | 0 | 0 | 1 | 0 | 24 |
| Year 12 | 23 | 2 | 0 | 0 | 0 | 4 | 0 | 23 |
| Year 13+ | 10 | 0 | 0 | 0 | 0 | 2 | 0 | 10 |
| Total | 229 | 21 | 2 | 0 | 0 | 23 | 0 | 229 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 10 | 0 | 0 | 0 | 0 | 2 | 0 | 10 |
| Age 06 | 18 | 1 | 1 | 0 | 0 | 2 | 0 | 18 |
| Age 07 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Age 08 | 14 | 3 | 0 | 0 | 0 | 2 | 0 | 14 |
| Age 09 | 20 | 3 | 1 | 0 | 0 | 2 | 0 | 20 |
| Age 10 | 15 | 0 | 0 | 0 | 0 | 1 | 0 | 15 |
| Age 11 | 12 | 0 | 0 | 0 | 0 | 1 | 0 | 12 |
| Age 12 | 22 | 1 | 0 | 0 | 0 | 2 | 0 | 22 |
| Age 13 | 25 | 5 | 0 | 0 | 0 | 0 | 0 | 25 |
| Age 14 | 22 | 2 | 0 | 0 | 0 | 4 | 0 | 22 |
| Age 15 | 23 | 4 | 0 | 0 | 0 | 1 | 0 | 23 |
| Age 16 | 22 | 2 | 0 | 0 | 0 | 4 | 0 | 22 |
| Age 17 | 10 | 0 | 0 | 0 | 0 | 2 | 0 | 10 |
| Age 18 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 229 | 21 | 2 | 0 | 0 | 23 | 0 | 229 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
93.8%
| TKKM o Kaikohe | 93.8% |
|---|---|
| Northland Region | 82.3% |
| 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 | 93.8% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 93.8% |
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
87.5%
| TKKM o Kaikohe | 87.5% |
|---|---|
| Northland Region | 72.1% |
| 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 | 87.5% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 87.5% |
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
56.3%
| TKKM o Kaikohe | 56.3% |
|---|---|
| Northland Region | 48.3% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 56.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 56.3% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
50%
| TKKM o Kaikohe | 50% |
|---|---|
| Northland Region | 16.8% |
| 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 | 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 Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
81.3%
| TKKM o Kaikohe | 81.3% |
|---|---|
| Northland Region | 72.9% |
| 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 | 81.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 81.3% |
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
4.2%
| TKKM o Kaikohe | 4.2% |
|---|---|
| Northland Region | 52% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 8.2% |
|---|---|
| Male | 0% |
| Māori | 4.2% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 4.2% |
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
0%
| TKKM o Kaikohe | 0% |
|---|---|
| Northland Region | 6.5% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison suspension rates data (2024)
Age-standardised exclusion rate per 1,000 students — 2024
0%
| TKKM o Kaikohe | 0% |
|---|---|
| Northland Region | 2.7% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 521
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 25 January 1992
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
- 27 May 2026
- 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 243 — 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 2026
238
Counted while ERO’s review team was at the school. Education Review Office, report of 26 May 2026
8 April 2019
274
Counted while ERO’s review team was at the school. Education Review Office, report of 9 July 2019
March 2015
185
Counted while ERO’s review team was at the school. Education Review Office, report of 25 May 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 27 May 2026 — “Ngā Kitenga Arotake Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.
1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.
2 Te Horopaki
E tū ana Te Kura Kaupapa Māori o Kaikohe ki te tāone o Kaikohe, ki te Tai Tokerau. E whakarato ana te kura i te mātauranga e pou herea ana ki Te Aho Matua mā ngā ākonga o ngā tau 1 ki te 13.
He pēhea rawa te whakatinanatanga o ngā ākonga i te tauākī taketake o te kura e mea ana, “E rere, kia koi, kia Ngāpuhi”?
Ka kitea ki ngā ākonga tō rātou ngākau titikaha ki te ako, mā roto mai i tō rātou tuakiri, i tō rātou tū hoki hei uri o Ngāpuhi.
4 Ngā Whakaaturanga
Te Ira Tangata
Ka kitea ki ngā ākonga te tino aronga ki te waiora torowhānui. E hāpaitia ana te whanaketanga me te whakapakaritanga o ngā ākonga i tō rātou hononga ki a Ngāpuhi. Ka ako rātou i ngā wāhi whakahirahira o te iwi me ngā hapū o te takiwā, i ngā kōrero tuku iho anō hoki e whai pānga ana, ā, he tūāhuatanga e whakapakari ana i tō rātou tuakiri hei uri o Ngāpuhi. Ka ako rātou i ngā haka, i ngā waiata, i ngā mōteatea hoki i tuku iho ai, ā, ka whakahōhonu ake i tō rātou hononga ki Kaikohe me ngā hapori pā tata. Ka hāpai ngā kaiako i te ako, i te whai wāhi atu, i te ārahi anō hoki o ngā ākonga i ngā tikanga me ngā kawa tuku iho mā roto mai i te kura me te hapori whānui. Ka kaha tautoko rātou i ngā kaupapa me ngā huihuinga i ngā marae o te hapori, ā, he tūāhuatanga tēnei e whakapakari ana i tō rātou tūmāia hei kaiārahi o te wā, ā, mō meāke ake nei anō hoki. Kei te ngākau titikaha ngā ākonga ki tō rātou tuakiri me tō rātou tūrangawaewae.
Te Reo Māori
Kei te pai te whakawhitiwhiti kōrero a ngā ākonga mā te reo Māori. I te tau 2019, ka whakatōngia te kākano hei whakahou i te tuku o te reo ki roto i te kura, ka tīmata hoki te aro nui ki te kura teina. I te roanga o te wā, nā te arotake tonutanga o te rautaki reo, ka tino mārama ko te ngākau titikaha o ngā kaimahi te tino take i taea ai te rumaki katoa ki te reo Māori. I te tau 2023, ka waihangatia te tūranga Poutoko Reo hei whakawhānui ake i te kounga me te mana o te reo ki roto i te wharekura me te whānui o te kura. Taka rawa mai ki te tau 2026, ka āta kitea te tino hua o te rautaki ki te whakapiki ake i te whakamahinga o te reo Māori i te kura, mai i ngā tamariki, ki ngā kaiako, me ngā whānau. E hāpaitia ana ngā ākonga puta noa i ngā taumata katoa o te hopu reo me te whakawhanaketanga reo, hei whakatairanga ake, hei whakawhānui ake hoki i tō rātou māramatanga me tā rātou whakamahinga i te reo Māori. Whakaratohia ai mā ngā kaiako i ia te wā, ko ngā kaupapa whakawhanaketanga ngaio whai pānga e whakahōhonu ai i tō rātou māramatanga ki te reo Māori me ngā rautaki hopu reo. Kei te pakari ngā ākonga ki te kōrero i te reo Māori me te reo ake anō hoki o Ngāpuhi.
Ngā Iwi
Ka kitea ki ngā ākonga ngā tino hononga ki ō rātou whānau, ō rātou hapū, me ō rātou iwi. Ka whai wāhi atu, ka toro atu hoki ngā ākonga ki te taiao ake e noho nei rātou. Ka whai wāhi atu rātou ki ngā māra kai me ngā kaupapa taiao i te hapori hei whakahōhonu i tō rātou hononga ki ngā whenua me ngā arawai e pā tata ana. Ka āta toro atu te whānau o te kura ki ngā mātauranga tuku iho o ngā kaumātua, hei āta whakatau i te tuku ihotanga o ngā mātauranga me ngā tikanga o Ngāpuhi ki ngā ākonga. Ka whakatinana ngā ākonga i ngā tikanga e whai pānga ana ki tō rātou taiao, hei whakapakari i tō rātou mōhiotanga ki tō rātou tū hei kaitiaki whenua. Ka whai wāhi nui ā-ahurea tonu ngā ākonga ki ō rātou whānau, ō rātou hapū, ō rātou iwi, me ngā hapori.
Te Ao
E hāpaitia ana ngā ākonga kia whai wāhi atu rātou ki te tangongitanga o ngā taumahi e whakawhānui ai i tā rātou ako ki tua atu i te kura. Ka tautoko ngā kaiako i ngā ākonga ki te whakariterite me te whai wāhi atu ki ngā whakataetae ā-rohe, ā-motu hoki mō ngā kaupapa pērā i te kapa haka, i te manu kōrero, i te wiki hākinakina, me te waka ama. Ka ako, ka whai wāhi atu hoki ngā ākonga ki ngā kaupapa hītori, kaupapa tōrangapū hoki o te motu, pērā i Te Tiriti o Waitangi me ngā whakanuitanga hei te wiki o Waitangi. I Te Wiki o Te Reo Māori i te tau 2025 i tautoko ai ngā kaiako i ngā ākonga ki te whakariterite me te hautū i tētahi hīkoi i te tāone o Kaikohe mō te whakarauoratanga o te reo Māori. Ka whakatairanga aua kaupapa i te tūnga o te kura, ā, ka whakaū i te whakahirahiratanga o te reo Māori i te hapori. E tautokona ana te whai wāhi atu a ngā ākonga ki te tangongitanga o ngā huarahi ako whai muri i te kura, tae atu ki ngā akoranga ringarehe, ki te mātauranga mātātoru, me te whiwhi mahi. E tū pakari ana ngā ākonga i te ao o Ngāpuhi, i te ao Māori, i te ao whānui tonu.
Āhuatanga Ako
Ka kitea te ū pūmau ki ngā tūmanako i roto i ngā mahi whakamahere, mahi aromatawai hoki puta noa i te kura. Kua āta whakaritea ngā mahinga whakaako, mahinga ako hoki, hei whakatairanga i te kōkiri a te ākonga i a ia anō, me te kaha anō hoki o te whai wāhi atu. Ka āta whakatō ngā kaiako i ngā whakaritenga kia noho tahi ai te tuakana me te teina, hei whakapakari i te ako aropā me te papai o ngā taunekeneke whakahoahoa. Ka aro nui ngā hōtaka akoranga ki ngā pūkenga, te rite, me te angitu o ia ākonga ake, ā, ka āta tautoko ake anō i ngā tamariki e mau ana i ngā matea rau. Ko ngā whakaritenga aromatawai moroki, ko te whai wāhi atu ki ngā whānau i ia te wā, ko te tautoko pū o ngā poutiaki e hāpai katoa ana ki te tautuhi wawe i ngā matea o ngā ākonga, tae atu ki te whakawhanaketanga anō hoki o ngā mahere mātauranga takitahi i ngā wā e tika ana. Ko te whakapakari i ngā tukanga aromatawai me te whakamahi nahanaha i ngā raraunga, e whai pānga ana ki te whai huatanga o te aroturuki i te ahu whakamua, me te pūrongo, te whakatau whakaritenga anō hoki mā ngā mōhiohio.
E tohu ana ngā hōtuku o te kura teina i ngā whakatutukitanga papai ki ngā wāhanga katoa e pā ana ki te pāngarau me te pānui. E tohu ana ngā paetae ākonga o te tau 2025, ko te nuinga o ngā ākonga o ngā tau 1 ki te 8 e eke ana ki te taumata e tūmanakohia ana – ki tua atu rānei – mō te pāngarau me te pānui. E tautokona ana ngā ākonga kia eke rātou ki ō rātou tino pūmanawa.
Kua whakaritea e te kura tuakana ngā pūnaha nahanaha mō te whakamahere me te whakapuaki i ngā akoranga mā ngā ākonga o ngā tau 9 ki te 13. Ko ngā wātaka akoranga ā-matihiko me te aru paetae ā-matihiko e whakatakoto ana i ngā whakaaturanga wā-tūturu hei tirohanga mā ngā ākonga me ngā whānau, ā, ka hāpai i te māramatanga ngātahi ki te āhua o te ahu whakamua. Ka whakahāngaitia ngā mahere huarahi ki ngā ngākau nuitanga o ngā ākonga, ā, e whakapakarihia ana mā te whakawhitiwhiti kōrero ki ngā whānau. I te tau 2025, i eke ngā ākonga ki tua atu i ngā whiwhinga ā-motu i roto i te Taumata 2 me te Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea, ā, i whiwhi te 40% o ngā ākonga i te Tiwhikete Whakauru Whare Wānanga. E puāwai haere ana ngā ākonga o te wharekura hei kaiārahi ā tōna wā mō ō rātou whānau, ō rātou hapū, me ō rātou iwi.
Ngā Whakaritenga Matua ka whai ake
Me whakapakari ngā kaiārahi o te kura i ngā whakaritenga aromatawai i ngā tau 1 ki te 8, hei aroturuki i te ahu whakamua me ngā paetae, hei tautuhi hoki i ngā wāhanga rerekē, me te whakamōhio i te whakapai tonutanga o ngā mahi whakaako.
Ko te mutunga o te tau 2026 te wā i whakataungia ai mō te arotake i te mahere rautaki. Me mahi te kura ki te taha o te whānau ki te aromātai i te ahu whakamua ki te whakatutuki i ngā whāinga rautaki o tēnei wā, me te whakatakoto anō hoki i ngā whāinga hou mō te tau 2027 ā haere ake nei, me tētahi mahere ā-tau mō te tau 2026, ki tua atu hoki.
He rēhita i te kura mō te whakaraupapa i ngā whara. Engari, me tātari ngā raraunga o roto hei tautuhi i ngā ia e whai pānga ana ki te waiora o ngā ākonga, me te whakamōhio i ngā whakapaitanga pea ki ngā whakaritenga e pā ana ki te hauora me te haumaru.
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 Kura Kaupapa Māori Te Aho Matua 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
E taunaki ana Te Tari Arotake Mātauranga kia whai whakaaro te kura ki ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia, me te hāpai tonu i te ekenga o ā rātou ākonga ki ō rātou tino pūmanawa.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
27 Haratua 2026
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Kaikohe
Te tau a te Tāhuhu o te Mātauranga 4227
Te tūmomo kura He kura hiato (Tau 1-15)
Te tokomaha o ngā ākonga o te kura 238
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Poutū-te-rangi 2026
Te wā o tēnei pūrongo 26 Haratua 2026
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hōngongoi 2019; Arotake Mātauranga, Haratua 2015; Arotake Tāpiri, Mahuru 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
Te Kura Kaupapa Māori o Kaikohe is situated in Kaikohe , Northland. The kura provides education underpinned by Te Aho Matua for students from Years 1 to 13.
How well do students demonstrate the mission statement of the kura “E rere, kia koi, kia Ngāpuhi” ?
Students demonstrate confidence as learners in their identity and uri of Ngāpuhi .
4 Findings
Te Ira Tangata
Students demonstrate a strong sense of holistic wellbeing. Students are supported to develop and strengthen their connection to Ngāpuhi . They learn about places of cultural significance to local iwi and hapū and their associated histories, which strengthens their identity as decedents of Ngāpuhi. They learn about traditional haka, waiata, mōteatea which deepens their connection to Kaikohe and surrounding areas. Kaiako support students to learn about, participate in, and lead traditional customs and practice with confidence in a kura setting and within the community. They actively support local marae events and activities, which builds confidence as leaders now and into the future. Students are confident in who they are and where they are from.
Te Reo Māori
Students communicate effectively in te reo Māori . I n 2019, the seed was planted to re-shape the reo delivery of instruction in the kura beginning with a major focus in kura teina . Over time, with consistent reviewing of the language strategy, it became very apparent that the commitment from kaimahi was the biggest contributing factor to become totally immersed in te reo . In 2023, the appointment of the Poutoko Reo position was created to expand the quality and integrity of the reo into wharekura and across the kura . In 2026 the strategy has resulted in a significant and observable increase in the use of te reo Māori within the kura from tamariki, kaiako and whānau . Students are supported at all levels of language acquisition and development to further enhance and extend their understanding and use of te reo Māori . Kaiako are provided with regular, targeted professional development that deepens their understanding of te reo Māori and language acquisition strategies. Students are confident speakers of te reo Māori and the dialectal nuances particular to Ngāpuhi .
Ngā Iwi
Students show strong connections to their whānau, hapū, and iwi . Students interact with and within their immediate physical environment. They participate in maara kai and local environmental projects to deepen their connection to local lands and waterways. The kura whānau make use of the traditional knowledge of kaumātua to ensure the intergenerational transmission of Ngāpuhi knowledge systems and practices to their students. Students practice and apply tikanga as it applies to their environment to strengthen their knowledge of their roles as kaitiaki whenua . Students are culturally grounded contributors to their whānau, hapū, iwi , and local communities.
Te Ao
Students are supported to participate in a range of activities to extend their learning beyond the kura . Kaiako support students to prepare for and participate in regional and national competitions such as kapa haka, manu kōrero, te wiki hākinakina, and waka ama. Students learn about and contribute to historical and political events of national significance such as Te Tiriti Waitangi and Waitangi week celebrations. During Te Wiki o Te Reo Māori 2025, kaiako supported students to help organise and lead a hīkoi for the revitalisation of te reo Māori through Kaikohe . These activities raise the profile of the kura and reinforces the importance of te reo Māori in the community. Students are supported to engage in a range of learning pathways after leaving kura , including vocational training, academic learning and employment. Students are confident in te ao o Ngāpuhi, te ao Māori, and the wider world.
Āhuatanga Ako
Consistent expectations for planning and assessment are evident across the kura . Teaching and learning routines are well established to promote learner independence and high levels of engagement. Kaiako intentionally embed tuākana–tēina practices to strengthen peer learning and positive social interactions. Learning programmes are responsive to individual learner capability, readiness, and achievement, with additional support available for tamariki with diverse needs. Ongoing assessment practices, regular engagement with whānau , and targeted support from a poutiaki enable timely identification of learner needs, including the development of Individual Education Plans where appropriate. Strengthening assessment processes and the systematic use of data support effective monitoring of progress, reporting, and informed decision‑making.
The junior school data shows positive achievement in all areas for maths and reading. The 2025 achievement data indicates that most students in Years 1-8 are at or above the expected levels for maths and reading. Students are supported to reach their potential.
The senior school has established coherent systems for planning and delivery of learning for Years 9 to 13. Digital course outlines and achievement tracking provide real‑time visibility for students and whānau, supporting shared understanding of progress. Pathway planning is tailored to student interests and is strengthened through whānau consultation. In 2025 students in National Certificate of Achievement Levels 2 and 3 exceeded national levels of attainment and 40% of students attained University Entrance. Students in the Wharekura are emerging as future leaders for their whānau, hapū, and iwi.
Key Next Steps
There is a need for school leaders to strengthen assessment practices for Years 1–8 to monitor progress and achievement, identify where disparities occur, and inform ongoing improvement of teaching practices.
The strategic plan is due for review at the end of 2026. The kura should work with the whānau to evaluate progress made towards the current strategic goals and set new goals for 2027 onwards, including an annual plan for 2026 and beyond.
The kura has accident registers in place. However, the data needs to be analysed to ensure that trends impacting student wellbeing inform potential improvements to health and safety practices.
5 Whānau Assurance on Legal Requirement
Before the review, the board of trustees and principal completed the ERO Ngā Kura Kaupapa Te Aho Matua 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
ERO recommend that the kura consider the key next steps outlined in this report and continue to support their students to achieve to their potential.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
27 May 2026
7 Information about the Kura
Location Kaikohe
Ministry of Education profile number 4227
Special features Te Aho Matua
Kura type Composite Years 1 - 15
Kura roll 238
Ethnic composition Māori 100%
Review team on site March 2026
Date of this report 27 May 2026
Most recent ERO report(s) Education Review, July 2019; Education Review, May 2015; Supplementary Review, September 2013
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).