TKKM o Kawakawa mai Tawhiti
Composite · State
- Year levels
- not reported
- Total roll
- 84
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 22 Wharf Road, Hicks Bay
- Territorial authority
- Gisborne District
- Phone
- 06-8644616
- tari@kkmt.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Gisborne
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 84
- Pacific
- 0
- Asian
- 0
- 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 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 02 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 03 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Year 04 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Year 05 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 06 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Year 07 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 08 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 09 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 10 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Year 11 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Year 12 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 13+ | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Total | 155 | 0 | 0 | 0 | 0 | 0 | 0 | 155 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 06 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 07 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Age 08 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Age 09 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Age 10 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 11 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 12 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 13 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 14 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 15 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 16 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 17 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 18 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 155 | 0 | 0 | 0 | 0 | 0 | 0 | 155 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
85.7%
| TKKM o Kawakawa mai Tawhiti | 85.7% |
|---|---|
| Gisborne Region | 79.9% |
| 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 | 85.7% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 85.7% |
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
85.7%
| TKKM o Kawakawa mai Tawhiti | 85.7% |
|---|---|
| Gisborne Region | 68.5% |
| 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 | 85.7% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 85.7% |
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
85.7%
| TKKM o Kawakawa mai Tawhiti | 85.7% |
|---|---|
| Gisborne Region | 42.8% |
| 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 | 85.7% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 85.7% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
28.6%
| TKKM o Kawakawa mai Tawhiti | 28.6% |
|---|---|
| Gisborne Region | 17.9% |
| 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 | 28.6% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 28.6% |
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
71.4%
| TKKM o Kawakawa mai Tawhiti | 71.4% |
|---|---|
| Gisborne Region | 70.4% |
| 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 | 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 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
0%
| TKKM o Kawakawa mai Tawhiti | 0% |
|---|---|
| Gisborne Region | 31.7% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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 Kawakawa mai Tawhiti | 0% |
|---|---|
| Gisborne Region | 3.3% |
| Composite (Year 1-15) | 3.2% |
| State | 4.5% |
| New Zealand | 4.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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 Kawakawa mai Tawhiti | 0% |
|---|---|
| Gisborne Region | 0.8% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| 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)
- 523
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural settlement
- Date opened
- 27 January 2005
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
- 1 September 2021
- Latest report
- Te Pūrongo Arotake Mātauranga Te Aho Matua
- Report type
- Review report
- Board assurance
- not reported
What ERO wrote in its latest report
This is ERO’s report of 14 April 2020 — “Te Pūrongo Arotake Mātauranga Te Aho Matua” — 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.
Te Pūrongo Arotake Mātauranga Te Aho Matua
Te Kura Te Aho Matua Te Kura Kaupapa Māori o Kawakawa Mai Tawhiti
Te tau a te Tāhuhu o te Mātauranga 3119
Te tūwāhi Kei Wharekahika
Te Pūtake
E mahi ngātahi ana Te Tari Arotake Mātauranga me Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te kapo atu mā te kaupapa nei a Poutiria te reo Mauriora , te huarahi mātauranga o ngā ākonga i poipoia ai ki te mātauranga o Te Aho Matua.
Te Horopaki
‘ Hei whakaora i te reo o Ngāti Porou me ōna tikanga katoa.’
E tū ana Te Kura Kaupapa Māori o Kawakawa Mai Tawhiti ki Wharekahika, ā, e whakarato ana i te mātauranga ki ngā tau 0 ki te 15. Ko te reo, te tuakiri tangata, me te ahurea hoki o Ngāti Porou, e pou here ana i ngā whakahaeretanga katoa o te kura. Ko te horopaki mātauranga o ngā ākonga, koia ko te whakatinanatanga o Te Aho Matua me Ngā Uaratanga e rumaki ana i te tamaiti kia Māori tōna ao, kia Māori hoki ngā akoranga.
Te Tauāki a te Whānau
Ko Te Aho Matua te kaupapa matua.
Hei Whakaora i Te Reo o Ngāti Porou me ōna Tikanga te whakataukī.
Mutu ai i Te Kōhanga Reo, mutu ai i Te Kura, mutu ai i Te Wharekura
Ka puta te tamaiti tangatanga te reo, te tamaiti ngākau māhaki, te tamaiti wairua aroha, te tamaiti pukumahi, te tamaiti hinengaro koi, te tamaiti toa ki tākaro
Hei raukura mō tōna whānau, hapū, iwi.
Tihe Mauriora.
Ngā Kōrero a ngā Raukura
Ko te raukura te tangata ka para i te huarahi mō ētahi atu. He taonga te raukura, he taonga mā te iwi, te hapū, me te kura.
I kuraina mātou ki te marae. Ko te kāuta, te wharekai, me te wharenui, he akomanga katoa. Ko te papa tō tūru. He ruarua noa ngā rauemi, engari i toro atu mātou ki te taiao māoriori, i puta ki waho.
I ngākau nuitia e au; ehara ko te pukapuka anake te huarahi ako. Arā noa atu ngā akoranga ka ahu ake i te marae, i te tūhura haere anō hoki i te taiao.
Ko te angitu, ki tō mātou kura, koia ko te whakarauora ake i te reo o Ngāti Porou, i ngā tikanga hoki o Ngāti Porou. Ka whakaaro ētahi tāngata, ko te moni te tohu o te angitu, engari ki te ngaro katoa tērā, he aha e toe ana? Ko tō whānau tonu, tō hapū tonu, tō marae tonu.
Nō mātou te whiwhi nā te taratahi o te hapori, me tō mātou noho hei tāngata o te whenua, hei tamariki o te hapū.
Ko tōku kāinga, tōku ahi kā. Me kaua e ngaro i ahau ōku hononga ki te kāinga, kei mātaotao taku ahi. Kei te noho uruwehi ahau ki taua whakaaro.
Ko te Kura Kaupapa Māori te pūtake i ngāwari ai taku whakawhitiwhiti.
Te Whakarāpopototanga o ngā Whakaaturanga
Te Tauāki I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga arotahinga me ngā whai pānga matua.
Ngā Wāhanga Arotahinga Ngā Huarahi Pakirehua Ngā Whai Pānga I tāutuhia ēnei āhuatanga matua i te wā o te arotake.
Te Ira Tangata Te oranga ā-tinana, ā-wairua, ā-whatumanawa hoki. Te whanaungatanga Ngā whakapapa Ngā rautaki whakaako Ngā uaratanga Te Aho Matua Te Ataarangi Te whai wāhi mai a te whānau Te manaakitanga Ngā hononga Te whakawhanaungatanga Ngā taunekeneke
Te Reo Māori Kia mātau te whakaaro, te kōrero, te pānui, me te tuhituhi mā te reo Māori me te reo Pākehā. Te mita o Ngāti Porou Te whakaako me te ako Te pūmau o te whānau ki te kaupapa Te tirohanga a te whānau Te reo o te whenua Ngā kaupapa e kōkirihia ana e te hapori Ngā taiao ako Ngā whakataukī me ngā kīwaha Ngā mōteatea, ngā waiata, me ngā karakia Ngā rautaki whakaako Te ārahitanga Te pukukata Ngā whakapapa Te whanaungatanga
Te Ao Te whai māramatanga ki ngā tirohanga hou me ngā tirohanga tuku iho o te ao Māori. Te Ngāti Poroutanga Te kaitiakitanga Te rōnakitanga Ngā hononga Ngā kaumātua Ngā huarahi ako Te ao whānui Ngā whai wāhitanga ako Ngā wheako ako Ngā whakapapa Te taiao
Te Whānau E noho pūmau ana ki Te Aho Matua, ki te mātauranga, ā, ki te reo Māori hoki. Te reo o Ngāti Porou me ōna tikanga katoa Ngā wawata Te Aho Matua Ngā tūmanako teitei He kaiwhakatau i ngā whakaritenga Te noho tahi o ngā whakatupuranga Te tautoko Ngā uaratanga Ngā huarahi Te whai rauemi Te ako ngaio me te whakawhanaketanga ngaio Te mahi ngātahi Te whai wāhi atu ki te iwi, te hapū, me te whānau Te whakakotahitanga
Te Ārahitanga E whai hua ana Ngā wawata o te whānau Te Aho Matua Te ngākau nui ki te angitu o ngā ākonga Te teitei o ngā tūmanako Ngā uaratanga He tūtoro He tau Ka whakakotahi Ka kitea He whakaute Ka whakaaro huritao Ka whakaaweawe Ka mahi auaha Ka titiro whakamuri, kia haere whakamua He ārahitanga huarewa He hakune Te rōnakitanga He ringa raupā He pukumahi mō te kaupapa Ka rangahau Ka whai i ngā wawata – he hinengaro koi Ka ārahi mā te whakatauira
Te Whakarāpopototanga Whānui
I kitea e Te Tari Arotake Mātauranga:
e whakatinana ana ngā Raukura i te angitu
ko te mātauranga rumaki reo Māori, he mātauranga huarewa
ka uru atu, ka whakaaweawe, ka ārahi, ka whai wāhi mātātoa atu te whānau ki te angitu o te mātauranga
ka kitea ki ngā kaiārahi tūtoro paetawhiti nei te ngākau nui me te pūkeke kia whakaahuatia
he kaihuawaere ngā kaiako e arotahi atu ana ki te whakarato i ngā whakaakoranga me ngā akoranga o te kounga kairangi
ka noho mātua rā ko te oranga ā-whatumanawa, ā-tinana, ā-wairua, ā-hinengaro hoki.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Kawakawa Mai Tawhiti hei aromātai o Te Manakotanga.
Wai Te awa e rere atu ana i te mātāpuna ki te moana.
Wai-hōpua ‘te mātāpuna o te wai’ E whakanui ana i te pitomata. Wai-kāuru ‘te hōkikitanga’ Ka puta te wai i te hōpua, ā, ka tīmata tana kōpikopiko. Wai-kōmiro ‘ngā au tere’ Kua puta te awa, ā, ka kōmiro haere. Wai-pūau nui ‘te pūau nui o te awa’ Kua tae atu te awa ki te moana. Kei te toitū te awa, ko tōna au kaha e ahu mai ana i te tini o ōna hikuawa. He mana tōna, ā, e rangona ana āna taiheke i tana whāroa, i tana whānui, heoi anō rā, i tua atu rā ki te moana waiwai.
Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Poari mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei 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 me ngā taonga.
Gloria Takuira
Toka ā-nuku Whakakapi
Te Uepū ā-Motu – Māori Review Services
14 Paengawhāwhā, 2020
Te Aho Matua Education Review Report
Kura Te Aho Matua Te Kura Kaupapa Māori o Kawakawa Mai Tawhiti
Ministry of Education Profile Number 3119
Location Kei Wharekahika
Our purpose
The Education Review Office (ERO) and Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (TRN) are working together to capture the journey of learners who have experienced Te Aho Matua education, Poutiria te reo Mauriora .
Background
‘ Hei whakaora i te reo o Ngāti Porou me ōna tikanga katoa.’
Te Kura Kaupapa Maori o Kawakawa Mai Tawhiti is situated in Wharekahika and provides education to years 0-15. Ngāti Porou language, identity and culture underpin all kura operations. Students are immersed in an education setting that is the embodiment of Te Aho Matua and Ngā Uaratanga where both the world of the child and learning, is Māori.
Whānau Statement
Ko Te Aho Matua te kaupapa matua.
Hei Whakaora i Te Reo o Ngāti Pōrou me ōna Tikanga te whakatauki.
Mutu ai i Te Kōhanga Reo, mutu ai i Te Kura, mutu ai i Te Wharekura
Ka puta te tamaiti tangatanga te reo, te tamaiti ngākau māhaki, te tamaiti wairua aroha, te tamaiti pukumahi, te tamaiti hinengaro koi, te tamaiti toa ki tākaro
Hei raukura mō tōna whānau, hapū, iwi.
Tihe Mauriora.
Raukura kōrero
A raukura is a person that paves the way for others. A raukura is a treasure for the iwi, hapū, kura.
We were based on the marae. The kitchen, the wharekai and the wharenui were the classrooms. The ground was your chair. There were hardly any resources but we used the natural environment, we went outside.
I liked it; it wasn’t just about learning from a book. There are a lot of lessons from learning on the marae and exploring the environment.
Success, for our kura, is to revitalise te reo o Ngāti Porou and Ngāti Porou tikanga. Some people believe that success is determined by money, but if you take all that away, what is left? It is your whānau, hapū, marae.
We were fortunate that we were so isolated and live as people of the land, and children of the hapū.
Home is my origin. I must not lose my connections to home and have my fire extinguished. I am scared of that happening.
It was due to Kura Kaupapa Māori that I was able to smoothly transition.
Summary of Findings
Statement The Education Review Office identified areas of focus and key elements of influence.
Areas of Focus Lines of Inquiry Elements of influence These core components were identified during the review.
Te Ira Tangata Physical, spiritual and emotional wellbeing Whanaungatanga Whakapapa Teaching strategies Ngā uaratanga Te Aho Matua Te Ataarangi Whānau contribution Manaakitanga Connections Relationships Interactions
Te Reo Māori Competent thinkers, speakers, readers and writers in Māori and English Te mita o Ngāti Porou Teaching and learning Whānau commitment Whānau vision Te reo o te whenua Community initiatives Learning environments Whakataukī, kīwaha Mōteatea, waiata, karakia Teaching strategies Leadership Humour Whakapapa Whanaungatanga
Te Ao Understand contemporary and traditional views of Te Ao Māori Ngāti Poroutanga Kaitiakitanga Sustainability Connections Kaumātua Learning pathways Te ao whānui Learning opportunities Learning experiences Whakapapa Environment
Whānau Commitment to Te Aho Matua , education and te reo Māori . Te reo o Ngāti Porou me ōna tikanga katoa Aspirations Te Aho Matua High expectations Decision makers Intergenerational Support Uaratanga Pathways Resourcing Professional learning and development Collaboration Contribution to iwi, hapū and whānau Inclusive
Leadership Effective Whānau aspirations Te Aho Matua Commitment to student success High expectations Ngā Uaratanga Visionary Stable Collaborative Visible Respectful Reflective Inspirational Innovative Titiro whakamuri kia haere whakamua Transformational Strategic Sustainability Ringa raupā Pukumahi mō te kaupapa Research Aspirational – Hinengaro koi Lead by example
Overarching Conclusion
The Education Review Office found that:
Raukura epitomise success
te reo Māori education is transformational
whānau participate, influence, lead and actively contribute to education success
leaders as visionaries display commitment and drive for transformation
kaiako as facilitators focus on the provision of high-quality teaching and learning
emotional, physical, spiritual and intellectual wellbeing are paramount.
The next ERO review of Te Kura Kaupapa Māori o Kawakawa Mai Tawhiti will be a Te Mānakotanga – Enrichment Evaluation.
Water The river that makes it’s way from the source heading to the sea.
Wai-hōpua ‘source of water’ Acknowledging potential. Wai-kāuru ‘head waters’ The river emerges from the source and begins a meandering course. Wai-kōmiro ‘swift waters’ The river has emerged and begins to build momentum. Wai-pūaunui ‘great river mouth’ The river has reached the sea. It is sustainable, it draws it’s strength from more than one source. It is influential, as it’s current is felt across it’s length and breadth and beyond to the ocean.
Board assurance on legal requirements
Before the evaluation, 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:
kura administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
Gloria Takuira
Acting Toka ā Nuku
Te Uepū-ā-Motu – Māori Review Services
14 April 2020
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).