TKKM o Nga Maungarongo
Composite · State
- Year levels
- not reported
- Total roll
- 65
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 140 Haverstock Road, Mount Albert, Auckland
- Territorial authority
- Albert-Eden Local Board Area
- Phone
- 09-815 6349
- admin@kkmmaungarongo.co.nz
- Directions
- Get directions
Other schools nearby: schools in Auckland
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- He Kura Kaupapa Māori mātou e noho ana i raro i te maunga ō Ōwairaka, i te tāone o Tāmaki-Makau-rau.
- E whai ana mātou i Te-Aho-Matua, e whakaako ana ngā kaupapa o te reo me ngā tikanga a kui mā, a koro mā.
- We are a Kura Kaupapa Māori located beneath Mount Ōwairaka in the city of Tāmaki‑Makaurau (Auckland).
- We follow Te Aho Matua, teaching the Māori language and the customs of our ancestors.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 65
- Pacific
- 13
- 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 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 02 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 03 | 11 | 1 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 04 | 11 | 1 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 05 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 06 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 07 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 08 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 09 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 10 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 11 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 12 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 13+ | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Total | 84 | 2 | 0 | 0 | 0 | 0 | 0 | 84 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Age 06 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 07 | 11 | 1 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 08 | 10 | 1 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 09 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 10 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 11 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 12 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 13 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 14 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 15 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 16 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 17 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Total | 84 | 2 | 0 | 0 | 0 | 0 | 0 | 84 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| TKKM o Nga Maungarongo | 100% |
|---|---|
| Auckland Region | 90.1% |
| 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 | 100% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 100% |
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
80%
| TKKM o Nga Maungarongo | 80% |
|---|---|
| Auckland Region | 85.3% |
| 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 | 80% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 80% |
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
80%
| TKKM o Nga Maungarongo | 80% |
|---|---|
| Auckland Region | 71.7% |
| 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 | 80% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 80% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
80%
| TKKM o Nga Maungarongo | 80% |
|---|---|
| Auckland Region | 14.6% |
| 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 | 80% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 80% |
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
80%
| TKKM o Nga Maungarongo | 80% |
|---|---|
| Auckland Region | 88.9% |
| 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 | 80% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 80% |
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 Nga Maungarongo | 0% |
|---|---|
| Auckland Region | 29.7% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| TKKM o Nga Maungarongo | 0% |
|---|---|
| Auckland Region | 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 | 0% |
| Asian | Not available (source marker: "nd") |
| 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 Nga Maungarongo | 0% |
|---|---|
| Auckland 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 | Not available (source marker: "nd") |
| 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)
- 527
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 31 December 1989
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
- 13 February 2023
- Report type
- Review report
- Board assurance
- not reported
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 65 — 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.
November 2022
98
Counted while ERO’s review team was at the school. Education Review Office, report of 13 February 2023
27 November 2014
98
Counted while ERO’s review team was at the school. Education Review Office, report of 10 February 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 13 February 2023 — “Te Kura Kaupapa Maori o Nga Maungarongo February 2023” — 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 hapū me ngā iwi.
2 Te Horopaki
Ko Te Kura Kaupapa Māori o Ngā Maungarongo te kura kaupapa Māori anake ki te pokapū o Tāmaki-makau-rau. E whakarato ana te kura i te mātauranga o Te Aho Matua mō ngā ākonga o ngā tau 0 ki te 13. Nā runga i ngā tūāhuatanga o te mate urutā o te ao me ngā kawekawe i puta i ngā nohonga rāhui o Tāmaki-makau-rau, kua whiriwhirihia e te whānau ko Te Ira Tangata te kaupapa arotahi mō tēnei arotake.
3 Te Aronga o te Aromātai
He pēhea rawa te whakapuakitanga mai o ngā ākonga i te waiora ā-tinana, ā-wairua, ā-whatumanawa hoki?
Ka kitea te ngākau titikaha o ngā tamariki hei ākonga, me te papai o ō rātou kiritau.
4 Ngā Whakaaturanga
Te Ira Tangata
Ka kitea te ngākau titikaha o ngā ākonga – ā-whatumanawa, ā-wairua hoki – ki te tangongitanga o ngā horopaki. Ko ngā hui ā-kura tētahi whai wāhitanga ki te whakanui i ngā ākonga mō ō rātou mana āhua ake. He whai wāhitanga hoki ki te whakapūmau i Te Aho Matua. Ka whakapakari te whakawhanaungatanga o te tuakana me te teina i ngā hononga o ngā ākonga. Ka tautoko te whānau, ā, ka whakahāngai rātou i ā rātou tāpaetanga kia noho haumaru ai te kura mō te katoa. Ka āta whakarite ngā ākonga i te noho mōhio o ō rātou hoa ki ngā kawatau e pā ana ki te hauora me te haumaru. Ka kitea ki ngā ākonga ngā taunekeneke whakaute e whai hua ana.
Te Reo
E rumakina ana ngā ākonga ki te hōhonutanga o te reo. Kua whakatakotohia tētahi hōtaka whakawhiti, hei hāpai i te whai wāhi atu a ngā ākonga ki tētahi huarahi e whakatere ai i te matatau ki te reo. Kua āta whakaritea ngā tūmanako kia kōrerohia te reo Māori ki ngā wāhanga katoa o te kura. Ka mahi ngātahi ngā raukura me ngā kaiako ki te whakawhānui me te whakatairanga i te kounga o te reo Māori me ngā tikanga. He matatau ngā ākonga ki te whakawhitiwhiti whakaaro mā te reo Māori, ā, ka whai wāhi atu ki ngā horopaki reo hōhonu i te marae me ngā manu kōrero.
Ngā Iwi
E rongo ana ngā ākonga i ngā hononga e whai hua ana. Ka tū te kura hei tūrangawaewae mō ngā whānau e noho ana ki te pokapū o Tāmaki-makau-rau. Ka whakapuaki ngā ākonga i ō rātou hononga ā-hapū, ā-iwi hoki, ā, ka whakawhitiwhiti kōrero mō aua hononga ki ētahi atu. Ka tautoko tonu, ka whai wāhi nui tonu hoki te whānau i ngā wā uaua puta noa i te hapori e pā tata mai ana, ā, e tohu ana i te manaakitanga me te whai whakaarotanga nui hoki mō ētahi atu. Ka whai wāhi te nuinga o ngā whānau ki te kura, tae atu ki ōna hononga ā-whakatupuranga atu ki te hapori. Ka mōhio tētahi ki tētahi, ā, he hononga e pai here ana i te tangata. Ka hāpai te hononga o te tuakana me te teina i ngā whakawhitinga a ngā tēina, ā, he āhuatanga e whakapakari ana i te aroha o te whānau, mai i te tino tīmatanga. Kei te harikoa, kei te manawa whakahī hoki ngā ākonga hei mema o tō rātou hapori.
Te Ao
E mōhio ana ngā ākonga ki tō rātou tū ki te ao Māori me te ao whānui. Ka whakapuaki rātou i tō rātou tino manawanui ki te whakapono ki a rātou anō me ngā uara o Te Aho Matua i roto i ā rātou mahi, ā rātou whakawhitinga whakaaro, me ā rātou mahi. Ka ako ngā ākonga i Te Moana-nui-a-Kiwa, me tā rātou whai pānga hoki ki te whakapūmau me te whāngai atu i tō rātou ahurea, ā rātou taonga tuku iho, ngā tikanga me ngā whakapono i Aotearoa. Kei te mārama ki a rātou tō rātou tū hei kawau mārō o ō rātou tikanga Māori, ā, he whai wāhitanga mō rātou ki te whakarato i ngā awheawhe aroā ahurea ki ngā umanga whakahaere. He kaihōpara ngā ākonga, o te ao Māori me te ao whānui tonu.
Ngā Āhuatanga Ako
E whakaongaongatia ana ngā hinengaro o ngā ākonga i tētahi taiao e whakatairanga nui ana i te ako. Kua āta whakatō i ngā mātāpono me ngā uara o Te Aho Matua ki ngā whakaakoranga me ngā akoranga. He matawhānui ngā mahere hōtaka, ā, ka aro nui ki ngā matea o ngā ākonga. Ka whai wāhi ki tēnā, ko ngā whai wāhitanga mō ngā ākonga ki te ārahi i ā rātou ake akoranga, nā runga i te āhua o ō rātou ake ngākau nuitanga. He aronga tēnei i whai hua ki te tahuri mai anō i ngā ākonga ki te ako, whai muri i ngā nohonga rāhui mō te Kowheori-19.
Kei te hanga i tētahi wharekura hou ki te kura nei, hei whakatutuki i te tautoko tautōhito me te whakapuakitanga o te mātauranga whai kounga mō ngā ākonga. E hāpaitia ana ngā ākonga o te wharekura e ngā kaiako, ā, he tika te whai hononga o ngā kaiako ki a rātou. Ka whakahaerehia ngā wānanga, hei whakatupu, hei tautoko hoki i te māramatanga o ngā kaiako me ngā whānau ki Te Aho Matua me te marautanga. Ka whakaratohia ngā whai wāhitanga i ia te wā mō ngā ākonga ki te ārahi i ngā tūmomo wāhanga o te hōtaka, ā, he tākare tā rātou kawe atu i aua tūmanako. Ka whakatinanahia ki te tangongitanga o ngā horopaki, pērā i ngā hui ā-kura, i ngā haka, i te mau rākau, i ngā hākinakina, me ngā kaupapa mātauranga. E eke ana te nuinga o ngā ākonga o te kura teina ki te taumata e tika ana, ki tua atu rānei mō te reo matatini me te pāngarau. I tino eke ngā ākonga o te wharekura i roto i ngā taumata katoa o Te Taumata Mātauranga ā-Motu kua Taea, ā, i whiwhi te 88.9% i te tiwhikete whakauru whare wānanga. Kei te whiwhi ngā ākonga i tētahi hōtaka akoranga e tino aro nui ana ki a rātou.
Te ārahitanga me te aromātai o roto
He mahi ngātahi, he mahi whakakotahi hoki te ārahitanga, ā, e tino whai hua ana. Kua roa te tumuaki e mahi ana, ā, ka whakatauira ia i te manaaki, te aroha, me te noho whakaiti. Ko tāna tirohanga me tōna ngākau nuitanga ki te whakarato i tētahi taiao Te Aho Matua o te kounga kairangi, kua āta whakatakotohia te aronga toi whenuatanga mō te whānau, inarā mō rātou te hunga Māori o ngā whakatupuranga tuarua, tuatoru hoki ki te noho tāone nui.
Ko ngā whānau me ngā kaimahi kua roa nei e hono ana ki te kura, ka tino whai wāhi nui ki te whakatō i ngā pūnaha me ngā whakaritenga e whai hua ana. He tokomaha ngā raukura kua hoki mai hei kaimahi, ā, ka whai wāhi nui ki te tupu tonu o te kaupapa.
He kaha te whānau ki te mahi ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa me ētahi atu whare whakangungu kaiako Māori, hei tautoko i te hunga e whai ana i te huarahi ki te tū hei kaiako kura kaupapa Māori. Kua toro atu hoki ki ngā ratonga tautoko e hāpai ai i te waiora o ngā whānau. E puāwai ana ngā ākonga ki tētahi taiao i whakaritea ai ki te whakatutuki i ngā matea ake o ia ākonga.
He riterite, he pakari hoki te arotake whaiaro, ā, ka arotahi ki te whakatairanga ake i ngā putanga ki ngā ākonga me ngā whānau. He auau te huringa taiāwhio e arotake ana i ngā kaupapa here me ngā tukanga. Kua tautuhia e te whānau ngā kaupapa matua e arotahi ana ki te waiora torowhānui o ngā ākonga me ngā kaimahi. Wānanga ai te whānau i ia te wā, ki te aroturuki me te pūrongo i te ahu whakamua ki tā te tirohanga a te katoa. Ko te aronga matua, ko te āta whakatutukitanga o ngā ākonga i ō rātou pūmanawa i roto i ngā whaitua o te mātauranga, te hākinakina, me te ahurea. E pou here ana Te Aho Matua i te katoa o ngā tuhinga me ngā whakataunga. Ka kitea ki ngā ākonga te tino kaha o ō rātou ngākau titikaha me tō rātou waiora, ā, ka whakapuakihia e rātou aua tūāhuatanga ki te taha o ētahi atu.
Ngā Whakaritenga Matua ka whai ake
Kua tautuhia e te whānau o Te Kura Kaupapa Māori o Ngā Maungarongo, ko tā rātou aronga matua, ko te whakatutukitanga o te hanga i te wharekura. I tēnei wā, ka whakapā atu ngā ākonga ki ngā ratonga tautōhito kei waho atu i te kura.
Ko te hanga i te wharekura ka whakawhānui ake i ngā whai wāhitanga mō ngā ākonga, ā, ka whakarato hoki i ngā wāhi e tika ana mō ngā kaupapa tautōhito me ngā kaupapa hākinakina o roto.
5 Te Whakatau ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:
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
te rēhitatanga o ngā kaiako
ngā tukanga ki te whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014 .
6 Te Taunakitanga
E whakamihia ana e Te Tari Arotake Mātauranga me te whānau o Te Kura Kaupapa Māori o Ngā Maungarongo te angitu o ngā hōtaka me ngā putanga ki ngā ākonga, puta noa i te kura. Ka tahuri te whānau, te ārahitanga, me ngā kaimahi ki te:
whakahaere tonu i te whakatūnga o ngā whare o te wharekura, tae noa ki te whakatutukitanga, hei kaupapa matua
whakahāngai tonu i tā rātou titiro ki ngā putanga e whai hua angitu ana ki ngā ākonga
whakapūmau i te whakahāngaitanga o te arotake whaiaro, kia kawea ai e rātou te whakamahere rautaki whai aronga.
Darcy Te Hau Toka ā Nuku Te Uepū-a-Motu – Māori Services
13 Huitanguru, 2023
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Ōwairaka, ki Tāmaki-makau-rau
Te tau a te Tāhuhu o te Mātauranga 4207
Te tūmomo kura Te Aho Matua
Te tokomaha o ngā ākonga o te kura 98
Ngā hononga ā-iwi Māori 98
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Whiringa-ā-rangi 2022
Te wā o tēnei pūrongo 13 February 2023
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hui-tanguru 2015; Arotake Mātauranga, Here-turi-kōkā 2011; Arotake Mātauranga, Paenga-whāwhā 2007
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
Te Kura Kaupapa Māori o Ngā Maungarongo is the only kura kaupapa Māori in central Auckland. The kura provides Te Aho Matua education for students from Years 0-13. On the back of the global pandemic and the impacts of the Auckland lockdowns, the whānau have chosen to focus on Te Ira Tangata for this review.
How well do students show physical, spiritual, and emotional wellbeing?
Students appear to be self-confident learners, who display positive self-esteem.
4 Findings
Te Ira Tangata
Students appear emotionally and spiritually confident in a wide range of contexts. Hui a kura are an opportunity for students to be acknowledged for their uniqueness. This also provides opportunities to reinforce Te Aho Matua . Tuakana teina relationships strengthen student connections. Whānau support and focus their contributions so that the kura remains a safe place for all. Students ensure that their peers are aware of the health and safety expectations. Students show respectful and positive interactions.
Te Reo
Students are immersed in a language rich environment. A transition program is in place to support students to experience an accelerated pathway to language proficiency. There are well established expectations for communicating in te reo Māori across all areas of the kura . Raukura and kaiako work collaboratively to extend and enhance the quality of the reo Māori and tikanga . Students communicate fluently in te reo Māori and are exposed to rich language situations on the marae and manu kōrero .
Ngā Iwi
Students experience positive relationships. The kura environment serves as a tūrangawaewae for whānau living in central Auckland. Students share their hapū and iwi connections and discuss these links with others. Whānau continue to support and contribute to the surrounding community during challenging times to show for care and consideration for others. Most whānau are a part of the kura and its intergenerational community connection. Each knowing the others, each having deep connections. Tuakana teina relationships support sibling transitions which strengthen the whānau loving connections from the very beginning. Students appear happy and proud members of their community.
Te Ao
Students acknowledge their place in te ao Māori and the wider world. They share their determination to remain true to themselves and the values of Te Aho Matua in their work, discussions and actions. Students learn about Te Moana-nui-ā-Kiwa and how they sustain and pass on their culture, heritage, traditions, and beliefs in Aotearoa . They understand their roles as ambassadors of their tikanga Māori and have opportunities to provide corporate organisations with workshops around cultural awareness. Students are explorers of te ao Māori and the wider world.
Ngā Āhuatanga Ako
Students are intellectually stimulated in an environment conducive to learning. Te Aho Matua principles and values are embedded into teaching and learning. Programme planning is detailed and is responsive to students’ needs. This includes opportunities for students to lead their learning based on their interests. This has been a successful approach to re-engage students post-Covid-19 lockdowns.
A new wharekura is being built on-site to cater for the specialist support and delivery of quality education for students. Wharekura students are supported by kaiako who connect with them appropriately. Wānanga are facilitated to grow and support the understanding of Te Aho Matua and the curriculum for kaiako and whānau . Regular opportunities are provided for all students to lead different aspects of the programme where they rise enthusiastically to these expectations. This is demonstrated in multiple contexts such as hui a kura, haka, mau rākau , sports and academic pursuits. Most students are achieving at or above expected levels in literacy and numeracy within the kura teina . Secondary students achieved extremely well in National Achievement in Educational Achievement (NCEA) across all levels with 88.9% attaining university entrance. Students experience a highly responsive learning programme.
Leadership and Internal Evaluation
Leadership is collaborative, inclusive, and highly effective. The long serving tumuaki models, manaaki , aroha and noho whakaiti . Her vision and dedication in providing a high-quality Te Aho Matua environment has provided whānau with a place of belonging for second and third generation urban Māori .
Long serving whānau and staff contribute significantly to embedded effective systems and practices. Several raukura have returned as staff members to contribute to the kaupapa and growth of the kaupapa .
The whānau works closely with Te Rūnanga Nui o ngā Kura Kaupapa Māori and other Māori teacher training institutes to provide support for aspiring Kura Kaupapa Māori kaiako . Support services have been engaged to support the wellbeing of whānau . Students thrive in an environment that is designed to meet their individual needs.
Consistent and rigorous self-review is focused on enhancing outcomes for students and whānau . There is a regular review cycle for policies and procedures. Whānau have identified priorities focused on the holistic wellbeing for students and staff. Whānau wānanga regularly to monitor and report on progress toward their shared vision. The focus is on students reaching their full potential in academic, sporting and cultural arenas. Te Aho Matua underpins all documentation and decision making. Students demonstrate high levels of confidence and wellbeing and share this with others.
Key Next Steps
Te Kura Kaupapa Māori o Maungarongo whānau have identified that the completion of the wharekura build is their priority. Presently, students access specialist services offsite.
The wharekura build will expand opportunities for students, provide specialist subjects and indoor physical activities.
5 Assurance on Legal Requirements
During the evaluation, ERO checked at the following areas:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions, and exclusions
attendance
school policies in relation to meeting the requirements of the Children’s Act 2014
6 Recommendation
ERO and the Te Kura Kaupapa Māori o Maungarongo whānau acknowledge the success of the programmes and outcomes for students throughout the school. The whānau , leadership and staff will:
continue the wharekura build through to completion as a priority
continue their focus on successful outcomes for students
uphold focused self-review, so that they are responsible for responsive strategic planning.
Darcy Te Hau Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services
13 February 2023
7 Information about the Kura
Location Mount Albert, Auckland
Ministry of Education profile number 4207
Kura type Te Aho Matua
Kura roll 98
Ethnic composition Māori 98
Special features Te Aho Matua
Review team on site November 2022
Date of this report 13 February 2023
Most recent ERO report(s) Education Review, February 2015; Education Review, August 2011; Education Review, April 2007
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).