TKKM o Ngati Kahungunu o Te Wairoa
Composite · State
- Year levels
- not reported
- Total roll
- 191
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 41 Kitchener Street, Wairoa
- Territorial authority
- Wairoa District
- Phone
- 06-8386813
- tari@kkmwairoa.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Hawke’s Bay
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 8
- Māori
- 185
- Pacific
- 5
- Asian
- 3
- 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 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Year 02 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Year 03 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Year 04 | 19 | 0 | 1 | 0 | 0 | 1 | 0 | 21 |
| Year 05 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 06 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Year 07 | 12 | 0 | 1 | 0 | 0 | 0 | 0 | 13 |
| Year 08 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 09 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 10 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 11 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 12 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 13+ | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Total | 179 | 0 | 2 | 0 | 0 | 1 | 0 | 182 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 06 | 22 | 0 | 0 | 0 | 0 | 0 | 0 | 22 |
| Age 07 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Age 08 | 17 | 0 | 1 | 0 | 0 | 1 | 0 | 19 |
| Age 09 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Age 10 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 11 | 12 | 0 | 1 | 0 | 0 | 0 | 0 | 13 |
| Age 12 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 13 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Age 14 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Age 15 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 16 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 17 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Total | 179 | 0 | 2 | 0 | 0 | 1 | 0 | 182 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
83.3%
| TKKM o Ngati Kahungunu o Te Wairoa | 83.3% |
|---|---|
| Hawke's Bay Region | 86% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 66.7% |
|---|---|
| Male | 100% |
| 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 Ngati Kahungunu o Te Wairoa | 50% |
|---|---|
| Hawke's Bay Region | 77.5% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 50% |
|---|---|
| Male | 50% |
| 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 Ngati Kahungunu o Te Wairoa | 50% |
|---|---|
| Hawke's Bay Region | 57.7% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 50% |
|---|---|
| Male | 50% |
| 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
16.7%
| TKKM o Ngati Kahungunu o Te Wairoa | 16.7% |
|---|---|
| Hawke's Bay Region | 16.6% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 16.7% |
|---|---|
| Male | 16.7% |
| Māori | 16.7% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 16.7% |
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
58.3%
| TKKM o Ngati Kahungunu o Te Wairoa | 58.3% |
|---|---|
| Hawke's Bay Region | 78.8% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 50% |
|---|---|
| Male | 66.7% |
| Māori | 58.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 58.3% |
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
0%
| TKKM o Ngati Kahungunu o Te Wairoa | 0% |
|---|---|
| Hawke's Bay Region | 33.6% |
| 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 | 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 stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| TKKM o Ngati Kahungunu o Te Wairoa | 0% |
|---|---|
| Hawke's Bay Region | 6.2% |
| 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 | 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 Ngati Kahungunu o Te Wairoa | 0% |
|---|---|
| Hawke's Bay Region | 3% |
| 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 | 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)
- 532
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 1 January 1997
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
- 5 March 2024
- 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 191 — 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 2023
203
Counted while ERO’s review team was at the school. Education Review Office, report of 5 March 2024
25 June 2019
110
Counted while ERO’s review team was at the school. Education Review Office, report of 17 October 2019
1 July 2015
75
Counted while ERO’s review team was at the school. Education Review Office, report of 25 September 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 5 March 2024 — “Te Kura Kaupapa Māori o Ngāti Kahungunu o Te Wairoa March 2024” — 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. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū, me ngā iwi.
2 Te Horopaki
Ka whakarato Te Kura Kaupapa Māori o Ngāti Kahungunu o Te Wairoa i te mātauranga ki ngā ākonga o ngā tau 1 ki te 13. Kua āta whakatōngia te kura ki ngā tikanga whakaaro me ngā mātāpono o Te Aho Matua. E tū ana ki Wairoa, ā, ka aro nui ki te tiaki i te reo, i ngā tikanga, me ngā hītori o Kahungunu.
He pēhea rawa te whai wāhi atu, te mātātoa hoki o ngā ākonga i roto i ā rātou akoranga?
Ka kitea te ngākau nuitanga o ngā ākonga ki te ako, ā, ka whai mātātoa rātou i ō rātou huarahi mātauranga.
Te Ira Tangata
Ka whai pānga matua te whakapapa me te hītori o Ngāti Kahungunu ki te ao o ngā ākonga i ia rā. Kei te tino māramahia, kei te tino whakapuakihia hoki te whāinga rautaki e kīia nei ko ‘Tihei Kahungunu’ , e ngā ākonga me ngā whānau. Kei te mātātoa te tautoko me te whai wāhi atu a ngā ākonga ki ngā tikanga pērā i te karanga, te whaikōrero, me te wero. Kua hokihoki mai ngā raukura tokomaha ki te kura, ā, e whakamanahia ana tō rātou whai wāhi mai hei mātua, hei kaiako, hei kaiāwhina, hei kaitiaki poari hoki. Tērā ētahi tino tauira o Te Aho Matua, o te reo Māori, o ngā tikanga Māori hoki. Kei te mōhio ngā ākonga ki a rātou anō, ki ō rātou tātai hono anō hoki.
Te Reo
Ka ako, ka whakatinana hoki ngā ākonga i ō rātou pūkenga i roto i te tangongitanga o ngā āheinga reo me ngā horopaki. Ko tā ‘Whakatairanga te reo Māori me ōna tikanga’ mahi, he hāpai i te whakarauoratanga o te reo me ngā pūrākau o Ngāti Kahungunu. Ko te hua o ngā kōkiritanga reo Māori hou, pērā i Kura Pō – Te Ataarangi me Te Ahu o Te Reo , e āta kitea ana ki te āheinga o ngā ākonga me ngā whānau ki te whakawhiti whakaaro mā te reo Māori. Nā taua whakatairanga ake i te reo, kei te whakaratohia Te Reo Rangatira i nāianei, hei kaupapa ki te wharekura. He pakari ngā ākonga ki te whakawhitiwhiti whakaaro mā te reo Māori.
Ngā Iwi
He ngākau titikaha ō ngā ākonga ki te whai wāhi mātātoa atu ki tēnā me tēnā o ngā marae, ki te hapori whānui tonu. Kua whakatinanahia ngā wawata o ngā whānau kia tautoko ngā ākonga i ngā tikanga ki ngā kaupapa ōkawa me ngā kaupapa ōpaki. E mōhio ana ngā ākonga ki ā rātou kawenga ki ō rātou whānau, ō rātou hapū, me ō rātou iwi. Ka whakawhanaunga ngā ākonga ki ngā whānau, ngā hapū, me ngā iwi e tino mōhio whānuitia ana, ā, ka ako i a rātou mā e whakatauira ana i te angitu me te eke panuku. Ka whakapapa te whānau ki te marae kotahi, ā, ka noho anō hoki ki te takiwā kotahi e kīia ana ko ‘Tāwharau’ . Ka hāpai tēnā i te whai wāhi ake a te whānau ki te aronga rautaki me te kāwana i te kura. He manawa whakahī tō ngā ākonga ki te whai wāhi atu ki ō rātou whānau, ō rātou hapū, me ō rātou iwi.
Te Ao
E tino tautokona ana ngā ākonga kia whanake ai tā rātou tirohanga ki te ao mā te tangongitanga o ngā wheako. Ahakoa kua pā nui te KOWHEORI-19 me ngā marangai, kua whai wāhi tonu ngā ākonga ki ngā kaupapa ki waho atu i Wairoa, tae atu ki te kapa haka, ngā akoranga mahi ā-rehe, te Huinga Reo, me te Wiki Hākinakina. He kura taiao Te Kura Kaupapa Māori o Ngāti Kahungunu o Te Wairoa, ā, ka whai wāhi atu ngā ākonga ki te whakauka me te tāmata i te taiao. E ako ana ngā ākonga i te ao whānui, ā, e whanake ana hei kaitiaki o tō rātou taiao.
Āhuatanga Ako
E whiwhi ana ngā ākonga i te papai o tētahi taiao whakaako, taiao ako hoki. Kua whakaritea te tautoko mō te ako a ngā ākonga i tautuhia ai hei hāpai ake. He kaiāwhina ki ia akomanga, he wā hoki ka ako tētahi ki tētahi, ā, he tautoko mātanga hoki. Kei te harikoa te āhua o ngā ākonga ki tō rātou taiao ako.
Wharekura
E tino tautokona ana ngā ākonga ki te whakamahere me te whakariterite i ō rātou huarahi whai muri i te kura. Ka whai wāhi te nuinga o ngā ākonga ki te mātauranga mātāmuri, tae atu ki te toro atu ki Te Awanuiārangi, ki Te Wānanga o Raukawa, me Te Aho a Māui. Ka whiwhi ētahi i ngā akoranga mahi ki te rāngai hauora. Ka āwhina ngā kaiako mātanga o te hapori i a rātou ngā ākonga e hiahia ana ki te haere ki te whare wānanga, ki ngā ope kātua rānei. Ahakoa ngā wero e pā ana ki ngā tūranga kaimahi, ka whakaratohia ngā whai wāhitanga mō ngā ākonga ki te eke angitu. Kua waihangatia ngā hōtaka akoranga o ia ākonga, kia āhei ai ngā ākonga ki te whai i ngā huarahi e hāngai pū ana ki ō rātou wawata. Ka whai wāhi mātātoa ngā ākonga ki ngā huarahi i whiriwhirihia ai e rātou.
Te ārahitanga me te whakahaeretanga
Ka kitea te pakari o te ārahitanga ngaio. Ka mahi ngaio te rōpū ārahitanga. E hāngai ana ngā mātāpono o te kura ki ngā wawata o te whānau, te hapū, me te iwi. Ko ngā pūmanawa me ngā kawenga e hiahiatia ana i te ārahitanga, ka āta tautuhia, ka āta whakamātauhia. Kua whakatakotohia ngā whāinga rautaki, ā, ka aroturukitia, ka aromātaihia hoki. Ko ngā raukura i hoki mai hei kaimahi, hei mātua hoki, e āta tautokona ana kia pakari ake, kia whakaputaina ake ō rātou pūkenga ārahi. E ākina ana te kawe atu a ngā ākonga i ngā mahi ārahi ki te taha o ō rātou hoa me ō rātou tēina. Kua whakatakotohia tētahi huringa tupu ngaio e kīia ana ko ‘Kīwhaiaro’ , ā, e hāngai ana ki Te Aho Matua. Ka aro nui te whakawhanaketanga ngaio ki ngā matea whakawhanake o te kura. Ka whai wāhi matua te whānau ki te huarahi ārahi o te kura.
Te whānau whakahaere me te aromātai o roto
Kua tautuhia ngā wawata o te whānau, ā, e hāngai ana hoki ki Te Aho Matua. E arotahi ana ngā mahere rautaki ki te whakapuaki, te whakawhanake, me te poipoi i te reo Māori me ngā tikanga e hāngai pū ana ki a Kahungunu. He aronga nahanaha ki te whakamahere mō te tauatanga. E tautokona ana ngā mema hou e ngā kaitiaki o mua, ki te whakatutuki i ō rātou tūranga kāwana, me ā rātou kawenga kāwana. E hāngai ana ngā pūnaha me ngā tuhinga ki Te Aho Matua, tae atu hoki ki ngā pūkete a ngā kaitiaki, ngā pūrongo a te tumuaki ki te poari, ngā pūrongo ki te whānau mō te ahu whakamua a ngā ākonga, me ngā pūkete a ngā kaiako. Ko te reo Māori, ngā tikanga, te Kahungunutanga, me Te Aho Matua te tino tūāpapa mō te whakawhanaketanga torowhānui o ngā ākonga e āta whakatōngia ana ki te reo Māori, ki ō rātou tuakiri, me ō rātou tūrangawaewae.
Ngā Whakaritenga Matua ka whai ake
Kua tae ki te wā kia aro nui ngā kaiārahi me ngā kaiako ki te whakapai ake i ngā putanga mātauranga. Ko tētahi aronga kua whakataungia, ko ngā paetae ākonga i roto i te reo matatini me te pāngarau. Ko te tātari a ngā kaiārahi me ngā kaiako i ngā hōtuku o te reo matatini me te pāngarau, tētahi āhuatanga hei whakawhanake ake ki te ārahi i te whakaako me te ako, me te kōkiri i te ahu whakamua me ngā paetae a ngā ākonga hei hāpai ake. Kāhore anō ngā ākonga kia tino eke ki ō rātou pūmanawa i roto i te pāngarau me te reo matatini.
Nō nā noa nei te poari i whakatūngia ai, ā, e whanake ana rātou i tō rātou āheinga ki te kāwana. E mōhio ana te whānau, ko ngā mahi kāwana tētahi āhuatanga hei tautoko ake, ā, ka mahi tonu rātou ki te taha o ngā tāngata tautōhito ki te whakapakari ake i ō rātou āheinga. Ko tētahi wāhanga i tautuhia ai e te whānau hei whakatupu tonu, hei whakawhanake tonu, ko te whai māramatanga ki Te Aho Matua hei ārahi ake i te whakahaere me te kāwana i te kura.
Me whakaoti i te tātari kaute o ngā pūtea ā-tau e tāwēwē tonu ana. Kei te whakaoti haere te poari – ki te taha o te Tāhuhu o te Mātauranga – i ngā tātari kaute, mai i te tau 2017, taka rawa mai ki tēnei wā. I whiwhi ngā kaitiaki poari i taua mahi i te tau 2020. I nāianei, kua oti ngā tātari kaute o ngā tau e whā. E hāngai pū ana te titiro o te poari ki te whakaoti i aua tātari kaute e noho tāwēwē tonu ana.
5 Te Whakatau ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga 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 a te kura e whakatutuki ai i ngā herenga ā-ture e pā ana ki te Children’s Act 2014 .
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
āta whakatau i te whakatakotoranga me te tātaritanga o ngā pūrongo ā-tau
[Te Ture Pūtea Tūmatanui 1989 me Te Ture Mātauranga me te Whakangungu 2020]
6 Ngā Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kura ngā taunakitanga e whai ake nei, arā, kia:
tupu tonu te whānau i te angitu i roto i te mātauranga, mā te tātari i ngā hōtuku ki te whakamōhio i ngā wawaotanga ka whāia i roto i te reo matatini me te pāngarau
whakaoti te whānau i te katoa o ngā tātari kaute pūtea e tāwēwē tonuhia ana.
Darcy Te Hau Toka ā Nuku Te Uepū-a-Motu – Māori Services
05 Poutūterangi, 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Wairoa
Te tau a te Tāhuhu o te Mātauranga 1616
Te tūmomo kura He kura hiato (Tau 1 ki te 13)
Te tokomaha o ngā ākonga o te kura 203
Ngā hononga ā-iwi Māori 99%, Iwi kē 1%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Whiringa-ā-rangi 2023
Te wā o tēnei pūrongo 5 Poutūterangi 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Whiringa-ā-nuku 2019; Arotake Mātauranga, Mahuru 2015
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 Ngāti Kahungunu o Te Wairoa provides education for students in Years 1-13. The kura is grounded in the philosophies and principles of Te Aho Matua . It is situated in Wairoa and prioritises the protection of te reo, tikanga and history of Kahungunu .
To what extent are students engaged and active in their learning?
Students show a keen interest to learn and are active participants in their educational journey.
Te Ira Tangata
Ngāti Kahungunu whakapapa and history is an integral part of students’ daily experience. The strategic goal ‘Tīhei Kahungunu’ is both understood and articulated well by students and whānau . Students actively support and participate in cultural practices including karanga , whaikōrero and wero . A number of raukura have returned to the kura and are valued as parents, kaiako, kaiāwhina and board members. There are some very good models of Te Aho Matua, te reo and tikanga Māori . Students know who they are and who they are connected to.
Te Reo
Students learn and demonstrate their abilities in a variety of language functions and contexts. Whakatairanga te reo Māori me ōna tikanga contributes to the revitalisation of language and pūrākau specific to Ngāti Kahungunu . The benefits of recent te reo initiatives, such as Kura Pō – Te Ātaarangi and Te Ahu o Te Reo are evident in student and whānau abilities to communicate in te reo Māori. This improvement has led to Te Reo Rangatira now being offered as a subject in the wharekura . Students confidently communicate in te reo Māori.
Ngā Iwi
Students actively contribute at various marae , and in the wider community with confidence. Whānau aspirations for students to provide tikanga support in formal and informal situations are realised. Students are aware of their responsibilities to their whānau, hapū and iwi . Students engage and learn from well-known whānau, hapū and iwi who model success and achievement. Whānau who reside and whakapapa to the same marae and takiwā known as ‘Tāwharau ’. This encourages greater whānau participation and contribution in the strategic direction and governance of the kura . Students proudly contribute to their whānau hapū and iwi .
Te Ao
Students are well supported to develop their world view through various experiences. Despite the impacts of COVID-19 and significant weather events, students have continued to participate in events outside of Wairoa , Including, kapa haka, trade training courses, Huinga Reo and Wiki Hākinakina . Te Kura Kaupapa Māori o Ngāti Kahungunu o Te Wairoa is a Kura Taiao and students participate in environmental preservation and restoration. Students learn about the wider world and are developing as kaitiaki of their local environment.
Āhuatanga Ako
Students experience a positive teaching and learning environment. Learning support is in place for students identified as requiring additional support. This includes kaiāwhina in every classroom, one-to-one sessions and specialist support. Students appear happy in their learning environment.
Wharekura
Students are well supported to plan and prepare for their future after kura . Most students participate in tertiary education including Te Awanuiārangi, Te Wananga o Raukawa and the Eastern Institute of Technology (EIT). Some are offered internships in the health sector. Specialist teachers from within the community assist students who wish to go to university or the armed forces. Despite staffing challenges students are provided opportunities to experience success. Individual learning programmes are designed to allow students to pursue pathways that align to their aspirations. Students actively contribute to their chosen pathways.
Leadership and management
Strong professional leadership is evident. The leadership team is professional. The kura mātāpono reflect the aspirations of whānau, hapū and iwi . Desired leadership dispositions and responsibilities are clearly defined and practised. Strategic goals are in place, monitored and evaluated. The raukura who have returned as staff and parents are well supported to build and share their leadership skills. Students are encouraged to take on leadership responsibilities with their peers and their teina . A professional growth cycle “ Kīwhaiaro” is in place and aligns to Te Aho Matua . Professional development is responsive to the kura development needs. Whānau are an integral part of their kura leadership journey.
Whānau Whakahaere and Internal Evaluation
Aspirations of the whānau have been identified and align to Te Aho Matua . Strategic planning focuses on creating, developing and nurturing te reo Māori, and tikanga that is Kahungunu centric. There is a considered approach to succession planning. New members are supported, by former trustees, to fulfil their governance roles and responsibilities. Systems and documentation align to Te Aho Matua , this includes trustees’ portfolios, tumuaki reports to the board, reports to whānau on student progress and kaiako portfolios. Te Reo Māori, tikanga, Kahunguntanga , and Te Aho Matua provide a firm foundation for the holistic development of students who are grounded in te reo Māori and who they are and where they come from.
Key Next Steps
It is timely for leaders and kaiako to emphasise improving academic outcomes. Student achievement in literacy and numeracy is an agreed area of focus. Leaders and kaiako analysis of literacy and numeracy data requires further development to guide teaching and learning, and to accelerate the progress and achievement of those students who require this. Students are yet to reach their full potential in numeracy and literacy.
The newly elected Board are growing their capability in governance. The whānau recognise governance requires further support and they continue to work alongside experienced people to build capability. Greater understanding of how Te Aho Matua can better guide the administration and governance of the kura is an area the whānau recognise as needing continued growth and development.
Outstanding annual financial audits require completion. The board, with the Ministry of Education, is completing audits from as far back as 2017. These were inherited by trustees in 2020. Four years of audits are now completed. The Board is committed to completing those audits that remain outstanding.
5 Whānau Assurance on Legal Requirement
During the evaluation, ERO checked 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.
Actions for Compliance
To meet compliance requirements they must:
ensure that annual accounts are prepared and audited. [Public Finance Act 1989 and s152 Education and Training Act 2020]
6 Recommendations
ERO and the kura whānau developed the following recommendations:
whānau will continue to grow academic success, through the analysis of data, to inform targeted interventions for literacy and numeracy
whānau will complete all outstanding financial audits.
Darcy Te Hau Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services
5 March 2024
7 Information about the kura
Location Wairoa
Ministry of Education profile number 1616
Kura type Composite (Years 1-13)
Kura roll 203
Ethnic composition Māori 99%, Other 1%
Special features Te Aho Matua
Review team on site November 2023
Date of this report 5 March 2024
Most recent ERO report(s) Education Review, October 2019; Education Review, September 2015
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).