TKKM o Rotoiti
Full Primary · State
- Year levels
- 1–8
- Total roll
- 38
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1620 State Highway 30, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3627718
- tari@rotoiti.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Rotorua · schools in Bay of Plenty
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 3
- Māori
- 38
- Pacific
- 4
- 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 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 02 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 03 | 4 | 0 | 0 | 0 | 1 | 0 | 0 | 4 |
| Year 04 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 05 | 5 | 1 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 06 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 07 | 8 | 1 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 08 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Total | 41 | 3 | 0 | 0 | 1 | 4 | 0 | 41 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 06 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 07 | 4 | 0 | 0 | 0 | 1 | 0 | 0 | 4 |
| Age 08 | 5 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Age 09 | 6 | 1 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 10 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 11 | 6 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 12 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Total | 41 | 3 | 0 | 0 | 1 | 4 | 0 | 41 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Student engagement
Age-standardised stand-down rate per 1,000 students — 2024
0%
| TKKM o Rotoiti | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| Full Primary | 35.6% |
| 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 Rotoiti | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| Full Primary | 3.9% |
| 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 Rotoiti | 0% |
|---|---|
| Bay of Plenty Region | 1.4% |
| Full Primary | 1.7% |
| 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)
- 541
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural settlement
- Date opened
- 11 August 1996
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
- 12 May 2021
- Latest report
- TKKM o Rotoiti May 2021
- 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 38 — 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 2021
62
Counted while ERO’s review team was at the school. Education Review Office, report of 12 May 2021
30 June 2016
51
Counted while ERO’s review team was at the school. Education Review Office, report of 25 August 2016
November 2012
63
Counted while ERO’s review team was at the school. Education Review Office, report of 1 January 2013
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 12 May 2021 — “TKKM o Rotoiti May 2021” — 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, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.
2 Te Horopaki
E tū ana Te Kura Kaupapa Māori o Rotoiti ki te taha rāwhiti o te roto o Rotoiti. He tātai whakapapa tō ngā ākonga katoa ki a Ngāti Pikiao. Kua pou herea te marautanga o te kura ki te reo, ngā tikanga, me te hītori o Ngāti Pikiao. He tokomaha ngā whānau kua hoki mai ki te kāinga, kia āhei ai ā tātou tamariki ki te whai wāhi atu ki ēnei whakaakoranga.
He pēhea rawa te whakatauira mai o ngā ākonga i ngā wawata me ngā tūmanako o Ngāti Pikiao?
E whanake ana ngā ākonga kia whai wāhi nui, kia whakakanohi hoki rātou i a Ngāti Pikiao.
4 Ngā Whakaaturanga
Ko tō te whānau wawata kia tū ā rātou tamariki hei kaiārahi mō Ngāti Pikiao ā tōna wā. He pakari ngā ākonga ki te whakapuaki i ō rātou whakapapa, ā, ka whai wāhi nui rātou ki ō rātou whānau, ō rātou hapū, tō rātou iwi, me te hapori whānui. Ka whai wāhi atu rātou ki ngā taumahi e hāngai nui ana ki ngā tikanga me ngā uara o Ngāti Pikiao, pērā i ngā karakia me ngā mōteatea. Ka ako rātou i tō rātou takiwā, ā, i ō rātou tātai hono ki ngā marae katoa o Ngāti Pikiao. Tautoko ai rātou i ngā marae i ngā wā o ngā tangihanga me ētahi atu huihuinga. Ka āta whai wāhi nui te whānau me te hapori ki aua akoranga. He ngākau titikaha ō ngā ākonga i roto i tō rātou mōhiotanga ki tō rātou tuakiri hei uri o Ngāti Pikiao.
E rumakina ana ngā ākonga ki te reo me ngā tikanga o Ngāti Pikiao. Ka rongo rātou i te reo e whakatauirahia ana ki te whānuitanga o ngā horopaki ōkawa me ngā horopaki ōpaki. Ka hāpai te whānau i ngā ākonga ki te ako i te reo mā te whakatauira i te reo, mā te ako rānei ki te taha o ngā ākonga. Ka whakamahi ngā kaiako i te tangongitanga o ngā rautaki ako reo hei whakapakari ake i te ngākau titikaha, i te āheinga hoki o ngā ākonga ki te whakamahi i te reo. E whanake ana ngā ākonga ki te kōrero i te reo o Ngāti Pikiao.
Ka whakaratohia ki ngā reanga katoa o ngā ākonga, ngā whai wāhitanga ki te ārahi. Ka ārahi rātou i ngā karakia o te ata, i ētahi atu kaupapa, ētahi atu huihuinga hoki o te kura, ā, he mātātoa hoki te whai wāhi atu a te whānau ki aua mahi. He kaunihera ā-ākonga tō te kura, ā, e whakakanohihia ana tēnei ki ngā ākonga o ia reanga. Ka āta whakarite ngā kaiako kia kitea te kura puta noa i te hapori whānui tonu o Ngāti Pikiao. Ka kitea te tino aronga toi whenuatanga, te manawa whakahī anō hoki o ngā ākonga hei uri o Ngāti Pikiao.
Ka whakamahere ngā kaiako i ngā akoranga e whai pānga nui ana ki ngā matea ako o ngā ākonga, ki tō rātou nā takiwā, ā, ki te ao whānui hoki. He mātātoa te whai wāhi atu a te kura ki ngā kaupapa taiao me ngā mahi whakarauora i tō rātou hapori tonu. Ka whakamahi ngā ākonga i ngā hangarau hei tūhura, hei whakatewhatewha i ngā take kei tua atu i tō rātou noho ki roto i a Ngāti Pikiao. Ka āta hāngai nui te titiro ki te ako me te atawhai o ia ākonga. Ka tāutuhia tēnei mā te whānuitanga o ngā tūmomo aronga aromatawai, ērā e noho ōkawa ana, ērā hoki e noho ōpaki ana. Mō ngā ākonga hei āta tautoko ake, he mahere wawaotanga ā rātou hei kōkiri i ā rātou whakatutukitanga.
Ko te ngākau nuitanga o te whānau ki te tirohanga me ngā uara o te kura e ārahi ana i tā rātou whakahaere i ngā whakaritenga katoa ki te kura. Kua piki ake te kitenga, te māramatanga hoki i Te Aho Matua puta noa i te kura, ngā kaimahi, me te whānau. Ka mahi ngātahi te whānau hei painga mō ngā ākonga me te whānau whānui. E noho ngākau nui ana rātou ki te whakarato i tētahi taiao ako ā-whānau e whakakotahi ana i ngā hononga tāngata. He pai te tū o te kura i roto i tō rātou hapori o Ngāti Pikiao.
E arotahi ana te whānau ki te whakapai ake i ngā putanga ki ā rātou ākonga, me te whakariterite i ngā ākonga ki te tū hei kaiārahi o tō rātou iwi ā meāke nei. Kua whakawhanakehia e rātou tētahi tukanga arotake me tētahi rārangi wā e noho mārama ana, e whai hua nui ana hoki, hei hāpai i taua whāinga. E hāngai ana ngā mahere rautaki ki ngā wawata o Ngāti Pikiao. E hāpai ana ngā mahere ā-tau i te whakatutukitanga o ngā tūmanako me ngā kawenga i roto i te wā e tika ana. Nā te kaha o ngā hononga tāngata, he pakari te whānau ki te whakawhitiwhiti kōrero, ki te tautohetohe, ā, ki te whakarerekē haere hoki i ngā whakahaeretanga, hei whakatairanga ake i ngā āhuatanga i ngā wā e tika ana. Ka whai hua ngā ākonga nā tō rātou noho ki te pūtake tonu o ngā whakataunga a te whānau.
Ngā Whakaritenga Matua ka whai ake
Me āta tāutu ake te pūkete raukura o te kura i ngā pūmanawa e wawatatia ana mō ngā ākonga i tā rātou wehenga i te kura. Ko tētahi āhuatanga hei whakapakari ake, ko te aroturuki me te pūrongo i te ahu whakamua o ngā ākonga ki te whakatutuki i ngā wawata o te whānau.
Me whakapakari ake i ngā whakaritenga aromātai o roto a te poari. Me matawhānui ake i te tuhi me te pupuri i ngā whakawhitinga kōrero me ngā whakataunga e pā ana ki te whakapaitanga ake o ngā putanga ki ngā ākonga.
5 Te Whakatau ki ngā Wāhanga Tautukunga
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te whānau me te tumuaki he Tauāki Kupu Tūturu a te Whānau 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.
I te wā o te aromātai, 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 o ngā 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;
te rēhitatanga o ngā kaiako;
ngā tukanga ki te whakatū kaimahi;
te whakaunu, te aukati, te pana me te whakarerenga; me
te tae ā-tinana atu a ngā ākonga ki te kura.
6 Ngā Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga me te poari kaitiaki o te kura ngā taunakitanga e whai ake nei, arā, kia:
whakapakarihia ngā tuhinga kia kaha ake ai te hāngaitanga o ēnei ki ngā whakawhitinga kōrero, ngā whakataunga, me ngā whakaritenga
whakamahine i te pūkete e pā ana ki ngā raukura.
Darcy Te Hau Toka-ā-Nuku Te Uepū ā-Motu - Māori Review Services
12 Haratua 2021
7 Ngā Kōrero e pā ana ki te kura
Te tūwāhi Kei Rotorua
Te tau a te Tāhuhu o te Mātauranga 1929
Te tūmomo kura He kura tuatahi (Tau 1-8)
Te tokomaha o ngā ākonga o te kura 62
Te ira tangata Kōtiro 32 Tama 30
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Poutū-te-rangi 2021
Te wā o tēnei pūrongo 12 Haratua 2021
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga Pipiri 2016 Kohi-tātea 2013 Whiringa-ā-nuku 2009
1 Introduction
The Education Review Office, whānau , leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.
2 Context
Te Kura Kaupapa Māori o Rotoiti is on the eastern side of Lake Rotoiti . All students whakapapa to Ngāti Pikiao . The kura curriculum is underpinned by Ngāti Pikiao reo , tikanga and history. A number of whānau have returned home to enable their children to be immersed in the curriculum.
How well do students model the hopes and aspirations of Ngāti Pikiao ?
Students are developing as contributors to, and representatives of Ngāti Pikiao .
4 Findings
Whānau aspire for their children to be future leaders for Ngāti Pikiao . Students confidently share their whakapapa and positively contribute to their whānau, hapū, iwi and wider community. They participate in activities that reflect Ngāti Pikiao tikanga and values, such as karakia and mōteatea . They learn about their local area and their connection to all Ngāti Pikiao marae . They regularly support marae with tangihanga and other occasions. Whānau and community are intentionally involved in this learning. Students are confident in their Ngāti Pikiao identity.
Students are immersed in te reo and tīkanga of Ngāti Pikiao . They hear te reo being modelled in a range of formal and informal contexts. Whānau support students to learn te reo through modelling or by learning alongside the students. Kaiako use a range of language learning strategies to build students’ confidence and ability to use te reo . Students are developing as speakers of te reo o Ngāti Pikiao .
Students of all ages are provided with opportunities to show leadership. They lead morning karakia and other kura events and activities, alongside whānau who are also actively involved. A student council, representative of all year levels, has a strong voice in decision making. The kaiako ensure the kura is highly visible within the local and wider Ngāti Pikiao community. Students display a strong sense of belonging and personal pride as Ngāti Pikiao .
Kaiako plan for learning that is relevant to students’ learning needs and the local and wider world. The kura is actively involved in environmental projects and restoration in the immediate area. Students use technology to explore and investigate issues beyond their Ngāti Pikiao world. Specific attention is given to the students’ individual learning and pastoral needs. This is identified through a range of formal and informal assessment approaches. Students requiring additional support have intervention plans in place to accelerate their achievement.
The whānau commitment to the kura vision and values guides the management of all kura operations. There is increased visibility and understanding of Te Aho Matua within the kura , staff and whānau. Whānau work collaboratively in the interests of the students and the wider whānau . They are committed to providing an inclusive whānau learning environment. The kura has a positive presence in their Ngāti Pikiao community.
The whānau are focused on improving outcomes for their students and preparing students as future leaders of the iwi . They have developed a clear and useful review process and timeframe to support this. Strategic planning is aligned to Ngāti Pikiao aspirations. A detailed annual plan promotes timely completion of expectations and responsibilities. Relationships are respectful and whānau confidently discuss, debate and adjust operations for improvement as and when needed. Students benefit from being at the centre of whānau decision making.
Key Next Steps
The student graduate profile needs to more clearly define the characteristics desired for students when they leave the kura . Monitoring and reporting on students’ progress toward meeting the whānau aspirations needs strengthening.
The board’s internal evaluation practice needs strengthening. Discussions and decisions made for improving outcomes for students need to be more fully documented and recorded.
5 Assurance on Legal Requirement
Before the evaluation, the whānau and Tumuaki completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the evaluation, 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 Recommendations
ERO and the kura board developed the following recommendations:
strengthen documentation to better reflect discussion, decisions and practice
refine the student graduate profile.
Darcy Te Hau Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services 12 May 2021
7 Information about the Kura
Location Rotorua
Ministry of Education profile number 1929
Kura type Full Primary (Years 1-8)
Kura roll 62
Gender composition Girls 32 Boys 30
Ethnic composition Māori 100%
Special features Te Aho Matua
Review team on site March 2021
Date of this report 12 May 2021
Most recent ERO report(s) Education Review Education Review Education Review June 2016 January 2013 October 2009
Read the full report on ero.govt.nz →
All 3 reports ERO holds for this school
ERO reviews a school every few years — around four years between reviews is the usual cycle — so an older date here reflects where a school sits in that cycle, not how it is doing.
Source: Education Review Office, CC BY 4.0.
Roll date: 30 June 2026 (2026).