TKKM o Ruamata
Composite · State
- Year levels
- not reported
- Total roll
- 282
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1005 Te Ngae Road, Rotokawa, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3459063
- rangipehi@ruamata.school.nz
- Website
- http://www.ruamata.school.nz
- 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
- 10
- Māori
- 280
- Pacific
- 6
- Asian
- 1
- 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 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Year 02 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 03 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Year 04 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 05 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Year 06 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Year 07 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 08 | 23 | 0 | 0 | 0 | 0 | 0 | 0 | 23 |
| Year 09 | 27 | 0 | 0 | 0 | 0 | 0 | 0 | 27 |
| Year 10 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Year 11 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Year 12 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Year 13+ | 79 | 0 | 0 | 0 | 0 | 0 | 0 | 79 |
| Total | 288 | 0 | 0 | 0 | 0 | 0 | 0 | 288 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 06 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 07 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Age 08 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 09 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 10 | 17 | 0 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 11 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Age 12 | 20 | 0 | 0 | 0 | 0 | 0 | 0 | 20 |
| Age 13 | 26 | 0 | 0 | 0 | 0 | 0 | 0 | 26 |
| Age 14 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 15 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Age 16 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Age 17 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 18 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 19+ | 66 | 0 | 0 | 0 | 0 | 0 | 0 | 66 |
| Total | 288 | 0 | 0 | 0 | 0 | 0 | 0 | 288 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
88.2%
| TKKM o Ruamata | 88.2% |
|---|---|
| Bay of Plenty Region | 87.3% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | 83.3% |
|---|---|
| Male | 90.9% |
| Māori | 88.2% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 88.2% |
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
88.2%
| TKKM o Ruamata | 88.2% |
|---|---|
| Bay of Plenty Region | 78.1% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 83.3% |
|---|---|
| Male | 90.9% |
| Māori | 88.2% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 88.2% |
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
76.5%
| TKKM o Ruamata | 76.5% |
|---|---|
| Bay of Plenty Region | 56.5% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 83.3% |
|---|---|
| Male | 72.7% |
| Māori | 76.5% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 76.5% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
35.3%
| TKKM o Ruamata | 35.3% |
|---|---|
| Bay of Plenty Region | 18.1% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 66.7% |
|---|---|
| Male | 18.2% |
| Māori | 35.3% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 35.3% |
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
94.1%
| TKKM o Ruamata | 94.1% |
|---|---|
| Bay of Plenty Region | 77.3% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 90.9% |
| Māori | 94.1% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 94.1% |
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 Ruamata | 0% |
|---|---|
| Bay of Plenty Region | 37.4% |
| 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 Ruamata | 0% |
|---|---|
| Bay of Plenty Region | 3.8% |
| 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 Ruamata | 0% |
|---|---|
| Bay of Plenty 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 | 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)
- 494
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Rural other
- Date opened
- 1 February 1987
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
- 9 April 2026
- Latest report
- Ngā Kitenga Arotake Report
- Report type
- Evaluation report
- Board assurance
- not reported
The roll ERO recorded, and when
ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 282 — 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.
July 2025
189
Counted while ERO’s review team was at the school. Education Review Office, report of 9 April 2026
May 2013
126
Counted while ERO’s review team was at the school. Education Review Office, report of 1 December 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 9 April 2026 — “Ngā Kitenga Arotake Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.
ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.
1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.
2 Te Horopaki
Ko Ruamata te marae, ko Matawera te whenua, ko Ngāti Uenukukōpako te iwi
E tū ana Te Kura Kaupapa Māori o Ruamata ki Rotorua, ā, e whakarato ana i te mātauranga mā ngā ākonga o ngā tau 0 ki te 15. E ū tonu ana te whānau ki ngā uara o Te Aho Matua, me ā rātou tino mahi e hāpai nui ai i te angitu o ngā ākonga me te kura.
He pēhea rawa te whakaatu mai a ngā tamariki me ngā mokopuna i te oranga ā-tinana, ā-wairua hoki mā te hono tāngaengae o te tinana, te hinengaro, me te wairua?
Ka kitea te ngākau titikaha ā-tinana, ā-wairua hoki o ngā tamariki me ngā mokopuna, i roto i ā rātou taunekeneke ki ō rātou hoa, ki ētahi atu hoki.
4 Ngā Whakaaturanga
Te Ira Tangata – Mana Tangata
E ako ana ngā tamariki me ngā mokopuna i roto i te taiao e poipoi ana i ō rātou waiora, ā, e whakatairanga ana i ō rātou tuakiri. E pou here ana ngā mātāpono o Te Aho Matua i ngā tūāhuatanga katoa o ngā taunekeneke me ngā hononga i te kura. He aronga nui ki te oranga ā-wairua, ā, ka kawe i ngā mahi tikanga me ngā mahi wairua i ia rā. Kua whakatūngia tētahi Pouwairua me tētahi Pouwhakamārie, hei hāpai i te waiora torowhānui o ngā tamariki me ngā mokopuna, puta noa i te kura. Ka āta whakatauira atu ngā kaiako i te aroha me te manaaki i a rātou e atawhai ana i ngā tamariki me ngā mokopuna. Ka kitea tō rātou whakaaro nui ki ngā pūmanawa motuhake o ia tamaiti me ia mokopuna. Kei te mauritau, kei te ngākau titikaha hoki ngā tamariki me ngā mokopuna. He pai ō rātou hononga ki ō rātou hoa, ki ngā kaiako, ki te whānau hoki, ā, ka whakaute, ka manaaki hoki i ētahi atu. Kei te ngākau titikaha ā-wairua, ā-whatumanawa hoki ngā tamariki me ngā mokopuna.
Te Reo – Mana Reo
E poipoia ana ngā tamariki me ngā mokopuna kia riro i a rātou ngā pūkenga ki te āta whakawhitiwhiti whakaaro mā te reo Māori. E tino ngākau nui ana te whānau o te kura ki te tirohanga ā-whakatupuranga nei mō te whāngai me te hopu i te reo Māori. Nā tēnā, mō te tini o ngā ākonga o tēnei wā, nō te whakatupuranga tuarua, nō te whakatupuranga tuatoru rānei rātou o ō rātou whānau e kōrero ana i te reo Māori. Ka ū ngā whānau ki te whakatauira i te whakamahinga o te reo i roto i te tangongitanga o ngā horopaki ki te kura me te hapori whānui tonu. He manawa whakahī nō ngā tīma hākinakina me ngā rōpū marau-turuki ki te whakaputa māhorahora i te reo Māori i roto i ngā horopaki katoa. I te kura, kua waipukengia ngā taiao katoa ki te reo Māori, ā, koia nei te reo matua o ngā taunekeneke katoa ki waenga i ngā whānau, ngā tamariki, ngā mokopuna, me ngā kaiako. Ka whai wāhi mātātoa ngā tamariki me ngā mokopuna ki ngā kōrerorero me ngā whakawhitinga whakaaro mā te reo Māori ki te taha o ō rātou hoa me ngā pakeke. Kei te ngākau titikaha rātou ki te whakamahi i te reo puta noa i te whānuitanga o ngā tūmomo horopaki. Kei te mātau, kei te pakari hoki ngā tamariki me ngā mokopuna ki te kōrero i te reo Māori.
Ngā Iwi – Mana Whenua
Ka whai wāhi atu ngā tamariki me ngā mokopuna ki ngā wheako ako e tautāwhi ana i ō rātou tātai hono. Ka tū pā tata te kōhanga reo me te kura ki te marae o Ruamata, ā, he wāhi māoriori tēnei mō te ako a ngā tamariki me ngā mokopuna i ngā tikanga me ngā kawa. Toro atu ai rātou ki ngā pou whenua whakahirahira o te rohe whānui o Te Arawa i ia te wā. Ka tae atu ngā tamariki me ngā mokopuna ki ngā wāhi hītori me ngā marae o ō rātou tātai hononga. Ka kapo atu i ngā waiata, ngā mōteatea, me ngā karakia hei taonga whakaako e whakatōpū ai i te ako a ngā tamariki me ngā mokopuna. Ka tū ngā tamariki tuākana me ngā mokopuna ki ngā tūnga ārahi i ngā pōhiri me te kapa haka. Ka whai wāhi atu ngā tamariki tēina ki te tohi, ka whakatau i ngā kōhungahunga hou me ō rātou whānau ki te kura. E whakapuaki ana ngā tamariki i te manawa whakahī me te ngākau titikaha.
Te Ao – Mana Ao Tūroa
E tautokona ana ngā tamariki me ngā mokopuna kia ngākau titikaha tā rātou tūhura haere i te ao whānui tonu e noho nei rātou. Ka āta whakatau te whānau kia rongo ai ngā tamariki me ngā mokopuna i ngā tūmomo wheako ako me ngā tūmomo horopaki. He tūāhuatanga tēnei e hāpai ai i tā rātou whai atu i ngā kaupapa e hāngai ana ki ō rātou ngākau nuitanga me ō rātou pūmanawa. Ka aro nui anō hoki ki te tūhura i te oranga ā-wairua. Ka ū ki ngā whakaritenga e pā ana ki te whakatau wairua, hei whakamauru, hei whakatau hoki i ngā tamariki me ngā mokopuna i roto i ā rātou akoranga. E hāpai ana ngā taumahi ā-akomanga i ō rātou whakaaro huritao me te whakawhanaketanga o tō rātou mātau ki ngā kare ā-roto. E tino tautokona ana te whai wāhi atu a ngā tamariki me ngā mokopuna ki ngā kaupapa o te rohe, te motu, me te ao, pērā i te kapa haka, te Manu Kōrero, ngā whakataetae hākinakina, me te tini anō hoki o ngā wā ka toro atu ki ētahi atu ahurea. Kei te ngākau titikaha ngā tamariki me ngā mokopuna ki tō rātou tūnga me tō rātou pūtake ki te ao e noho nei rātou.
Āhuatanga Ako
E poipoia ana ngā tamariki me ngā mokopuna kia whanake tō rātou ngākau titikaha ki te ako me te eke angitu. E tino whakapono ana te whānau kei ia tamaiti ōna pūmanawa, ā, kia pou herea ngā akoranga katoa ki te koa. Ka āta kitea taua whakapono ki te āhua tonu o ngā whakaritenga a ngā kaiako, ā, ka hāngai pū ngā whakaakoranga me ngā akoranga ki ngā tamariki me ngā mokopuna. Ka āta whakaarohia ngā pūmanawa ake me ngā ngākau nuitanga ake o ia tamaiti, ka tuituia ki ngā taumahi i whakamaheretia ai, ā, ka whakamihia, ka whakaaro nuitia ō rātou matea motuhake me ō rātou pūkenga. Ka whai pānga matua ngā whānau ki te whakapuakitanga o te marau, ā, he maha ngā wā ka whai wāhi atu rātou ki ngā wheako ako, ka whakarato anō hoki i ngā pūkenga me te tautoko hei hāpai i te ako a ngā tamariki me ngā mokopuna. Ka whakanuia te ahu whakamua me ngā whakatutukitanga o ngā tamariki me ngā mokopuna. E puāwai mai ana tō rātou ngākau titikaha ā-wairua, ā-tinana, ā-mātauranga hoki i roto i ā rātou akoranga.
Wharekura
E eke ana ngā tamariki ki tua atu i ngā tūmanako ā-motu mō te Taumata 1, te Taumata 2, me te Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea. E tohu ana ngā paetae ā-kura mō te tau 2024, o ngā tamariki i uru atu ki Te Taumata Mātauranga ā-Motu kua Taea, i whiwhi te 100% o rātou i te Reo Matatini me te Pāngarau, ki te Taumata 2 me te Taumata 3. Mō ngā ākonga o te Tau 13, i whiwhi te 84.6% o ngā tamariki i te Tiwhikete Uru Whare Wānanga, ā, ko te 47.2% kē te whiwhinga ā-motu. E puāwai ana ngā tamariki, ā, e eke ana ki ngā taumata kounga o te mātauranga.
Whānau Whakahaere
He tirohanga pae tawhiti tō te ārahitanga, ā, ka ū pūmau ki ngā whakapono. Kua roa nei te tumuaki e tū ana hei kaiārahi i roto i tōna hapori, i tōna whānau, ā, i ētahi atu kura kaupapa Māori hoki. E ū ana ia ki te whakapakari i ngā pūkenga me te ngākau nuitanga o ngā whānau ki te reo Māori me Te Aho Matua. E whakahaerehia ana te kura e te whānau. Ko te hononga ki waenga i ngā whānau, te kura, ngā tamariki, me ngā mokopuna, e whakapūmau ana i te tikanga kia rite te kura ki tō te kāinga, ā, kia rite te kāinga ki tō te kura. He tino hononga ō ngā kaimahi katoa ki te whānau whānui, ā, he Raukura te nuinga o ngā kaimahi whakaako. Tū ai ngā hui ā-whānau i ia te wā, ā, he pai te taetae atu. Ka pupū māhorahora ake nei ngā mahi whakaaro huritao, ā, ka arotake, ka wānanga hoki ngā whānau i ia te wā i ngā take e pā ana ki ngā mahi whakahaere. Ka whakanui ngā tamariki me ngā mokopuna i ngā mahi hāpai a ngā whānau.
Ngā Whakaritenga Matua ka whai ake
Kia whakapūmau tonu i te pakari o ā rātou pūnaha arotake whaiaro, ā rātau whakaritenga arotake whaiaro anō hoki, i runga anō i te tirohanga kia kairangi te kounga o te mātauranga Te Aho Matua ki te kura.
5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga
I mua atu i te aromātai i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau Kura Kaupapa Māori Te Aho Matua mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
ngā whakahaere a te poari
te marautanga
ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
ngā whakahaere o ngā kaimahi.
I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te haumaru me te waiora 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
te tae ā-tinana atu a ngā ākonga ki te kura.
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia kaha tonu te kura whānau ki te poipoi i ngā tamariki, e ea ai ō rātou wawata.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
9 Paengawhāwhā 2026
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Rotorua
Te tau a te Tāhuhu o te Mātauranga 1165
Te tūmomo kura He kura hiato (Tau 1-14 )
Te tokomaha o ngā ākonga o te kura 189
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Hōngongoi 2025
Te wā o tēnei pūrongo 9 Paengawhāwhā 2026
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Te Rangahau Motuhake a Te Tari Arotake Mātauranga, Hakihea 2019 ; Arotake Mātauranga, Hakihea 2013 ; Arotake Mātauranga, Haratua 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. The ERO reports provide important information for whānau, hapū and iwi .
2 Context
Ko Ruamata te marae, ko Matawera te whenua, ko Ngāti Uenukukōpako te iwi
Te Kura Kaupapa Māori o Ruamata is situated in Rotorua and provides education for Years 0-15. The whānau remain steadfast in their dedication to the values of Te Aho Matua , and their valued role as key contributors to the success of students and the kura .
How well do tamariki and mokopuna display physical and spiritual wellbeing through the harmonious alignment of body, mind and spirit?
Tamariki and mokopuna positively display physical and spiritual confidence in their interactions with peers and others.
4 Findings
Ira Tangata – Mana Tangata
Tamariki and mokopuna learn in an environment that nurtures their wellbeing and promotes their identity. The principles of Te Aho Matua underpin all aspects of interactions and relationships within the kura . A strong emphasis is placed on spiritual wellbeing, where mahi tikanga and mahi wairua practices are conducted daily. A Pouwairua and Pouwhakamārie have been appointed to support the holistic wellbeing of tamariki and mokopuna throughout the kura . Kaiako meaningfully model aroha and manaaki in their care of tamariki and mokopuna . They show consideration for the unique attributes of each tamaiti and mokopuna . Tamariki and mokopuna are settled and confident. They have positive relationships with their peers, kaiako , and whānau , where they display respect and care for others. Tamariki and mokopuna are confident spiritually and emotionally.
Te Reo – Mana Reo
Tamariki and mokopuna are nurtured to acquire the skills for effective communication in te reo Māori . The whānau of the kura are highly committed to an intergenerational vision for te reo Māori transmission and acquisition. As a result, a number of current students are second- and third- generation speakers of te reo Māori . Whānau consistently model the use of the language in a range of situations within the kura and in the wider community. Sports teams and other extracurricular groups proudly use te reo Māori naturally and normally in all settings. Within the kura , te reo Māori saturates all environments and is the prevailing language of all interactions between whānau , tamariki , mokopuna , and kaiako . Tamariki and mokopuna actively engage in conversations and discussions with peers and adults in te reo Māori . They use the language confidently across a wide range of contexts. Tamariki and mokopuna are both competent and confident speakers of te reo Māori.
Ngā Iwi – Mana Whenua
Tamariki and mokopuna engage in learning experiences that embrace their ancestral links. Ruamata Marae , which stands in close proximity to the kōhanga reo and kura , provides a natural environment for tamariki and mokopuna to learn tikanga and kawa . Excursions to significant landmarks around the Te Arawa tribal domain are frequent. Tamariki and mokopuna visit historical locations and marae that they have ancestral connections. Waiata, mōteatea , and karakia are utilised as teaching resources to consolidate tamariki and mokopuna learning. Older tamariki and mokopuna take leadership roles as they participate in pōhiri and kapa haka . Younger tamariki take part in the tohi ceremony, welcoming new entrants and their whānau into the kura . Tamariki exhibit pride and confidence.
Te Ao – Mana Ao Tūroa
Tamariki and mokopuna are supported to confidently explore their world and the wider world. Whānau ensure tamariki and mokopuna are exposed to a range of different learning experiences and contexts. This enables them to pursue activities that align with their interests and passions. A strong emphasis is placed on exploring spiritual wellbeing. Whakatau wairua practices are upheld to ease and settle tamariki and mokopuna in their learning. In-class activities allow them to reflect and develop their emotional intelligence. Tamariki and mokopuna are well-supported to participate in regional, national, and international events such as kapa haka , Manu Kōrero , sporting competitions, and various other cultural exchanges. They are confident in their place and purpose in their world.
Āhuatanga Ako
Tamariki and mokopuna are nurtured to develop the confidence to learn and succeed. Whānau strongly believe that each tamaiti possesses potential, and that joy should underpin all learning. This belief is evident in kaiako practice, where teaching and learning is centred on tamariki and mokopuna . Individual talents and interests are considered and incorporated into planned activities, and their unique needs and abilities are acknowledged and responded to. Whānau are seen as integral to curriculum delivery, often taking part in learning experiences and offering additional skills and support to tamariki and mokopuna learning. Tamariki and mokopuna progress and achievements are celebrated. They are emerging as spiritually, physically, and academically confident in their learning.
Wharekura
Tamariki are exceeding national expectations in their attainment of National Certificates of Educational Achievement (NCEA) at Levels 1, 2, and 3. School achievement data for 2024 shows 100% of tamariki who participated in NCEA achieved Literacy and Numeracy at Levels 2 and 3. In Year 13, 84.6% of tamariki gained University Entrance compared with 47.2% nationally. Tamariki are flourishing and excelling academically.
Whānau Whakahaere
Leadership is visionary and steadfast in its beliefs. The tumuaki is a long-standing leader within her community, whānau , and other kura kaupapa Māori . She is committed to building whānau capability and dedication to te reo Māori and Te Aho Matua . The kura operates on the model of whānau whakahaere . The cohesion between whānau , kura , tamariki , and mokopuna gives life to the idea of the kura being an extension of the home, and the home being an extension of the kura . All kaimahi have strong connections to the wider whānau , with a majority of the teaching staff being Raukura . Hui whānau are well attended and are held regularly. Reflective practices occur naturally, with whānau regularly reviewing and deliberating matters relating to whānau whakahaere . Tamariki and mokopuna value the contributions of whānau .
Key Next Steps
To maintain the rigorous self-review systems and practices in line with the vision for high quality Te Aho Matua education in the kura .
5 Whānau Assurance on Legal Requirement
Before the review, the board of trustees and principal completed the ERO Ngā Kura Kaupapa Te Aho Matua Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management.
During the review, ERO checked the following items because they have a potentially high impact on student safety, emotional and spiritual well-being:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance.
6 Recommendation
ERO recommend the kura whānau to continue providing positive learning experiences for tamariki in order to assist and support the achievement of their dreams and aspirations.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
9 April 2026
7 Information about the Kura
Location Rotorua
Ministry of Education profile number 1165
Special features Te Aho Matua
Kura type Composite (Years 1 – 14)
Kura roll 189
Ethnic composition Māori 100%
Review team on site July 2025
Date of this report 9 April 2026
Most recent ERO reports ERO Special Project, December 2019; Education Review, December 2013; Education Review, May 2007
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).