TKKM o Tamaki Nui A Rua
Composite · State
- Year levels
- not reported
- Total roll
- 81
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 36 Makirikiri Road, Dannevirke
- Territorial authority
- Tararua District
- Phone
- 06-3745858
- not reported
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 15
- Māori
- 80
- Pacific
- 2
- 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 | 6 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 02 | 9 | 0 | 0 | 0 | 0 | 2 | 0 | 9 |
| Year 03 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 04 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 05 | 11 | 0 | 0 | 0 | 0 | 2 | 0 | 11 |
| Year 06 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Year 07 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 5 |
| Year 08 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 09 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 10 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 8 |
| Year 11 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Year 12 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 13+ | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Total | 82 | 1 | 0 | 0 | 0 | 9 | 0 | 83 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 06 | 6 | 0 | 0 | 0 | 0 | 1 | 0 | 6 |
| Age 07 | 10 | 0 | 0 | 0 | 0 | 1 | 0 | 10 |
| Age 08 | 10 | 0 | 0 | 0 | 0 | 1 | 0 | 10 |
| Age 09 | 9 | 0 | 0 | 0 | 0 | 2 | 0 | 9 |
| Age 10 | 7 | 0 | 0 | 0 | 0 | 1 | 0 | 7 |
| Age 11 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 4 |
| Age 12 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 13 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 14 | 8 | 0 | 0 | 0 | 0 | 1 | 0 | 8 |
| Age 15 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 2 |
| Age 16 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 17 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Total | 82 | 1 | 0 | 0 | 0 | 9 | 0 | 83 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
Too few to report
| TKKM o Tamaki Nui A Rua | Too few to report |
|---|---|
| Manawatū-Whanganui Region | 84.7% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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
Too few to report
| TKKM o Tamaki Nui A Rua | Too few to report |
|---|---|
| Manawatū-Whanganui Region | 76.7% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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
Too few to report
| TKKM o Tamaki Nui A Rua | Too few to report |
|---|---|
| Manawatū-Whanganui Region | 55.5% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
Too few to report
| TKKM o Tamaki Nui A Rua | Too few to report |
|---|---|
| Manawatū-Whanganui Region | 14.5% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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
Too few to report
| TKKM o Tamaki Nui A Rua | Too few to report |
|---|---|
| Manawatū-Whanganui Region | 81.1% |
| 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 | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
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
| Total | 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 |
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 Tamaki Nui A Rua | 0% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| 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 | 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 Tamaki Nui A Rua | 0% |
|---|---|
| Manawatū-Whanganui 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 | 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 Tamaki Nui A Rua | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | Not available (source marker: "nd") |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 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)
- 535
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 24 May 1992
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
- 1 March 2022
- 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 81 — 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.
31 August 2015
88
Counted while ERO’s review team was at the school. Education Review Office, report of 9 October 2015
July 2011
70
Counted while ERO’s review team was at the school. Education Review Office, report of 30 November 2011
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 October 2015 — “Te Kura Kaupapa Māori o Tamaki Nui A Rua October 2015” — 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 Te Horopaki
Ko Te Kura Kaupapa Māori o Tāmaki Nui ā Rua e pā tata atu ana ki te tāone o Tāmaki Nui ā Rua. Ko Rangitāne te iwi o tēnei wāhi, ā, he tokomaha ngā whānau nō konei. E tū ana te kura ki te taha o te marae o Mākirikiri. Nō te tau 1888 te marae i whakairohia ai, ā, ka whakamahia te marae hei tino wāhi whakaakoranga, akoranga hoki.
Ka ako ngā ākonga i te reo, ngā kōrero tuku iho, ngā whakapono me ngā tikanga o Rangitāne. Kua tuhia tēnei ki te marautanga e kīia nei, ko Rangitāne Whetū Rau. He tokomaha ngā mema o te whānau i whai wāhi ai ki te kura, mai i tōna tīmatanga. Ko te reo Māori te reo e whakamahia ana e ngā ākonga me ngā pākeke. Ka tautoko te whānau i ngā putanga pai o te mātauranga rumaki o ngā ākonga.
2 Te Tino Uaratanga
Ka eke angitu ngā ākonga, ā, ka whakatauira rātou i ngā tūmanako me ngā wawata o ō rātou whānau, ō rātou hapū, me ō rātou iwi.
Te Ira Tangata
Ka whakawhanake ngā ākonga i tō rātou oranga ā-tinana, ā-wairua, ā-whatumanawa hoki. E mōhio ana ngā ākonga ko wai rātou, ā, ka noho whakaute rātou ki a rātou anō, ki ētahi atu hoki.
He pai te whakawhanaketanga o te whai wāhi pūmau, te tūmāia hoki o ngā ākonga ki roto i te whānau. Ka whakatairanga te marautanga i ngā uaratanga matua e ākona ai, e whakatinanahia ai hoki e ngā ākonga. Ka whai wāhi ngā ākonga ki te whakatau i ngā whakaritenga mō te wā kei te haere mai. Ka whakawhiti kōrero te kaunihera a ngā ākonga mō ngā āhuatanga o te kura, ā, ka whakatakoto rātou i ō rātou whakaaro ki ngā hui ā-whānau. Ka manaaki ngā ākonga i a rātou anō. Ka whakanuia, ka ākina hoki tā rātou whai wāhi mai. He tau, he harikoa hoki ngā ākonga.
He mātātoa, he harikoa, he kakama hoki ngā ākonga. Ka whakarato te whānau me ngā kaiako i ngā whai wāhitanga ki te whai atu i ngā tūmomo hākinakina. He pūtea, he waka, he whakaakoranga hoki e wātea ana hei hāpai i ngā ākonga ki te whai wāhi atu me te korikori tinana.
E mōhio ana ngā ākonga ki te karakia, ā, he pakari tā rātou whai wāhi atu ki ngā tikanga Māori. Ka ako ngā ākonga i te taha wairua o te ao Māori. Ka whai wāhi rātou ki ngā tikanga e whakamana ana i tō rātou tātai whakapapa ki a Rangitāne. Kei ia akomanga te kawenga ki te whakatō kai me te manaaki i Te tau Tāne – he māra mō te atua. He tau, he pakari hoki ngā ākonga ki te taiao o te kura.
Te Reo
Ka kite te mātau o ngā ākonga ki te whakaaro, te kōrero, te pānui, me te tuhituhi i roto i te reo Māori me te reo Pākehā.
He pai te eke angitu o ngā ākonga. Kei te eke angitu te nuinga o ngā ākonga i roto i te reo matatini. Ka whakawhanake, ka aroturuki hoki te tumuaki me te whānau i ngā taumata paetae ākonga hei āta kōkiri i te ahunga whakamua o ngā ākonga, puta noa i Te Aho Matua. Ka whai haere ngā kaiako me ngā mema o te whānau i te huarahi ki te whakapai ake i tō rātou ake āheinga i roto i te reo Māori. Haere ai rātou ki ngā wānanga rumaki reo Māori hei hāpai i a rātou ki te whakapūmau i te rere me te tika o tā rātou whakamahinga i te reo Māori, hei painga mō ngā ākonga. E whakawhanake ana ngā ākonga i te matatau ki te reo Māori.
Ka whakaoti ngā ākonga tuākana i ngā tohu me ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea, me ngā pepa whare wānanga. Ka eke angitu ngā ākonga i roto i ngā taumata 1 ki te 3 o Te Taumata Mātauranga ā-Motu kua Taea. Ka riro i ētahi o ngā ākonga ngā whakamanatanga me te whakaurutanga ki te whare wānanga. Ka whakahāngaitia ngā hōtaka akoranga ki ia ākonga. E mōhio ana ngā kaiako ki te ahu whakamua a ia ākonga, me ngā taumata akoranga ka whāia tonuhia e rātou. Mai i te Tau 9, ka ako hoki ngā ākonga i te reo Pākehā. Ka āta whakaritea ngā ākonga mō ngā āhuatanga o te ao i tā rātou putanga i te kura.
Ngā Iwi
He pakari ngā ākonga nā tō rātou mōhiotanga ki ō rātou tātai whakapapa me ngā tūmanako, ngā wawata hoki o te whānau, te hapū, me te iwi.
E mōhio ana ngā ākonga ki a rātou anō, ki ō rātou tūrangawaewae anō hoki. Ka ako ngā ākonga i te hapori nei mā ngā mahi toi me te tūhura haere i te takiwā. Kua tapaina ngā ingoa o ngā maunga o te wāhi nei ki ngā akomanga. Ko ngā tohu o Rangitāne tētahi āhuatanga matua o te taiao ako. Ka whakarato te whānau me ngā kaiako i tētahi marautanga ki ngā ākonga, ā, ka ākona tō rātou tuakiri, tō rātou ahurea, me tō rātou reo. Ka ako ngā ākonga i te hītori me ngā whakapapa o Rangitāne. He kaha te aronga toi whenuatanga o ngā ākonga.
Te Ao
Ka ako ngā ākonga i ngā tirohanga o te wā, me ngā whakaaro tuku iho hoki mō te ao Māori. Ka tautohetohe ngā ākonga i ngā āhuatanga e pā ana ki ngā tūranga me ngā kawenga tuku iho, me ngā momo whai pānga ki te pāpori, ki a Rangitāne, ā, ki a rātou tonu. Ka whai wāhi ngā ākonga ki ngā huihuinga Māori ā-hapori, ā-rohe, ā-motu hoki. He mātau ngā ākonga ki te whakamahi i te hangarau mōhiohio hei hāpai i ā rātou akoranga. Ka whakapā atu ētahi o ngā ākonga tuākana i ā rātou kaupapa mahi mā te ipurangi. He wā anō hoki ka haere ngā ākonga tuākana ki tāwāhi. Ka whakataurite, ka whakatairite hoki ō rātou nohonga ki ētahi atu tāngata, ētahi atu wāhi, me ētahi atu ahurea. E whakawhanake ana ngā ākonga hei kaitiaki o te taiao tūturu, māoriori hoki. Ka ako rātou i te oranga o ngā wai ki tēnei wāhi. Ka tirohia e ngā ākonga ngā tūmomo whare wānanga o te rohe nei, ā, ka whai atu hoki i ētahi kaupapa akoranga i aua wāhi, hei āhuatanga tonu o tā rātou mātauranga umanga. E tino tautokona ana ngā ākonga kia puta kaha ai rātou ki te ao whānui.
Āhuatanga Ako
Ka whakaongaongatia ā-hinengaro ngā ākonga ki ngā taiao akoranga hāneanea e whai hua ana.
He mātātoa te whai wāhi atu, te arotahi hoki o ngā ākonga ki ngā akoranga. Ka whakamahi ngā kaiako i ngā rautaki e whai hua ana ki te whakaongaonga me te whakahihiri i ngā ākonga. He pai te whakamahere me te noho rite a ngā kaiako mō ngā whakaakoranga me ngā akoranga. Ka whakamahia ngā aromatawai hei aroturuki i te ahunga whakamua a ia ākonga, puta noa i te marautanga. Ka whakarato ngā kaiako i ngā kōrero urupare ki ngā ākonga, ā, ka tāutu hoki i te āhua o ngā akoranga ka whāia tonuhia. He nui ngā tūmanako o ngā kaiako mō ngā mahi a ngā ākonga, ā, he pai te aro nui o ngā ākonga ki aua tūmanako. He pai ngā rauemi ki ngā akomanga, ā, ka āta whakaatuhia hei wāhi ako ātaahua. He pai te ahu whakamua me ngā whakatutukitanga a ngā ākonga.
Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake
Kāhore te whānau e āta whakamōhiotia mō ētahi āhuatanga o ngā paetae ākonga, tae atu ki te reo matatini me te pāngarau. E mōhio ana te tumuaki me ngā kaiwhakahaere matua ki tēnei āhuatanga, ā, kei te whakawhanake i ngā whakaritenga aroturuki pai ake. Ko te noho mōhio o te whānau ka āta whakarite ake i te pakari o ngā whakataunga, hei painga mō ngā ākonga.
He rerekē te āhua o te whai wāhi atu a te whānau, puta noa i te kura. Kua tīmata te tumuaki me te whānau ki te whakatinana i ētahi rautaki hei whakapai ake i te whai wāhi a te whānau, puta noa i te kura.
3 Te Arotake Whaiaro me te Ārahitanga
Ka whai hua te arotake whaiaro hei whakatairanga i te whakapai tonutanga. Ka kitea ki te whānau, ngā kaiako, me te tumuaki te whakaaro huritao me te ahurea ako, ā, ka whakanui rātou i te arotake tonutanga. Ka tāutuhia ngā wāhanga hei whakapai ake, ā, ka whakatutukihia. Ka pūrongotia i ia te wā mō te whānuitanga o ngā tūmomo pūtake. Ko te aronga o te arotake whaiaro, hei tāutu i te kounga o te whakaako o te reo me ngā tikanga o Rangitāne. E whakawhanake ana ngā ākonga i tō rātou mātau ki te reo me te ahurea, i raro i te korowai o te iwi o Rangitāne.
E whai hua ana te ārahi ngātahi. Ka kitea ki ngā kaumātua, ngā ākonga, ngā kaiako, te whānau, me te tumuaki te pai o te ārahitanga mā te whānuitanga o ngā tūmomo huarahi. Ka whakapuaki te tumuaki i te āta whai wāhi nui o te whānau. Nā tēnei, he tokomaha ngā mema o te whānau e whai wāhi nui ana ki te ao me te mātauranga o ngā ākonga.
4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te 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 arotake, 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
te tae ā-tinana atu a ngā ākonga ki te kura.
Te Whakarāpopototanga
E tū ana Te Kura Kaupapa Māori o Tāmaki Nui ā Rua ki te tāone o Tāmaki nui ā Rua. Ko Rangitāne te iwi. Ka eke angitu ngā ākonga, ā, ka whakatauira hoki rātou i ngā tūmanako me ngā wawata o tō rātou whānau, tō rātou hapū, me tō rātou iwi. Ka whakahihiko ngā ākonga, he pai tā rātou ahu whakamua, ā, he harikoa hoki.
Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Tāmaki Nui ā Rua i roto i ngā tau e toru, arā, Te Rākeitanga.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
09 Whiringa-ā-nuku, 2015
Ngā Kōrero e pā ana ki te kura
Te tūwāhi Kei Tāmaki nui a Rua
Te tau a te Tāhuhu o te Mātauranga 4226
Te tūmomo kura He kura hiato (Tau 1 ki te 13)
Te tokomaha o ngā ākonga o te kura 88
Te ira tangata Kōtiro 45 Tama tāne 43
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake 31 Here-turi-kōkā 2015
Te rā o tēnei pūrongo 09 Whiringa-ā-nuku, 2015
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua Arotake Mātauranga Hōngongoi 2011 Poutū-te-rangi 2008 Kohi-tātea 2004
1. Context
Te Kura Kaupapa Māori o Tamaki Nui ā Rua is near Dannevirke. Rangitāne is the local iwi and many whānau are from this area. The kura is next to Makirikiri Marae. Carved in 1888, the marae is used as a valued teaching and learning space.
Students learn about Rangitāne language, stories of significance, cultural beliefs and practices. This is documented in the curriculum, Rangitāne Whetu Rau. Many whānau members have been involved in the kura since it began. Te reo Māori is the language used by students and adults. The whānau support positive immersion education outcomes for students.
2. Te Tino Uaratanga
Students are high achievers who exemplify the hopes and aspirations of their whānau, hapū and iwi.
Te Ira Tangata
Students develop physical, spiritual and emotional wellbeing. Students know who they are and respect themselves and others.
Students are developing well as secure and confident members of the whānau. The curriculum promotes key values that students learn about and apply. Students help to make decisions about the future. The student council discuss life at kura and present their views at whānau meetings. Students take care of each other. Their participation and involvement is valued and encouraged. Students are well and happy.
Students are active, happy and alert. The whānau and teachers provide students with access to sporting pursuits. Funding, transport and coaching is made available to enable students to be involved and active.
Students know about karakia and confidently participate in tikanga Māori. Students learn about the spiritual aspects of the Māori world. They participate in tikanga that acknowledge their Rangitāne whakapapa. Each class takes responsibility for growing kai and for caring for Te tau Tāne –he māra mō te atua. Students are comfortable and confident in the kura environment.
Te Reo
Students show they are competent thinkers, speakers, readers and writers in both Māori and English.
Students are achieving well. Most students excel in te reo Matatini. The principal and whānau develop and monitor student achievement targets to accelerate student progress across Te Aho Matua. Teachers and whānau members take steps to improve their own capability in te reo Māori. They attend te reo Māori immersion wānanga to help them to maintain fluency and accuracy in the use of te reo Māori for students. Students are developing fluency in te reo Māori.
Senior students complete National Certificates of Education Achievement (NCEA) qualifications and standards, and University papers. Students achieve NCEA success at levels 1-3. Some students gain endorsements and university entrance. Individualised programmes of learning are provided for students. Teachers know about each student’s progress and next learning steps. Students also learn English from Year 9. Students are well prepared for life after kura.
Ngā Iwi
Students are secure in their knowledge of their ancestral links and the hopes and aspirations of whānau, hapū and iwi.
Students know who they are and where they are from. Students learn about the local area through art and exploring the local area. Classrooms are named after local maunga. Icons of Rangitāne are a key part of the learning environment. Whānau and teachers provide students with a curriculum that teaches them about their identity, culture and language. Students learn about the history and whakapapa of Rangitāne. Students have a strong sense of belonging.
Te Ao
Students learn about contemporary and traditional views of te ao Māori. Students debate traditional roles and responsibilities and consider impacts on society, Rangitāne and themselves. Students participate in Māori events locally, regionally and nationally. Students are competent at using information and communication technology to support their learning. Some senior students access courses on-line. International trips also occur for senior students. They compare and contrast their lives with other people, places and cultures. Students are developing as kaitiaki of the physical and natural environment. They learn about the health of local water ways. Students visit and take courses at local tertiary institutions as part of careers education. Students are well supported to become global citizens.
Āhuatanga Ako
Students are intellectually stimulated in positive, comfortable leaning environments.
Students are engaged, focused and active participants in learning. Teachers use effective strategies to stimulate and motivate students. Teachers are well planned and prepared for teaching and learning. Assessment information is used to monitor individual student progress across the curriculum. Teachers provide feedback to students and identify next steps for learning. Teachers have high expectations for student work and students respond well to these expectations. Classrooms are well resourced and presented as attractive learning spaces. Students are progressing and achieving well.
Kura-identified areas of development
The whānau is not well informed about some aspects of student achievement including literacy and numeracy. The principal and senior leaders recognise this and are developing improved monitoring practices. A well informed whānau better ensures sound decision making in the interests of students.
Whānau involvement across the kura varies. The principal and whānau are at the early stages of implementing strategies to improve whānau engagement across the kura.
3. Self Review and leadership
Self review is effective in promoting ongoing improvement. The whānau, teachers and principal demonstrate a reflective, learning culture where they value ongoing review. Areas are identified where improvement can be made and these are addressed. Regular reporting occurs for a variety of purposes. The focus of self-review is to determine the quality of teaching te reo me ngā tikanga o Rangitāne. Students are developing language and cultural fluency under the korowai of Te Iwi o Rangitāne.
Leadership is collaborative and effective. Kaumātua, students, teachers, the whānau and the principal demonstrate effective leadership in a variety of ways. The principal enables meaningful whānau involvement, participation and engagement. Consequently many whānau members are engaged in the life and education of students.
4. Whānau assurance on legal requirements
Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, 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.
Conclusion
Te Kura Kaupapa Māori o Tamaki Nui ā Rua is in Dannevirke. Rangitane is the local iwi. Students are high achievers who exemplify the hopes and aspirations of their whānau, hapū and iwi. Students are motivated, progressing well and happy.
When is ERO likely to review the kura again?
The next ERO review of Te Kura Kaupapa Māori o Tāmaki Nui ā Rua will be in three years – Te Rākeitanga – Expansive Evaluation.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
9 October 2015
Information about the Kura
Location Dannevirke
Ministry of Education profile number 4226
Kura type Composite Year (1-13)
Kura roll 88
Gender composition Girls 45 Boys 43
Ethnic composition Māori 100%
Special features Te Aho Matua
Review team on site 31 August 2015
Date of this report 9 October 2015
Most recent ERO report(s) Te Aho Matua Review Te Aho Matua Review Education Review July 2011 March 2008 January 2004
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).