TKKM o Tapere-Nui-A-Whatonga

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 27 — 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.

1. December 2025

   25

   Counted while ERO’s review team was at the school. Education Review Office, report of 25 May 2026

2. 24 October 2018

   20

   Counted while ERO’s review team was at the school. Education Review Office, report of 11 December 2018

3. April 2015

   23

   Counted while ERO’s review team was at the school. Education Review Office, report of 25 June 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 25 May 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

E tū ana Te Kura Kaupapa Māori o Tapere-Nui-a-Whatonga ki Rangitukia, ki te taha o te marae o Hinepare. E whakarato tonu ana te kura i te mātauranga mā ngā whānau o te hapori, ā, he tokomaha o rātou kua hono pū ki te kura i roto i te tini o ngā whakatupuranga o ō rātou whānau. Nō nā noa nei te poari i whakatūngia ai, ā, e mahi ana ki te hāpai i te tumuaki tautōhito me ōna pūkenga. Ka kitea ki ngā whānau tō rātou pakari me tō rātou ngākau nuitanga ki te hapahapai i ngā akoranga e ahu mai ana i te Waiaputanga me te Rangitukiatanga, otirā, i ngā tūāhuatanga e whai pānga nui ana ki ngā wawata o te hapori.

He pēhea rawa te whakatinanatanga me te whakapuakitanga o ngā tamariki i tō rātou Rangitukiatanga?

Ka whakapuakihia e ngā tamariki tō rātou Rangitukiatanga mā te ngākau titikaha me te manawa whakahī.

4 Ngā Whakaaturanga

Te Ira Tangata

E tino tautokona ana ngā tamariki kia tupu, kia puāwai hoki rātou hei kaiārahi i roto i te kura. Ka kitea ki a rātou tō rātou tino manawa whakahī mō tō rātou tuakiri, ā, he tūāhuatanga tēnei e kaha tautokona ana nā te ū ki ngā tikanga o ia rā, arā, ki ngā inoi, ngā hīmene, ngā waiata, me ngā mōteatea e whai pānga katoa ana ki ngā whakapono me ngā whakapapa o te hapori nei. He tikanga tēnei kua whakapūmautia i te kura tāina me te kura tuākana. Ka whakawhanake, ka whakapakari ngā tamariki i tō rātou mōhiotanga me tō rātou māramatanga ki ō rātou pepeha, ā, kei te pakari haere tō rātou ngākau titikaha ki te whakapuaki kia hōhonu ake, kia whai kiko ake hoki ngā kōrero o roto. E ākina ana te ārahitanga mā ngā tino whai wāhitanga mō ngā tamariki ki te ārahi i ētahi atu me te whakapuaki i ō rātou ake pūmanawa, puta noa i te tangongitanga o ngā horopaki. Ka whakatutukihia ngā matea ako takitahi mā te whakahāngaitanga o ngā hōtaka me te tautoko o ētahi ratonga o waho. E tino tautokona ana ia tamaiti kia eke angitu.

Te Reo Māori

E ako ana ngā tamariki ki tētahi taiao e rumakina ana ki te reo Māori, ā, he tūāhuatanga tēnei e hāpai ana, e whakawhānui ana hoki i tō rātou māramatanga ki te reo o Waiapu. Tū ai i ia te wā, ko ngā whai wāhitanga whaitake ki te ako i ngā hanganga reo hou, me te whakatinana i ērā i roto i ngā horopaki tūturu o te ao e noho nei rātou. He pakari te nuinga o ngā tamariki ki te whakawhitiwhiti whakaaro mā te taumata o te reo Māori e whai pānga ana ki tō rātou māramatanga, tō rātou mōhiotanga, me ō rātou wheako. I ngā wā katoa, ka whakatauira ngā kaiako i te kounga kairangi o te reo i roto i ngā taunekeneke o ia rā me ngā kaupapa ōkawa, ā, he tūāhuatanga tēnei e whakatairanga ana i te reo ake o Te Riu o Waiapu. Kei te takune, kei te aro nui hoki ngā rautaki whakaako, ā, ka whakapakari i ngā pūkenga reo Māori o ngā tamariki me ngā whānau. Kua whakamaheretia, kua whakatinanahia hoki ngā hōtaka e hāngai pū ana ki ngā tamariki, ā, ka hāpai i a rātou e tīmata ana i tō rātou huarahi ako i roto i te reo Māori. He tūāhuatanga tēnei e āta whakatau ana i te rere pai o tā rātou whakawhiti atu ki te taiao rumaki reo Māori. E whanake ana te ngākau titikaha o ngā tamariki ki te kōrero i te reo Māori.

Ngā Iwi

E whai wāhi atu ana ngā tamariki ki ngā akoranga e āta whakapūmau ana i ngā mātauranga tuku iho me ngā whakapapa. Ko Ngā Iwi tētahi tino aronga e āta whāia ana e te kura, ā, nā tēnā ka puta ngā whai wāhitanga i ia te wā mō ngā tamariki ki te whakapuaki i ō rātou hononga ki ō rātou hapū me ō rātou iwi. Ka whakaū te kura i te tino hononga pūmau ki te marae o Hinepare, ka tū mātātoa hei kaitiaki, ā, ka tūhonohono i ngā tikanga e hāpai ana i ngā akoranga ki waenga i te akomanga me te paepae. He manawa whakahī ō ngā tamariki, ō ngā whānau, ō ngā kaiako hoki mō ō rātou hononga pū ki a Rangitukia, ā, ka mahi ngātahi ki te āta whakapūmau i te Rangitukiatanga hei tūāpapa mō te katoa o ngā akoranga me ngā whakaakoranga. Ka whai wāhi mātātoa ngā whānau ki te ao o te kura, ā, he pai te whakamōhio i a rātou mā ngā huarahi e mārama ana, e riterite ana hoki. Kei te poari kaitiaki te tangongitanga o ngā pūkenga me te tautōhito, ā, e āta arahina ana e te tumuaki me ōna pūkenga ārahi, pūkenga kāwana anō hoki e tino tautokona ana. Ka hui tahi, ka mahi tahi hoki rātou, ā, ko ngā tamariki kei te pūtake o ngā whakataunga katoa. Ka kitea ki te tamaiti tōna manawa whakahī ake mō tōna whānau, mō tōna hapū, me tōna iwi.

Te Ao

Ka whai pānga nui ngā wheako ā-rohe, ā-motu, o te ao anō hoki ki te whakapakari i te ngākau titikaha o ngā tamariki me tō rātou māramatanga ki tō rātou tū ki te ao. E whakarato ana te tangongitanga o ngā whai wāhitanga ako i ngā wheako whaitake, wheako tūturu hoki mō ngā tamariki, ā, e whakapūmau ana i ō rātou tūranga ki te hapori, ki te ao Māori, me te ao whānui. Ko ngā hononga pū ki ngā kura o te takiwā e hāpai ana i ngā tamariki ki te whai wāhi atu ki ngā kaupapa hākinakina, ngā kaupapa ahurea, me ngā huihuinga i te hapori, ā, ka poipoi hoki i ngā tino hononga ki tua atu i te akomanga. He haerenga tā te kura ki tua atu i te rohe i ia rua tau hei hāpai i ngā tamariki ki te tūhura i wāhi kē atu, me te whakawhānui ake i ngā tirohanga, te whakahōhonu hoki i tō rātou māramatanga ki tō rātou tuakiritanga. I ia whā tau, he wheako ako ki tāwāhi kia whai wāhi atu ai ngā tamariki ki te tūhonohono ki ahurea kē, ki horopaki kē hoki, ā, ka tino whakawhānui ake i ā rātou tirohanga ki te ao. Nā aua wheako, ka whakawhanake ngā tamariki i te ngākau titikaha, i te urutau, me te tino aronga toi whenuatanga. E mōhio ana ngā tamariki ki tō rātou tū ki te ao Māori me te ao whānui.

Āhuatanga Ako

Ka whai wāhi atu ngā tamariki ki tētahi hōtaka akoranga ā-hapori e aro nui ana ki a rātou, ā, e poipoi ana i ngā matea ake o tēnā me tēnā. He riterite, he taunga hoki ngā mahinga e hāpai ai i te mauritau o ngā tamariki, me tā rātou rite ki te ako. Ka toro atu ngā kaiako ki te tangongitanga o ngā rautaki whakaako e whai hua ana ki te whakapoutama i te ako me te whakatau i te riterite o te āhua mahi, puta noa i te kura. Ko te ako mā roto mai i ngā tūmomo wāhi, he tino whai wāhitanga ki tua atu i te akomanga, ā, e hāpai ana i te āta whai wāhi nui atu a ngā tamariki ki ngā akoranga. Kei te pakari ngā mahere, he mārama, he aronga, ā, ka ārahi i ngā whakataunga. Ahakoa kāhore i te wātea ngā paetae mātauranga ā-kura i te wā o te arotake, e tohu ana ngā whakaaturanga i ngā whakatutukitanga pai a ngā tamariki, i runga anō hoki i ngā wawata o ngā whānau, me ā rātou kaupapa matua. Ka tino whai wāhi nui ngā tamariki, ā, ka kitea te tākare me te manahau mō tā rātou ako.

Ngā Whakaritenga Matua ka whai ake

Ka āta whakatakotohia e ngā kaiārahi o te kura ngā tukanga tuhi mauhanga i mua i te Wāhanga 1 o te tau 2026, ā, ka hāngai ērā ki ngā kaupapa here matua, hei āta whakatau i te riterite o te aroturukitanga me ngā whakapaitanga i roto i te wā e tika ana, me te whakapakaritanga o ērā i ngā putanga haumaru, putanga waiora hoki mō ngā tamariki. Ka whai wāhi ki aua tūāhuatanga, ko:

ngā rēhita e pā ana ki ngā maiki me ngā whara

ngā akoako hōneatanga ohotata

te arowhai i ngā tūāhuatanga whakamōrearea i ia rā

te rēhita e pā ana ki te whāngai rongoā

ngā meneti e pā ana ki ngā hui kaimahi.

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua i te arotake, i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau Kura Kaupapa Māori Te Aho Matua 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

ngā whakahaere o te pūtea

ngā whakahaere o ngā rawa.

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 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

ngā rēhita kaiako

te tukanga 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 mahi ngātahi tonu te whānau, hei āta whakatau i te whakatutukitanga o ngā whakaritenga matua ka whai ake.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

25 Haratua, 2026

7 Ngā kōrero e pā ana ki te Kura

Te tūwāhi Kei Tūranga-nui-a-Kiwa

Te tau a te Tāhuhu o te Mātauranga 2659

Te tūmomo kura He kura tuatahi (Tau 1-8 )

Te tokomaha o ngā ākonga o te kura 25

Ngā hononga ā-iwi Māori 25

Ngā āhuatanga motuhake Te Aho Matua

Te wā i te kura te rōpū arotake Hakihea 2025

Te wā o tēnei pūrongo 25 Haratua 2026

Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hakihea 2018; Arotake Mātauranga, Pipiri 2015 ; Arotake Mātauranga, Whiringa-ā-nuku 2012

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

TKKM o Tapere-Nui-A-Whatonga is situated in Rangitukia , alongside Te Marae o Hinepare . The kura continues to provide education for local whānau , many of whom have maintained multi‑generational connections to the kura . A recently elected Board of Trustees works to support an experienced and capable tumuaki. Whānau demonstrate strong and passionate advocacy for learning that is firmly grounded in Waiaputanga and Rangitukiatanga , reflecting the aspirations of the community.

How well do tamariki demonstrate and express their Rangitukiatanga ?

Tamariki express their Rangitukiatanga with confidence and pride.

4 Findings

Te Ira Tangata

Tamariki are well supported to grow and flourish as leaders within the kura . They demonstrate strong pride in who they are, which is well supported by a consistent daily routine of inoi, hīmene, waiata , and mōteatea that reflect local whakapono and whakapapa . This is standard practice across both the kura tāina and kura tuākana. Tamariki develop and strengthen their knowledge and understanding of their pepeha and can share with increasing confidence, depth, and detail as they progress. Leadership is encouraged through meaningful opportunities for tamariki to guide others and showcase their natural talents across a range of settings. Individual learning needs are met through specialised programmes and targeted support from external agencies. Every tamaiti is well supported to succeed.

Te Reo

Tamariki learn in an environment that is fully immersed in te reo Māori , which supports and extends their understanding of te reo o Waiapu . They have regular and purposeful opportunities to learn new language structures and how to apply these in meaningfully and authentic, real‑life contexts. Most tamariki communicate confidently at a level of te reo Māori that is relevant to their understanding, knowledge, and experiences. Kaiako consistently model high‑quality language use in everyday interactions and formal occasions, which highlights the distinct linguistic nuances of Te Riu o Waiapu . Intentional and responsive teaching strategies strengthen te reo Māori capability for both tamariki and whānau . Targeted programmes are planned and implemented to support tamariki who are beginning their learning journey in te reo Māori . This ensures their transition into a full immersion environment is smooth. Tamariki are developing as confident speakers of te reo Māori .

Ngā Iwi

Tamariki experience learning that is grounded in ancestral knowledge and whakapapa. Ngā iwi is a strong and deliberate focus within the kura , providing tamariki with regular opportunities to articulate how they connect to their hapū and iwi . The kura maintains a close and enduring relationship with Te Marae o Hinepare , fulfilling an active role as kaitiaki and strengthening tikanga practices that bridge learning between the classroom and the paepae. Tamariki, whānau, and kaiako proudly identify with Rangitukia , working collectively to embed Rangitukiatanga as the foundation for all learning and teaching. Whānau are actively involved in kura life and are well informed through clear and consistent communication channels. The Board of Trustees brings a broad range of skills and expertise and is well guided by a tumuaki with trusted leadership and governance capability. Together, they meet regularly, work collaboratively, and place tamariki at the centre of all decision‑making. Tamariki demonstrate strong personal pride in their whānau, hapū , and iwi .

Te Ao

Regional, national, and international experiences play an important role in strengthening tamariki confidence and their understanding of their place in the world. A range of learning opportunities provide tamariki with practical and authentic experiences that reinforce their roles within te hāpori, te ao Māori , and te ao whānui . Strong relationships with local kura enable tamariki to participate in sporting, cultural, and community events, fostering meaningful connections beyond the classroom. Biennial haerenga beyond the region allow tamariki to explore different places, broadening perspectives and deepening their understanding of their tuakiritanga . Every four years, overseas learning experiences provide tamariki with the opportunity to engage with other cultures and contexts, significantly expanding their worldviews. Through these experiences, tamariki develop confidence, adaptability, and a strong sense of belonging. Tamariki recognise their place within te ao Māori and te ao whānui .

Āhuatanga Ako

Tamariki participate in a localised and responsive learning programme that caters to their individual needs. Consistent routines provide certainty and stability, supporting tamariki to feel secure and ready to learn. Kaiako employ a range of effective teaching strategies to scaffold learning and promote consistency of practice across the kura . Place-based learning offers rich opportunities beyond the classroom, enabling tamariki to engage meaningfully in learning. Robust planning provides clarity, direction, and guides decision making. While school-wide academic achievement data was not available at the time of the review, evidence indicates that tamariki are achieving well in alignment with whānau aspirations and priorities. Tamariki are highly engaged and demonstrate enthusiasm and excitement for their learning.

Key Next Steps

Kura leadership will formalise accurate record keeping processes by Term 1 2026 that align with key policies to ensure consistent monitoring and timely improvements that further strengthen safety and wellbeing outcomes for tamariki . This will include:

Incidents and accidents registers

Emergency evacuation drills

Daily hazard checking

Medication Register

Hui kaimahi minutes.

5 Whānau Assurance on Legal Requirement

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.

6 Recommendation

ERO recommend that the whānau continue to work collaboratively to ensure key next steps are met.

Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services

25 May 2026

7 Information about the Kura

Location Gisborne

Ministry of Education profile number 2659

Special features Te Aho Matua

Kura type Full Primary (Years 1-8)

Kura roll 25

Ethnic composition Māori 25

Review team on site December 2025

Date of this report 25 May 2026

Most recent ERO report(s) Education Review, December 2018; Education Review, June 2015; Education Review, October 2012

Read this report on ero.govt.nz →