TKKM o Taumarere
Composite · State
- Year levels
- not reported
- Total roll
- 126
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 1-9 Station Road East, Moerewa
- Territorial authority
- Far North District
- Phone
- 09-4040630
- admin@taumarere.school.nz
- Website
- http://taumarere.school.nz
- Directions
- Get directions
Other schools nearby: schools in Northland
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
Not stated on the school’s website.
- Getting there
- Two buses and three vans operate for tamariki to arrive and depart kura: Motatau/Matawaia bus; Kawakawa bus; Okaihau van; Kerikeri van and; Kaikohe van
We currently have two buses and three vans operating for tamariki to arrive and depart kura - Motatau/Matawaia bus; - Kawakawa bus; - Okaihau van; - Kerikeri van and; - Kaikohe van.
- Two buses and three vans operate for tamariki to arrive and depart kura: Motatau/Matawaia bus; Kawakawa bus; Okaihau van; Kerikeri van and; Kaikohe van
- How to enrol
- https://irp.cdn-website.com/84c19910/files/uploaded/Puka+whakauru+%C4%81konga+hou+-+Enrolment+Form+FINAL.docx
[Download Form](https://irp.cdn-website.com/84c19910/files/uploaded/Puka+whakauru+%C4%81konga+hou+-+Enrolment+Form+FINAL.docx)
- https://irp.cdn-website.com/84c19910/files/uploaded/Puka+whakauru+%C4%81konga+hou+-+Enrolment+Form+FINAL.docx
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- In their words
- Te Kura Kaupapa Māori o Taumārere aims to provide a unique education for our tamariki that is grounded in te ao Māori, and that develops the skills, knowledge and personal attributes that will prepare them for the future. Our kura vision affirms the fundamental importance of te reo Māori to the core of who we are as Māori.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 5
- Māori
- 126
- 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 | 13 | 1 | 0 | 0 | 0 | 0 | 0 | 13 |
| Year 02 | 15 | 0 | 0 | 0 | 0 | 0 | 0 | 15 |
| Year 03 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Year 04 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 05 | 17 | 0 | 0 | 0 | 0 | 1 | 0 | 17 |
| Year 06 | 20 | 0 | 0 | 0 | 0 | 0 | 0 | 20 |
| Year 07 | 23 | 0 | 0 | 0 | 0 | 0 | 0 | 23 |
| Year 08 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 09 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 10 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 11 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Year 12 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Year 13+ | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 133 | 1 | 0 | 0 | 0 | 2 | 0 | 133 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 13 | 1 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 06 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 07 | 14 | 0 | 0 | 0 | 0 | 0 | 0 | 14 |
| Age 08 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 09 | 17 | 0 | 0 | 0 | 0 | 1 | 0 | 17 |
| Age 10 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Age 11 | 20 | 0 | 0 | 0 | 0 | 0 | 0 | 20 |
| Age 12 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 13 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 14 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 15 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| Age 16 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Age 17 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 3 |
| Total | 133 | 1 | 0 | 0 | 0 | 2 | 0 | 133 |
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 Taumarere | Too few to report |
|---|---|
| Northland Region | 82.3% |
| 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 | Too few to report |
| 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 Taumarere | Too few to report |
|---|---|
| Northland Region | 72.1% |
| 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 | Too few to report |
| 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 Taumarere | Too few to report |
|---|---|
| Northland Region | 48.3% |
| 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 | Too few to report |
| 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 Taumarere | Too few to report |
|---|---|
| Northland Region | 16.8% |
| 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 | Too few to report |
| 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 Taumarere | Too few to report |
|---|---|
| Northland Region | 72.9% |
| 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 | Too few to report |
| 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
| Māori | not reported |
|---|---|
| Female | not reported |
| Male | 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 Taumarere | 0% |
|---|---|
| Northland Region | 52% |
| 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 Taumarere | 0% |
|---|---|
| Northland Region | 6.5% |
| 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 Taumarere | 0% |
|---|---|
| Northland Region | 2.7% |
| 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)
- 523
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Small urban area
- Date opened
- 27 January 2005
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
- 7 November 2024
- 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 126 — 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 2024
130
Counted while ERO’s review team was at the school. Education Review Office, report of 7 November 2024
2 November 2015
105
Counted while ERO’s review team was at the school. Education Review Office, report of 16 December 2015
August 2012
103
Counted while ERO’s review team was at the school. Education Review Office, report of 1 October 2012
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 7 November 2024 — “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 Taumārere ki Moerewa, ki te Tai Tokerau. Kua tautapaina hei kura o Te Aho Matua mō ngā ākonga o ngā tau 1 ki te 15. He tino hononga ō te nuinga o ngā whānau ki a Ngāti Hine. I te wā o mua, i tēnei wā anō hoki, kua pā ki te kura ngā tino wero ki ngā tūranga kaimahi, arā, kāhore i te tau te tūnga ārahi i mua i te tau 2022, ā, he tokoiti rawa ngā kairīwhi i tēnei takiwā. Ko te tumuaki o tēnei wā te tumuaki tuawhā i te kura, mai i te tau 2015. E mahi ngātahi ana te poari kaitiaki me te rōpū ārahi ki te whakawhanake i ngā rautaki me ngā pūnaha ka whakatika i ngā wero o tēnei wā.
He pēhea rawa te whai wāhi atu a ngā ākonga ki ngā akoranga?
Ahakoa te tokomaha o ngā ākonga e rongo ana i te angitu, kāhore ngā ākonga katoa e ū pūmau ana ki ā rātou akoranga, kāhore hoki e whai wāhi tākare atu ana.
Ngā Iwi
Ka whai wāhi atu ngā ākonga ki ngā kawenga ā-iwi mā te toro atu ki ngā kaupapa ahurea i te kura me te hapori whānui. Ka whai wāhi mātātoa atu ngā ākonga ki ngā tikanga pērā i ngā pōhiri. Ko ngā tikanga o Ngāti Hine, ko te tū a ngā kōtiro ki te ārahi i ngā karanga, ngā karakia, me ngā mihimihi, ka āta kitea ki ngā horopaki ōkawa me ngā horopaki ōpaki. Ko ngā whakaakoranga me ngā akoranga e pā ana ki ngā tikanga o te marae, e aro nui ana ki ngā tūranga me ngā kawenga e hāngai pū ana ki a Ngāti Hine. Ko te kaha o ngā tātai hono o te whānau, e paihere ana i te aronga toi whenuatanga o ngā ākonga ki ō rātou whānau, ō rātou hapū, me ō rātou iwi. Ka taea e ngā ākonga te whakapuaki tō rātou tuakiri me ō rātou hononga ki ētahi atu.
Te Ao
Ka whakarato te whānau i ngā whai wāhitanga mō ngā ākonga ki te whakatupu i ō rātou mōhiotanga ki tō rātou tū ki te ao Māori. Ka toro atu ngā kaimahi ki ngā wāhi me ngā tāngata o te takiwā nei, ki te whakatairanga i ngā hononga o ngā ākonga ki te ao Māori. Ka whai pānga hoki ki taua tūāhuatanga, ko ngā wāhi e noho whakahirahira ana ki a rātou, pērā i a Waitangi. Ka kitea, ka ākona hoki e ngā ākonga te tirohanga Māori ki ngā kaupapa hītori whakaharahara, me ngā whai pānga o ērā ki a Ngāi Māori, inarā ki ō rātou ake iwi tonu. Ko te tangongitanga o ngā wheako ako me ngā hōtaka i waho atu i te akomanga, e whakawhānui ana i te ako ki tua atu i ngā kēti o te kura, ki tua atu i te rohe, ā, ki tua atu anō hoki i a Aotearoa. E whakapakari ana ngā ākonga i tō rātou māramatanga ki tō rātou tū ki te ao Māori.
Ngā Whakaritenga Matua ka whai ake
Te Ira Tangata
Kāhore i te riterite ngā whai wāhitanga mō ngā ākonga ki te arotahi me te kawe atu i ngā haepapa e pā ana ki tā rātou ake ako. Ka kōkirihia te nuinga o te marau e te kaiako. Kāhore ētahi o ngā ākonga e tino whakaongaongatia ana ki ngā akoranga, kāhore rānei e aro pū ana ki ngā akoranga. E tautokona ake ana ngā ākonga o ngā tau 1 ki te 4 ki te hautū i tā rātou ake ako. Mō te whānui tonu, he maha ngā wā kāhore ngā ākonga e aro atu ana, ā, kāhore e whakaongaongatia ana, e whakawhānuihia ana rānei.
Te Reo
Kāhore e āta whakapūmau ana i te whakamahinga o te reo Māori ki te kura katoa. He mātau ngā kaiako ki te reo o Ngāti Hine. Ko te tūnga o te reo, ko te whakahirahiratanga anō hoki kia reo Māori anake te taiao, e whakamōreareatia ana i ētahi wā nā te whakamahinga kē a ētahi kaiako i te reo Pākehā. Ka ahu mai te nuinga o ngā ākonga i ngā kāinga reo Pākehā, ā, i te whakaurutanga ki te kura, he iti noa te reo o te tamaiti, kāhore rānei he reo Māori ō te tamaiti. Kua whakatūngia e te kura tētahi Pouārahi Reo, ā, māna e whakawhanake, e whakatinana hoki tētahi rautaki reo Māori hei whakapakari i ngā pūkenga o ngā kaiako me ngā ākonga i roto i te reo Māori. I te nuinga o te wā ka whakawhiti kōrero ngā ākonga ki waenga i a rātou anō mā te reo Pākehā.
Āhuatanga Ako
Ko te ahu whakamua me ngā paetae a ngā ākonga tētahi take āwangawanga. Me whakatere wawe i te ahu whakamua a ngā ākonga. Ki tā ngā hōtuku paetae, kua nui ake i te haurua o ngā ākonga o te kura teina kāhore e whakatutuki ana i ngā paetae mō te reo matatini me te pāngarau. Kei te tino hakahaka ngā taumata ā-tau i whakatakotohia ai. Kāhore i te riterite ngā mahi aromatawai me te tātari hōtuku i te kura. Ko ngā hōtuku mō ngā whiwhinga e whāia ana, kua whakatutukihia rānei e ngā tau 11 ki te 13 mō Te Taumata Mātauranga ā-Motu kua Taea, kāhore i tukua ki Te Tari Arotake Mātauranga. Ko ngā putanga ki ngā ākonga tokomaha, kāhore e whakatutukihia ana, kāhore i te riterite, ā, e whakamōreareatia ana hoki.
Te kāwana, te aromātai o roto, me te ārahitanga
E whai māramatanga ana te taha kāwana me ngā kaiārahi i tā rātou whakapūmautanga me ā rātou takohanga hoki hei kura o Te Aho Matua. Kua whakaritea ētahi wānanga o Te Aho Matua ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa. Kāhore ngā mātāpono e whakatinanahia ana ki ngā tuhinga me ngā whakaritenga i te kura whānui. E whakapakari ana ngā kaiārahi me te whānau o te kura i ngā hononga ki Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, hei hāpai i aua wāhanga. Me whakapakari i te whakamahere rautaki. E mōhio ana te tumuaki me te poari ki te ngoikore o ngā paetae, ā, me whakawhanake i tētahi aronga rautaki, aronga wawe hoki ki te whakapai ake i te ahu whakamua me ngā paetae a ngā ākonga. Kīhai te kirimina mō te whakahaere i te āhua mahi a te tumuaki i whakatutukihia i te tau 2023. Kāhore ngā ākonga e whiwhi ana i tētahi taiao ako e aro nui ana ki ngā matea ake o te takitahi me te takitini.
Me whakapakari tonu i te ārahitanga ngaio me te ārahitanga ako. E tūhura ana te poari i ngā huarahi ki te whakatutuki i ngā tino wero ki ngā tūranga mahi. Ka whai wāhi ki taua tūāhuatanga, ko te whakatūnga nō nā tata nei i ngā raukura tokowhā, hei kaimahi tautoko. Me hāngai pū te aronga ki te whakapakari i ngā āheinga o ngā kaiako me te tumuaki. Kāhore ngā ākonga e āta poipoia ana, ā, e pā tōraro ana aua tūāhuatanga ki tā rātou mātauranga.
5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau 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 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.
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
whakawhanake me te whakatinana i tētahi tukanga pakari e aromatawai ai i te āhua mahi o ngā kaiako, tae atu ki te tumuaki [s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
whakarato ki ngā ākonga katoa o ngā tau 1 ki te 13, ngā whai wāhitanga ki te ahu whakamua me te eke angitu i roto i ngā wāhanga katoa o te marau. Me te mea hoki, mā te tātari i ngā mōhiohio aromatawai, me tautuhi i ngā rōpū kāhore e ahu whakamua ana, e whai angitu ana, kei te noho mōrearea rānei ki te kore ahu whakamua me te kore whai angitu, ā, me whakawhanake, me whakatinana hoki i ngā rautaki whakaako me ngā rautaki ako e whakatutuki ai i ngā matea o aua ākonga, i ngā wāhanga hoki o te marau hei āta tirohia [s127, 164, 165 Te Ture Mātauranga me te Whakangungu 2020, me Ngā Kaupapa Matua ā-Motu mō te Mātauranga me te Ako 1, 2, 3, 4 me te 6]
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia toro atu ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te whakatutuki i te aromatawai o te āhua mahi a te tumuaki, ā, me rapu hoki i ngā huarahi ki te whakatere ake i te ahu whakamua me ngā paetae o ngā ākonga.
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services
7 Whiringa-ā-rangi 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Moerewa
Te tau a te Tāhuhu o te Mātauranga 2104
Te tūmomo kura He kura whakahiato (Tau 1-13)
Te tokomaha o ngā ākonga o te kura 130
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Poutū-te-rangi 2024
Te wā o tēnei pūrongo 7 Whiringa-ā-rangi 2024
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hakihea 2015; Arotake Mātauranga, Whiringa-ā-nuku 2012; Arotake Mātauranga, Haratua 2009
1 Introduction
The Education Review Office (ERO) in collaboration with whānau , leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi.
2 Context
Te Kura Kaupapa Māori o Taumarere is situated in Moerewa , Northland. It is a designated kura Aho Matua and provides for students in Years 1-15. Most of the whānau have strong connections to Ngāti Hine . The kura has had to deal with historic and current significant staffing challenges including unstable leadership prior to 2022 and shortage of relievers in the region. The current tumuaki is the fourth since 2015. The board of trustees and the leadership team are working collaboratively to develop strategies and systems to resolve current challenges.
To what extend do students engage in learning?
While many students are experiencing success not all students are engaged consistently and enthusiastically in learning.
4 Findings
Ngā Iwi Students contribute to iwi responsibilities through engaging in cultural contexts both in the kura and the wider community. Students actively contribute to tikanga practices such as pohiri. Ngāti Hine practices and roles, where girls take lead roles in karanga, karakia and mihimihi, are evident in both formal and informal settings. Teaching and learning in the tikanga of the marae has a focus on roles and responsibilities unique to Ngāti Hine. Close whakapapa connections of whānau enhance students’ sense of belonging to their whānau, hapū and iwi. Students can articulate who they are and how they connect to others.
Te Ao Whānau provide opportunities for students to grow their knowledge of their place in the Māori world. Kaimahi utilise local places and people to enhance students’ connection to te ao Māori. This includes places of significance to them, such as Waitangi . Students are exposed to and learn the Māori view of significant historical events and the impacts on Māori , especially those iwi they whakapapa to. A range of Education Outside the Classroom (EOTC) experiences and programmes extend learning beyond the school gates, rohe and Aotearoa. Students are building their understanding of their place in the Māori world.
Key Next Steps
Te Ira Tangata Opportunities for students to be focused and accept responsibility for their learning are inconsistent. The curriculum is primarily teacher driven. Some students do not appear to be stimulated by lessons or fully focused on learning. Students in Years 1-4 are better supported to lead their own learning. Overall, students are often disengaged and are not being stimulated or extended.
Te Reo The use of te reo Māori is inconsistent across the kura. Kaiako are competent speakers of te reo o Ngāti Hine . The status and importance of providing a Māori only environment is compromised by the use of English at times by some kaiako . The majority of students come from English speaking homes and have little or no te reo Māori on enrolment. The kura has employed a Pouarahi Reo who will develop and implement a te reo Māori strategy to build the capability of kaiako and students in te reo Māori. Students predominately communicate to one another in English.
Ahuatanga Ako Student progress and achievement is of concern. There is an urgent need to accelerate student progress. Achievement data shows more than half of students are underachieving i n literacy and numeracy in the kura teina . Annual targets are set very low. Kura wide assessment practice and data analysis is inconsistent. Data about credits toward or attainment in National Certificates in Educational Achievement (NCEA) was not provided, to ERO, for Years 11-13. Outcomes for many students are unclear, inconsistent and compromised.
Governance, Internal Evaluation and Leadership Governance and leadership are growing their understanding of their commitment and obligations as a kura Te Aho Matua. Te Aho Matua wānanga have been scheduled with Te Runanga Nui o Aotearoa (TRN). The mātāpono are not demonstrated in documentation and some kura wide practices. Kura leaders and whānau are strengthening relationships with Te Runanga Nui o Aotearoa to help improve these areas. Strategic planning requires strengthening. The tumuaki and the board know the poor achievement results and need to develop a strategic and urgent approach to improve student progress and achievement. The tumuaki performance management agreement was not completed in 2023. Students do not experience a learning environment responsive to their individual and collective needs.
Professional and pedagogical leadership requires further strengthening. The board is exploring a number of options to address significant staffing challenges. This includes the recent employment of four raukura as support staff. Building kaiako and leadership capability needs to be prioritised. Students are underserved and academically disadvantaged.
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.
Actions for Compliance
To meet compliance requirements trustees must:
develop and implement a robust process for assessing the performance of teachers, including the tumuaki [Section 599 Education and Training Act 2020; and Collective Employment Agreement]
provide all students in Years 1 to 13 with opportunities to progress and achieve success in all areas of the curriculum. And through the analysis of assessment information, identify groups who are not progressing and achieving or are at risk of not progressing and achieving and develop and implement teaching and learning strategies to address the needs of these students, and aspects of the curriculum which require particular attention. [Sections 127, 164, 165 Education & Training Act 2020 and NELPs 1, 2, 3, 4 and 6)]
6 Recommendation
ERO recommends seeking support from Te Runanga Nui o Aotearoa to complete tumuaki performance assessment and find ways to accelerate student progress and achievement.
Rita Walker Toka-ā-Nuku – Acting Director Te Uepū ā-Motu – Māori Review Services
7 November 2024
7 Information about the kura
Location Moerewa
Ministry of Education profile number 2104
Kura type Composite (Years 1 – 13)
Kura roll 130
Ethnic composition Māori 100%
Special features Te Aho Matua
Review team on site March 2024
Date of this report 7 November 2024
Most recent ERO report(s) Education Review, December 2015; Te Aho Matua Review, October 2012; Te Aho Matua Review May 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).