TKKM o Te Koutu
Composite · State
- Year levels
- not reported
- Total roll
- 382
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 41 Russell Road, Rotorua Central, Rotorua
- Territorial authority
- Rotorua District
- Phone
- 07-3494273
- kara@koutu.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
- 9
- Māori
- 380
- Pacific
- 6
- Asian
- 1
- MELAA
- 0
- Other
- 2
- 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 | 32 | 4 | 0 | 1 | 0 | 2 | 0 | 32 |
| Year 02 | 24 | 1 | 0 | 0 | 0 | 0 | 0 | 24 |
| Year 03 | 32 | 2 | 0 | 1 | 0 | 0 | 0 | 32 |
| Year 04 | 31 | 2 | 0 | 0 | 0 | 0 | 0 | 31 |
| Year 05 | 39 | 1 | 0 | 0 | 0 | 0 | 0 | 39 |
| Year 06 | 32 | 0 | 0 | 0 | 1 | 2 | 0 | 32 |
| Year 07 | 24 | 0 | 0 | 0 | 0 | 1 | 0 | 24 |
| Year 08 | 30 | 5 | 0 | 0 | 1 | 0 | 0 | 31 |
| Year 09 | 17 | 0 | 0 | 0 | 1 | 0 | 0 | 18 |
| Year 10 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Year 11 | 26 | 0 | 0 | 0 | 0 | 0 | 0 | 26 |
| Year 12 | 19 | 0 | 0 | 0 | 0 | 0 | 0 | 19 |
| Year 13+ | 25 | 1 | 0 | 1 | 0 | 3 | 0 | 25 |
| Total | 352 | 16 | 0 | 3 | 3 | 8 | 0 | 354 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 27 | 3 | 0 | 1 | 0 | 1 | 0 | 27 |
| Age 06 | 26 | 2 | 0 | 0 | 0 | 1 | 0 | 26 |
| Age 07 | 35 | 2 | 0 | 1 | 0 | 0 | 0 | 35 |
| Age 08 | 30 | 2 | 0 | 0 | 0 | 0 | 0 | 30 |
| Age 09 | 39 | 1 | 0 | 0 | 0 | 0 | 0 | 39 |
| Age 10 | 32 | 0 | 0 | 0 | 1 | 2 | 0 | 32 |
| Age 11 | 26 | 0 | 0 | 0 | 0 | 1 | 0 | 26 |
| Age 12 | 28 | 4 | 0 | 0 | 1 | 0 | 0 | 28 |
| Age 13 | 19 | 1 | 0 | 0 | 1 | 0 | 0 | 21 |
| Age 14 | 21 | 0 | 0 | 0 | 0 | 0 | 0 | 21 |
| Age 15 | 26 | 0 | 0 | 0 | 0 | 0 | 0 | 26 |
| Age 16 | 18 | 0 | 0 | 0 | 0 | 0 | 0 | 18 |
| Age 17 | 24 | 1 | 0 | 0 | 0 | 2 | 0 | 24 |
| Age 18 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 1 |
| Total | 352 | 16 | 0 | 3 | 3 | 8 | 0 | 354 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| TKKM o Te Koutu | 100% |
|---|---|
| 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 | 100% |
|---|---|
| Male | 100% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 100% |
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
96%
| TKKM o Te Koutu | 96% |
|---|---|
| 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 | 94.4% |
|---|---|
| Male | 100% |
| Māori | 96% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 96% |
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
92%
| TKKM o Te Koutu | 92% |
|---|---|
| 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 | 88.9% |
|---|---|
| Male | 100% |
| Māori | 92% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 92% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
92%
| TKKM o Te Koutu | 92% |
|---|---|
| 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 | 88.9% |
|---|---|
| Male | 100% |
| Māori | 92% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 92% |
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
96%
| TKKM o Te Koutu | 96% |
|---|---|
| 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 | 94.4% |
|---|---|
| Male | 100% |
| Māori | 96% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Too few to report |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 96% |
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 Te Koutu | 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 | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| 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 Te Koutu | 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 | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| 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 Te Koutu | 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 | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| 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)
- 485
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 17 April 1994
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
- 27 May 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 382 — 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 2026
377
Counted while ERO’s review team was at the school. Education Review Office, report of 27 May 2026
April 2021
255
Counted while ERO’s review team was at the school. Education Review Office, report of 9 June 2021
May 2013
216
Counted while ERO’s review team was at the school. Education Review Office, report of 1 June 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 27 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
‘I te matapihi o Matuatonga tōku mataaho ki te ao whānui’
E tū ana Te Kura Kaupapa Māori o Te Koutu ki Rotorua, ā, e whakarato ana i te mātauranga o Te Aho Matua ki ngā ākonga o ngā tau 0 ki te 13. Ko te reo Māori me te reo Pāniora ngā reo matua i te kura. Kua kī te tatauranga ākonga o te kura, ā, he rārangi tatari. E whanga ana te kura kia whakaaetia te whakatū akomanga hou, hei hāpai i te tupu tonu me te whakawhanaketanga tonu.
He pēhea rawa te whakatinanatanga o ngā ākonga i te angitu me ngā wawata, ngā tūmanako hoki o ō rātou iwi?
Ka kitea ki ngā ākonga te taumata teitei o te angitu, mā roto mai i ā rātou whakatutukitanga ako, i ō rātou ngākau titikaha ki te ārahi, me te hōhonutanga o tā rātou whakatinana i ngā uara, ngā reo, me ngā tikanga o ō rātou iwi.
4 Ngā Whakaaturanga
Te Ira Tangata
‘Mahia e tōna ringa, tino kai, tino mākona’
Ka kitea ki ngā ākonga te tino ngākau titikaha, te papai hoki o te tuakiri, me te kiritau pakari. Kua whakatōngia ngā mātāpono o Te Aho Matua puta noa i te katoa o ngā taunekeneke me ngā hononga i te kura, ā, ka whakatairanga i tētahi taiao ako e tautoko mātātoa ana i te waiora me te tuakiri o ngā tamariki katoa. He aronga nui ki te oranga ā-wairua, ā, kua āta whārikihia ngā mahi tikanga me ngā karakia ki ngā whakaritenga o ia rā. He nui ngā tūmanako o ngā kaimahi me ngā whānau mō ā rātou tamariki, ā, ka mahi ngātahi rātou ki te whakapakari i te ngākau titikaha o ngā ākonga mā te whai pūtaketanga o ngā whai wāhitanga ki te ārahi. E ākina ana, e tautokona ana te kawe atu a ngā ākonga i ngā tūranga ārahi i ngā hui ā-kura me ngā hui ā-kāhui, ā, ko te mahi tahi a te tuākana me te tēina e whakatairanga anō hoki i te papai o te tū hei tino tauira, me ngā hononga whakaute. He ngākau titikaha ō ngā ākonga ki te ārahi me te kawe i ngā karakia, ngā waiata, me ngā mōteatea mā roto mai i te whānuitanga o ngā tūmomo wheako ako e whakahōhonu ana i tō rātou māramatanga ki a rātou anō, ki ētahi atu hoki. E āta tautokona ana rātou, kia tūhura, kia whanake hoki ō rātou ake ngākau nuitanga me ō rātou ake huarahi, ā, ka whakapūmau i tō rātou mana motuhake. Ka ū ngā kaiako ki te whakatauira i te aroha me te manaaki i a rātou e atawhai ana i ngā ākonga, ā, ka kite, ka whakamana hoki rātou i ngā pūmanawa ake o ia ākonga. Kei te mauritau, kei te whakaute, kei te ngākau titikaha hoki ngā ākonga, ā, kua pakari anō hoki ō rātou tuakiri.
Te Reo Māori
‘Toitū te reo, toitū te ahurea, toitū te taiao he ara ki te ao’
Kei te tākare, kei te ngākau titikaha hoki ngā ākonga ki te whai wāhi nui ki te taiao ako e pupuri ana i te hōhonutanga o te reo. E rere ana te reo Māori puta noa i te katoa o te ao o te kura, ā, koia nei te reo matua o ngā whakawhitinga kōrero ki waenga i ngā whānau, ngā ākonga, me ngā kaiako. Ka ū ngā whānau ki te whakatauira i te whakamahinga o te reo Māori puta noa i te tangongitanga o ngā horopaki ki te kura, ki tua atu hoki, ā, he tūāhuatanga tēnei e whakamana ana i te tūnga o te reo. Kei te wahapū, kei te pakari hoki ngā ākonga ki te kōrero i te reo Māori, ā, e hāpaitia ana mā roto mai i te taiao e āta whakapakari ana i ngā pūkenga reo mā te kounga kairangi o ngā whakaakoranga me ngā akoranga, o te whakamahere rautaki, me te whai huatanga o te whakatauira. E māramahia ana ngā tūmanako kia mātau ki ngā reo e rua, arā, ki te reo Māori me te reo Pāniora, ā, kei te māoriori te whakamahinga o ngā reo e rua puta noa i te kura. Ka whai wāhi atu ngā ākonga ki te hōhonutanga me te kanorau o ngā wheako reo e hāpai ana i te reo ōkawa me te reo ōpaki, tae atu ki ngā tangihanga, ngā wānanga reo, te wiki hākinakina, me te kapa haka. E mōhio ana, e whakakoia ana hoki ngā whānau i te whai pānga matua o te kura ki te whakahoki i te reo Māori ki ō rātou whakapapa, ā, ka kōrero rātou mō te whakatinanatanga nui o ō rātou wawata mō te whakarauoratanga o te reo. He ngākau titikaha ō ngā ākonga ki te kōrero me te tū hei kaitiaki o te reo o Ngāti Whakaue, ā, he kaitiaki hoki rātou.
Ngā Iwi
‘Te piko o te māhuri, tērā te tupu o te rākau’
Ka kitea ki ngā ākonga te pakari me te whai huatanga o ō rātou hononga ki ētahi atu. Ka whai wāhi atu rātou ki ngā wheako ako e āta whakapakari ana i ō rātou tātai hono. Kua āta whakatōngia rawatia ki ngā akoranga o ia rā, ko ngā whakapapa o ō rātou tīpuna, o Hinekura rātou ko Karenga Pareterā, ko Te Ririu, ko Waoku. E arahina ana ngā whakaakoranga me ngā akoranga e ō rātou moko kauae e whakaatuhia ana ā-ataata, ā-tohu hoki puta noa i te kura, ā, ka whakatinana anō hoki i ngā mahere, ka tohungia ki runga ake i ngā uara o te kura hei tino pūtake mō ngā whakataunga. E rumakina ana ngā ākonga ki te reo me ngā tikanga o Ngāti Whakaue, ā, ka whai wāhi mātātoa ki ngā kaupapa i ngā marae, me ngā huihuinga ā-hapori pērā i a Whetūrangihia, me ngā kaupapa kapa haka ā-takiwā, ā-rohe, ā-motu hoki. He tino whai wāhitanga hōhonu ērā e whakapakari ana i te tuakiri me ngā hononga. Toro atu ai i ia te wā puta noa i te rohe o Te Arawa, hei whakapakari anō hoki i ngā hononga ki ngā whenua me ngā whakapapa, ā, ka haere ngā ākonga ki ngā wāhi hītori me ngā marae e whai pānga ana ki tō rātou iwi. Ko ngā waiata, ngā mōteatea, me ngā karakia, he tino rautaki ako anō hoki e whakapakari ai i te tuakiri, ā, e whakatōpū ai i ngā akoranga. Kei te mārama, kei te whai pūtake hoki ngā aramahi e whakarato ana i ngā whai wāhitanga mō ngā ākonga ki te tūhono atu ki ngā tāngata, ngā whare akoranga, me ō rātou wawata ki anamata. Ka āta kitea te angitu o te ākonga mā roto mai i ngā hononga i whakaritea ai e te kura ki ngā tūmomo whare wānanga, ā, kua riro i ngā ākonga ngā karahipi e hāpai ai i te mātauranga mātātoru. Ka kitea, ka āta poipoia hoki ngā hononga ā-iwi, hononga ārahi hoki, ā, ka āta toro atu ngā kaimahi me ngā ākonga ki ngā pūkenga, ki te tautōhito, me ngā kōtuitanga o ngā whānau, hei whakatairanga i ngā akoranga. Ka mahi ngātahi ngā kōhanga reo me ngā puna reo o te hapori ki te taha o te kura, kia ngāwari ai ngā whakawhitinga, me te whakapūmau tonutanga o te reo, o ngā tikanga, me te tuakiri. Ka whakaūngia hoki te tino hononga tōtika ki waenga i ngā kōhanga reo me te kura mā te hui tahi mō ngā kaupapa pērā i ngā pōhiri, ā, ka whakapakari i te ngātahitanga o te huarahi ā-ahurea, ā-mātauranga hoki kia pai ai ngā whakawhitinga, kia ū ai hoki te angitu o te ākonga. Ko Kura Kārearea tētahi hōtaka atawhai i muri i te kura, i ngā hararei hoki, ā, he kaupapa ka hāpai ake anō i te tupu o te reo o ngā ākonga me ngā whānau, mā ngā whai wāhitanga mō ngā ākonga ki te hāpai i te kaupapa nei. Kei te tūmāia ngā ākonga ki te whai wāhi nui ki tō rātou kura me tō rātou hapori.
Te Ao
‘Ka pū te ruha, ka hao te rangatahi’
E mōhio ana ngā ākonga ki tō rātou tūnga i te ao Māori me te ao whānui. Ka whai wāhi atu rātou ki ngā akoranga ki tua atu i te kura, mā ngā whai wāhitanga ā-kaupapa puta noa i te whenua me te Moana-nui-a-Kiwa. E tino tautokona ana te whai wāhi atu a ngā ākonga ki ngā kaupapa ā-rohe, ā-motu, o te ao hoki, pērā i te kapa haka, te Manu Kōrero, ngā whakataetae hākinakina, me ngā huihuinga ahurea. Ka poipoi aua wheako i te tino ngākau titikaha, i te whai pūtaketanga, me te aronga toi whenuatanga, ā, ka whakapūmau hoki i te tuakiri ā-ahurea me te manawa whakahī ā-rōpū. Ka whai wāhi atu ngā ākonga ki te tangongitanga o ngā wheako hākinakina i te kura me te hapori whānui, ā, ka kitea tā rātou angitu mā te tū hei kanohi i te motu me te ao. E ākina ana, e tautokona ana hoki te whai a ngā ākonga i ngā kaupapa e hāngai ana ki ō rātou hiahia me ō rātou ngākau nuitanga, ā, he tūāhuatanga tēnei e hāpai ana ki te whakawhanake i ō rātou pūkenga me ō rātou wawata. Ka aro nui ki te waiora torowhānui, ā, he tikanga whakatau wairua e hāpai ana i te mauritau o ngā ākonga ki te ako. Ko ngā wheako i ngā akomanga e whakatairanga ana i te whakaaro huritao me te whakawhanaketanga o te atamai ā-whatumanawa, ā, e hāpai ana i ngā ākonga ki te tino puāwai - ā-mātauranga, ā-tangata, ā-whatumanawa hoki. He manawa whakahī ō ngā ākonga ki te tū Māori, ā, ka kitea tā rātou angitu i runga anō i ngā huarahi i whiriwhirihia ai e rātou.
Āhuatanga Ako
‘Tamariki wāwāhi tahā, aratakina ki te mātāpuna o te mōhio, o te ora, o te maungārongo’
E whai wāhi mātātoa ana ngā ākonga ki ngā akoranga, ā, ka kitea te kaha o tā rātou angitu. Ahakoa ngā wero me ngā herenga o ngā hanganga whare kāhore i te rawaka, e whakapā tonu ana ngā ākonga ki te kounga kairangi o ngā whakaakoranga me ngā akoranga e hāpai ana i tō rātou tupu me tā rātou angitu. Kua tīnihia ētahi wāhi kia whakamahia kētia hei akomanga, ā, he maha ngā kaupapa e whakaakona ana ki te wāhi ako kotahi. Ka whakahaere te ākonga i a ia anō, ka kitea hoki te ngākau titikaha hei ākonga, ā, e tino māramahia ana ngā mahi ako me ngā whāinga paetae. Ka aro nui ngā hōtaka akoranga ki ō rātou pūkenga me ō rātou matea, ā, he tūāhuatanga tēnei e hāpai ana i ngā ākonga ki te whai wāhi mātātoa, me te whakaū tonu i te ahu whakamua. Kua āta whakaritea ngā tukanga a te kura e whai hua ai ki te hāpai i ngā mahi whakamahere a ngā kaiako, me te āta whakatau i te aronga nui o ngā whakaakoranga ki ngā matea o ngā ākonga. Ka hāngai ngā whakaakoranga me ngā akoranga ki ia tamaiti ake, ā, ka āta tuituia ngā ngākau nuitanga, ngā pūmanawa, me ngā pūkenga o ngā ākonga ki roto i ngā mahere me ngā whakaritenga o te akomanga. Ka tautuhi wawe i ngā ākonga hei āta hāpai ake, ā, ka āwhinatia mā ngā pūnaha pou tautāwhi me te SENCO . Ka whakapakari taua tautoko i te whai wāhi atu me te waiora, ā, ka āta whakatau i te āheinga o ngā ākonga ki te whai wāhi nui ki ā rātou akoranga. E whai hua ana ngā ākonga nā te mahi ngātahi a ngā kaimahi ki te waihanga me te whakakaupapa i ngā huarahi ako e aro nui ana ki ngā ngākau nuitanga me ngā pūkenga o ia ākonga, tae atu hoki ki ōna wawata mō meāke nei. Ka āta whakamahi i ngā whakaritenga aromatawai ki te aroturuki i ngā akoranga me te angitu ā-mātauranga, ā, ka āta tautuhi, ka āta whakatakoto ā-tuhi hoki i te ahu whakamua me ngā paetae a ngā ākonga. Ka āta whakamaheretia ngā hōtaka akoranga o te Tau 9 me te Tau 10, hei hāpai i ngā tino tūāpapa mō te eke angitu i roto i ngā reanga tuākana o te wharekura. Ka whakapuakihia mā ngā ākonga ngā paerewa tōmua mō te reo matatini me te pāngarau, ā, he whai wāhitanga mō rātou ki te uru atu ki te Taumata 1 o Te Taumata Mātauranga ā-Motu kua Taea i ngā wā e tika ana. Ka āta aroturuki, ka aru hoki i ngā paetae ākonga, ā, e noho wātea ana ngā mōhiohio whakatutukitanga hei tirohanga mā ngā whānau. I te tau 2025, i whakatutuki ngā ākonga katoa i te Taumata 1, te Taumata 2, me te Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea, ā, e 53% o rātou i whiwhi i te Tiwhikete Whakauru Whare Wānanga. E tautokona ana te uru atu a ngā ākonga o te wharekura ki ngā hōtaka o waho e whai pānga ana ki ō rātou ngākau nuitanga hei aramahi, tae atu ki ngā akoranga i Toi Ohomai. He tūāhuatanga tēnei e hāpai ana i a rātou ki te whai i ngā huarahi e whai pūtake ana, e whakaaweawetia ana hoki i waho atu i te kura. Ka whai pānga matua ngā whānau ki ngā mahere rautaki, ki te whakapuakitanga o te marau, ā, he maha hoki ngā wā ka whai wāhi atu rātou ki ngā wheako ako me te whāngai i ō rātou pūkenga hei whakatairanga ake i te ako a ngā ākonga. Mā tēnei aronga ngātahi, e poipoia ana ngā ākonga kia whanake ai ō rātou ngākau titikaha i roto i ā rātou akoranga, ā, e puāwai ana rātou ki te tū takitahi, mā roto mai i te pakari o te taha wairua, te taha tinana, me te taha mātauranga. E whai wāhi atu ana ngā ākonga ki ngā taiao ako e āta kite ana, e āta whakanui ana hoki i ā rātou whakatutukitanga, ā, e whakapūmau ana i te ngākau titikaha, i te whakahihikotanga, me te tino aronga hoki ki te angitu.
Rōpū Whakahaere
‘He toa takitini’
He tirohanga paetawhiti tā ngā kaiārahi o te kura, kei te tautōhito hoki, ā, ka āta ū hoki ki ngā uara kaupapa Māori. Kua waihangatia te hanganga ārahi mā te aronga pū ki te whakarite mō te tauatanga, me te āta whakatau i te haere tonutanga, i te toitūtanga, me te whakawhanake tonutanga o ngā kaiārahi ka whai ake. He tauira ārahitanga e tohaina ana ngā haepapa, ā, e tohu ana i te mātāpono o te kōrero e mea ana ‘he toa takitini’ , arā, ka whakatairanga i te kawe ngātahi, i te pakari ka puta i te mahi ngātahi, me te tupu o te ārahitanga puta noa i te kura. Ka kitea ki te ārahitanga ngā taumata teitei o te whakawhirinakitanga ki tā rātou rōpū, ā, ka hāpai i te whakatau ngātahi, ka whakamana hoki i ngā kaimahi ki te ārahi mā te ngākau titikaha me te whai pūtaketanga. Kua āta whakaritea ngā tūranga hei tautoko i te whai huatanga o ngā mahi whakahaere i te kura i ia rā, ā, he tūāhuatanga tēnei e hāpai ana i te riterite, i te māramatanga, me te rere pai anō hoki o ngā kaupapa i te kura. Ka whakatūngia ngā tumu puta noa i te kura hei hāpai i te ngātahitanga me te whai wāhi o te ārahitanga ki ngā wāhanga katoa. Ko ngā mahi ārahi anō hoki a ngā pakeke o Ngāti Whakaue e tohu ana i te kaha o te pātuitanga ki waenga i te iwi me te kura, ā, ka ārahi i te taha ahurea, he mātau ā-wheako ō rātou, ā, ka tuku i te mātauranga ā-whakatupuranga ki ngā mahi kāwana me ngā whakaritenga. Ka poipoi mātātoa te ārahitanga i te kaha o te hononga ki waenga i ngā whānau, te kura, me ngā ākonga, ā, e whakatinana ana i te whakaaro tahi ki te kura hei toronga nō te kāinga. E tautokona ana ngā ākonga kia tupu rātou mā roto mai i te taiao ako ā-ahurea e poipoi ana i te ngākau titikaha ki te ārahi.
Ngā Mahi Kāwana
‘Whiria te taura here tāngata’
E tohu ana Te Ohu Māngai (arā, te Poari Kaitiaki) i te pakari o te haere tonutanga me te pūmautanga, ā, ka whakarato i te kaitiakitanga whai hua me te hāngai pū o te tirohanga whānui ki te kura. Kei ngā Māngai te tangongitanga o ngā pūkenga, te tautōhito, me te mātau i āta whakawhanakehia ai e rātou, ā, he tūāhuatanga tēnei ka āta hāpai ake i te whai mōhiotanga o ngā whakataunga me te pakari o te ārahi rautaki. He tino māramatanga ngātahi tō Te Ohu Māngai ki ō rātou tūranga me ā rātou kawenga mahi puta noa i ngā take kāwana, ā, ka aro pū te titiro ki te hāpai i te ārahitanga me ngā kaimahi o te kura, hei whakatairanga ake i ngā putanga ki ngā ākonga. Hei whakapakari ake i te whai huatanga o ngā mahi whakahaere, kua whakaritea ētahi ohu e tautoko ai i te ārahitanga me te tohatoha haepapa. Ka whai pānga aua hanganga ki te māramatanga o ngā whakaritenga kāwana, ā, ka tautoko hoki i te wāhi huatanga o ngā whakataunga o ia rā me ngā whakataunga rautaki. Kua whakawhanake ngātahitia te mahere rautaki ki te taha o ngā whānau, ngā kaimahi me ngā ākonga, hei āta whakatau i te hāngaitanga ki ngā kaupapa matua me ngā wawata o te katoa. Ka whakaraupapa te mahere i ngā tino whāinga e arotahi ana ki te angitu a ngā ākonga, ki te tupu o ngā kaimahi, me te whakapakaritanga ake o te whai wāhi mai a ngā whānau. Kua tīmatahia te whakariterite i te Mahere Rautaki 2026; heoi, kua herea te ahu whakamua nā ngā wero tonu e pā ana ki ngā hanganga whare, me te hiahia ki te whai whenua, whai whare anō hoki hei āta tautoko mārika i te tirohanga paetawhiti o te kura. Ka mahi Te Ohu Māngai ki te taha o ngā ratonga taetae kura o Ngāti Whakaue Iho Ake, ki te whakatinana i tā rātou mahere whakahaere mō te tae atu o ngā ākonga ki te kura, ā, e tino mārama ana rātou ko ēhea ngā whānau hei āta tautoko ake. Ahakoa he herenga tonu, ka whakarato tonu te whānau i tētahi taiao ako e whakapūmau ana, e poipoi ana hoki i te oranga ā-wairua, ā-whatumanawa, ā-tinana, ā-hinengaro hoki o ngā ākonga. Ka kitea ki ngā mahi kāwana, ko te aumangea, te manawanui, me te kawe ngātahi, hei āta whakatau i te whakahaere tonutanga o te kura mā ngā huarahi e whakamānawa ana i ngā kaupapa Māori, ā, e aro pū ana ki te waiora me te angitu o te ākonga.
Ngā Whakaritenga Matua ka whai ake
Me āta whakatau ngā kaiārahi me ngā kaimahi kia whakamahere ōkawa rātou i ngā akoako ohotata e pā ana ki te ahi, te rū whenua, me te aukatinga, ā, me whakamātau i ia te wā, me tuhi nahanaha anō hoki i aua whakamātau. He mahi ēnei ka āta whakatau i te mōhio o te katoa o ngā kaimahi me ngā ākonga ki ngā tukanga, ā, me rite pai rātou ki te āta aro tika atu ina he wā ohotata.
Me whakatakoto, me whakapūmau hoki te ārahitanga i ngā pūnaha mārama, pūnaha riterite hoki mō te whakahaere i ngā tuhinga kaimahi, hei āta whakatau i te tika o ngā tuhinga katoa e pā ana ki ngā kaimahi, me te hāngaitanga anō hoki o ērā ki tēnei wā tonu me ngā herenga ā-ture.
Me mahi tahi tonu Te Ohu Māngai me te ārahitanga ki te whakawhanake me te whakatau i te Mahere Rautaki, mā te whai wāhi mai anō hoki o ngā kaimahi, ngā whānau, me ngā ākonga, hei āta whakatau i te whai pānga ki te katoa, me te hāngaitanga hoki ki ngā wawata me ngā kaupapa matua o te kura.
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 te kura ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te aro wawe atu, ki te rapu rongoā hoki mō te tupu tere rawa me te kore hāngai tonu o ngā whare o te kura ki ngā matea o ngā ākonga me ngā whānau.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
27 Haratua 2026
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Rotorua
Te tau a te Tāhuhu o te Mātauranga 1153
Te tūmomo kura He kura hiato (Tau 1-15)
Te tokomaha o ngā ākonga o te kura 377
Ngā hononga ā-iwi Māori 99%, Iwi kē 1%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Poutū-te-rangi 2026
Te wā o tēnei pūrongo 27 Haratua 2026
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Pipiri 2021; Arotake Mātauranga, Pipiri 2013
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
‘I te matapihi o Matuatonga toku mataaho ki te ao whānui’
Te Kura Kaupapa Māori o Te Koutu is located in Rotorua and provides Te Aho Matua education to students from Year 0 to Year 13. Māori and Spanish are the main languages at the school. The school is full, and there is also a waiting list. The school is waiting for approval to build new classrooms to support its growth and development.
How do students demonstrate achievement and embody the aspirations and hopes of their iwi ?
Students demonstrate a high level of success through their ability to excel in their learning, their confidence in leading, and the depth of their embodiment of the values, languages, and customs of their iwi.
4 Findings
Te Ira Tangata
‘Mahia e tōna ringa, tino kai, tino mākona’
Students demonstrate strong confidence, a positive sense of identity, and high self-esteem. The principles of Te Aho Matua are embedded across all interactions and relationships within the kura , promoting a learning environment that actively supports the wellbeing and identity for all tamariki . A strong emphasis is placed on spiritual wellbeing, with mahi tikanga and karakia intentionally integrated into daily practices. Kaimahi and whānau hold high expectations for their tamariki and work collaboratively to strengthen student confidence through deliberate and meaningful leadership opportunities. Students are encouraged and supported to take on leadership roles within kura hui and syndicates, with tuākana–tēina arrangements promoting positive role modelling and respectful relationships. Students participate with confidence in leading and engaging in karakia, waiata, and mōteatea in a wide range of learning experiences that deepen their understanding of themselves and others. They are steadily supported to explore and develop their individual interests and pathways, reinforcing their mana motuhake . Kaiako consistently model aroha and manaaki in their care for students, recognising and valuing the unique qualities each student brings. Students are settled, respectful, confident, and secure in their identity.
Te Reo Māori
‘Toitū te reo, toitū te ahurea, toitū te taiao he ara ki te ao’
Students engage with enthusiasm and confidence in a language-rich learning environment. Te reo Māori permeates all aspects of kura life and is the primary language of interaction among whānau, students, and kaiako. Whānau consistently model the deliberate use of te reo Māori across a wide range of contexts within the kura and beyond, reinforcing its relevance. Students are articulate and assured speakers of te reo Māori, supported by an environment that deliberately strengthens language capability through high-quality teaching and learning, strategic planning, and effective role modelling. Expectations for bilingual fluency are normalised for both Te reo Māori and te reo Paniora , with both languages used naturally throughout the kura . Students participate in rich and varied language experiences that support both formal and informal reo, including tangihanga, wānanga reo, wiki hākinakina, and kapa haka. Whānau recognise and affirm the pivotal role the kura has in restoring te reo Māori to their whakapapa and acknowledge that their aspirations for language revitalisation are being actively realised. Students are confident speakers and guardians of te reo o Ngāti Whakaue.
Ngā Iwi
‘ Te piko o te mahuri, tērā te tupu o te rākau’
Students demonstrate strong and effective relationships with others. They engage in learning experiences that intentionally strengthen their ancestral connections. The whakapapa of their tīpuna, Hinekura, Karenga Pareterā , Te Ririu, and Waoku are deeply embedded in everyday learning. Their moko kauae , represented both visually and symbolically throughout the kura, guides teaching and learning practice; it is deliberately used in planning and sits above kura values as a foundation for decision-making. Students are immersed in the reo and tikanga of Ngāti Whakaue and actively participate in local marae formalities, community events such as Whetūrangihia, and local, regional, and national kapa haka , providing rich opportunities to strengthen identity and connection. Regular excursions across the Te Arawa rohe further deepen connections to whenua and whakapapa , with students visiting historical sites and marae associated with their people. Waiata, mōteatea , and karakia are used intentionally as pedagogical tools to strengthen identity and consolidate learning. Clear and purposeful career pathways provide students with opportunities to connect with people, institutes, and future aspirations. Learner success is evident in kura established relationships with a range of whare wānanga where students have successfully attained scholarships leading to tertiary learning. Iwi and leadership connections are evident and actively fostered, with whānau skills, experiences, and networks utilised by both kaimahi and students to enrich learning. Local kōhanga reo and puna reo work collaboratively with the kura to support smooth transitions, reinforcing continuity of reo, tikanga, and identity. A strong, seamless relationship between the kōhanga reo and the kura is maintained through shared kaupapa such as pōhiri, reinforcing a collective cultural and educational pathway for confident transitions and sustained learner success. Kura Karearea , an after-school and holiday programme further supports the reo growth of students and whānau , with students having opportunities to contribute within this kaupapa. Students are confident contributors to their kura and hapori.
Te Ao
‘Ka pū te ruha, ka hao te rangatahi’
Students acknowledge their place in the Māori and wider world. They experience learning beyond the kura through kaupapa -based opportunities across the whenua and into the wider Pacific. Students are well supported to participate in regional, national, and international opportunities such as kapa haka, Manu Kōrero , sporting competitions, and cultural exchanges. These experiences foster a strong sense of confidence, purpose, and belonging, while reinforcing cultural identity and collective pride. Students participate in a wide range of sporting experiences within the kura and wider hapori, with success evident through national and international representation. Students are encouraged and supported to pursue activities aligned with their interests and passions, enabling them to develop their strengths and aspirations. Holistic wellbeing is prioritised, with whakatau wairua practices supporting students to settle positively into learning. In-class experiences promote reflection and the development of emotional intelligence, supporting students to thrive academically, socially, and emotionally. Students take pride in being Māori and demonstrate success in the pathways they choose.
Āhuatanga Ako
‘Tamariki wāwāhi tahā, aratakina ki te mātāpuna o te mōhio, o te ora, o te maungārongo’
Students are active participants in learning and demonstrate a high level of success. Despite the challenges and constraints of inadequate infrastructure, students continue to access high-quality teaching and learning that supports their growth and success. Repurposed spaces are being used as classrooms, with several subjects taught within a single learning space. Students self-manage, demonstrate confidence as learners and have a clear understanding of learning tasks and achievement objectives. Learning programmes are responsive to their strengths and needs, enabling students to engage actively and make sustained progress. The kura has well established processes that effectively support kaiako planning and ensure teaching is responsive to learners needs. Teaching and learning are centred on recognising each tamaiti as an individual, with student interests, strengths, and abilities intentionally incorporated into planning and classroom practice. Students who require additional support are promptly identified and receive targeted assistance through pou tautāwhi systems and the Special Education Needs Coordinator (SENCO) role. These supports strengthen engagement and wellbeing, ensuring students can participate meaningfully in their learning. Students benefit from kaimahi working collaboratively to design coherent learning pathways that respond to individual interests, abilities, and future aspirations. Assessment practices are used effectively to monitor learning and academic success, with student progress and achievement clearly identified and documented. Students in Years 9 and 10 learning programmes are carefully planned to support strong foundations for senior secondary success. Students are introduced to prerequisite literacy and numeracy standards and are provided with opportunities to participate in National Certificate of Educational Achievement (NCEA) Level 1 where appropriate. Student achievement is closely monitored and tracked, with progress information accessible to whānau . In 2025, all students achieved NCEA Levels 1, 2, and 3, with 53% attaining University Entrance. Wharekura students are supported to enrol in external programmes aligned with their career interests, including courses through Toi Ohomai , enabling them to pursue meaningful and aspirational pathways beyond kura. Whānau are integral to strategic planning, curriculum delivery, frequently participating in learning experiences and contributing skills that enrich student learning. Through this collective approach, students are nurtured to develop confidence in their learning and are emerging as spiritually, physically, and academically assured individuals. Students experience learning environments where their achievements are recognised and celebrated, reinforcing confidence, motivation, and a strong sense of success.
Rōpū Whakahaere
‘ He toa takitini’
Kura leadership is highly experienced, visionary, and grounded in strong kaupapa Māori values. The leadership structure is intentionally designed with a clear focus on succession planning, ensuring continuity, sustainability, and the ongoing development of future leaders. A distributed leadership model reflects the principle of he toa takitini , promoting shared responsibility, collective strength, and leadership growth across the kura . Leadership demonstrates high levels of trust in their team, enabling collaborative decision-making and empowering kaimahi to lead with confidence and purpose. Roles are clearly established to support the effective day-to-day operation of the kura , contributing to consistency, transparency, and the smooth flow of kura matters. Tumu are appointed throughout the kura to support coherence and ensure leadership presence across all areas. The involvement of Ngāti Whakaue pakeke within leadership reflects the strength of the partnership between iwi and kura, bringing cultural guidance, lived experience, and intergenerational knowledge into governance and practice. Leadership actively fosters strong cohesion between whānau, kura , and students, bringing to life the shared belief that the kura is an extension of the home. Students are supported to grow in a culturally grounded learning environment that nurtures confidence to lead.
Governance
‘Whiria te taura here tāngata’
Te Ohu Māngai (Board of Trustees) demonstrates strong continuity and stability, providing effective stewardship and sustained oversight of the kura . Māngai bring a wide range of highly developed skills, experience, and expertise, enabling informed decision-making and robust strategic guidance. Te Ohu Māngai has a clear and shared understanding of its roles and responsibilities across all governance matters and remains strongly focused on supporting kura leadership and kaimahi to enhance student outcomes. To strengthen the effective operations, Ohu (working groups) have been established to support leadership and distributive responsibility. These structures contribute to coherent governance practice and support successful day-to-day and strategic decision making. The Strategic Plan has been collaboratively developed with whānau , kaimahi , and students ensuring alignment with shared priorities and aspirations. The plan outlines clear objectives focused on student success, kaimahi growth, and strengthened whānau engagement. Preparation for the 2026 Strategic Plan is underway; however, progress is constrained by ongoing challenges related to infrastructure limitations, and the need for kura whenua and facilities that fully support the long-term vision of the kura . The Ohu Māngai work alongside the Ngāti Whakaue Iho Ake attendance services to implement their attendance management plan, and they have a clear understanding of which whānau require further support. Despite ongoing constraints, whānau continue to provide a learning environment that upholds and nurtures the spiritual, emotional, physical, and intellectual wellbeing of students. Governance practice reflects resilience, commitment, and collective responsibility, ensuring the kura continues to operate in ways that honour kaupapa Māori and prioritise learner wellbeing and success.
Key Next Steps
Leaders and kaimahi must ensure that fire, earthquake, and lockdown emergency drills are formally scheduled, regularly practised, and systematically recorded. This is to ensure all kaimahi and students are familiar with the procedures and are well prepared to respond effectively in the event of an emergency.
Leadership needs to establish and maintain a clear, consistent system for managing personnel documentation to ensure all kaimahi records are accurate, current, and compliant with regulatory requirements.
Ohu Māngai and leadership should continue to collaboratively develop and finalise the Strategic Plan in partnership with kaimahi, whānau, and students, ensuring shared ownership and alignment with kura aspirations and priorities.
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
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 Student (including prevention of bullying and sexual harassment)
physical safety of Student
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance.
6 Recommendation
ERO recommend the kura continue to work alongside Te Rūnanga nui o ngā Kura Kaupapa Māori o Aotearoa to urgently address and find a resolution to the exponential growth and kura facilities no longer catering for the needs of students and whānau.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
27 May 2026
7 Information about the Kura
Location Rotorua
Ministry of Education profile number 1153
Special features Te Aho Matua
Kura type Composite Years 1 – 15
Kura roll 377
Ethnic composition Māori 99% , Other ethnicities 1%
Review team on site March 2026
Date of this report 27 May 2026
Most recent ERO report(s) Education Review, June 2021; Education Review, June 2013
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).