TKKM o Te Whanau Tahi
Composite · State
- Year levels
- not reported
- Total roll
- 230
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 83 Lyttelton Street, Spreydon, Christchurch
- Territorial authority
- Christchurch City
- Phone
- 03-3374360
- mahanui@whanau-tahi.school.nz
- Directions
- Get directions
Other schools nearby: schools in Christchurch · schools in Canterbury
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.
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
- E ONO NGĀ MĀTĀPONO O TE AHO MATUA:
- Te Ira Tangata
- Te Reo
- Ngā Iwi
- Te Ao
- Āhuatanga Ako
- Te Tino Uaratanga
- Ko ēnei mātāpono te tūāpapa o tō mātou kura, waihoki, ko te whainga matua kia kaha kitea ēnei mātāpono ia rā, ia rā, ki ngā pito katoa o te kura.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 49
- Māori
- 223
- Pacific
- 33
- Asian
- 1
- MELAA
- 2
- 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 | 18 | 1 | 0 | 0 | 0 | 7 | 0 | 18 |
| Year 02 | 18 | 3 | 0 | 0 | 1 | 7 | 0 | 19 |
| Year 03 | 16 | 2 | 0 | 0 | 0 | 2 | 0 | 16 |
| Year 04 | 17 | 5 | 0 | 0 | 0 | 9 | 0 | 17 |
| Year 05 | 12 | 3 | 0 | 0 | 0 | 4 | 0 | 13 |
| Year 06 | 18 | 3 | 0 | 0 | 0 | 3 | 0 | 19 |
| Year 07 | 10 | 0 | 0 | 0 | 0 | 1 | 0 | 11 |
| Year 08 | 23 | 6 | 0 | 1 | 0 | 5 | 0 | 23 |
| Year 09 | 15 | 2 | 0 | 0 | 0 | 4 | 0 | 15 |
| Year 10 | 16 | 4 | 0 | 0 | 0 | 6 | 0 | 16 |
| Year 11 | 23 | 1 | 1 | 0 | 1 | 6 | 0 | 24 |
| Year 12 | 12 | 3 | 0 | 0 | 0 | 3 | 0 | 12 |
| Year 13+ | 15 | 2 | 0 | 0 | 0 | 3 | 0 | 15 |
| Total | 213 | 35 | 1 | 1 | 2 | 60 | 0 | 218 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 19 | 1 | 0 | 0 | 0 | 7 | 0 | 19 |
| Age 06 | 16 | 2 | 0 | 0 | 1 | 7 | 0 | 17 |
| Age 07 | 17 | 3 | 0 | 0 | 0 | 3 | 0 | 17 |
| Age 08 | 15 | 5 | 0 | 0 | 0 | 7 | 0 | 15 |
| Age 09 | 14 | 3 | 0 | 0 | 0 | 5 | 0 | 15 |
| Age 10 | 17 | 3 | 0 | 0 | 0 | 3 | 0 | 18 |
| Age 11 | 11 | 0 | 0 | 0 | 0 | 2 | 0 | 12 |
| Age 12 | 23 | 6 | 0 | 1 | 0 | 4 | 0 | 23 |
| Age 13 | 14 | 2 | 0 | 0 | 0 | 2 | 0 | 14 |
| Age 14 | 17 | 4 | 0 | 0 | 0 | 8 | 0 | 17 |
| Age 15 | 22 | 1 | 1 | 0 | 1 | 6 | 0 | 23 |
| Age 16 | 15 | 4 | 0 | 0 | 0 | 4 | 0 | 15 |
| Age 17 | 13 | 1 | 0 | 0 | 0 | 2 | 0 | 13 |
| Total | 213 | 35 | 1 | 1 | 2 | 60 | 0 | 218 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| TKKM o Te Whanau Tahi | 100% |
|---|---|
| Canterbury Region | 87.1% |
| 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 | Not applicable |
| 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
100%
| TKKM o Te Whanau Tahi | 100% |
|---|---|
| Canterbury Region | 79.6% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | 100% |
|---|---|
| Male | 100% |
| Māori | 100% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| 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 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
93.8%
| TKKM o Te Whanau Tahi | 93.8% |
|---|---|
| Canterbury Region | 59% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | 80% |
|---|---|
| Male | 100% |
| Māori | 93.8% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 93.8% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
37.5%
| TKKM o Te Whanau Tahi | 37.5% |
|---|---|
| Canterbury Region | 13.7% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | 40% |
|---|---|
| Male | 36.4% |
| Māori | 37.5% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 37.5% |
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
87.5%
| TKKM o Te Whanau Tahi | 87.5% |
|---|---|
| Canterbury Region | 83.6% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | 60% |
|---|---|
| Male | 100% |
| Māori | 87.5% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 87.5% |
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 Whanau Tahi | 0% |
|---|---|
| Canterbury Region | 38.3% |
| 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 | 0% |
| 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 Whanau Tahi | 0% |
|---|---|
| Canterbury Region | 3.7% |
| 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 | 0% |
| 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 Whanau Tahi | 0% |
|---|---|
| Canterbury Region | 1.7% |
| Composite (Year 1-15) | 1.2% |
| State | 1.9% |
| New Zealand | 1.8% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | 0% |
| 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)
- 494
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Major urban area
- Date opened
- 31 December 1996
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
- 17 January 2025
- 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 230 — 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.
September 2024
209
Counted while ERO’s review team was at the school. Education Review Office, report of 17 January 2025
1 September 2018
157
Counted while ERO’s review team was at the school. Education Review Office, report of 3 December 2018
21 October 2014
119
Counted while ERO’s review team was at the school. Education Review Office, report of 16 December 2014
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 17 January 2025 — “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 Te Whānau Tahi ki Ōtautahi. E whakarato ana te whānau i te mātauranga mō ngā ākonga o ngā tau 1 ki te 13. Kei te hokihoki mai ngā raukura ki te kura hei mātua, hei kaimahi hoki. Ko tā Te Aho Matua he whakapuaki i ngā wawata o Te Whānau Tahi mō ngā ākonga. Kua pou herea ngā whakaakoranga me ngā akoranga ki ngā hītori me ngā kōrero tuku iho e pā ana ki ngā tūpuna rangatira o te mana whenua.
He pēhea rawa te whai huatanga o ngā ākonga ki te whakatutuki me te whakatinana i ngā wawata me ngā tūmanako o tō rātou whānau?
E whakatinanahia ana, e whakawhānui anōtia hoki e ngā ākonga ngā wawata me ngā tūmanako o te whānau.
Te Ira Tangata
Ka kitea ki ngā ākonga tā rātou kawenga whaiaro, te papai o tō rātou kiritau, me tō rātou ngākau titikaha ki tō rātou tuakiritanga. He manawa whakahī tō rātou ki te whakatutuki ngā tūranga nui me ngā kawenga nui, hei painga mō te kura. Ka whai wāhi mātātoa te whānau ki aua kaupapa, ā, he tūāhuatanga tēnā e kōkiri ai i ngā ākonga ki te ārahi me te tautoko i ō rātou hoa, i tō rātou whānau, me te hapori whānui tonu. Ka whakapuaki ngā ākonga i tō rātou mātauranga Māori ki ngā ākonga o kura kē atu. Ka noho mātuatua te whai pānga o te whakapapa me te tuakiri ki te whakapakaritanga o te tū tangata me te ngākau titikaha o te ākonga. He pai ngā hononga ki waenga i ngā ākonga o te wharekura me te kura teina. Ka whakanui ngā amorangi (arā, ko ngā kaiārahi nō ngā ākonga tuākana) i ngā mahi angitu a ngā tēina me ngā tuākana. Ka whakapūmau ngā kāri mīharo i te hiahia o ngā ākonga ki te whakatinana i ngā uara o te kura me ngā mātāpono o Te Aho Matua. Ka whakanui ngā ākonga i ā rātou ake whakatutukitanga, i ngā whakatutukitanga hoki o ētahi atu mā te haka tautoko me te mihimihi. Ka whai whakaaro nui ngā ākonga ki ā rātou haepapa, ā, ka kawe hoki i a rātou anō mā te ngākau māhaki me te ngākau titikaha.
Te Reo
Ka whanake te mātau o ngā ākonga ki te reo Māori, ā, he manawa whakahī o rātou ki te kōrero i te reo Māori. Ka āta whakapuaki ake i te reo hei kapo atu, hei whakatairanga atu hoki i te mātau o ngā ākonga ki te kōrero, te pānui, me te tuhituhi. Ka whai wāhi nui te whānau ki te whakarauoratanga o te reo Māori. Kua tupu matomato mai te mātau me te ngākau titikaha o te whānau ki te whakawhiti kōrero mā te reo Māori i roto i ngā tau tata kua pahure ake. Kei roto i te reo Māori te nuinga o ngā hui, ngā pānui, me ngā tuhinga i te kura, ā, he tūāhuatanga e tohu ana i te whakanuitanga o te reo Māori. Ka āta whakaako ngā kaiako i ngā tūāhuatanga me ngā whakawhānuitanga o ngā hanganga reo o nāianei, o te reo kōrerorero, me te reo ōkawa. Whai wāhi atu ai ngā ākonga ki ngā wheako, ā, ka tūmāia ki te whakaatu me te whakatinana i ō rātou mōhiotanga ki te reo me te ao Māori. Ka whakanuia rātou ki ngā taumata ā-motu, ā-rohe hoki i roto i ngā Manu Kōrero me te kapa haka. Ka tino whakapoutamatia te reo ā-waha ki ngā pōhiri, ngā hui ā-kura o ia rā, ngā whakaaturanga me ngā aromatawai. Ka whanake ngā ākonga kia tino mātau tā rātou whakawhiti kōrero mā te reo Māori, ā, e whai wāhi nui ana rātou ki te whakarauoratanga o te reo Māori ki Te Wai Pounamu.
Ngā Iwi
Ko te mōhiotanga o ngā ākonga ki ō rātou tātai hono e pou here ana i ō rātou hononga tūturu ki waenga i a rātou anō. E mōhio ana te whānau ki te whai pānga nui o te tuakiri, te aronga toi whenuatanga, me te ngākau titikaha ki te angitu o te ākonga. Ka whakahua ake ngā ākonga i ō rātou hononga ki ngā iwi maha, ā, ka whakanui hoki i te tūnga o te mana whenua. Ka whakapuaki rātou i ō rātou mātauranga ki ngā whānau mā ngā huarahi e whakakipakipa ana, e akiaki ana hoki i a rātou ki te kapo atu me te whakapuaki anō hoki i aua whakaakoranga. Ka rongo ngā ākonga i ngā hononga papai, ā, ka kawe atu, ka whakamana hoki i te tauākī e meatia ana, “he tapu te tangata ahakoa ko wai” . Nō iwi kē atu te nuinga o ngā ākonga, ā, ka kitea tō rātou tino māramatanga ki ngā hītori me ngā tikanga o te takiwā nei. Kua tuituia ngā kōrero tuku iho ki ngā ingoa o ngā wāhi ako, ā, he pūmahara mō ngā ākonga ki te whakahirahiratanga. E poipoi ana Te Whare-a-Io i te tautoko ā-whatumanawa, ā-tinana hoki o ngā ākonga me ngā whānau i ngā wā uaua me ngā wā taimaha. E arahina te pōhiri e tētahi rōpū ākonga whai pūkenga, ā, he kaiwero, he kaikaranga, he kaihaka rātou ka āta tautokona e ngā kaimahi tautōhito. He pakari ngā ākonga ki te whai wāhi ki ētahi atu, ā, ka kitea tō rātou tino māramatanga ki ngā mātauranga me ngā hononga tuku iho.
Te Ao
Ina te maruru o ngā whai wāhitanga mō ngā ākonga ki te uru atu me te tūhura haere i te ao Māori, ā, i tua atu hoki. Ko te whakawhānui i ngā akoranga me ngā wheako ā-ao e kitea ana hei tūāhuatanga matua e whakatairanga ake ai i te ngākau titikaha o ngā ākonga. Ko ngā wheako ako tūturu me ngā haerenga ki tāwāhi e whakawhānui ana, e whakatō ana hoki i ngā mōhiotanga o ngā ākonga ki te ao whānui. Ka whakamahi ngā kaiako i ngā kaupapa ngākau nui, i ngā kōkiritanga o te hapori, me ngā tautōhito ki te whakawhānui i ngā mōhiotanga me te māramatanga o ngā ākonga ki te ao ki tua atu i te kura. I nahanaha te toro atu a te whānau ki ngā rauemi i puta whai muri i te rū whenua, ki te whakatū i Te Puna Waiora, hei whakaora, hei tautoko hoki i ngā whānau. Ka whai hua te whakamahinga o ngā hangarau matihiko me ngā taputapu matihiko, hei hāpai i ngā ākonga ki te whakatewhatewha me te tūhura i ngā whai wāhitanga me ngā hononga ki te ao whānui. Ka toro atu ngā ākonga ki te ao mā ngā hangarau me ngā wheako tūturu hoki, ā, ka whakapuaki ki tō rātou whānau.
Āhuatanga Ako
E tautokona ana ngā ākonga kia ako, kia tupu hoki i ō rātou māramatanga mā roto mai i tētahi taiao ako e whakamana ana, e manaaki ana hoki i a rātou. Ka whakapoapoa ngā hōtaka akoranga i te whai wāhi atu a ngā ākonga, me tā rātou kōkiri i ngā wheako ako. Kei te matawhānui ngā mahere, ā, ka tuitui i te tangongitanga o ngā rauemi me ngā rautaki e hāpai ana i te ahu whakamua a ngā ākonga me ngā paetae. Ko te whai kiko anō hoki o ngā mahere ako takitahi me ngā mahere tautoko e whakatairanga ake anō hoki i ngā putanga ki ngā ākonga. He aronga hanganga e kitea ana ki te reo matatini me te pāngarau i te hōtaka kua tuituia. Ka whakapoutama, ka whakatauira hoki ngā kaiako i ngā tūmanako mō ngā ākonga. Ka whakamōhio ngā whakaritenga aromatawai i ngā mahere, ā, ka whai wāhi atu ki te tautuhi i ngā matea ako o ia ākonga. Mō rātou ngā ākonga e mau ana i ngā matea ako ake, ka āta poipoia rātou mā ngā horopaki e whakatupu ana i tā rātou ako, i tō rātou taha whakahoahoa, me tō rātou aronga toi whenuatanga. Tū ai te aromātai i ia te wā, ā, ka ārahi i ngā whakapaitanga i ngā wā e tika ana. He tino mōhiotanga ō ngā ākonga ki ngā tūmanako me ngā wawata o tō rātou whānau.
Te Wharekura
Kei te tākare te whai wāhi atu a ngā ākonga ki ngā hōtaka motuhake e ahu mai ana i te ahurea, ā, e aro atu ana ki anamata. Ka tino tohu ngā tuākana o te wharekura i ngā pūmanawa ārahi, mā te manaakitanga, te aroha, me te hūmārie. Ka āta whakaarohia te whakariterite i ngā huarahi ako. Ka whakapoutamatia te whai atu a ngā ākonga o ngā tau 9 me te 10 ki Te Taumata Mātauranga ā-Motu kua Taea, hei hāpai i te angitu. Kua āta whakaritea ngā pūnaha, ā, ka tohu i te nui o ngā tūmanako kia hiranga te whai atu i te ahurea, te hākinakina, me te mātauranga. Kua whakatakotohia ngā whakaritenga o te kounga kairangi mō te aromatawai me te whakaōrite i Te Taumata Mātauranga ā-Motu kua Taea. E āta māramahia ana, e arumia ana hoki te ahu whakamua me ngā paetae a ngā ākonga. Ka whakapuaki ngā kaiako i ngā hōtaka, ā, ka riro i ngā ākonga ngā whakamanatanga o te kaiaka me te kairangi. Ko ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea, kei runga noa atu i ngā tatauranga ā-motu, tae atu hoki ki ngā tatauranga e pā ana ki ngā ākonga e whiwhi ai i te tiwhikete whakauru whare wānanga. Ka taea e ngā whānau me ngā ākonga ā rātou ake hōtuku te whakapā atu, ā, ka taunekeneke ki ngā kaiako ki te kōrero me te whai māramatanga ki ngā tūāhuatanga e pā ana ki tā rātou ahu whakamua me ngā paetae.
Te Ārahitanga me te Whakahaeretanga
Ka whai pānga matua ngā kaiārahi ki te whakaratonga o te mātauranga ā-whānau, mātauranga kounga hoki o Te Aho Matua. Ka kitea tō rātou kaha nui ki te mahi ngātahi me te whakawhitiwhiti whakaaro hei whakarato i te tautoko ngaio. Ka kōkiri, ka mahi auaha hoki i a rātou e kapo atu ana i ngā whai wāhitanga hou mō rātou anō, mō ngā ākonga, ā, mō ngā kaimahi hoki. E whai hua ana te huringa taiāwhio tupu ngaio ki te whakatairanga ake i ngā mōhiotanga o ngā kaiako me te whakatinanatanga o ngā whakaritenga e whai hua ana i roto i te whakaako me te atawhai. Ka āta toro atu ngā kaiārahi ki ngā mātanga o waho me te tautoko hoki e tika ana. Ka āta kitea te kotahitanga me te tautoko i ngā ākonga kia eke rātou ki ō rātou tino pūmanawa. Kei te matawhānui ngā pūrongo ki te poari me te whānau, ā, ka whakamōhiotia i ia te wā te ahu whakamua o ngā ākonga me te kura whānui. Ko te hanganga o ngā whakaritenga me te pakari o ngā mahi aromātai o roto e āta whakaū ana i te whai tautoko o ngā whakataunga hei painga mō ngā ākonga, ngā whānau, me ngā kaimahi. Ka whakatauira ngā kaiārahi i ngā mātāpono mā te āhua o tō rātou manaaki, tō rātou tiaki, me tō rātou tupu i te ngākau titikaha o ngā ākonga me ngā manuhiri i tō rātou kura. Kei te pakari ngā tukanga e aromātai ai, e whakapūmau ai i te kaha taetae mai ki te kura. E whakapono ana te whānau ki te rōpū ārahi, ki ngā kaimahi, me te āhua o te ako e whiwhi ana ā rātou tamariki.
Te Taha Kāwana me te Whānau Whakahaere
Ko Te Aho Matua te huarahi e hāpai ana i te whakatutukitanga o ngā wawata me ngā tūmanako o ngā whānau. Ka ū te whānau ki ngā mātāpono o Te Aho Matua e ārahi nei i a rātou, ā, ka whakapūmau rātou i ngā āhuatanga motuhake o te kura. Ko te whakamahere rautaki me te pakari o te tūnga pūtea e hāpai ana i te whānau ki te mahi auaha me te kōkiri whakamua mā te ngākau titikaha. Kei te hakune, kei te huarewa hoki ngā mahi a ngā mema o te poari, ā, he nui ō rātou mōhiotanga e pā ana ki ngā tukanga whakataunga ā-rangatōpū, ā-iwi hoki. Nā tēnā, kei te tino mīharo tō rātou tū pakari ki te kōkiri i ngā wawata o te whānau me ngā putanga ki ngā ākonga. Ka kaha ū rātou ki ā rātou kawenga ā-ture, ā-kāwana hoki. Ka aro pū ki te katoa o ngā tikanga e pā ana ki te hauora me te haumaru. Ko te pakari me te auau o ngā arotakenga me ngā whakawhitinga kōrero e hāpai ana i te poari ki te whakatau i ngā whakaritenga e whakatairanga ake ai i ngā putanga ki ngā ākonga. Ka noho maioha te whānau ki ngā mahi e whāia ana e ngā ākonga, arā, i ērā e whakatinana ake ana i ō rātou pūmanawa. E puāwai ana ngā ākonga, ā, e eke angitu ana rātou ki tua atu i ngā wawata me ngā tūmanako o te whānau.
Ngā Whakaritenga Matua ka whai ake
Kua tautuhia e te whānau ko ā rātou whakaritenga ka whai ake, ko te kōkiri whakamua i ngā mahere me ngā whanaketanga kia tū hei kura taiao. Kua tīmatahia e rātou te wānanga me pēhea te whakawhānui ake i Te Puna Waiora, arā, i tā rātou ake pūnaha tautoko mō ngā ākonga me ngā whānau. Ka puāwai ngā ākonga ki tētahi taiao e hāpai ana i ngā wawata o te whānau.
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 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
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau te taunakitanga e whai ake nei, arā, kia:
whakaū te whānau i ngā taumata teitei o te mahi tahi me te whakawhiti kōrero tahi, hei whakapūmau anō hoki i ngā taumata o ngā paetae me te eke angitu.
Tiwana Hibbs Toka ā Nuku Te Uepū-a-Motu – Māori Services
17 Kohitātea, 2025
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Ōtautahi
Te tau a te Tāhuhu o te Mātauranga 1618
Te tūmomo kura He kura hiato (Tau 1-15)
Te tokomaha o ngā ākonga o te kura 209
Ngā hononga ā-iwi Māori 209
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Mahuru 2024
Te wā o tēnei pūrongo 17 Kohitātea 2025
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hakihea 2018; Arotake Mātauranga, Hakihea 2014; Arotake Mātauranga, Pipiri 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 Te Whānau Tahi is in Christchurch. The whānau provide education for students in Years 1–13. Raukura are returning as parents and staff of the kura. Te Aho Matua is utilised to express the aspirations that Te Whānau Tahi hold for students. The history and stories of the eponymous ancestors of mana whenua underpin teaching and learning.
How effectively do students achieve and exemplify the hopes and aspirations of their whānau?
The hopes and aspirations of the whānau are exemplified and exceeded by students.
Te Ira Tangata
Students demonstrate personal responsibility, positive self-esteem and confidence in their identity. They proudly carry out important roles and responsibilities for the kura. Whānau are active participants in these activities, which is the impetus for students to lead and support their peers, whānau and the wider community. Students share their mātauranga Māori with students in other kura. Whakapapa and identity are regarded as important and integral in strengthening student agency and confidence. Positive relationships exist between students in the wharekura and kura teina. Amorangi (senior student leaders) acknowledge the successes of teina and of each other. Kari Miharo reinforce student motivation to exemplify the kura values and Te Aho Matua principles. Students celebrate their own and others’ achievements through haka tautoko and mihimihi . Students take their responsibilities seriously and conduct themselves with humility and confidence.
Te Reo
Students develop proficiency in and are proud exponents of te reo Māori . The language is skilfully used to encapsulate and enhance student competence in speaking, reading and writing. Whānau significantly contribute to the revitalisation of te reo Māori . Their expertise and confidence to communicate in te reo Māori has grown exponentially in recent years. Most hui, pānui and kura documentation are in the Māori language, highlighting the value placed on te reo Māori. Kaiako are deliberate in teaching the nuances and extension of contemporary, colloquial and formal language structures. Students regularly participate in experiences where they confidently demonstrate and apply their knowledge of te reo and te ao Māori . They attain accolades at national and regional level for Manu Kōrero and Kapa Haka. Pōhiri , daily hui a kura , performance and assessments deliberately scaffold proficiency in oral language. Students develop as highly competent communicators in te reo Māori and are contributing to the revitalisation of te reo Māori in Te Wai Pounamu .
Ngā Iwi
Student knowledge of their ancestral links underpin their authentic relationships with one another. Whānau recognise that identity, belonging and confidence contribute significantly to student success. Students articulate their connections to multiple iwi while acknowledging the status of mana whenua . They share their mātauranga with whānau in ways that motivate and encourage them to acquire and share the teachings also. Students experience positive relationships and accept and affirm, “ he tapu te tangata ahakoa, ko wai ”. Students, who are predominantly from other iwi , demonstrate strong understanding of local history and tikanga . This history is imbued in the names of learning spaces and the recollection of students regarding their significance. Te Whare-a-Io provides emotional and physical support for students and whānau during times of challenge and need. Pōhiri is led by a skilled student group of kai wero, kai karanga and kai haka who are well supported by expert kaimahi . Students competently engage with others and demonstrate a sound understanding of ancestral knowledge and connections.
Te Ao
Students have a rich plethora of opportunities to experience and explore te ao Māori and beyond. Expanding learning and life experiences is regarded as pivotal to enhance student confidence. Authentic learning experiences and overseas trips broaden and embed student’s knowledge of the wider world. Kaiako utilise passion projects, community initiatives and expertise to extend student knowledge and understanding of the world beyond the k ura. Whānau strategically utilised post-earthquake resourcing to establish Te Puna Waiora for healing and support to whānau . Effective use of digital technology and tools enables students to investigate and explore global opportunities and connections. Students access the world through technology and real experiences which are shared with their whānau .
Ahuatanga Ako
Students are supported to learn and grow their understanding in a learning environment where they are valued and cared for. Learning programmes entice students to engage and initiate learning experiences. Comprehensive planning incorporates a variety of resources and strategies that support student progress and achievement. Detailed individual learning and support plans further enhance outcomes for students. A structured approach to literacy and numeracy is evident in the integrated programme. Kaiako scaffold and model expectations for students. Assessment practices inform planning and help identify individual student learning needs. Students with additional learning needs are effectively catered for in in ways that reflect the context that grows their learning, their social competency and sense of security. Evaluation is regular and guides improvement where required. Students have a firmly embedded understanding of the hopes and aspirations of their whānau .
Wharekura
Students enthusiastically participate in a culturally grounded and unique future focussed programme. Wharekura seniors epitomise effective leadership qualities with manaakitanga, aroha and humility. Pathways planning is well considered. Years 9 and 10 students are scaffolded into National Certificates of Educational Achievement (NCEA) to support success. Systems are well organised and reflect the high expectations for excellence in cultural, sporting and academic pursuits. High quality assessment and moderation practices for NCEA are in place. Student progress and achievement is well understood and tracked. Kaiako deliver programmes where students achieve endorsements of merit and excellence. NCEA results are well above national norms, including the number of students who attain university entrance. Whānau and students can access their own data and interact with kaiako to communicate and clarify any wonderings around their progress and achievement.
Leadership and Management
Leaders are instrumental in providing quality Te Aho Matua whānau based education. They demonstrate high levels of collaboration and communication to provide professional support. They are innovative and creative when pursuing new opportunities for themselves, students and staff. The professional growth cycle is effective in further enhancing kaiako knowledge and implementation of effective teaching and pastoral practice. Leaders capitalise on external expertise and seek support as required. A culture of inclusion and support for students to achieve their potential is highly evident. Comprehensive reporting to the board and whānau keeps them informed of student and kura wide progress. Structural organisation and strong internal evaluation practices ensure that decision making is supportive for students, whānau , and staff. Leaders model ngā mātāpono in the way they manaaki, tiaki and grow the confidence of students and manuhiri in their school. Sound processes are in place to monitor and maintain high levels of attendance. Whānau have confidence in the leadership team, staff and the learning their tamariki receive.
Governance/ Whānau Whakahaere
Te Aho Matua is utilised to help realise the dreams and aspirations of whānau . Whānau adhere to and are guided by the mātāpono o Te Aho Matua and uphold the unique character of the kura . Strategic planning and a strong financial position enable the whānau to innovate and be progressive with confidence. Board members are strategic and transformative, they have extensive experience in corporate and iwi decision making processes. This has them exceptionally well placed to advance the whānau aspirations and student outcomes. The board vigilantly keep abreast of their legislative and governance responsibilities. Priority is given to all health and safety requirements. Robust, regular review and consultation enables the board to make decisions that enhance student outcomes. Whānau are appreciative of the mahi that students are engaged in, so their potential is realised. Students flourish and excel beyond whānau dreams and aspirations.
Key Next Steps
Whānau have identified that their next steps are to progress planning and development to become a kura taiao . They have begun discussions on how to expand Te Puna Waiora , their specific support system for students and whānau . Students thrive in an environment that supports whānau aspirations.
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 and the whānau developed the following recommendation:
that the whānau maintain high levels of collaboration and communication to sustain levels of achievement and success.
Tiwana Hibbs Toka-ā-Nuku Te Uepū ā-Motu – Māori Review Services
17 January 2025
7 Information about the kura
Location Christchurch
Ministry of Education profile number 1618
Kura type Composite (Years 1-15)
Kura roll 209
Ethnic composition Māori 100%
Special features Te Aho Matua
Review team on site September 2024
Date of this report 17 January 2025
Most recent ERO report(s) Education Review, December 2018; Education Review, December 2014; Education Review, June 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).