TKKM o Tokomaru

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 21 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. November 2025

   28

   Counted while ERO’s review team was at the school. Education Review Office, report of 16 March 2026

2. 13 November 2017

   30

   Counted while ERO’s review team was at the school. Education Review Office, report of 23 January 2018

3. September 2014

   22

   Counted while ERO’s review team was at the school. Education Review Office, report of 5 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 16 March 2026 — “Ngā Kitenga Arotake Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.

2 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Tokomaru ki te whanga o Tokomaru, ki te raki o Tūranga-nui-a-Kiwa. Nō Ngāti Porou te whānau e tātai hono ana ki Te Whānau-a-Ruataupare rāua ko Te Whānau-a-Te Ao Tāwarirangi. E whakarato ana rātou i te mātauranga mō ngā tamariki o ngā tau 1 ki te 8, ā, kua pou herea ki ngā tikanga whakaaro o Te Aho Matua. Kua pā ki te kura ngā raruraru nui nā ngā āhuatanga o te kōripo marama i roto i ngā tau tata nei. Kua oti ngā whare o te kura te whakahou, ā, kua hoki anō rātou i nāianei ki te kura.

He pēhea rawa te whakapuaki a ngā tamariki i ngā wawata o ō rātou whānau, ō rātou hapū, me tō rātou iwi?

Ka kaha whakapuaki ngā mokopuna i ngā wawata o ō rātou whānau mā te kōrero i te reo Māori, ā, ka kitea tō rātou tino hononga ki te whanga o Tokomaru.

4 Ngā Whakaaturanga

Te Ira Tangata

E ako ana ngā tamariki mā roto mai i te manaakitanga me te āhurutanga o tō rātou taiao ako. Ka toro atu rātou ki te tangongitanga o ngā wheako ako e whakapakari ana i tō rātou māramatanga me tō rātou hononga ki te whenua o te takiwā nei. Ka karakia, ka waiata hei tūhonohono i te taha wairua me te taha tinana o te tamaiti. Ka āta kitea te pakari o te whanaungatanga, i ngā tamariki, ngā kaimahi, me ngā whānau e whakapūmau ana, e whakatinana ana hoki i ngā uara o te kura kia arohatia te tangata. Ka poipoi, ka whakaako hoki ngā kaiako i ngā tamariki hei uri nō rātou, ā, ka tupu te tino whakawhanaungatanga mā ngā whakapapa me ngā tātai hono. E tautokona ana ngā tamariki e mau ana i ngā matea ake, kia whai wāhi nui, kia mātātoa hoki rātou i roto i te whānau. Kei te mauritau ngā tamariki i roto i ā rātou akoranga.

Te Reo

E rumakina ana ngā tamariki ki te hōhonutanga o te taiao reo Māori. E whai hua ana ngā kaiako hei tino tauira o te reo Māori, ā, ka whakaatuhia i ia te wā tō rātou matatau ki te reo, ka whāngai anō hoki i te tūturutanga o te reo ā-iwi. E whakatairanga ana taua whakatauira reo i te manawa whakahī me te ngākau titikaha o ngā tamariki e kaha haere ana ki te tahuri ki te reo Māori hei reo whakawhitiwhiti whakaaro ake mō rātou. Ka rāhiritia ngā tamariki e tīmata noa ana ki te kōrero i te reo Māori, kia tautāwhitia rātou e ngā tino poutama ako e hāpai ana i tā rātou hopu reo. Ko taua aronga whakakotahi e āta whakatau ana i te rongo a ngā tamariki katoa i te angitu, ā, ka hāpai i te ahurea kia noho te reo Māori hei reo ora. E whakaatu ana ngā tamariki i te tupu haere o te ngākau titikaha ki te kōrero i te reo Māori puta noa i ā rātou mahinga me ā rātou taunekeneke o ia rā.

Ngā Iwi

E whiwhi ana ngā tamariki i ngā akoranga e hāpai ana, e whakapakari ana hoki i tō rātou tuakiritanga. Ka kitea tō rātou ngākau titikaha me tō rātou manawa whakahī i a rātou e whakatau manuhiri ana ki tō rātou kura mā ngā tikanga tuku iho o te pōhiri. He huhua, he whānui ngā karakia, ngā waiata, me ngā mōteatea e whakamahia ana hei whakakaha ake i te māramatanga o ngā mokopuna ki ā rātou kōrero tuku iho me ō rātou tātai hono, tae atu ki ngā tauira pērā i a Ka Piki Au, nā te kaitito waiata Māori rongonui a Ngoi Pēwhairangi i tito. I ia te wā, ka rongo, ka waiata, ka kōrero hoki ngā tamariki mō ngā hapū e rua, arā, mō Te Whānau-a-Ruataupare rāua ko Te Whānau-a-Te Ao Tāwirirangi, ā, he tūāhuatanga tēnei e whakahōhonu ana i tō rātou mōhiotanga ki ngā whakapapa me tō rātou whai hononga ki Tokomaru. Ka kitea ki ngā tamariki tō rātou manawa whakahī mō ō rātou whānau, ō rātou hapū, me tō rātou iwi.

Te Ao

E whiwhi ana ngā tamariki i te tangongitanga o ngā whai wāhitanga ki te tūhonohono ki tō rātou ao me te whakapakari ake i tō rātou hononga ki te taiao. Toro atu ai rātou ki ngā kaupapa e whakarato ana i te ako whaitake, i te ako ā-whaiaro e whakapakari ai i ō rātou hononga ki te whanga o Tokomaru me te rohe whānui, pērā i ngā haerenga ki te tahamoana, ki ngā kaupapa hākinakina, me te āwhina ki ngā marae o te takiwā. E kaha tautokona ana aua wheako e ngā raukura me ngā whānau e kawe mātātoa ai i te mātauranga i waho i te akomanga, ā, e tohu ana i te kaha o te mahi ngātahi me te kawe ngātahi o te hapori. E whakarato ana ngā kaiako i ngā mahi tūturu, mahi whaitake kia āhei ai ngā tamariki ki te tiaki i te taiao, pērā i te whakatupu kai i te kura. Ka whakatairanga aua wheako i te toitūtanga me te waiora, ā, ka whakapūmau i te aronga o te kura ki te poipoi i te kaitiakitanga mō te taiao mō ake tonu atu. E tupu haere ana ngā tamariki hei kaitiaki o te taiao.

Āhuatanga Ako

Ko ngā mātauranga ā-whakatupuranga kei te pūtake o ngā kaupapa ako. Kua āta whakawhanakehia te marau ā-kura, ā, ka ārahi i te whakaako me te ako, ka whai pānga hoki ki ngā wawata o ngā whānau, ka whakatō hoki i ngā kōrero tuku iho hei horopaki tūturu mō ngā akoranga. Kua āta whakaritea ngā mahere ā-akomanga, ā, ka whakatakoto i ngā tino takunetanga ako me te hanganga o te tautoko mō ngā tamariki katoa. Kua whakatakotohia e te kura ngā whakaritenga whakamahere, aromatawai hoki e whai hua ana. Ka whakamahi ngā kaiako i te tangongitanga o ngā taputapu aromatawai e aru ai i te ahu whakamua o ngā mokopuna, tae atu ki ngā tairongo, ngā kōrero a ngā mokopuna, ngā tauira kounga, me ngā taputapu aromatawai e hāngai pū ana ki te mātauranga kaupapa Māori. Kei te mahira, kei te mauritau hoki ngā tamariki hei ākonga.

Ka hāngai pū te titiro a te tumuaki ki te whānuitanga o te ahu whakamua me ngā paetae o te kura, ā, ka tautuhi i te ahu whakamua i runga i te āhua o ngā putanga e tūmanakohia ana, me ngā rautaki e tika ana mō te wawao, mō te whakatere rānei ki te whakatutuki i ō rātou matea ako. Ko te pakari o te tātari hōtuku e whakamōhio ana i te tika o ngā pūrongo ki te poari me ngā whānau, puta noa i ngā wāhanga ako katoa me ngā taumata paetae. Ki tā te tātari o ngā hōtuku mō te tau 2025, ahakoa kāhore anō ētahi rōpū tamariki kia eke ki ngā taumata i tūmanakohia ai i roto i te Rangaranga Reo ā-Tā me te Poutama Pāngarau, kua tino piki ake ngā whakatutukitanga puta noa i te tino nuinga o ngā wāhanga ako. Ki ngā wāhi kāore e tino tere ana te ahu whakamua, e whakaatu ana te kura i te mārama hōhonu ki ngā pūtake, ā, kua whakaritea hoki ngā tino rautaki mārama e whai wāhi ai ki te whakatere i te ahu whakamua hei te tau 2026. E whai pūtake ana te whakamahinga o ngā hōtuku ki te tautuhi i ngā rōpū tamariki, ki te whakatinana i ngā rautaki whakaako e aro nui ana ki ngā tamariki, me te whakahāngai i te titiro ki te whakawhanaketanga ako ngaio ka whakapakari i ngā whakaritenga whakaako.

Kei te mārama, kei te matawhānui hoki ngā tuhinga e pā ana ki te taetae mai o ngā tamariki ki te kura. E mōhio ana ngā kaiārahi o te kura ki te āhua o te tae atu, te tamō rānei i te kura, me ngā take hoki mō te kore tae mai. Ka mahi te kura ki te taha o ngā whānau, kia whai māramatanga ai ki ngā take i tamō ai ngā tamariki i te kura, ā, ka whakarato i ngā akoranga me te tautoko mō aua wā e whai pūtake ana te kore tae mai ki te kura. Kua tītaha te tātari nā te tokoiti ki te rārangi ingoa o te kura, heoi he tino māramatanga tō te kura ki te āhua o te taetae mai, ā, he tino rautaki papai anō hoki ā rātou kia ū ai te whai wāhi nui mai a ngā ākonga me ngā whānau.

Te Whakahaere a te Whānau me te Ārahitanga

Kei te mātātoa te poari me ngā kaiārahi o te kura ki te hāpai me te mahi mō ngā tamariki, ngā whānau, me te kura. E whakatairanga ana te tirohanga me te tauākī taketake o te kura i tētahi taiao ako e hāpai ai i ngā tamariki ki te whakatutuki i ō rātou tino pūmanawa, me te tū hei puna o ngā mātauranga o Te Whānau-a-Ruataupare rāua ko Te Whānau-a-Te Ao Tāwirirangi. Kua whakatūngia e te whānau tētahi poari hou, ā, kei te whānui ngā tūmomo pūkenga me te tautōhito o rātou ngā kaitiaki poari. Kua kitea ki ngā kaitiaki tā rātou ū pūmau ki ngā mahi kāwana e whai hua ana, mā te toro atu ki ngā whakangungu e whakahōhonu ai i tō rātou māramatanga ki ngā tūranga kāwana me ā rātou kawenga mahi. Kua āta whakaritea ngā mahere rautaki, ā, he mahere pae tawhiti tā rātou e arotahi ana ki te whakatairanga ake i ngā paetae a ngā mokopuna, me tētahi mahere ā-tau e aru ana i te ahu whakamua i runga anō i te āhua o ngā whāinga rautaki. Ko tētahi tino tūāhuatanga papai, ko te kaha whai wāhi mai a ngā whānau. Ka whai wāhi mātātoa rātou ki te ao o te kura, hei kaiwhakahaere, hei kaitautoko hoki, ā, ka tū auau ngā hui e poipoi ana i te māramatanga me te ngātahitanga o ngā mahi whakataunga. Waihoki, ka whai hua ngā mahi ārahi a te tumuaki puta noa i te kura, mā te tautoko anō hoki o ngā pakeke. Kua whakatinanahia e ia ngā pūnaha e hāpai ana i ngā kaiako ki te whakapuaki i ngā hōtaka akoranga e whai pānga nui ana ki ngā wawata o ngā whānau me ngā kaupapa matua o te hapori. E whakapakari ana te ārahitanga tikanga ako i ngā mahi whakaako, ā, e āta whakatau ana i ngā aronga ā-ahurea e whai pānga nui ana. Ka āta kitea ki aua whakaritenga te kaha o ngā mahi kāwana, te whai huatanga o te ārahitanga, me ngā pātuitanga tūturu e whakatairanga ngātahi ana i te ako a ngā tamariki, i tō rātou waiora anō hoki.

Ngā Whakaritenga Matua ka whai ake

Kua tautuhia e te kura e tika ana kia aromātai tonuhia te whai huatanga o te marau ā-kura, me te rapu i ētahi atu whai wāhitanga i roto i te taiao, hei whakapūmau, hei whakawhānui hoki i te ako a ngā tamariki i te tuakiritanga me te kaitiakitanga. E whakatau ana hoki Te Tari Arotake Mātauranga ki taua aronga, hei tātari i tēnā e whai hua ana, me ngā wāhanga hoki hei whakapai ake. Ka whai hua ngā tamariki mā te ū tonutanga ki te aromātai haere i ngā whakaritenga.

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

E taunaki ana Te Tari Arotake Mātauranga kia whakamahi tonu te whānau i ngā whakaritenga aromātai o roto, hei whakapūmau, hei whakawhānui hoki i ngā whakatutukitanga o ngā mokopuna.

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

16 Poutūterangi 2026

7 Ngā kōrero e pā ana ki te Kura

Te tūwāhi Kei Tokomaru

Te tau a te Tāhuhu o te Mātauranga 4218

Te tūmomo kura Kura Kaupapa Māori - He kura tuatahi (Tau 1-8)

Te tokomaha o ngā ākonga o te kura 28

Ngā hononga ā-iwi Māori 28

Ngā āhuatanga motuhake Te Aho Matua

Te wā i te kura te rōpū arotake Whiringa-ā-rangi 2025

Te wā o tēnei pūrongo 16 Poutūterangi 2026

Ngā pūrongo o mua Arotake Mātauranga, Kohi-tātea 2018; Arotake Mātauranga, Hakihea 2014

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

Te Kura Kaupapa Māori o Tokomaru is situated in Tokomaru Bay, north of Gisborne. The whānau affiliate with Ngāti Porou and whakapapa to Te Whānau ā Ruataupare and Te Whānau -a-Te Ao Tāwarirangi . They provide education for tamariki from Years 1 to 8 that is underpinned by the philosophies of Te Aho Matua . The kura has experienced significant disruption due to adverse weather events in recent years. They have completed renovations on kura facilities and have now returned to the kura .

How well do tamariki express the aspirations of their whānau, hapū , and iwi ?

Mokopuna confidently express the aspirations of their whānau through speaking te reo Māori and showing a strong sense of connection to Tokomaru Bay.

4 Findings

Te Ira Tangata

Tamariki learn in a caring and nurturing environment. They engage in a range of learning experiences that builds their understanding and connection to the local whenua. Karakia and waiata are utilised to connect the spiritual and physical being of tamariki . Strong whanaungatanga is evident as tamariki, kaimahi, and whānau uphold and personify the kura values of arohatia te tangata. Kaiako nurture and teach tamariki as their own, fostering genuine connections through whakapapa and ancestral ties. Tamariki with additional needs are supported to be included and active members of the whānau . Tamariki are settled in their learning.

Te Reo

Tamariki are immersed in a rich te reo Māori environment. Kaiako are effective role models of te reo Māori , consistently demonstrating fluency and providing authentic examples of the local dialect. This modelling promotes pride and confidence in tamariki , who increasingly choose te reo Māori as their preferred language of communication. Tamariki who are new to speaking te reo Māori are welcomed into a caring environment where deliberate scaffolding supports their language acquisition. This inclusive approach ensures all tamariki experience success and contributes to a culture where te reo Māori is a living language. Tamariki demonstrate growing confidence in speaking te reo Māori throughout their daily routines and interactions.

Ngā iwi

Tamariki experience learning that supports and strengthens their sense of identity. They demonstrate confidence and pride when welcoming manuhiri to their kura through the traditional practices of pōhiri . A rich repertoire of karakia, waiata, and mōteatea , including examples such as Ka Piki Au written by renowned Māori composer Ngoi Pewhairangi , is used to deepen mokopuna understanding of their cultural narratives and ancestral links. Tamariki regularly hear, sing, and talk about the two hapū Te Whānau a Ruataupare and Te Whānau-a-Te Ao Tāwarirangi, which deepens their knowledge of whakapapa and sense of connection to Tokomaru Bay. Tamariki exhibit personal pride in their whānau, hapū, and iwi.

Te Ao

Tamariki experience a range of opportunities to connect with their world and strengthen their relationship with te taiao . Regular activities such as beach visits, sports exchanges, and assisting at local marae provides meaningful, hands-on learning that strengthens their connections to Tokomaru Bay and the wider region. These experiences are well supported by Raukura and whānau , who actively share the responsibility for education outside the classroom, demonstrating strong community collaboration and collective responsibility. Kaiako provide purposeful, practical opportunities for tamariki to practise tiaki taiao , such as growing kai within the kura environment. These experiences promote sustainability and wellbeing, while reinforcing the commitment the kura has to nurturing lifelong guardianship of te taiao. Tamariki are emerging as kaitiaki of the taiao.

Āhuatanga Ako

Intergenerational knowledge is at the heart of kaupapa ako . A well-developed marau ā-kura guides teaching and learning, reflecting whānau aspirations and embedding local narratives as authentic contexts for learning. Classroom planning is well organised, providing clear learning intentions and structured support for all tamariki . The kura has effective planning and assessment practices in place. Kaiako use a range of assessment tools to track mokopuna progress including tairongo, mokopuna narratives, exemplars, and Māori specific assessment tools. Tamariki are inquisitive and settled learners.

The tumuaki maintains a clear overview of kura -wide progress and achievement, identifying progress against expected outcomes, and the interventions or acceleration strategies required to meet their learning needs. Robust data analysis informs accurate reporting to the board and whānau across all learning areas and levels of attainment. Analysis of the 2025 data shows that while some cohorts are not yet achieving at expected levels in Rangaranga Reo a Tā and Poutama Pāngarau , there has been a significant increase in achievement across almost all areas. Where progress is more modest, the kura demonstrates a strong understanding of the underlying causes and has clear strategies in place to address accelerated progress in 2026. Data is used purposefully to identify target cohorts, implement responsive teaching strategies, and prioritise professional learning development that strengthens teaching practice.

Tamariki attendance records are clear and comprehensive. School leaders know of all attendance or non-attendance and reasons for non-attendance. The kura works with whānau to clarify why tamariki are absent and provides learning and support for all absences which are justified. Analysis is skewed by the small roll, however, the kura has a clear day-to-day understanding of their attendance and deliberate, affirming strategies to maintain student and whānau engagement.

Whānau Whakahaere and Leadership

The board of trustees and kura leaders actively serve and represent tamariki, whānau, and the kura . The kura vision and mission promotes a learning environment for tamariki to achieve their full potential and act as repositories of knowledge of Te Whānau a Ruataupare and Te Whānau-a-Te Ao Tāwarirangi . The whānau have elected a new board of trustees whose members bring a diverse range of skills and experience. Trustees have demonstrated a commitment to effective governance by engaging in training to deepen their understanding of governance roles and responsibilities. Strategic planning is well established, with a long-term plan focused on raising mokopuna achievement, supported by an annual plan that tracks progress against strategic goals. Whānau engagement is a significant strength. They are active participants in kura life as governors and supporters, with regular hui fostering transparent and collaborative decision-making. Furthermore, supported by pākeke , the tumuaki provides effective leadership across the kura . She has implemented systems that enable kaiako to deliver learning programmes that reflect whānau aspirations and local priorities. The pedagogical leadership strengthens teaching practice and ensures culturally responsive approaches. These practices reflect strong governance, effective leadership, and authentic partnerships that collectively enhance tamariki learning and wellbeing.

Key Next Steps

The kura identified a need to continue to evaluate the effectiveness of the the marau ā-kura and find further opportunities in te taiao to sustain and extend tamariki learning about identity and kaitiakitanga . ERO agrees with this approach to ascertain what is working well and where further improvements can be made. Tamariki benefit through the ongoing evaluation of practices.

5 Whānau Assurance on Legal Requirement

Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

board administration

curriculum

management of health, safety and welfare

personnel management

financial management

asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

emotional safety of students (including prevention of bullying and sexual harassment)

physical safety of students

teacher registration

processes for appointing staff

stand-downs, suspensions, expulsions and exclusions

attendance.

6 Recommendation

ERO recommend that the whānau continue to utilise internal evaluation practices to sustain and extend mokopuna achievement.

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

16 March 2026

7 Information about the Kura

Location Tokomaru Bay

Ministry of Education profile number 4218

Special features Te Aho Matua

Kura type Kura Kaupapa Māori - Full Primary Years 1 – 8

Kura roll 28

Ethnic composition Māori 28

Review team on site November 2025

Date of this report 16 March 2026

Most recent ERO report(s) Education Review, January 2018; Education Review, December 2014

Read this report on ero.govt.nz →