TKKM o Tuia te Matangi
Composite · State
- Year levels
- not reported
- Total roll
- 48
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 32 D'Arcy Street, Richmond
- Territorial authority
- Tasman District
- Phone
- 03-9280031
- tari@tuiatematangi.ac.nz
- Directions
- Get directions
Other schools nearby: schools in Tasman
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Uniform
- Required
Tuia te Matangi is a kura that has a uniform code that we take pride and care in. It is a part of who we are and what we represent, therefore the dress standards we strive to uphold are high.
- Required
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
- As guided by those who worked so hard to bring this kaupapa to fruition, TKKM o Tuia te Matangi strives to maintain, and resonates the importance of developing young people in their inherent potential to be leaders, exemplars, and contributors within their communities, and to their iwi, hapū and whānau.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 5
- Māori
- 47
- Pacific
- 6
- Asian
- 0
- MELAA
- 0
- Other
- 0
- International
- 0
Roll by year level and age
Shown as context, not ranked, not compared to any average. As at 30 June 2026, from the same annual return as the roll count above.
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Year 01 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 02 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 03 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Year 04 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 05 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 06 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Year 07 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Year 08 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 09 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 10 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Year 11 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 12 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Year 13+ | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 75 | 0 | 0 | 0 | 0 | 0 | 0 | 75 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 06 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 07 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 08 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 09 | 7 | 0 | 0 | 0 | 0 | 0 | 0 | 7 |
| Age 10 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 11 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 12 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 13 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 14 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 15 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Age 16 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
| Age 17 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 75 | 0 | 0 | 0 | 0 | 0 | 0 | 75 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
Too few to report
| TKKM o Tuia te Matangi | Too few to report |
|---|---|
| Tasman Region | 82.2% |
| Composite (Year 1-15) | 91.4% |
| State: Not integrated | 83.6% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 1 data (2023-2025)
Percentage with NCEA level 2 or above — 2025
Too few to report
| TKKM o Tuia te Matangi | Too few to report |
|---|---|
| Tasman Region | 72.8% |
| Composite (Year 1-15) | 86% |
| State: Not integrated | 75.4% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 2 data (2023-2025)
Percentage with NCEA level 3 or above — 2025
Too few to report
| TKKM o Tuia te Matangi | Too few to report |
|---|---|
| Tasman Region | 43.8% |
| Composite (Year 1-15) | 71.7% |
| State: Not integrated | 55.2% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
Too few to report
| TKKM o Tuia te Matangi | Too few to report |
|---|---|
| Tasman Region | 9% |
| Composite (Year 1-15) | 16% |
| State: Not integrated | 14.4% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison Vocational Pathway data (2023-2025)
Retention
Percentage staying until at least 17th birthday — 2025
Too few to report
| TKKM o Tuia te Matangi | Too few to report |
|---|---|
| Tasman Region | 77.2% |
| Composite (Year 1-15) | 86.6% |
| State: Not integrated | 81.4% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | Too few to report |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | Too few to report |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison trend data (2023-2025)
— 2024
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 1: School leavers enrolled in tertiary education one year after leaving school (2022-2024 leaver cohorts)
— 2023
not reported
| Female | not reported |
|---|---|
| Male | not reported |
| Māori | not reported |
| Pacific | not reported |
| Asian | not reported |
| MELAA | not reported |
| Other | not reported |
| European/Pākehā | not reported |
| Total | not reported |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: School leavers enrolled in tertiary education two years after leaving school (2021-2023 leaver cohorts)
— 2024
not reported
| 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 Tuia te Matangi | 0% |
|---|---|
| Tasman Region | 33% |
| 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 | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| 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 Tuia te Matangi | 0% |
|---|---|
| Tasman Region | 3.2% |
| 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 | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| 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 Tuia te Matangi | 0% |
|---|---|
| Tasman Region | 2.1% |
| 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 | Not available (source marker: "nd") |
| European/Pākehā | Not available (source marker: "nd") |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison exclusion data (2024)
About the school
- Equity Index (EQI)
- 513
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Medium urban area
- Date opened
- 15 July 2012
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
- 9 October 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 48 — 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.
June 2025
75
Counted while ERO’s review team was at the school. Education Review Office, report of 9 October 2025
1 May 2019
60
Counted while ERO’s review team was at the school. Education Review Office, report of 6 December 2019
13 May 2015
50
Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2015
We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.
What ERO wrote in its latest report
This is ERO’s report of 9 October 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 Tuia te Matangi ki Whakatū. Nō te tau 2012 te kura i whakatūngia ai, nā te ngākau nuitanga me te tirohanga pūmau o tētahi rōpū māreikura. Ko tēnei anake te kura kaupapa Māori o te rohe. Ka hāngai te ingoa o te kura ki ngā hau i whakatere ai i ngā waka o ngā tūpuna ki Te Tauihu o te Waka a Māui. Ka kitea te ū pūmau o ngā whānau ki te tirohanga e meatia ana: Kia tūturu anō te reo Māori ki Te Tauihu o te Waka a Māui.
He pēhea rawa te whakaatu mai a ngā tamariki i tō rātou māramatanga ki te kōrero “Kia wairua Māori, kia tangata Māori, kia reo Māori, ana te hā!”?
Ka kitea ki ngā tamariki tō rātou ngākau titikaha me tō rātou manawa whakahī ki te whakaū i te kōrero “Kia wairua Māori, kia tangata Māori, kia reo Māori, ana te hā!” , mā ngā wheako ako me te hapori whānui.
4 Ngā Whakaaturanga
Te Ira Tangata
Kei te pakari, kei te ngākau titikaha hoki ngā tamariki, ā-tinana, ā-wairua. E whakamana ana ngā karakia, ngā waiata, me ngā mōteatea i tō rātou tuakiri me ō rātou hononga ki ngā pepeha, ngā hapū, me ngā iwi. E whakatinanahia ana ngā wawata o ngā whānau mā te whakaū o ngā tamariki i ngā tikanga me ngā kawa o Te Tauihu o te Waka a Māui, ā, he tūāhuatanga tēnei ka āta kitea ki ngā pōhiri i ngā manuhiri, tae atu hoki ki te pōhiri i Te Arikinui Kuīni Ngā Wai Hono i te Pō. Ka āta kitea ngā hononga ki waenga i ngā tuākana me ngā tēina. Ka āta kitea ngā pūmanawa o ngā tuākana – tae atu hoki ki ngā Raukura – ki te ārahi me te whakatauira hoki i ngā tikanga. Ka mātakitaki ngā tēina, ā, ka kapo atu i ngā whai wāhitanga ki te whakatupu i ō rātou ake pūkenga ārahi. Ka akiaki rātou i a rātou anō ki te whakatutuki i ngā mahi me te whakatinana i ō rātou pūmanawa me ō rātou pūkenga. Ka kōkiri ngā tamariki i a rātou anō, ā, ka whakaaro nui anō hoki ki ō rātou matea ā-wairua.
Te Reo
Kua rumakina ngā tamariki ki te reo Māori. E whakatinana ana i tā te tauākī taketake e meatia ai, arā, he teitei ngā tūmanako o te whānau o te kura mō te reo Māori. Koia rā anake te reo whakawhitiwhiti kōrero. E tīmata ana ētahi whānau i ō rātou huarahi whakarauora reo, ā, kua whāngai ā-whakatupuranga nei ētahi atu whānau i te reo Māori kia whakarauora ai. Kua whakaritea e te whānau o te kura ngā wāhi reo Māori, kia āta whai hua ai ngā whakawhitinga kōrero me te kotahitanga mō te katoa. Ka whakamahi ngā pouako me ngā tuākana i ngā rautaki hopu reo e whai hua ai, pērā i te whakatauira, te akiaki, te whakatairanga, me te whakamihi. E ākina ana te whakapuaki a ngā tamariki i a rātou anō mā te mita me te reo ā-iwi ake o Te Tauihu o te Waka a Māui. Ka tū ngā tamariki hei kawau mārō mō te reo Māori i te kura, i waenga i ō rātou whānau, ā, i te hapori whānui tonu.
Ngā Iwi
Ka whai wāhi atu ngā tamariki ki tētahi taiao e tautāwhi ana i tō rātou tuakiri. Kua whakaaweawe ngā kaiurungi waka i ngā ingoa o ngā kāhui, arā, ko Whātonga, ko Hoturoa, ko Rākeiora, ko Kupe, ā, he tūāhuatanga tēnei e whakapakari ana i ngā tātai hono tuku iho mō ngā tamariki. Ka whakatairanga anō hoki i te whanaungatanga me te wairua whakataetae papai ki waenga i ngā tamariki me ngā kaimahi. He manawa whakahī ō ngā tamariki ki te whakakanohi i tō rātou kura ki te hapori, ā, ki tua atu hoki i roto i ngā hākinakina, ngā whakataetae Manu Kōrero, me te kapa haka. Kei te mātātoa te whai wāhi atu a ngā tamariki, ā, e whai hua ana tā rātou hāpai atu i te kura me te hapori whānui. He manawa whakahī ō ngā tamariki ki tō rātou tuakiri me tō rātou tūrangawaewae.
Te Ao
Kei te tākare te whai wāhi atu a ngā tamariki ki ngā taumahi e tūhonohono ana i a rātou ki te taiao. Ka ū rātou ki te whakapūmau i ngā pūmanawa me ngā uara “Hei Raukura” , me te tū hei kaitiaki o te ao tūroa ā tōna wā. Ka whakahonohono ngā whānau i te ao Māori me te ao whānui. E hāpai ana ngā wheako ako o ngā tamariki i tō rātou māramatanga ki ō rātou hononga ki ētahi atu, ā, ki tō rātou whai pānga nui ki ō rātou whānau, tō rātou hapori, me ō rātou iwi. Ka whakarato ngā kaiako i ngā kaupapa kia whai māramatanga ai ngā tamariki ki ō rātou tino hononga ki ngā wāhi whakahirahira o Te Tauihu o te Waka a Māui mā ngā pepeha. E whiwhi ana ngā tamariki i ngā hononga e whai pūtake ana.
Ngā Āhuatanga Ako
E ako ana ngā tamariki mā roto mai i tētahi taiao e hāngai pū ana ki te ahurea. E pou here ana te whakataukī o te kura me ngā mātāpono o Te Aho Matua i ngā wheako ako o ngā tamariki. Kua whakarōpūngia te kura, hei kura pōtiki, hei kura teina, hei kura tuakana hoki, kia āta whakaritea ngā wāhi ako e hāpai ai i te whai wāhi pai a ngā tamariki. He aronga hou ki te whakaako ā-rōpū nei, ā, kua whai hua tēnei i roto i te whakaako me te ako, me te waiora o ngā kaimahi. Kei te tūāpapa o ngā hononga o ngā kaimahi i roto i ngā ohu, ko te whakawhirinakitanga, ā, e whai hua ana te whakamahere me te aromātai nā te kaha o te mahi tahi. Ka āta whakaarohia ngā matea ako ake o te tamaiti. Ka whakatakotohia ki ngā pūrongo te papai o te ahu whakamua me te whai wāhi atu ki Te Aho Matua me te tangongitanga o ngā kaupapa, tae atu hoki ki te reo Māori me te pāngarau. He ākonga pākiki ngā tamariki.
Te Ārahitanga
Ka mahi ngātahi ngā kaiārahi ki te whakatairanga i ngā putanga e whai hua ana ki ngā tamariki. Kei te hou ētahi mema o te ohu whakahaere ki ō rātou tūranga. Ko te whanaungatanga, te manaakitanga, te aroha, me te ngākau māhaki ngā uaratanga o te kura e ārahi ana i te āhua o ngā taunekeneke a ngā kaiako ki waenga i a rātou anō, ā, ki ngā tamariki hoki. He tokomaha ngā kaiako hou ki te kura, nō reira, kua whakatinanahia e te ohu whakahaere ngā rautaki e hāpai ai i ngā kaiako i roto i ō rātou tūranga whakaako, ā, e whakapakari ai hoki i ō rātou pūkenga. Ka kitea te kaha ū o ngā kaiārahi, ngā kaimahi me ngā whānau ki te whakarauora i te reo Māori me te whakapakari i te hapori, i runga anō i te mea koia nei anake te kura kaupapa Māori o te rohe. E whanake ana ngā tamariki i te aronga toi whenuatanga, ā, e poipoia ana mā roto mai i te āhurutanga o te manaakitanga.
Te Kāwana
Kei te mātātoa te whakakanohi me te hāpai a te poari i ngā tamariki, ngā whānau, me te kura. Ka kawe mai ngā manukura o te poari i te tangongitanga o ngā mōhiotanga me ngā pūkenga ki ō rātou tūranga me ā rātou haepapa. Kua roa nei ētahi o ngā manukura e whai wāhi ana ki te poari, ā, he kaha ō rātou hononga ā-hapori. Ko te aronga o te tauākī taketake, te tirohanga, me te huarahi rautaki o te kura, e oke katoa ana kia whakatutukihia e ngā tamariki ō rātou tino pūmanawa, ā, kua pou herea ki te kaupapa Māori, ki te reo Māori, me ngā tikanga Māori. Kua whakatutukihia e ngā manukura, e te ohu whakahaere, e ngā kaimahi hoki ngā whakangungu a Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa me ngā ratonga o waho, hei hāpai i a rātou ki te whakatutuki i ngā mahi matua e whai pānga ana ki ō rātou tūranga. Ka whakatairangatia te angitu o ngā tamariki mā ngā mahi kāwana.
Ngā Whakaritenga Matua ka whai ake
Me titiro wawe ki te aromātai o roto. He mea nui kia whai māramatanga te ohu whakahaere ki tēnā e whakatairanga ana i ngā putanga e whai hua ana ki ngā tamariki. Kua tae ki te wā kia whakahou ake rātou i te mahere whakatinanatanga ā-tau, kia hāngai ake ai tēnei ki ngā whāinga rautaki, ā, kia whanake ake hoki te māramatanga hōhonu ki te whai huatanga o te marau ā-kura. Me whakatutuki i tētahi tukanga aromātai o roto hei whakatau i te tōtika o ngā mahi aromatawai. I tēnei wā, kei te ngoikore te aromatawai, te whakaemi, me te aroturukitanga o te ahu whakamua me ngā paetae a ngā tamariki o ngā tau 1 ki te 13. Kua tautuhia e te ohu whakahaere, e tika ana kia whakapakarihia tō rātou mōhiotanga ki ngā whakaritenga o Te Taumata Mātauranga ā-Motu kua Taea, kia pai ai te whakamahere i ngā hōtaka akoranga o te wharekura. E tautoko ana te aromātai a Te Tari Arotake Mātauranga i taua aronga e whai hua ai ki te hāpai i te angitu o ngā tamariki i roto i Te Taumata Mātauranga ā-Motu kua Taea. Ka whakatairangatia ngā putanga ki ngā tamariki i te wā e hāngai pū ana ngā whakaritenga aromatawai ki te pūtake.
Me whakapakari i te arotakenga o ngā kaupapa here. Kua tae ki te wā ki te whakawhanake i tētahi huringa taiāwhio mō te arotake kaupapa here, hei āta whakatau i te hāngaitanga o ngā kaupapa here katoa me ngā tukanga katoa ki ngā herenga ā-ture o te wā, me te ārahi tōtika hoki i te whakatinanatanga. Ko te whakapai ake i ngā whakaritenga e pā ana ki te arotake kaupapa here, ka whakatairanga anō hoki i te taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā tamariki.
5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua atu i te aromātai i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Poari mā Te Tari Arotake Mātauranga, 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 te haumaru me te waiora o ngā 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
te rēhitatanga me te tiwhiketetanga o ngā kaiako
ngā tukanga ki te whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
whakapūmau i tētahi hōtaka aromātai pūputu e aromātai ai i ngā mōhiohio aromatawai o te kounga papai mō te ahu whakamua me ngā paetae a ngā ākonga. [s138(1) Te Ture Mātauranga me te Whakangungu 2020]
6 Te Taunakitanga
E whakatau tahi ana Te Tari Arotake Mātauranga me te kura kia mahi tonu te kura ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, ki te whakatutuki i ngā wāhanga i whakaraupapahia ai hei whakaritenga matua ka whai ake, hei whakatairanga ake i ngā tino painga ki ngā tamariki.
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
9 Whiringa-ā-nuku, 2025
7 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Whakatū
Te tau a te Tāhuhu o te Mātauranga 628
Te tūmomo kura He kura hiato, Tau 1 ki te 15
Te tokomaha o ngā ākonga o te kura 75
Ngā hononga ā-iwi Māori 75
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake Pipiri 2025
Te wā o tēnei pūrongo 9 Whiringa-ā-nuku 2025
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Hakihea 2019; Arotake Mātauranga, Pipiri 2015; Arotake Mātauranga, Whiringa-ā-rangi 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
Te Kura Kaupapa Māori o Tuia te Matangi is located in Nelson. The kura was established in 2012 through the unwavering commitment of a group of visionary māreikura . It is the only Kura Kaupapa Māori in the region. The kura ’s name acknowledges the guiding winds that carried the ancestral waka to T e Tauihu o te waka a Māui . Whānau show a commitment to the vision: Kia tuturu anō te reo Māori ki te Tauihu o te waka a Māui .
How well do tamariki demonstrate their understanding of “ Kia wairua Māori, kia tangata Māori, kia reo Māori, ana te hā !”?
Tamariki show confidence and pride in upholding “ Kia wairua Māori, kia tangata Māori, kia reo Māori, ana te hā !” through learning experiences and in the wider community.
4 Findings
Te Ira Tangata
Tamariki are physically and spiritually secure and confident. Karakia , waiata , and mōteatea affirm their identity and connection to pepeha , hapū , and iwi . Whānau aspirations are realised as tamariki uphold the tikanga and kawa of Te Tauihu o te Waka a Māui , which is demonstrated well during pōhiri to manuhiri , including Te Arikinui Kuini Ngaa Wai Hono i te Poo . Tuākana , tēina relationships are evident. Tuākana , including Raukura , show a natural talent for leadership and role-modelling tikanga . Tēina observe and embrace opportunities to grow their own leadership capabilities. Peers encourage each other to do well and share their talents and abilities. Tamariki are self-motivated and considerate of their spiritual needs.
Te Reo
Tamariki are immersed in te reo Māori . As reflected in the kura mission, the kura whānau has high expectations for te reo Māori . It is the only language of communication. Some whānau are beginning their journey of language reclamation, while others have had intergenerational commitment to the revitalisation of te reo Māori . The kura whānau has established te reo Māori domains to ensure effective communication for all and inclusivity. Pouako and tuākana use effective language acquisition strategies such as modelling, encouraging, promoting, and praising. Tamariki are encouraged to express themselves through mita and reo ā-iwi distinct to Te Tauihu o te Waka a Māui . Tamariki champion te reo Māori in the kura , among their whānau , and in the wider community.
Ngā Iwi
Tamariki participate in an environment that embraces their identity. Kāhui waka and their kaiurungi , inspired house names Whātonga , Hoturoa , Rākeiora , and Kupe , which strengthens ancestral connections for tamariki . This enhances whanaungatanga and generates good-natured competition amongst tamariki and kaimahi . Tamariki take pride in representing their kura in the community and beyond in hākinakina , Manu Kōrero , and kapa haka . Tamariki are active members who contribute positively to the kura and wider hapori . Tamariki show pride in who they are and where they come from.
Te Ao
Tamariki enthusiastically engage in activities that connect them to the taiao . They strive to uphold “ Hei Raukura ” attributes and values to become guardians of the natural world. Whānau make links between te ao Māori and the wider world. Tamariki learning experiences help them to understand how they connect to others and are an integral part of their whānau , community, and iwi . Kaiako provide them with kaupapa to understand the extent of their connections to places of significance to Te Tauihu o te Waka a Māui through pepeha . Tamariki experience meaningful connections.
Nga Ahuatanga ako
Tamariki learn in a culturally centric environment. The kura whakataukī and principles of Te Aho Matua underpin learning experiences for tamariki . The kura is structured in rōpū — kura pōtiki , kura tēina , and kura tuākana — to allow for well-considered learning spaces that support positive engagement for tamariki . A new team-teaching approach has had a positive impact on both teaching and learning, as well as staff wellbeing. Collegial relationships within ohu are based on trust and result in effective collaboration in both planning and evaluation. Individual learning needs are considered. Positive progress and engagement in Te Aho Matua and a range of subjects including te reo Māori and pāngarau , is shared through tamariki reports. Tamariki are curious learners.
Leadership
Leaders work collaboratively to promote positive outcomes for tamariki . Some members of the ohu whakahaere are new to their roles. The kura uaratanga - whanaungatanga , manaakitanga , aroha , ngākau māhaki , guide how pouako interact with each other and tamariki . With many new pouako in the kura , the ohu whakahaere has implemented strategies to support kaiako in their teaching roles and strengthen capability. As the kura is the only Kura Kaupapa Māori in the rohe , leaders, kaimahi , and whānau show a commitment to revitalising te reo Māori to build a strong community. Tamariki develop a sense of belonging and are nurtured in a collective culture of care.
Governance
The poari actively represent and serve tamariki , whānau , and the kura . Manukura o te poari bring a diverse range of knowledge and skills to their collective roles and responsibilities. Long-standing manukura have strong community connections. The kura mission, vision, and strategic direction strive for tamariki to reach their full potential underpinned by kaupapa Māori , te reo Māori , and tikanga Māori . Manukura , ohu whakahaere , and kaimahi have undertaken training provided by Te Rūnanga Nui o Ngā Kura Kaupapa Māori , including external providers, to support them to carry out key tasks relevant to their roles. Tamariki success is promoted through governance practices.
Key Next Steps
Internal evaluation requires urgent attention. It is important for the ohu whakahaere to understand what makes a difference in improving outcomes for tamariki . It is timely for them to revise the annual implementation plan to better align with the strategic aims and to develop a deeper understanding of the effectiveness of the marau ā-kura . An internal evaluation process should be undertaken to ascertain the reliability of assessment practices. Currently, the assessment, collation, and monitoring of progress and achievement for tamariki from Years 1 to 13 lack rigour. The ohu whakahaere has identified the need to strengthen their knowledge in relation of National Certificate of Educational Achievement (NCEA) requirements to plan the wharekura learning programmes. ERO’s evaluation affirms this development as a positive step towards supporting tamariki in achieving NCEA success. Outcomes for tamariki are enhanced when assessment practices are fit for purpose.
Policy review requires strengthening. It is timely to develop a policy review cycle be developed to ensure all policies and procedures are aligned with current legislation and provide appropriate guidance for implementation. Improved policy review practices will promote a physically and emotionally safe environment for tamariki .
5 Whānau Assurance on Legal Requirement
Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
board administration
curriculum
management of health, safety and welfare
personnel management
financial management
asset management.
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
teacher registration
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
attendance.
Actions for Compliance
To meet compliance requirements, they must:
maintain an on-going programme of interval evaluation in relation to the evaluation of good quality assessment information on student progress and achievement. [Section 138 (1) Education & Training Act 2020]
6 Recommendation
ERO and the kura have agreed that the kura will continue to work with Te Rūnanga Nui o Ngā Kura Kaupapa Māori to respond to the areas outlined in the key next steps to enhance positive outcomes for tamariki .
Tiwana Hibbs Toka ā Nuku - Director Te Uepū ā-Motu – Māori Review Services
9 October 2025
7 Information about the Kura
Location Whakatū , Nelson
Ministry of Education profile number 628
Special features Te Aho Matua
Kura type Composite Years 1 – 15
Kura roll 75
Ethnic composition Māori 75
Review team on site June 2025
Date of this report 9 October 2025
Most recent ERO report(s) Education Review, December 2019; Education Review, June 2015; Education Review, November 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).