TKKM o Tupoho
Composite · State
- Year levels
- not reported
- Total roll
- 178
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 18 Cross Street, Castlecliff, Whanganui
- Territorial authority
- Whanganui District
- Phone
- 06-3490552
- dominique.taupau@tupoho.school.nz
- Website
- not reported
- Directions
- Get directions
Other schools nearby: schools in Manawatū-Whanganui
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 9
- Māori
- 176
- Pacific
- 15
- Asian
- 0
- MELAA
- 1
- 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 | 21 | 4 | 0 | 0 | 0 | 1 | 0 | 21 |
| Year 02 | 15 | 3 | 0 | 0 | 0 | 3 | 0 | 18 |
| Year 03 | 17 | 2 | 0 | 0 | 0 | 4 | 0 | 19 |
| Year 04 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 05 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 06 | 8 | 1 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 07 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Year 08 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 09 | 16 | 0 | 0 | 0 | 0 | 0 | 0 | 16 |
| Year 10 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 11 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Year 12 | 12 | 0 | 0 | 0 | 0 | 0 | 0 | 12 |
| Year 13+ | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| Total | 148 | 10 | 0 | 0 | 0 | 8 | 0 | 154 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 05 | 17 | 4 | 0 | 0 | 0 | 0 | 0 | 17 |
| Age 06 | 16 | 3 | 0 | 0 | 0 | 4 | 0 | 19 |
| Age 07 | 19 | 2 | 0 | 0 | 0 | 4 | 0 | 21 |
| Age 08 | 9 | 0 | 0 | 0 | 0 | 0 | 0 | 9 |
| Age 09 | 10 | 0 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 10 | 9 | 1 | 0 | 0 | 0 | 0 | 0 | 10 |
| Age 11 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 12 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 13 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 14 | 13 | 0 | 0 | 0 | 0 | 0 | 0 | 13 |
| Age 15 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 4 |
| Age 16 | 11 | 0 | 0 | 0 | 0 | 0 | 0 | 11 |
| Age 17 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Total | 148 | 10 | 0 | 0 | 0 | 8 | 0 | 154 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
100%
| TKKM o Tupoho | 100% |
|---|---|
| Manawatū-Whanganui Region | 84.7% |
| 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 | 100% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| 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
80%
| TKKM o Tupoho | 80% |
|---|---|
| Manawatū-Whanganui Region | 76.7% |
| 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 | 80% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 80% |
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
80%
| TKKM o Tupoho | 80% |
|---|---|
| Manawatū-Whanganui Region | 55.5% |
| 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 | 80% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 80% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison NCEA level 3 data (2023-2025)
Percentage with VP Award — 2025
0%
| TKKM o Tupoho | 0% |
|---|---|
| Manawatū-Whanganui Region | 14.5% |
| 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 | 0% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 0% |
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
100%
| TKKM o Tupoho | 100% |
|---|---|
| Manawatū-Whanganui Region | 81.1% |
| 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 | 100% |
| Pacific | Not applicable |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Not applicable |
| Total | 100% |
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 Tupoho | 0% |
|---|---|
| Manawatū-Whanganui Region | 45.5% |
| Composite (Year 1-15) | 26.5% |
| State | 40.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 0% |
|---|---|
| Male | 0% |
| Māori | 0% |
| Pacific | 0% |
| Asian | Not available (source marker: "nd") |
| Other | 0% |
| European/Pākehā | 0% |
| Total | 0% |
Source: Education Counts, Ministry of Education, CC BY 4.0 — Table 2: Comparison stand-down rates data (2024)
Age-standardised suspension rate per 1,000 students — 2024
0%
| TKKM o Tupoho | 0% |
|---|---|
| Manawatū-Whanganui Region | 6.2% |
| 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 | 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 Tupoho | 0% |
|---|---|
| Manawatū-Whanganui Region | 2.8% |
| 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 | 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)
- 549
- Boarding
- No
- Language of instruction
- All students taught in te reo Māori
- Urban / rural
- Large urban area
- Date opened
- 31 December 1997
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
- 2
- Last reviewed
- 1 September 2021
- Latest report
- Te Kura Kaupapa Māori o Tupoho - 24/04/2018
- Report type
- Review 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 178 — 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.
25 March 2018
158
Counted while ERO’s review team was at the school. Education Review Office, report of 24 April 2018
This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.
What ERO wrote in its latest report
This is ERO’s report of 24 April 2018 — “Te Kura Kaupapa Māori o Tupoho - 24/04/2018” — 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.
Ngā Whakaaturanga
E tū ana Te Kura Kaupapa Māori o Tūpoho ki Whanganui. E āhei ana ngā ākonga ki te whakatupu i ō rātou pūmanawa ake, ō rātou pitomata ake, i runga anō i ngā wawata o te kura kia eke rātou ki te hiranga. E tūmāia ana ngā ākonga nā tō rātou mōhio ki a rātou anō me ō rātou tūrangawaewae. E whakawhanake ana tō rātou tino pakari ki te kōrero i te reo Māori, me te whakapūmau i ō rātou hononga papai ki ētahi atu.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Tūpoho i roto i ngā tau e toru, arā, ko Te Rākeitanga.
1 Te Horopaki
E tū ana Te Kura Kaupapa Māori o Tūpoho ki te hapori o Castlecliff, ki Whanganui. He kura tēnei mō ngā Tau 1 ki te 15, ā, e whakarato ana i te mātauranga rumaki reo Māori mō ngā ākonga o tēnei hapori me tētahi rōpū iti o ngā ākonga wharekura e ahu mai ana i tētahi atu kura kaupapa Māori e noho pā tata mai ana. E whakahaerehia ana Te Kura Kaupapa Māori o Tūpoho ki ngā mātāpono o Te Aho Matua. Ko te whakahirahiratanga o te Whanganuitanga e pou here tonu ana i ngā akoranga a ngā ākonga i te kura. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua whakatūngia tētahi whare kōhungahunga rumaki reo Māori ki te kura.
2 Te Tino Uaratanga
E whakatupu ana ngā ākonga i ō rātou pūmanawa ake, ō rātou pitomata ake, i runga anō i ngā wawata o te kura kia eke rātou i ngā taumata o te hiranga.
Te Ira Tangata
E tūmāia ana ngā ākonga, nā tō rātou mōhio ki a rātou anō me ō rātou tūrangawaewae.
Ko ngā kōrero tuku iho me ngā tikanga o Whanganui e noho matua pū ana ki te hōtaka akoranga. Ka kitea taua tūāhuatanga ki te whānuitanga o ngā tūmomo wheako i whakamaheretia ai kia ako ngā ākonga i ō rātou tuakiri me ō rātou hononga ā-iwi. E ākina ana ngā ākonga katoa ki te whakatupu ake ō rātou mōhiotanga ki ngā hononga ā-iwi, mā te haereere ki ngā marae o tō rātou rohe, tae atu hoki ki ētahi o ngā tino wāhi whakahirahira e pā tata ana ki te awa, pērā i a Pākaitore. Ka kite, ka ako, ka whai wāhi atu hoki rātou ki ngā hītori, ngā kawa, me ngā tikanga o aua wāhi whakahirahira. Ka whakawhānui ake anō aua mātauranga mā te rangahau a ngā ākonga tuākana i ngā hononga ki iwi kē, rātou e pā tata mai ana, rātou anō hoki e noho tawhiti atu ana. He mātātoa te whai wāhi atu a ngā ākonga ki ngā tikanga o tō rātou rohe.
He hua, he manaakitanga hoki tō ngā hononga ki waenga i ngā kaiako me ngā ākonga. Ka whakamanahia, ka whakanuia hoki ngā ākonga katoa, mō ō rātou pūmanawa ake me ō rātou pūkenga ake. Ka whakatauira ngā ākonga tuākana i ngā tūmanako e tika ana ki ngā tēina, ā, nā tēnei ka kitea anō hoki te whai hononga nui o ngā tēina ki te kura. Ka whai whakaaro ngā kaiako ki ngā matea ake o ia ākonga, o ia rōpū ākonga hoki. Ka whakarerekēhia ētahi wāhanga o te hōtaka i te wharekura, hei poipoi, ā, hei aro nui hoki ki ngā taera ako me ngā huarahi ako ake o ngā ākonga.
He manawa whakahī tō ngā ākonga ki te whai wāhi nui ki te whānau o te kura.
Te Reo
E whanake ana ngā ākonga ki te āta whakawhitiwhiti whakaaro mā te reo Māori.
Hei āhuatanga tonu o ngā mahi ki te āta whakapakari i tētahi hapori e noho pūmau ana ki te kōrero i te reo Māori, i whakatū te whānau i tētahi whare kōhungahunga e kīia nei ko Te Kōpae Reo o Tūpoho ki ngā papa o te kura, ā, kua raihanatia ki te whakarato i te mātauranga rumaki reo Māori. Nō te Hui-tanguru o 2014 tēnei kōpae reo i whakatuwheratia ai, ā, e hāpai ana i te whakawhiti o ngā tamariki nohinohi ki te kura. Ka whakamanahia ngā tamariki i te kōpae reo, nā tō rātou whai wāhi matua ki te whakawhanaketanga o te reo Māori i te hapori o te kura.
He aronga nui ki te whakapakari ake i te āheinga reo Māori o ngā kaiako katoa. Nā tēnei, ka hāpaitia te taetae atu o ngā kaiako ki ngā kura reo, ki ngā wānanga rānei, me tā rātou whai wāhi atu hoki ki te whakawhanaketanga ngaio, ako ngaio hoki i roto i te reo matatini me te reo pāngarau. Ka whakapuaki rātou i ō rātou mātanga me ō rātou pūkenga ki waenga i a rātou anō, hei āta whakarite i te eke angitu o ngā ākonga i roto i te reo i a rātou e ako ana. Ka āta kitea te ahu whakamua me te whakawhanaketanga o te reo Māori e whakamahia ana e ngā ākonga, i a rātou e whakatutuki haere ana i ngā reanga ako. E hāpaitia ana te pakari haere o ngā ākonga ki te kōkiri i ō rātou ake huarahi ako i roto i te reo matatini, ā, ka noho ngākau nui rātou ki te āta whakamātau i a rātou anō i roto i tā rātou ako i te reo.
Ka tū ngā kaiako hei tauira o te reo Māori mō ngā ākonga. Ka kitea ō rātou pūkenga ki te whakamahi i ngā rautaki hopu reo, ki te whakapakari i te ngākau titikaha o ngā ākonga ki te ako me te whakamahi i te reo Māori, ā, ki te whakapūmau anō hoki i te whakamahinga tika o te reo. Ka kitea ki ngā tuhinga mahere te tino aronga ki te whakamahi i ngā kupu e hāngai pū ana ki ia kaupapa, me te whai whakaarotanga anō hoki ki ngā huarahi ka tuitui ake i ngā taumahi ngahau kia ngana ai ngā ākonga, me te whakarōpū i ngā ākonga i runga anō i te āhua o ō rātou matea me ō rātou āheinga i tāutuhia ai. He tino aronga hoki ki te whakapakari i te whakamahinga o te reo ā-iwi o te takiwā nei, ā, ka āta kitea tēnei tūāhuatanga i ngā akomanga. E rumakina ana ngā ākonga ki te reo Māori o Whanganui, ā, ka rongo anō hoki rātou i ngā mita o iwi kē.
He ngākau titikaha tō ngā ākonga ki te kōrero i te reo Māori.
Ngā Iwi
Ka kitea ki ngā ākonga te whai huatanga o ō rātou hononga ki ētahi atu.
He tini ngā tūāhuatanga, ngā pūtaketanga hoki o ngā hononga e poipoia ana i te whānuitanga o ngā tūmomo wheako akoranga o ngā ākonga. Ka whakarato ngā kaiako me te whānau i te maha o ngā whai wāhitanga tūturu kia ako ai ngā ākonga i ō rātou tūmomo tūnga me ā rātou tūmomo kawenga mahi hoki i roto i te whānau, te hapū, me ngā iwi – puta noa i Whanganui, ā, ki tua atu hoki. Nā aua whai wāhitanga ka āta whakawhanaunga atu ngā ākonga me te whānau ki ētahi atu i roto i te ōkawa me te ōpaki o ngā tūmomo kaupapa – tae atu hoki ki ngā kaupapa e whai pānga ana ki te ahurea, ki ngā hākinakina, ā, ki ngā hononga tāngata. Ka kitea ki ngā ākonga tō rātou mōhio ki ngā hononga ki waenga i a rātou anō, ā, ki ō rātou hapori ake.
Hei whakawhānui ake i ngā hononga kē o ngā ākonga ki ngā tāngata o tō rātou hapori tonu, ka manaakitia hoki e te whānau o te kura ngā manuhiri nō tāwāhi. Nā aua huihuinga ka tūtaki ngā ākonga ki ētahi atu tāngata nō ahurea kē, nō iwi taketake kē anō hoki, ā, ka ako ki ō rātou taha. Ka tino manaakitia ngā manuhiri ki te kura, ā, ka āta poipoia kia whai wāhi mai ki te hapori o te kura. Ka whai wā ngā ākonga ki te taha o ētahi atu iwi taketake, ka ako i ētahi atu uaratanga me ētahi atu tūmomo tirohanga ki te ao, ā, ka tū pakari anō hoki ki te whakatinana i ngā taonga tuku iho a tō rātou ahurea me tō rātou tuakiri hei uri o Whanganui.
He pai te tū o ngā ākonga hei tangata whenua i a rātou e taunekeneke ana ki ētahi atu.
Te Ao
Ka whakatinana ngā ākonga i ō rātou mōhiotanga me ō rātou pūkenga ki ngā akoranga e pā ana ki te taiao.
Mā te ahutoitū me ngā māra kai, ka puta mai te whānuitanga o ngā tūmomo whai wāhitanga ako ki ngā ākonga, kia ākona ai, kia manaakitia ai e rātou te taiao māoriori me te whenua. Ka tuituia aua kaupapa e ngā kaiako me te whānau hei akoranga ā-kura, ā, hei wāhanga anō hoki o te marautanga i te kura. Ka whai wāhi nui mai ngā tino mātanga ki ngā kaupapa nei, ā, ka whakapuaki rātou i ō rātou mōhiotanga me ō rātou pūkenga hei whakatairanga ake i te kounga o aua wheako ako, tae atu hoki ki te whakarauora ake o te whenua i te hapori kāhore e whakamahia ana. Hei whakatairanga ake anō i aua akoranga, ka whakapuaki hoki ngā kaiako me te whānau i ō rātou mōhiotanga ki ngā atua Māori, ā, i ngā tikanga tuku iho hoki e whai pānga ana ki te whakatō, te hauhake, me te tohatoha i ngā pātaka kai nei. Ka tūhura ngā ākonga tuākana i ngā whai wāhitanga ā-tangata, ā-ōhanga hoki ka riro i te waiora me te toitū o te taiao.
Ka kitea ngā ākonga e whakamana ana i te mātauranga Māori, ā, he kaitiaki rātou o tō rātou taiao.
Āhuatanga Ako
Ka whai wāhi nui ngā ākonga ki ngā akoranga.
He whakaute, he manaakitanga hoki tō ngā hononga e noho tūturu ana ki te hāpai i te angitu i roto i te ako. He mātau ngā kaiako ki te whakamahi i te whānuitanga o ngā tūmomo aronga kia āta whakakoia ai, kia āta tautoko ai ngā taunekeneke i te whai wāhi nui o ngā ākonga ki ngā akoranga. Ko ētahi o aua aronga, ko te whakarite i te rere ngāwari o ngā whakawhitinga i roto i te hōtaka o ia akomanga, ko te ako ngātahi hei tuakana, hei teina, ā, ko te whai wā anō hoki o te kaiako ki te mahi ki te taha tonu o ia ākonga. Kua āta whakaritea ngā mahinga katoa i ngā akomanga, puta noa i te kura, ā, he mārama anō hoki ngā tūmanako ki ia akomanga mō te āhua o te whanonga e tika ana. E whai pūtake ana, he tūturu, ā, he ngahau hoki ngā horopaki ako e whakaratohia ana mā ngā ākonga. E hāpai ana ngā taiao akomanga i te ngākau nui o ngā ākonga ki te ako. Waihoki, ka whakatōpū ngā kaiako i te whānuitanga o ngā tūmomo huarahi ako e tuituia ana ki te whakapuakitanga o ngā akoranga, tae atu ki te whakamahinga o te hangarau matihiko.
Ka whakamahere, ka whakarato hoki ngā kaiako i ngā hōtaka akoranga e aro nui ana ki ngā matea me ngā ngākau nuitanga o ngā ākonga, puta noa i te kura. Ka mahi ngātahi rātou i roto i ō rātou pou ki te whakarato i ngā hōtaka akoranga i āta whakamaheretia ai, i āta whakaritea ai mā ngā ākonga. Ka kitea tēnei tūāhuatanga ki te āhua o te wātaka e whakarerekēhia ai hei whakatutuki i ngā tino whai wāhitanga ako mā te tāutu i ngā rōpū ākonga hei hāpai ake, hei kōkiri ake, me te whakaratonga o ngā rauemi e tika ana, e whai pūtake ana hoki, tae atu hoki ki te whakahāngaitanga o ngā mahi tautoko a te kaiāwhina. He tukanga o roto, he ārahitanga hoki hei hāpai i te haere tonutanga o ngā mahi ki te aromatawai, te whakaōrite, me te aroturuki i te ako me te ahu whakamua a ngā ākonga, puta noa i te tau.
He pai te aro nui o ngā ākonga ki ngā akoranga e whakatutukihia ana. E ākina ana tā rātou whakapuaki i ō rātou whakaaro ake, me tā rātou mahi ngātahi ki te taha o ētahi atu. Ka taea e ngā ākonga te āhua o ā rātou akoranga te whakamārama.
Wharekura
Ka kawe ake ngā ākonga o te wharekura i ngā kaupapa marau matua o Te Taumata Mātauranga ā-Motu kua Taea, mā ngā aromatawai o roto me ngā aromatawai o waho. He maha ngā herenga a Te Mana Tohu Mātauranga o Aotearoa ki te kura hei whakapakari ake, ki te whakatairanga ake i te kounga tonu o ngā whakaritenga o roto. E tohu ana ngā hōtuku o te tau 2017 i te whakatutukitanga o ngā ākonga katoa o te Tau 11 me te Tau 13 i ā rātou whiwhinga mō te reo matatini me te pāngarau, heoi he mahi anō hei āta whakarite i te whakatutukitanga anō hoki o te Tau 12 i aua whakaritenga. Kua riro hoki i ētahi o ngā ākonga tuākana ā rātou tohu pōkairua Mātauranga Māori i Te Wānanga o Raukawa.
Tāpiri atu ki ngā tohu a Te Taumata Mātauranga ā-Motu kua Taea, he whai wāhitanga anō hoki mō ngā ākonga ki te whakaoti i ētahi kaupapa ako i Te Wānanga o Raukawa, me te tūhura i ngā huarahi ako mō meāke nei. Ko te ārahi i te taha umanga tētahi kaupapa rautaki e noho matua tonu ana ki te kura, hei āta whakatakoto i ngā huarahi ka whai pūtake ai mō ngā ākonga tuākana.
Kua whakamanahia tētahi kirimini kia āhei ai tētahi rōpū iti o ngā ākonga tuākana o tētahi atu kura kaupapa Māori i te rohe, ki te whai wāhi mai hei ākonga i te wharekura o Tūpoho. E whakaraupapa ana taua kirimini i ngā tino tūmanako mō ia kura, kia tutukihia ai te tino whakahaeretanga o ngā akoranga o aua ākonga.
Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake
Kia whakapakari tonuhia te tātari me te aromātai o ngā mōhiohio e pā ana ki ngā paetae. Me whai wāhi hoki ki te taumata o ngā whakahaeretanga matua i te kura, ko te mahi tātari i ia te wā e hāngai pū ana ki ngā paetae ākonga me te ahu whakamua, puta noa i ngā pou e toru. Me tuhi i ngā putanga o aua mahi tātari, ā, me whakaatu i ia te wā ki te poari me te whānau, hei whakatairanga ake i ā rātou whakataunga me ngā tukanga e pā ana ki te arotake whaiaro.
Me whakatōpū i te aronga rautaki e pā ana ki te whakawhanaketanga o ngā huarahi umanga. Tāpiri atu ki te whakatakotoranga kē e tāutuhia ana ki te tūtohinga, ka whai hua anō hoki pea hei huarahi ki te tūhura i ētahi atu tauira o te ārahi umanga e whai hua ana ki ngā ākonga Māori, me te whai whakaaro anō hoki ki te toro atu ki ngā raukura o te kura, kia whai wāhi mai ai rātou ki te hāpai i ngā ākonga o tēnei wā.
3 Te Arotake Whaiaro me te Ārahitanga
E whakamōhio ana ngā mahi arotake whaiaro i te aronga o ngā mahi ki te whakapai tonu i ia te wā. Kua whakapakari tonu te tumuaki me ngā kaimahi i ngā wāhanga me ngā taunakitanga i tāutuhia ai ki te pūrongo o mua a Te Tari Arotake Mātauranga, tae atu ki te whakawhiti kōrero me te hui tahi ki te whānau, te mōhiotanga me te āheinga ki te aromatawai, me te whakatinana tonutanga o ngā kaupapa e whakatairanga ai ngā painga mō ā rātou ākonga. Ka whakaemihia, ka tātarihia ngā paetae ākonga e ngā kaiako, hei hāpai i te whakapaitanga ake o te kounga o ngā akoranga mā ngā ākonga. Ka kitea taua tūāhuatanga i roto i ā rātou mahi ki te whakarerekē haere i ngā whakaakoranga me ngā akoranga i roto i ngā akomanga me ngā pou, me ngā mahi i tāutuhia ai, i whakahonotia ai anō hoki kia tutukihia ai ngā taumata.
Kua whakatakotohia ngā taumata paetae ā-tau mō te reo matatini, te pāngarau, me Te Taumata Mātauranga ā-Motu kua Taea. Ko te āhua o te ahu whakamua ki ngā taumata i whakatakotohia ai mō te tau 2017 e tohu ana, ko ngā paetae i roto i te nuinga o ngā wāhanga o te reo matatini he teitei ake i ngā toharite ā-motu, engari me kōkiri ake ngā mahi i roto i te tuhituhi, ā, koia nei tētahi o ngā aronga matua mō te tau 2018. Ko ngā paetae pāngarau o tō rātou rōpū ākonga i tāutuhia ai, he paku teitei ake i ngā toharite ā-motu. He mea nui, kia āta whakaritea e ngā kaiako me ngā kaiārahi matua he wā ki te āta whakatau ngātahi i ngā māramatanga ki ngā hōtuku paetae, ki te āta tūhura whānui i ngā whakapaitanga hei whakatutuki, ā, ki te tuhi anō hoki i aua whakawhitinga kōrero aromātai, hei tohu i te ahu whakamua.
Whakawhiti whakaaro ai te poari i ia te wā, mō ngā āhuatanga e whai pānga ana ki ngā kaimahi, ngā pūtea, ngā rawa, te hauora me te haumaru, me ngā take hoki ka pupū ake. E hāngai ana te takune rautaki o te kura ki te whakapai ake i ngā putanga ki ngā ākonga, me te whakatōpū i te tino tūāpapa, te tino kaupapa anō hoki mō te kura. He pakari ngā nahanaha ki te whakatutuki haere me te aroturuki hoki i ngā kawenga kāwana matua. I ngā wā e tika ana, ka whakapā atu ki ngā mātanga me ngā ratonga o-waho, kia whai wāhi mai ai rātou ki ngā take e noho matua ana.
Kua whakawhanakehia tētahi tukanga arohaehae hou, i runga anō i ngā tūmanako i tautuhi ai mō te kounga o ngā whakaritenga ki Tūpoho, ā, i ngā herenga ā-ture hoki a Te Matatū Aotearoa. Ka whai wāhi ngā ī-pūkete ki te tukanga hou nei, ā, i tēnei wā e whakamātauhia ana, kātahi ka oti te huringa tuatahi ā te tau 2018. Kua āta aroturuki ngā kaitiaki o te poari i te whakatinanatanga o taua tukanga, ā, ka whakamahine haere kia tupu tonu ai, ā, kia hāngai tonu ai ki ngā wawata o te hiranga me te kounga.
E tino whakanuia ana ngā kaiārahi o te kura. He tokomaha ngā kaimahi kua roa nei e whai wāhi ana ki Te Kura Kaupapa Māori o Tūpoho, ā, kua whakawhanakehia ngā tino hononga ngaio ki waenga i te kura, puta noa hoki i ngā kura Māori me ngā kura auraki o te rohe. Ka hāpai rātou i te ngākau nui ki waenga i ngā kaimahi ki te whakatairanga ake, ā, kia āta whakatau hoki i te ngākau nui o ngā ākonga ki te eke angitu i tō rātou kura.
He mātātoa te whai wāhi atu a ngā kaiārahi me ngā kaiako ki ngā tūmomo huihuinga i waho atu i te kura. Hei whakarato i ngā whai wāhitanga kia nui ake te whakatōpūtanga me ngā hononga ki waenga i ētahi atu kura Māori, kua whai wāhi atu Te Kura Kaupapa Māori o Tūpoho ki te whakatūnga o tētahi Kāhui Ako mō ngā kura rumaki reo Māori i roto i te rohe e toro atu ana ki Whanganui, ki Taranaki, ā, ki Manawatū hoki.
4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei 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 me ngā taonga.
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 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 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.
5 Ngā Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia:
whakawhanakehia tētahi aronga ngātahi, aronga whakatōpū hoki ki te tātari me te aromātai, ā, kia āta hāngai taua aronga ki ngā wawata mō te hiranga i roto i ngā putanga ako o ngā ākonga
whai wāhi atu ki te whakapakari haere i ngā tūmanako o Te Mana Tohu Mātauranga o Aotearoa
aro atu ki ngā matea o ngā ākonga i roto i te tuhituhi.
Te Whakarāpopototanga
E tū ana Te Kura Kaupapa Māori o Tūpoho ki Whanganui. E āhei ana ngā ākonga ki te whakatupu i ō rātou pūmanawa ake, ō rātou pitomata ake, i runga anō i ngā wawata o te kura kia eke rātou ki te hiranga. E tūmāia ana ngā ākonga nā tō rātou mōhio ki a rātou anō me ō rātou tūrangawaewae. E whakawhanake ana tō rātou tino pakari ki te kōrero i te reo Māori, me te whakapūmau i ō rātou hononga papai ki ētahi atu.
Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Tūpoho i roto i ngā tau e toru, arā, ko Te Rākeitanga.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
24 Paengawhāwhā, 2018
Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Whanganui
Te tau a te Tāhuhu o te Mātauranga 2377
Te tūmomo kura He kura hiato
Te tokomaha o ngā ākonga o te kura 158
Te ira tangata Kōtiro 88 Tama 70
Ngā hononga ā-iwi Māori 100%
Ngā āhuatanga motuhake Te Aho Matua
Te wā i te kura te rōpū arotake 25 Poutū-te-rangi 2018
Te wā o tēnei pūrongo 24 Paengawhāwhā, 2018
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga Hui-tanguru 2013 Whiringa-ā-nuku 2010 Whiringa-ā-rangi 2006
Findings
Te Kura Kaupapa Māori o Tūpoho is in Whanganui. Students are able to grow their individual talents and potential in line with the aspirations of the kura for excellence. Students are confident in who they are and where they are from. They are developing as capable communicators in te reo Māori and maintain positive relationships with others.
The next ERO review of Te Kura Kaupapa Māori o Tupoho will be in three years – Te Rākeitanga – Expansive Evaluation.
1 Context
Te Kura Kaupapa Māori o Tūpoho is in Castlecliff, Whanganui. It is a Year 1-15 school that provides immersion education for local students, as well as a small group of wharekura students from a nearby kura kaupapa Māori. Te Kura Kaupapa Māori o Tūpoho operates in accordance with the principles of Te Aho Matua. The importance of Whanganuitanga continues to underpin learning for students of the kura. Since the previous ERO review, a Māori immersion early learning service has been established on the site of the kura.
2 Te Tino Uartanga
Students grow their individual talents and potential in line with the excellence aspirations of the kura.
Te Ira Tangata
Students are confident in who they are and where they are from.
Local histories and traditions of Whanganui are central to the learning programme. This is reflected in the range of experiences that are planned for students to learn about who they are and their connections to iwi. All students are encouraged to grow their knowledge of iwi connections by visiting each marae in their area, as well as other significant sites along the awa such as Pākaitore. They observe, learn and engage in the history, customs and protocols of these important sites. This knowledge is extended through older students researching links to other iwi, both near and far. Student are active participants in local tikanga.
There are positive, caring relationships between kaiako and students. Within the kura, students at all levels are respected and valued for their individual talents and skills. Senior students model expectations for teina, who in turn display a strong sense of connection to being part of the kura. Kaiako consider the specific needs of individual and groups of students. Aspects of the wharekura programme are adapted to cater for and respond to learning styles and preferences.
Students are proud members of their kura whānau.
Te Reo
Students are developing as capable communicators in te reo Māori.
As part of building a sustainable community of te reo Māori speakers, the whānau established a licensed immersion early learning service, Te Kōpae Reo o Tupoho, on the site of the kura. This kōpae reo opened in February 2014 and supports the transition of young children into the kura environment. Children in the kōpae reo are valued as an integral part of te reo Māori development in the kura community.
There is a strong focus on building reo capability of all kaiako. This includes supporting kaiako to attend kura reo or wānanga courses, and engage in PLD in te reo matatini and te reo pāngarau. They share their expertise and skills with each other to ensure students experience language success in their learning. There is clear progression and development in the level of te reo Māori used as students move through the year levels. Students are supported to become independent learners in te reo matatini, and are willing to experiment and take risks with their language learning.
Kaiako are role models of te reo Māori. They show skill in using language acquisition strategies, building student confidence to learn and use te reo Māori, and reinforcing correct language use. Planning documents show deliberate focus on using vocabulary related to specific kaupapa, consideration for how to incorporate fun and engaging activities, and grouping students according to their identified needs and abilities. Particular emphasis is placed on strengthening the use of the local dialect which is highly evident within classrooms. Students are immersed in te reo Māori of Whanganui, and are exposed to different dialects.
Students are confident speakers of te reo Māori.
Ngā Iwi
Students demonstrate effective relationships with others.
There are multiple layers and purposes to the relationships that are fostered within students’ diverse learning experiences. Kaiako and whānau provide many authentic opportunities for students to learn about their different roles and responsibilities within their whānau, hapū and iwi across Whanganui and beyond. These opportunities allow students and whānau to relate well to others in both formal and informal contexts including cultural, sporting and social. Students show awareness of their place in relation to each other and their own communities.
As an extension of students’ relationships with those in their immediate and familiar surroundings, the kura whānau also hosts international visitors. These exchanges enable students to meet and and learn alongside people from other cultures and indigenous communities. Visitors to the kura are well cared for and made to feel included in the community of the kura. Students spend time with other iwi taketake, learn about different values and world views, and confidently showcase what is special to their own culture and identity as Whanganui.
Students interact positively with others as tangata whenua.
Te Ao
Students apply their knowledge and skills in their learning about the taiao.
Permaculture and māra kai provide extensive learning opportunities for students to learn about and show care for the natural environment and land. These kaupapa are incorporated by kaiako and whānau as a school-wide learning, and part of the kura curriculum. Recognised experts contribute their knowledge and skills to enhance the quality of these learning experiences, which includes the regeneration of land that is currently dormant in the local area. To complement this learning, kaiako and whānau also share their knowledge of connections to atua Māori, and Māori customary practices relating to planting, harvesting and sharing food sources. Senior students explore the social and economic opportunities to be gained from the wellbeing and preservation of the environment.
Students show respect for Māori knowledge and are kaitiaki of their environment.
Āhuatanga Ako
Students are engaged learners.
Relationships to support success in learning are respectful, caring, and genuine. Kaiako skilfully use a range of approaches to ensure interactions are affirming and support student engagement in learning. These include providing enabling smooth transitions in the classroom programme, tuakana and teina learning, and time for kaiako to work with individual students. Routines are well established in classrooms across the kura, and there are clear classroom expectations for behaviour. The contexts for learning provided are purposeful, practical, and fun for students. Classroom environments enable students to enjoy learning. Furthermore, kaiako combine a range of teaching modes which are integrated into the delivery of learning, including the use of digital technology.
Kaiako plan and provide learning programmes that are responsive to student needs and interests across the kura. They work collaboratively within their pou to provide learning programmes for students that are well planned and organised. This is evident in how the timetable is adapted to accommodate specific opportunities for learning, identifying cohorts of students who require additional support and acceleration, and providing relevant and meaningful resources including focussed kaiāwhina support. There are internal processes and guidance to support the ongoing assessment, moderation and monitoring of students learning and progress throughout the year.
Students respond well to the learning that takes places. They are encouraged to express their opinions and ideas, and to collaborate with others. Students can share what they are learning.
Wharekura
Wharekura students undertake key subjects at NCEA levels, including both internal and external assessments. There are several NZQA requirements that need to be strengthened to support the overall quality of internal practices. Data from 2017 shows all students in Year 11 and 13 achieved their literacy and numeracy credits, and further work is needed to ensure the Year 12 cohort also achieves those requirements. Some senior students have graduated with diploma-level qualifications in Mātauranga Māori from Te Wānanga o Raukawa.
In addition to NCEA qualifications, there are opportunities for students to complete courses at Te Wānanga o Raukawa and explore future educational pathways. Careers guidance continues to be a strategic priority within the kura to ensure there are meaningful pathways in place for senior students.
There is a formal agreement in place to enable a small group of senior students from another kura kaupapa Māori in the wider region to be included as part of the wharekura at Tūpoho. This agreement outlines the clear expectations for both kura to ensure the learning of these students is well managed.
Kura-identified areas of development
Continue to strengthen analysis and evaluation of achievement information. To include regular, focussed analysis at senior management level of student achievement and progress across all three pou. The outcomes of this analysis should be documented and presented regularly to the board of trustees and whānau to enhance their decision-making and self review processes.
Consolidate the strategic approach for careers development. In addition to already being defined in charter, it could be useful to explore other successful models of careers guidance in practice for Māori students and consider raukura involvement to support current students.
3 Self Review and leadership
Self review practices inform the focus on continuous improvement. The principal and staff have continued to strengthen areas and recommendations identified in their previous ERO report including consultation and engagement with whānau, assessment knowledge and capability, and continuing to implement initiatives aimed at enhancing education outcomes for their students. Achievement information is collated and analysed by kaiako to assist with improving the quality of learning for students. This is evident in changes in teaching and learning within classrooms and pou, and the actions identified and linked to achieving targets.
Annual targets for achievement are set for te reo matatini, pāngarau and NCEA. Progress towards set targets for 2017 shows higher levels of achievement in most areas of te reo matatini in comparion to national averages, however acceleration is required in tuhituhi which is now a target priority for 2018. Pāngarau achievement for their target group of students is marginally higher than national averages. It is important for teachers and senior leaders to ensure there is also quality time dedicated to collaborative making sense of the achievement data, exploring more broadly about what improvements can be achieved, and documenting these evaluative discussions to show progress.
The board of trustees undertakes regular discussions about personnel, finances, property, health and safety, as well as responding to emerging issues. The strategic intent for the kura is based on improving outcomes for students, and consolidating a strong foundation and kaupapa for the kura. There are sound structures in place to carry out and monitor key governance responsibilities. External support personnel and agencies are accessed as required to assist with high priority issues.
A new appraisal process has been developed in line with defined expectations of quality practice specific to Tūpoho and incorporating the regulatory requirements of the Education Council. This new process involving e-Portfolios is currently being trialled and will complete its first cycle in 2018. Board members have carefully monitored the implementation of this process and will refine it accordingly to ensure it continues to evolve and respond to the aspiration for excellence and quality.
Leaders in the kura are highly regarded. Many staff have long associations with Te Kura Kaupapa Māori o Tūpoho, and have developed strong professional relationships within the kura and across the network of kura Māori and local schools. They foster a commitment to ongoing improvement amongst the staff, and ensuring students enjoy success in their kura.
Leaders and kaiako actively contribute to different forums outside of the kura. To provide opportunities for greater collaboration and networking with other kura Māori, Te Kura Kaupapa Māori o Tūpoho has contributed to the establishment of a Kāhui Ako for Māori medium kura in the Whanganui, Taranaki and Manawatu region.
4 Whānau assurance on legal requirements
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.
5 Recommendations
ERO recommends:
developing a cohesive and collaborative approach to analysis and evaluation that is clearly aligned to the aspiration for excellence in learning outcomes for students
attend to strengthening the NZQA expectations
respond to the needs of students in tuhituhi.
Conclusion
Te Kura Kaupapa Māori o Tūpoho is in Whanganui. Students are able to grow their individual talents and potential in line with the aspirations of the kura for excellence. Students are confident in who they are and where they are from. They are developing as capable communicators in te reo Māori and maintain positive relationships with others.
When is ERO likely to review the kura again?
The next ERO review of Te Kura Kaupapa Māori o Tupoho will be in three years – Te Rākeitanga – Expansive Evaluation.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
24 April 2018
Information about the Kura
Location Whanganui
Ministry of Education profile number 2377
Kura type Composite (Year 1-15)
Kura roll 158
Gender composition Girls 88 Boys 70
Ethnic composition Māori 100%
Special features Te Aho Matua
Review team on site 25 March 2018
Date of this report 24 April 2018
Most recent ERO report(s) Te Aho Matua Review Te Aho Matua Review Te Aho Matua Review February 2013 October 2010 November 2006
Read the full report on ero.govt.nz →
All 2 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).