Tūranga Tangata Rite
Secondary (Year 9-15) · State : Integrated
- Year levels
- 9–13
- Total roll
- 27
- Enrolment zone
- No
- Gender
- Co-Educational
Where is it, and how do I get in touch?
- Address
- 154 Kahutia Street, Gisborne
- Territorial authority
- Gisborne District
- Phone
- 06-863 1550
- office@ttr.school.nz
- Directions
- Get directions
Other schools nearby: schools in Gisborne
What would the day look like?
The practical things this school states on its own website — the hours, the uniform, the term dates, and how children get there. These are the school’s own words, not the Ministry’s record and not ERO’s.
What does the school say about itself?
Quoted, not summarised. Every school describes itself well, so this is here to be read as the school’s own case rather than as a finding — and a school that states nothing simply has no row.
Quoted from this school’s own website, as we read it on 13 August 2026. A web page carries no date of its own, so that is the day we read it — not a statement that any of this is still the case. Each line quotes the words it came from.
- Special character
- On 30 August 2018, the Minister of Education the Rt Hon Chris Hipkins and Te Rūnanga o Tūranganui a Kiwa as the Sponsor entered into an integration agreement to establish a state integrated co-educational secondary school.
Who goes here?
Ethnicity breakdown of the total roll, shown as context. Not ranked, and not compared against any average.
- European
- 4
- Māori
- 27
- Pacific
- 2
- Asian
- 1
- 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 09 | 10 | 1 | 0 | 0 | 0 | 0 | 0 | 10 |
| Year 10 | 6 | 0 | 0 | 0 | 0 | 0 | 0 | 6 |
| Year 11 | 8 | 0 | 0 | 0 | 0 | 2 | 0 | 8 |
| Total | 24 | 1 | 0 | 0 | 0 | 2 | 0 | 24 |
| Māori | Pacific | Asian | MELAA | Other | European/ Pākehā | International students | Total | |
|---|---|---|---|---|---|---|---|---|
| Age 13 | 6 | 1 | 0 | 0 | 0 | 0 | 0 | 6 |
| Age 14 | 8 | 0 | 0 | 0 | 0 | 0 | 0 | 8 |
| Age 15 | 10 | 0 | 0 | 0 | 0 | 2 | 0 | 10 |
| Total | 24 | 1 | 0 | 0 | 0 | 2 | 0 | 24 |
Source: Education Counts, Ministry of Education, CC BY 4.0
Academic results
Percentage with NCEA level 1 or above — 2025
22.2%
| Tūranga Tangata Rite | 22.2% |
|---|---|
| Gisborne Region | 79.9% |
| Secondary (Year 9-15) | 88% |
| State: Integrated | 95.8% |
| New Zealand | 85.2% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 22.2% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 22.2% |
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
0%
| Tūranga Tangata Rite | 0% |
|---|---|
| Gisborne Region | 68.5% |
| Secondary (Year 9-15) | 81% |
| State: Integrated | 92.1% |
| New Zealand | 77.8% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
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
0%
| Tūranga Tangata Rite | 0% |
|---|---|
| Gisborne Region | 42.8% |
| Secondary (Year 9-15) | 61.8% |
| State: Integrated | 77.7% |
| New Zealand | 59% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
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%
| Tūranga Tangata Rite | 0% |
|---|---|
| Gisborne Region | 17.9% |
| Secondary (Year 9-15) | 15.2% |
| State: Integrated | 13.5% |
| New Zealand | 14.1% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| 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
0%
| Tūranga Tangata Rite | 0% |
|---|---|
| Gisborne Region | 70.4% |
| Secondary (Year 9-15) | 83.5% |
| State: Integrated | 91.1% |
| New Zealand | 83% |
Trend and demographic breakdown
| Female | Too few to report |
|---|---|
| Male | Too few to report |
| Māori | 0% |
| Pacific | Too few to report |
| Asian | Not applicable |
| MELAA | Not applicable |
| Other | Not applicable |
| European/Pākehā | Too few to report |
| Total | 0% |
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
62.4%
| Tūranga Tangata Rite | 62.4% |
|---|---|
| Gisborne Region | 31.7% |
| Secondary (Year 9-15) | 35.8% |
| State : Integrated | 16.2% |
| New Zealand | 37.1% |
Trend and demographic breakdown
| Female | 112.3% |
|---|---|
| Male | 22.5% |
| Māori | 64.4% |
| Pacific | 90.4% |
| Asian | Not available (source marker: "nd") |
| Other | Not available (source marker: "nd") |
| European/Pākehā | 0% |
| Total | 62.4% |
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%
| Tūranga Tangata Rite | 0% |
|---|---|
| Gisborne Region | 3.3% |
| Secondary (Year 9-15) | 4% |
| State : Integrated | 1.6% |
| 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 | 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%
| Tūranga Tangata Rite | 0% |
|---|---|
| Gisborne Region | 0.8% |
| Secondary (Year 9-15) | 1.7% |
| State : Integrated | 0.5% |
| 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)
- 569
- Boarding
- No
- Language of instruction
- All students taught in English/other setting
- Urban / rural
- Large urban area
- Date opened
- 31 December 2019
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
- 1
- Last reviewed
- 5 April 2023
- Latest report
- Mana Tamariki Report
- 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 27 — 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.
November 2022
10
Counted while ERO’s review team was at the school. Education Review Office, report of 5 April 2023
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 5 April 2023 — “Mana Tamariki 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. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
2 Te Horopaki
“ Tūranga Ararau
Tūranga Makaurau
Tūranga a Mua
Tūranga Tangata Rite”
E tū ana a Tūranga Tangata Rite ki Te Whare Matatuahu, ā, he wāhi e nōhia tahi ana me te ratonga mātauranga mātāmuri ā-iwi o Tūranga Ararau. Ko Te Rūnanga o Tūranganui a Kiwa ngā rangatira whakahaere, ā, nā rātou i uru atu ki te kirimina pūmau kia whakatūngia tētahi kura tuarua kāwanatanga mō ngā taitama me ngā kōhine o ngā tau 9 ki te 11. Ka whai wāhi ki te marau pāhekoheko, ko te Mātauranga ā-Iwi me ngā kaupapa STEAM.
3 Te Aronga o te Aromātai
He pēhea rawa te whakatinanatanga me te rongo o ngā tauira i te angitu?
E whakawhanake ana ngā tauira i ngā pūkenga me ngā mōhiotanga kia tīmatahia tō rātou rongo i te angitu i roto i te mātauranga.
Te Ārahitanga
He pai kē atu te tūnga o ngā rangatira whakahaere ki te whakatutuki i ō rātou wawata mō tō rātou iwi. I takunetia te whakaratonga o tētahi whare mātauranga e poipoi ai i ērā o ngā tauira kāhore e aro nui ana ki ngā akoranga o ngā kura ara reo Pākehā. Nā ngā wero nui mō te tau 2021 i pā ki te whakatū kaimahi, kua arotakengia te tikanga ako me ngā whakahaeretanga. I kitea e rātou, e tika ana kia hāngai ake te aronga ki te mātauranga Māori o te takiwā nei anā I panonihia e te marautanga whakaako. E tautoko ana rātou i te kura mā te āta whakatau i te kaha whai wāhi mai o ngā pūrākau a te iwi, hei whakarato i ngā wheako ako tūturu mō ngā kaiako me ngā tauira. E whakapakari ana ngā tauira i ō rātou tuakiri me tō rātou aronga toi whenuatanga.
Kei te waia haere te poari whakatūnga ki ō rātou tūranga me ā rātou kawenga. Hui ai rātou i ia te wā ki te whakawhiti kōrero mō ngā take kāwana. Kua whakatakotohia ngā kaupapa here me ngā tukanga, ā, ka arotakengia i ia te wā. E ākina ana te reo tauira, ā, i tēnei wā kei te whakariterite te poari whakatūnga i te kōwhiringa pōti o te māngai mō ngā tauira. E toro atu ana te poari whakatūnga ki te tautoko e whakatīmata ai i te kōwhiringa pōti o tā rātou poari kaitiaki tuatahi. Ahakoa kua whakatakoto kētia te mahere ā-tau me te mahere rautaki, kei te whanake tonuhia kia hāngai ai ērā ki ngā wawata o te iwi. Kua whai pānga te rerekētanga o ngā tūnga kaimahi me te mate urutā KOWHEORI-19 ki te whakatutukitanga o ngā whāinga ā-tau. Ko te whakapakari i ngā hononga me te whai wāhi mai a te whānau tētahi kaupapa matua e aro nuitia ana. Kei te whakapakari tonu ngā tauira i tō rātou tūmāia me tō rātou ngākau nuitanga ki te whai wāhi nui atu ki ngā akoranga.
He mahi whakakotahi, he mahi ngātahi hoki te ārahi. Kua whakaritea kia tuarihia ngā kawenga. Ka whakatauira te tumuaki i ngā kawatau mā ngā kaimahi me ngā tauira. He aronga nahanaha ki te waihanga i tētahi taiao ako e arotahi ana ki te poipoi i te tuakiri o ngā tauira, kia manawa whakahī, kia pakari tō rātou tū ki tō rātou hapū me tō rātou iwi. Kua ahu whakamua te whakawhanaketanga o te marau ā-kura, ā, kua tīmata noa te whakatinanatanga. He pakari te whakaaro huritao me te aronga ki te whakapai tonu. Kātahi anō ka tīmata te whakawhanaketanga o te huringa taiāwhio mō te tupu ngaio. Ka aro nui ki te waiora o ngā tauira. E pou here ana te whanaungatanga me ngā manaakitanga i ngā hononga katoa. Ka āta whakamahia ngā rauhanga me ngā ratonga e whakaratohia ana e Tūranga Ararau, hei hāpai i ngā tauira. Ka mahi ngātahi te tumuaki me ngā kaiako, ki te aro tika atu ki ngā matea o ngā tauira. Ko ngā tauira kei te pūtake o ngā whakataunga katoa.
Kei te ngohengohe ngā kaiako, ā, ka noho ngākau nui ki te waihanga i ngā hōtaka e whakatutuki ana i ngā matea o ngā tauira. Ka mahi ngā kaiako ki te taha o ngā tauira me ngā whānau ki te waihanga i ngā mahere ako a tēnā me tēnā, hei hāpai i tā rātou whakawhanake haere i ō rātou huarahi me ā rātou umanga mō te pae tawhiti. He tukanga hoki ki te aroturuki me te aru i ngā whiwhinga Te Taumata Mātauranga ā-Motu kua Taea a ngā tauira. Ka mahi te Kaitakawaenga ki te Tumuaki ki te taha o Tūranga Ararau, mō ngā tūāhuatanga e pā ana ki te whakaōritetanga me te whakamanatanga, nō te mea, nō nā noa nei tā rātou tono kia tukuna ki Te Mana Tohu Mātauranga o Aotearoa. Ka whakarato ngā kaiako i te whānuitanga o ngā tūmomo wheako ako mō ngā tauira, i roto i te akomanga, ā, ki tua atu hoki. Kua whakatakotohia tētahi pūkete mō te āhua o te tauira i tana putanga i te kura. E arahina ana ngā tauira, kia kōkiri rātou i ā rātou ake akoranga mā te pakirehua. E whakatairanga ana te whakamahinga o ngā taputapu matihiko ā-ipurangi i te ako a ngā tauira. Kei te ngana ngā tauira ki te ako, ā, kei te harikoa hoki ō rātou āhua ki tō rātou taiao ako.
Ngā Whakaritenga Matua ka whai ake
Me whakatere i te ahu whakamua me ngā paetae a ngā tauira i tautuhia ai, arā, ko rātou o ngā tauira kāhore e eke ana ki ngā taumata e tūmanakohia ana. E tohu ana ngā hōtuku whakapuakitanga, he tino hakahaka ngā taumata reo matatini, taumata pāngarau hoki o te nuinga o ngā tauira i tā rātou tīmatanga ki te kura. Kua tīmatahia te whakatinanatanga o te hōtaka tūāpapa mō te Tau 9 me te Tau 10. Ko tā te hōtuku whāinga, he whakatakoto i ngā tūāpapa kia whakatutukihia e ngā tauira te taumata tuatahi o Te Taumata Mātauranga ā-Motu kua Taea. Engari, me nahanaha ake te aronga, kia wawe te whakatutukitanga, te whakaterenga, me te pūrongo atu hoki i ngā paetae a ngā tauira katoa i roto i te reo matatini me te pāngarau.
E noho pāhekeheke ana te pūmau tonutanga o te kura. Ahakoa e ū ana ngā rangatira whakahaere ki te tupu me te rōnakitanga o te kura, he tokoiti tonu te tatauranga i te rārangi ingoa. Kāhore e taea e te kura te āta kapo atu me te whakauru i te tini o ngā tauira i te hapori kāhore e āta whai wāhi atu ana ki te mātauranga. Ko te tirohanga a te hapori ki te kura e whakapāhunu i te whakauruuru mai. Ko te kaha taetae atu a ngā tauira ki te kura i ia te wā, tētahi wero moroki. Tērā ētahi mahi i whakatutukihia ai ki te whakapiki ake i te tatauranga tauira, engari kāhore he whakaurutanga anō i puta ake ai i aua mahi. Ko te whakawhanake i tētahi tino rautaki me tētahi mahere whakatinana, ka whakapiki ake i te tatauranga o te rārangi ingoa o te kura, ā, ka āta whakapūmau i te rōnaki tonutanga mō meāke nei.
5 Te Whakatau ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:
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
ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014 .
Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services
05 Paengawhāwhā, 2023
6 Ngā kōrero e pā ana ki te Kura
Te tūwāhi Kei Tūranga-nui-a-Kiwa
Te tau a te Tāhuhu o te Mātauranga 881
Te tūmomo kura He kura āhuatanga motuhake
Te tokomaha o ngā ākonga o te kura 10
Ngā hononga ā-iwi Māori 10
Ngā āhuatanga motuhake Kura Motuhake
Te wā i te kura te rōpū arotake Whiringa-ā-rangi 2022
Te wā o tēnei pūrongo 05 Paengawhāwhā, 2023
Ngā pūrongo o mua a Te Tari Arotake Mātauranga Koia nei te arotake tuatahi
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. ERO reports provide important information for hapū and iwi .
2 Context
“ Turanga Ararau
Turanga Makaurau
Turanga a Mua
Turanga Tangata Rite”
Tūranga Tangata Rite is situated at Te Whare Matatuahu a shared site with Tūranga Ararau Iwi Tertiary provider. Te Rūnanga o Tūranganui a Kiwa as the Proprietor entered into an integration agreement to establish a state integrated co-educational secondary school from Years 9-11. The marau pāhekoheko learning cycle is inclusive of Mātauranga ā Iwi and STEAM subjects.
How well do tauira demonstrate and experience success?
Tauira are developing skills and knowledge to begin to experience educational success.
5 Findings
The Proprietors are better positioned to realise their aspirations for their people. The intention was to provide an educational facility that would cater to tauira who were disengaged in English medium schools. Significant staffing challenges in 2021 have led to a review of pedagogy and operations. They recognised the need to have a greater focus on local Mātauranga Māori and reshaped the curriculum. They support the kura to ensure that iwi pūrakau are embedded, providing kaiako and tauira with authentic learning experiences. Tauira are strengthening their identity and belonging.
The Establishment Board of Trustees (EBoT) are becoming familiar with their roles and responsibilities. They meet regularly to discuss governance matters. Policies and procedures are in place and are reviewed regularly. Tauira voice is encouraged, and the EBoT are currently going through the process of electing a tauira representative. The EBoT is seeking support to begin the process of electing their first Board of Trustees. While the annual and strategic plans are in place, they are further being developed to align with iwi aspirations. The staffing changes and the COVID-19 pandemic have impacted on achieving annual targets. Strengthening whānau relationships and participation is an ongoing priority. Tauira are building their confidence and willingness to engage in learning.
Leadership within the kura is inclusive and collaborative. There is a distributive model in place. The Tumuaki models expectations for kaimahi and tauira . There is a deliberate approach in creating a learning environment focussed on fostering tauira identity as proud members of their hapū and iwi . There has been progress made in the development of the kura curriculum and is in its early stages of implementation. There is a reflective culture with a focus on improvement. A professional growth cycle is in its early stages of development. Tauira wellbeing is prioritised. Whanaungatanga and manaakitanga underpin all relationships. The facilities and services provided by the Tūranga Ararau Tertiary provider are utilised to support tauira . Tumuaki and Kaiako work collaboratively as a team to respond appropriately to tauira needs. Tauira are at the heart of all decision making.
Kaiako are flexible and committed to creating programmes that meet the needs of tauira. Kaiako work with tauira and whānau to design individual learning plans to support them in developing their future pathways and careers. Monitoring and tracking processes in place for NCEA credits gained. The Principal’s Nominee works with Tūranga Ararau Tertiary for moderation and accreditation purposes as their application to NZQA has just been submitted. Kaiako provide a range of learning experiences for tauira both inside and outside the classroom. A graduate profile has been established. Tauira are being guided to lead their own learning through inquiry. The use of online digital tools enhances tauira learning. Tauira are engaged and appear happy in their learning environment.
Key Next Steps
There is a need to accelerate the progress and achievement of tauira identified as not achieving at their expected level. Baseline data shows most tauira arrive with very low levels of literacy and numeracy. The Years 9 and 10 foundation programme is in its early stages of implementation. It aims to provide tauira with the foundations for achieving NCEA level one. However, a more deliberate approach needs to be taken to urgently address, accelerate and report tauira achievement in literacy and numeracy for all tauira .
The viability of the kura is questionable. While the proprietors are committed to the growth and sustainability of the kura , roll numbers have remained low. The kura has not been able to attract and enrol the large number of disengaged tauira in the community. The community perception of the kura discouraged potential enrolment. Tauira attending regularly is an ongoing challenge. There has been some action taken to increase roll numbers, however, this has not led to further enrolments. Developing a clear strategy and implementation plan will increase the kura roll to ensure future viability.
5 Assurance on Legal Requirements
During the evaluation, ERO checked at the following areas:
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
school policies in relation to meeting the requirements of the Children’s Act 2014.
Rita Walker Acting Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services
5 April 2023
6 Information about the Kura
Location Gisborne
Ministry of Education profile number 881
Kura type Special Character
Kura roll 10
Ethnic composition Māori 10
Special features Kura Motuhake
Review team on site November 2022
Date of this report 5 April 2023
Most recent ERO report(s) First time review
Read the full report on ero.govt.nz →
All 1 report 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).