TKKM o Ngati Kahungunu Ki Heretaunga

Ngā Kitenga Arotake Report

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  

‘Hopukia! Piki ake kake ake ki te tihi o Mānono! Tomokia!’ 

E tū ana Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga ki te hapori o Pāharakeke, ki Heretaunga. E whakarato ana i te mātauranga mā ngā ākonga o ngā tau 1 ki te 15. Ko ngā mātāpono o Te Aho Matua kei te tūāpapa o te kura, ā, e whakapūmau ana i ngā tikanga me te reo o Ngāti Kahungunu.  

I te wā o te arotake i te whakahou ake te kura i ōna hanganga, he maha ngā whare i te whakatikaina, ā, i reira anō hoki ngā wero ki ngā tūnga kaimahi. 

3 Te Aronga o te Aromātai  

He pēhea rawa te whakatinanatanga o ngā ākonga i ngā wawata o te whānau kia eke rātou ki ō rātou tino pūmanawa? 

Kei te ngākau titikaha te whakatinanatanga o ngā ākonga i ngā wawata o te whānau kia tū hei kawau mārō o te reo Māori me ōna tikanga, hei painga mō tō rātou iwi. 

4 Ngā Whakaaturanga  

Te Ira Tangata 

E tino rumakina ana ngā ākonga ki tētahi taiao e whakapakari ana i ō rātou hononga ki te ao Māori. Kua āta whakatōngia ngā tikanga ki ngā whakaritenga o ia rā, ā, ka hāpai, ka ārahi hoki ngā tuākana me ngā tēina i ngā pōwhiri me ngā karakia i te kura me te marae. Ka whakatinana rātou i ō rātou mōhiotanga ki te wairua, te mauri, te tapu, te iho matua, me te mana ki roto i ngā horopaki o ia rā. Ka ārahi ngā poumātua o te kura hei kaitiaki, ā, ka tū hoki hei tauira. Ka tautoko rātou puta noa i te kura, te kōhanga reo, me te rohe whānui. Kei te tino mōhio ngā poumahi ki ngā ākonga; ka tautuhi, ka whakatairanga hoki i ō rātou iho pūmanawa me ō rātou pūkenga kia tupu. Kei te ngākau titikaha ngā ākonga ki te whakapuaki i tō rātou tuakiritanga me tō rātou mana āhua ake. Ka whai wāhi mātātoa ngā whānau ki te kura, ā, ka hāpai i te kura ki te whakatinana i ō rātou wawata. Kei te ngākau titikaha te ākonga - ā-tinana, ā-wairua, ā-whatumanawa hoki. 

Te Reo  

Kua rumakina ngā ākonga ki tētahi taiao e whakamāoriori nei i te whakapuakitanga o te reo Māori. Kei te mātau ngā poumātua me ngā poumahi ki te reo Māori, ā, ka whakatauira i te matatau ki te reo mā roto mai i ngā taunekeneke o ia rā ki te taha o ngā ākonga. He whai wāhitanga mō ngā ākonga ki te whakawhanake i tō rātou mōhiotanga ki te reo mā ngā tūmomo horopaki ako, tūmomo wheako ako e rumakina ana rātou. Ka whai pānga nui ngā waiata, ngā mōteatea, ngā karakia, me ngā pūrākau ki te whakawhanake i tō rātou mōhiotanga ki te reo me ngā kōrero tuku iho. Ka whakamahi i ngā rauemi o te ao Māori – pērā i ngā pukapuka, ngā taonga puoro, te taiaha, me ētahi atu taonga kaupapa Māori - hei whakawhānui ake i ngā puna kupu, ā, hei whakahōhonu ake hoki i ngā māramatanga. Ka whakatairangatia te āheinga o ngā ākonga ki te whakapuaki i ō rātou whakaaro mā te reo Māori, nā te tangongitanga o ngā wheako. 

Ngā Iwi 

Ka kitea ki ngā ākonga tō rātou tino manawa whakahī me te hononga pū ki ō rātou whānau, tō rātou hapū, me tō rātou iwi, ā, ka whai wāhi mātātoa ki ngā tikanga tuku iho me ngā wheako e whakakoia ana i tō rātou tuakiri. Kei te ngākau titikaha ngā ākonga ki te kawe i ngā mahi a te tangata whenua, ā, ka whai pūtake tā rātou hāpai i te taiao ako. Ka tū hei kaikōrero i te pae, hei kaikaranga i ngā pōwhiri, ā, hei kaimanaaki puta noa i te kura. Ka whakahōhonu ngā ākonga i tō rātou māramatanga ki te ao Māori mā te whai wāhi atu ki ngā hautapu, ā, he manawa whakahī ō rātou ki te whakakanohi i tō rātou iwi me tō rātou kura i roto i ngā hākinakina, i te kapa haka, me te Manu Kōrero. Ka hāpai ngā tuākana i ngā akoranga a ngā tēina i ia te wā, hei tino tauira, hei kaiako hoki i te kura, ā, ka whakatairanga i ngā taunekeneke papai me te ārahitanga mā ngā taumahi me ngā kawenga mahi i te whare. Ka tautoko hoki i ngā ākonga nō ngā hau e whā, nā te toro atu ki ngā kaupapa ā-iwi puta noa i te motu, kia āhei ai rātou ki te tūhura i ngā tātai hono katoa o ō rātou whakapapa, me te whakapakari i tō rātou tuakiritanga. Ka whai pānga nui ngā whānau ki te hāpai i te angitu o ngā ākonga mā te whakapuaki i ngā mōhiotanga, mā te whai wāhi atu ki ngā kaupapa i te kura, me te whakapūmau i ngā hononga e paihere ngātahi ana i te kāinga, te mārua, te kura, me te iwi. E tupu ana te tū ngākau titikaha o ia ākonga, i tōna mōhio ki tōna ahurea, ā, i tōna māramatanga ki tōna tū i roto i te iwi me te ao Māori whānui. 

Te Ao 

Ka whakanui ngā ākonga i tō rātou tūnga ki te ao Māori me te ao whānui. He hōhonu ngā tūmomo wheako ō rātou i tua atu i te kura, ā, ka hāpai i tō rātou māramatanga ki iwi kē atu me ngā kaupapa whakahirahira o Ngāi Māori. He whai wāhitanga mō ngā ākonga ki te whakapakari i tō rātou mōhiotanga ki ngā kōkiritanga tōrangapū, tae atu ki Te Kīngitanga me te kotahitanga. Ka tautoko mātātoa rātou i ngā kaupapa o te takiwā me te motu, ā, he tūāhuatanga tēnā ka whakahōhonu ake anō i tō rātou māramatanga ki te kanorau o ngā tirohanga me ngā wero. Ka hāpai ngā huarahi umanga i ngā ākonga o te wharekura ki te tūhura i tō rātou tuakiri me te whakawhanake i ngā pūkenga e whai wāhi nui ai ki te hāpai i te kura, ki tua atu hoki. Ka whai whakaaro nui, ka noho mōhio, kei te pakari ā-ahurea hoki ngā ākonga i roto i ō rātou hapori me te ao whānui. 

Ngā Āhuatanga Ako 

Kei te torowhānui ngā akoranga, ā, ka aro nui, ka hāngai pū hoki ki te ākonga. Ko ngā whakaritenga o ia rā, pērā i ngā karakia, ngā waiata, ngā mōteatea, me ngā pao, e whakatairanga ana i te mōhiotanga o ngā ākonga ki Te Aho Matua, ki a Ngāti Kahungunu, me ngā uara o te kura. E whakaraupapa ana ngā mahere i ngā whāinga ako, ngā wheako, me ngā hononga ki Te Aho Matua me te Kahungunutanga. Ka whakamaheretia te ako takitahi me te ako takirōpū mā te whakaaro nui ki ngā taumata ako o ngā ākonga, tae atu ki ērā hei āta tautoko ake. Ka whakawhanakehia tētahi mahere ako ake mā ia ākonga e tika ana, ā, ka whakatinanahia ki ngā tirohanga o te ākonga, o te whānau, me ngā kaiako. E hāpai ana ngā mahere kōwae me ngā mōhiohio ā-kaupapa i te ako a ngā ākonga o te wharekura. Ka aru i ngā paetae ākonga, ā, e tohu ana ngā hōtuku i ngā whakawhiwhinga i te tīmatanga me te mutunga o te tau. E whakaatu ana ngā tuhinga i ngā pūkenga o ngā ākonga i tēnei wā, i ā rātou whakaritenga ka whai ake, me ngā rauemi ka whai pānga ki tā rātou ako. Ka aromātai ngā pouako i te whai huatanga o te hōtaka, ka tautuhi i ngā wāhanga hei whakapai ake, ā, ka whakatakoto i ngā taunakitanga ka whai atu. Ka āta whakaarohia ngā hōtaka e pā ana ki Te Reo Matatini me te Pāngarau, ā, kua whakaritea te ako ngaio me te whakatinanatanga. Ka toro atu te ako a ngā ākonga ki tua atu i te kura, ā, ka whai atu, ka whiwhi hoki ngā ākonga o te wharekura i ngā tohu mātauranga mātāmuri. Ka whai pānga nui te kapa haka me te Manu Kōrero ki te marautanga o te kura, ā, ka whakakanohitia te kura ki te taumata ā-rohe me te taumata ā-motu. Ka whai wāhi atu ngā ākonga ki ngā hopuni i te rohe, nā konā rātou rumakina ai ki ngā akoranga e pā ana ki ngā wāhi whakahirahira o Ngāti Kahungunu. Ka whakatairanga ngā whai wāhitanga ako o waho i ngā whiringa umanga o ngā ākonga o te Tau 9 me te Tau 10, ā, ka tīmata rātou ki te whai i Te Taumata Mātauranga ā-Motu kua Taea i te tau 9. Ka tautuhi ngā ākonga o te wharekura i ā rātou ake akoranga me ō rātou ake whāinga whaiaro hei ārahi i te ahunga whakamua o ā rātou akoranga. 

Ka whakapuaki i te ahu whakamua me ngā paetae a ngā ākonga ki ngā whānau o te kura mā te tuku pūrongo takitahi mō ia ākonga. Ka hāngai ngā pūrongo ki Te Aho Matua me Ngā Tikanga o te Kura, ā, ka miramira i ngā tūāhuatanga angitu me ngā wāhanga hoki hei whakawhanake ake. E eke ana ngā ākonga o Te Taumata Mātauranga ā-Motu kua Taea ki ngā taumata tino teitei, ā, e 75% o rātou i whakamanatia ki te kairangi i te Taumata 1. Mō te Taumata 2, kei runga noa atu ngā ākonga i te toharite ā-motu, ā, e 90% e eke angitu ana. Mō te Taumata 3, 100% o rātou i whakatutuki i te taumata, ā, i whiwhi te 60% o rātou i te Tiwhikete Whakauru Whare Wānanga. E puāwai ana ngā ākonga ki tētahi taiao e poipoi ana, e hāpai ana hoki i tō rātou huarahi ako. 

Te Kāwana me te Ārahitanga  

Ka whakakotahi, ka aro nui hoki ngā mahi kāwana i te kura, ā, he kaha te mahi ngātahi a ngā tauira, ngā whānau, me te ārahitanga o te kura, hei hāpai i te ahu whakamua o ngā ākonga, hei whakapūmau anō hoki i ngā wawata o te iwi. Ko Te Manu Taupua te ingoa o te poari kaitiaki, ā, he mema hou, he mema tautōhito anō hoki o runga e kawe ana i ō rātou mōhiotanga, mai i ngā tūmomo rangapū. E kōkirihia ana rātou e te tirohanga ngātahi ki te whakatupu i ngā kaikōrero reo Māori e tūmāia ana, ā, e whai wāhi nui ana hoki ki a Ngāti Kahungunu me te ao Māori. He hononga mauroa ō ngā mema o te poari ki te kura, ko ētahi i reira i te tīmatanga tonu o te kura, ko ētahi he Raukura, he whānau, he kaiārahi anō hoki, heoi, e whakapūmau katoa ana i te tino whai kawenga me te ū tonutanga ki ngā whakareretanga iho. Kua tautuhia ngā kaupapa rautaki matua, ā, ka arotahi ki ngā whakawhanaketanga o te wā pērā i te whakahoutanga ake o ngā whare, te whakatakoto i te hanganga anō o ngā mahi whakahaere, me te arotakenga marau. Kua tautuhia ngā tūranga ārahi, ā, ka mahi ngātahi ngā Tumu Rangi, ngā Tumu Whenua, me ngā Pou o Ngā Kura ki te whakawhanake i ō rātou ake wāhanga o te kura. Ka mahi ngā pou ki te taha o ngā poumahi ki ia kura, ki te whakawhanake i ngā pūkenga me te whakahōhonu i ngā mōhiotanga, puta noa i ngā tūmomo marau. Ka hāpai rātou i ngā poumahi ki te āta whakatau i te whakatutukitanga o ngā matea o ngā ākonga. Ka arotahi ngā whānau ki ngā ākonga, ā, ka whakatau i ngā whakaritenga e whai mōhiohio ana, hei hāpai i ngā whakaakoranga me ngā akoranga. 

Ngā Whakaritenga Matua ka whai ake 

Me whakapakari i ngā whakaritenga e pā ana ki te aromātai o roto, nā te tini o ngā tūāhuatanga kua pā tōraro ki te arotakenga o ngā tukanga i te kura i ia te wā. Hei āta whakatau i te whakapai tonutanga me te rere pai o ngā whakahaeretanga, me aro pū ngā whānau ki te arotake i ia te wā i ngā kaupapa here me ngā tukanga, mā te aronga nui ki te haumaru me te waiora o ngā ākonga. Ka whai pānga ki ngā wāhanga matua hei tirohanga, ko te: 

1. āta whakatau i te whakahaeretanga me te aromātaitanga o ngā akoako ohotata i whakaraupapahia ai ki te mahere ohotata. Ka hāpai ake tēnei i te noho rite o ngā poumahi me ngā ākonga ina pupū ake tētahi wā ohotata.
2. whakatinanatanga o te tukanga pakari mō te whakatū kaimahi, me te āta whakatau kia tika te whakaemi me te whakaputu i ngā tuhinga e pā ana ki ngā kaimahi kia pūmau.
3. whakatutuki i ngā whakaritenga arowhai ā-pirihimana i mua i te tuku mahi, ki tā ngā whakaritenga arowhai haumaru e meatia ai.
4. āta whakatau i te tukanga auau o te kura mō te arowhai i ngā tūāhuatanga whakamōrea, hei āta whakatau i te whakatutukitanga o ngā tūraru me ngā tūāhuatanga whakamōrea. 

Me whakatinana i tētahi mahere ā-tau. Ka hāpai tēnā i te kura ki te tautuhi me te aroturuki i ngā whāinga ā-tau me ngā taumata e hāngai ana ki te mahere rautaki a te kura. 

Kāhore anō kia whakatutukihia e te kura tētahi tauākī e pā ana ki ngā whakarerekētanga, ā, he tūāhuatanga tēnei ka hāpai i ngā mahi ki te tātari i ngā whāinga i whakamaheretia ai i runga anō i te āhua o ngā whakatutukitanga. 

Kua whakawhanakehia tētahi tuhinga hukihuki o te huringa taiāwhio tupu ngaio. Ko te whakatau me te whakatinana i taua tuhinga ka hāpai i ngā poumahi ki te arotahi ki te whakapai ake i ā rātou whakaritenga, ā, ka hāpai anō hoki tēnā i te whai huatanga ake o ngā putanga ki ngā ākonga.  

Me whakapakari i ngā mahi e pā ana ki te whakamahere, te aromatawai, me te aromātai, hei āta whakatau i te aronga ngātahi ki te whakamahere me te whakatinana i te marau, puta noa i te kura.  

Me whakapai ake hoki i te tuhi haere me te aroturuki o te taetae atu ki te kura i ia rā. Ko te whakatinana i tētahi pūnaha ka āta whai atu i te taetae atu a ngā ākonga ki te kura, ka hāpai anō hoki ki te aroturuki i te waiora, ki te tautuhi hoki i ērā e raru ana pea ki te āta whai wāhi atu, ā, ka whakamōhio hoki i te whai pānga o ngā wawaotanga. 

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: 

• whakarite i tētahi mahere whakatinanatanga ā-tau e whakaraupapa ana i te huarahi ka whāia e te poari ki te whakatinana i te rautaki i roto i te tau (ki tā te mahere rautaki e meatia ana).
  [s138(1) (b), 143, 639 Te Ture Mātauranga me te Whakangungu 2020]
• aroturuki, te aromātai, me te pūrongo i te āhua o ngā mahi mā ngā mahere rautaki. 
  [s145, 639 Te Ture Mātauranga me te Whakangungu 2020]
• whakatinana i te tukanga tautuhi, tukanga whakahaere hoki e whakakore ana, e whakaiti ana rānei i ngā tūraru whakamōrea i tautuhia ai. 
  [s30, Te Ture mō te Hauora me te Haumaru i te Mahi 2015]
• whakatakoto i ngā whakaritenga pūrongo e tutuki ai ngā hiahia o te poari, kia tuhia, kia aroturukitia, kia whāia hoki te kore tae mai a te ākonga ki te kura, hei āta whakatau i te taenga mai a ngā ākonga ki te kura i ngā wā e tuwhera ana. 
  [s36 Te Ture Mātauranga me te Whakangungu 2020, Te Ture Education School Attendance 1951]
• whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki te whakatutukitanga o te arowhai ā-pirihimana i ngā kaimahi kāhore e whakaako ana, kāhore rānei e rēhitatia ana, i mua i te tīmatanga o te tangata ki te mahi ki te kura. 
  [Schedule 4, Education and Training Amendment Act 2023, Children’s Act 2014] 

6 Te Taunakitanga 

E taunaki ana Te Tari Arotake Mātauranga kia mahi ngātahi te poari me ngā whānau ki te whakatutuki i ngā whakaritenga matua kia whāia me ngā herenga ā-ture. I tono te kura kia hoki mai Te Tari Arotake Mātauranga i roto i ngā tau e rua ki te whakahaere i te arotakenga ka whai ake.

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

18 Whiringa-ā-rangi, 2025 

7 Ngā kōrero e pā ana ki te ​Kura​ 

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  

‘Hopukia! Piki ake kake ake ki te tihi o Mānono! Tomokia!’ 

Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga is situated in Flaxmere, Hastings. They provide education for students in Years 1 to 15. The kura is founded on the principles of Te Aho Matua, and upholds the tikanga and reo of Ngāti Kahungunu. 

At the time of the review the kura was in the process of restructuring, several buildings were being refurbished, and staffing challenges were present. 

3 Evaluation Focus 

How well do students exemplify whānau aspirations to achieve their fullest potential? 

Students confidently exemplify whānau aspirations to be exponents of te reo Māori me ōna tikanga for their iwi. 

4 Findings 

Te Ira Tangata 

Students are well immersed in an environment that strengthens their connection to te ao Māori. Tikanga is well embedded in daily practices, where tuākana and tēina participate and lead in pōwhiri and karakia both at kura and on the marae. They apply their knowledge of wairua, mauri, tapu, iho matua, and mana to everyday situations. Poumatua of the kura provide guidance as kaitiaki and role models. They offer support across the kura, kōhanga, and within the rohe. Poumahi know their students well; they identify and enhance their natural talents and skills to grow these attributes. Students feel confident expressing their tuakiritanga, mana āhua ake, and their own uniqueness. Whānau actively participate and support the kura to embody their aspirations. The student is physically, spiritually, and emotionally confident. 

Te Reo 

Students are immersed in an environment where te reo Māori is normalised. Poumatua and poumahi are proficient speakers of te reo Māori and role model language fluency through daily interactions with students. Students have opportunities to develop their reo knowledge through the various learning contexts and experiences they are immersed in. Waiata, mōteatea, karakia, and pūrākau are significant in developing their knowledge of language and kōrero tuku iho. Te ao Māori resources — including pukapuka, taonga puoro, taiaha, and other kaupapa Māori materials — are utilised to build vocabulary and deepen understanding. Students' ability to express themselves in te reo Māori is enhanced through a variety of experiences. 

Ngā Iwi 

Students exhibit strong pride and connection to their whānau, hapū, and iwi, actively engaging in traditions and experiences that affirm their identity. Students confidently take on tangata whenua roles, contributing meaningfully to the learning environment. They serve as kaikōrero on the pae, kaikaranga in pōwhiri, and kaimanaaki across the kura. Students deepen their understanding of te ao Māori through involvement in hautapu, and represent their iwi and kura with pride in hākinakina, kapa haka, and Manu Kōrero. Tuākana regularly contribute to the learning of tēina as role models and teachers within the kura, promoting positive interaction and guidance through whare activities and responsibilities. Students with multiple iwi affiliations are supported through visits to iwi events across the motu, allowing them to explore all whakapapa lines and build their sense of identity. Whānau play a vital role in supporting student success by sharing knowledge, engaging in kura activities, and reinforcing the connection between kāinga, mārua, kura, and iwi. Students are growing as confident, culturally grounded individuals who understand their place within their iwi and the wider Māori world. 

Te Ao 

Students acknowledge their place in both the Māori world and the wider world. They have a wealth of experiences beyond the kura that support their understanding of other iwi and significant events in Māoridom. Students have opportunities to build knowledge of political movements, including Kīngtanga and kōtahitanga. They actively support local and national kaupapa, further deepening their understanding of diverse perspectives and challenges. Vocational pathways allow wharekura students to explore their identity while developing skills to contribute meaningfully within and beyond kura. Students are thoughtful, informed, and culturally grounded contributors to both their communities and the wider world. 

Āhuatanga Ako 

Learning within the kura is holistic, responsive, and student-centred. Through daily practices in karakia, waiata, mōteatea, and pao, students enhance their knowledge of Te Aho Matua, Ngāti Kahungunu, and kura values. Planning outlines learning objectives, experiences, and connections to Te Aho Matua and Kahungunutanga. Individual and group learning is planned with consideration to student learning levels, including those requiring additional support. Learning plans are developed for students who need an individualised pathway, informed by insights from students, whānau and kaiako. Unit plans and overall subject information support Wharekura student learning. Student achievement is tracked, with data indicating levels of attainment at the start and end of year. Records show current student abilities, their next steps, and suggested resources. Pouako evaluate the effectiveness of the programme, identify areas for improvement, and provide recommendations moving forward. Te Reo Matatini and Pāngarau programmes are considered, with professional learning and implementation in place. Student learning extends beyond the kura with Wharekura participating and attaining tertiary qualifications. Kapa haka and Manu Kōrero are a significant part of the kura curriculum, with the kura representing at both regional and national levels. Students participate in hopuni within the rohe, where they are immersed in learning of significant Ngāti Kahungunu places. External learning opportunities enhance Years 9 and 10 vocational options, and students begin their NCEA learning journey in Year 9. Wharekura students define their individual learning and personal goals to guide the direction of their studies. 

Student progress and achievement are shared with kura whānau through individual reports that align with Te Aho Matua and Ngā Tikanga o Te Kura, highlighting both successes and areas for development. NCEA students are achieving at very high levels, with 75% gaining excellence endorsement at Level 1. At Level 2, students are performing significantly above the national average, with 90% achieving success. At Level 3, 100% of enrolled students passed, including 60% who gained University Entrance. Students thrive in an environment that nurtures and supports their learning journey. 

Governance & Leadership 

Governance within the kura is inclusive and responsive, with strong collaboration between tauira, whānau, and kura leadership to support student progress and uphold iwi aspirations. Te Manu Taupua, the Board of Trustees, consists of both new and experienced board members that bring with them knowledge from various sectors. They are driven by a shared vision to grow confident speakers of te reo Māori who contribute to Ngāti Kahungunu and te ao Māori. Board members have long-standing relationships with the kura — as founders, Raukura, whānau, and leaders — reinforcing a deep sense of ownership and continuation of legacy. Strategic priorities have been identified, focusing on current developments including buildings upgrades, managerial restructuring, and curriculum review. Leadership roles are defined, with Tumu Rangi, Tumu Whenua, and Pou o ngā Kura working collectively to develop their respective areas of the kura. Pou work alongside their Poumahi in each kura to develop capability and deepen knowledge across various marau. They support Poumahi to ensure student needs are being met. Whānau are student-focused, making informed decisions to improve teaching and learning. 

Key Next Steps 

Internal evaluation practice requires strengthening, as several factors have hindered the consistent review of kura processes. To ensure ongoing improvement and smooth operation, whānau must prioritise the regular review of policies and procedures, with a strong focus on student safety and wellbeing. Key areas for attention include: 

1. ensuring emergency drills are regularly practiced and assessed as outlined in emergency plan. This will better prepare Poumahi and students should emergency events occur.
2. implementing a robust process for employing staff and ensuring personnel documentation is collected and stored securely.
3. completing police vet checking prior to employment as per safety checking requirements.
4. ensure kura has in place regular hazard checking of the kura site to ensure any risks and hazards are addressed. 

An annual plan requires implementation. This will enable the kura to identify and monitor annual goals and targets that align with the kura strategic plan. 

The kura is yet to complete the Statement of Variance, which will allow for analysis of planned goals against actual achievements. 

A draft professional growth cycle has been developed. Approving and implementing this document will support Poumahi to focus on improving their practice, leading to better student outcomes. 

Planning, assessment, and evaluation require strengthening to ensure a cohesive and collaborative approach to kura-wide curriculum planning and implementation. 

Recording and monitoring of daily attendance also require improvement. Implementing a system that clearly tracks student attendance will support monitoring of wellbeing, identify those at risk of disengagement, and inform targeted interventions. 

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:  

• prepare an annual implementation plan outlining how the board intends to implement the strategy (as outlined in the strategic plan) during the year. 
  [Section 138(1) (b), 143, 639 Education and Training Act 2020]
• monitor, evaluate, and report performance against strategic planning. 
  [Section 145, 639 Education and Training Act 2020]
• implement an identification and control process that eliminates or minimises identified risks. 
  [Section 30, Health and Safety at Work Act, 2015]
• have reporting practices in place to satisfy the board that student absences are correctly recorded, monitored and followed up to ensure that students attend the school when it is open. 
  [Section 36 Education and Training Act 2020, Education School Attendance Regulations 1951]
• ensure suitable human resource management practices are implemented, including obtaining a police vetting on non-teaching and unregistered employees before a person begins work at the school.  
  [Schedule 4, Education and Training Amendment Act 2024, Children’s Act 2014] 

6 Recommendation 

ERO recommends that the Board of Trustees and whānau work collectively to address key next steps and non-compliances. The kura requested ERO return to kura in two years to conduct the next review. 

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

18 November, 2025 

7 Information about the ​Kura​