2178 West Coast Road , Panguru
View on mapKua 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.
E tū ana Te Kura Taumata o Panguru ki te hapori iti o Panguru i te Tai Tokerau, ki te pūtake o ngā maunga o Panguru me Papata. E poipoi ana te kura i ngā ākonga, mai i ngā tau 1 ki te 13, ā, nō nā noa nei i hono atu ai ki Ngā Kura ā Iwi o Aotearoa. Ka whai pānga nui te kura ki te hapori, ā, kua roa nei ngā whakatupuranga o ngā whānau maha i tūhono ai ki te kura.
Ka kitea ki ngā uri tō rātou ngākau titikaha ki te whakapuaki me te whakatinana i tō rātou ūkaipōtanga.
Ko te tikanga, te whakapono me te mātauranga tuku iho e pou here katoa ana i ngā whakaakoranga me ngā akoranga i te kura. Ka kitea te whanaungatanga ki ngā taunekeneke a ngā tuākana me ngā tēina. Ka whai pānga matua Te Au Warawara ki te kura, ā, ka tū hei kaitiaki o tō rātou taiao pā tata. E whakaratohia ana ngā whai wāhitanga mō ngā uri ki te tiaki i te taiao, ki te ārahi i ngā pōwhiri, i ngā karakia, me ā rātou ake nei mātauranga. Ka whakatauira mātātoa ngā kaiako i te reo Māori, ā, ka whakamahi i te tangongitanga o ngā rautaki e hāpai ana i te whakamahinga a ngā uri i te reo. Ko ētahi o aua rautaki, ko te toro atu ki ngā wheako reo matatini, me te whakamahi i ngā hangarau matihiko e whakatinanahia ana ki te hōtaka akoranga, hei āta whakatairanga i te whakahirahiratanga o tō rātou ūkaipō. Ka whai wāhi nui, ka ako hoki ngā uri ki tētahi wāhi e ū ana i te manaaki, te whakaute, me te noho ngātahi.
I tohu ngā putanga o Te Taumata Mātauranga ā-Motu kua Taea o te tau 2023 i te 89% o ngā ākonga o te Tau 11 i whakatutuki ai i te Taumata 1, ā, ko te 62% kē te tatauranga ā-motu. I te tau 2023, o ngā ākonga i wehe i te kura, e 67% o rātou i whiwhi i te Taumata 2. E 50% o ngā ākonga Tau 13 i tutuki i te Taumata 3, ā, e 30% o rātou i whiwhi i te Tiwhikete Whakauru Whare Wānanga. I ngā Tau 1 ki te 10, e whakawhiti haere ana te kura, mai i tētahi aronga aromatawai hei kura ara reo Pākehā, ki te aromatawai me te pūrongo i te reo matatini me te pāngarau hei kura i raro i te maru o Ngā Kura ā Iwi o Aotearoa. I tēnei wā, e whakatinana haere ana ngā kaiārahi me ngā kaiako i ngā taputapu aromatawai ara reo Māori e tika ana, kia rite ai mō te tau 2025.
Kei te mātātoa te whakakanohi me te hāpai o Te Poumarumaru me ngā kaiārahi o te kura i ngā uri, ngā whānau, me te kura. E whakatairanga ana te tauākī taketake me te tirohanga a te kura i tētahi taiao ako e hāpai ai i ngā uri ki te eke angitu me te tū hei puna mātauranga. Ka arotahi te tumuaki ki te whakatū i ngā raukura o te kura hei tūāhuatanga tonu o te tauatanga, otirā, hei whakatairanga i te ahu whakamua o te kaupapa ki anamata. Kawea mai ai e ngā mema o te poari te tangongitanga o ngā mōhiotanga me ngā pūkenga ki ō rātou tūranga me ā rātou kawenga mahi. Ka whai mōhiohio ngā whakataunga, ā, ka āta whakaarohia, ka whakautea hoki ngā tirohanga o ngā uri, ngā whānau, me te hapori. Ka toro atu Te Poumarumaru ki te ārahitanga o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Ngā Kura ā Iwi o Aotearoa, ki te whakatupu i tō rātou mōhiotanga me tō rātou māramatanga ki ngā tūranga kāwana. Ko te whakawhirinakitanga, te ngākau pono, me te mākohakoha kei te pūtake o ngā hononga ki waenga i ngā mema o Te Poumarumaru me ngā kaiārahi ngaio. E ākina ana, e hāpaitia ana hoki te whai tonu a ngā kaiako i ngā tohu mātauranga tāura. He pai te tautoko o ngā poumarumaru i ngā kaiārahi o te kura, hei āta whakatau i te whakatinanatanga o ngā putanga e whai hua ana ki ngā uri.
Ngā Whakaritenga Matua ka whai ake
He whitiwhiti kē te kounga o ngā whakaakoranga. Ahakoa te tini o ngā whakaritenga papai e tohua ana, kāhore i te riterite aua whakaritenga puta noa i te kura. I ngā akomanga i kitea ai e Te Tari Arotake Mātauranga ngā whakaritenga papai, i whakamahi ngā kaiako i te tangongitanga o ngā rautaki whakaako e whai pūtake ana, ā, i te mauritau, i te ngana nui, i te ārahi hoki ngā uri i ā rātou ake akoranga. He mea nui kia aroturuki ngā kaiārahi whakaako i te kounga o ngā whakaritenga ā-akomanga, kia riterite ai puta noa i te kura. Ka whai hua ngā uri katoa mā te riterite o ngā mahi whakaako.
Me titiro wawe ki ētahi o ngā pūnaha. Me āta titiro ki ngā take e pā ana ki te rongoā. I te wā o te arotake, i te ngaro te rēhita rongoā, ka whakahoki poka noa i ngā rongoā, ā, tē taea e ngā uri te whakapā atu. Kua tae ki te wā kia aro matua ki aua whakaritenga hei āta whakatau i te hauora me te haumaru o ngā uri.
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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:
I te wā o te aromātai, 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:
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
E taunaki ana Te Tari Arotake Mātauranga me te tumuaki kia whakamahia tonuhia ngā whakaritenga aromātai o roto, hei whakatairanga tonu i ngā putanga e whai hua ana ki ngā uri.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
07 Haratua, 2025
| Te tūwāhi | Kei Panguru |
| Te tau a te Tāhuhu o te Mātauranga | 10 |
| Te tūmomo kura | He kura hiato (Tau 1-13) |
| Te tokomaha o ngā ākonga o te kura | 127 |
| Ngā hononga ā-iwi | Māori 96% Iwi kē 4% |
| Ngā āhuatanga motuhake | Ngā Kura ā-Iwi |
| Te wā i te kura te rōpū arotake | Whiringa-ā-nuku 2024 |
| Te wā o tēnei pūrongo | 07 Haratua 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Kohi-tātea 2018; Arotake Mātauranga, Mahuru 2014; Arotake Mātauranga, Mahuru 2011 |
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.
Te Kura Taumata o Panguru is in the small Northland settlement of Panguru and sits beneath the maunga Panguru Papata. The kura caters for students from Years 1 to 13 and has recently affiliated to Ngā Kura ā-Iwi o Aotearoa. The kura is an important part of the community, many of whom have long-standing and inter-generational connections with the school.
Uri show confidence in expressing and demonstrating their ūkaipōtanga.
Tikanga, whakapono and mātauranga tukuiho underpin teaching and learning within the kura. Whanaungatanga is evident through tuākana, taina interactions. Te Au Warawara is an integral aspect of the kura to act as guardians of their surrounding environment. Uri are provided with opportunities to care for the taiao, to lead in pōhiri, karakia as well as their own knowledge base. Kaiako actively model te reo Māori and use a range of strategies that support uri use of the language. These include engaging literacy experiences and the use of digital technologies being implemented in the learning programme to unpack the importance of their ūkaipo. Uri participate and learn in a caring, respectful and a collaborative environment.
The 2023 National Certificates in Educational Achievement (NCEA) results indicate that 89% of Year 11 students achieved Level 1 which is above the National results for Level 1 at 62%. 67% of students left school with at least a Level 2 qualification in 2023. The results recorded for students at the end of 2023 in Year 13 showed that 50% achieved Level 3 and 30% gained University Entrance. In Years 1 to 10, the school has been transitioning its assessment approach from that of an English medium school to assessing and reporting against te reo matatini and pāngarau as a kura affiliated to Ngā Kura ā-Iwi. Leaders and teachers are currently in the process of implementing appropriate Māori medium assessment tools in readiness for 2025.
The poumarumaru and kura leaders actively represent and serve uri, whānau and the kura. The kura mission and vision promotes a learning environment for uri to achieve their full potential and act as the repositories of knowledge. The tumuaki has a focus on recruiting raukura of the kura as succession planning to promote the kaupapa leading into the future. Members of the board of trustees bring a diverse range of knowledge and skills to their collective roles and responsibilities. Decision making is well informed and uri, whānau and community views are considered and respected. The poumarumaru seek support and guidance from the New Zealand Schools Trustees Association and Ngā Kura ā-Iwi to grow their knowledge and understanding of governance roles. Relationships between members of the poumarumaru and professional leaders are based on trust, integrity and openness. Kaiako are encouraged and supported to continue onto post graduate academic studies. Poumarumaru provide good support to kura leaders to ensure positive outcomes for uri are realised.
The quality of teaching is variable. While there are many examples of good practice this is not consistent across the kura. In classrooms where ERO observed good practice, kaiako used a range of purposeful teaching strategies, and uri were settled, engaged and leading their own learning. It is important for the leaders of learning to monitor the quality of classroom practices for schoolwide consistency. All uri benefit from consistent teaching practices.
Some systems require urgent attention. Matters relating to medication lack attention. During the review, the medication register was misplaced, and the medication storage was vaguely placed and inaccessible to uri. It is timely that these practices are prioritised to further ensure the health and safety of uri.
Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru 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:
During the evaluation, ERO checked at the following items because they have a potentially high impact on student safety and wellbeing:
To meet compliance requirements, they must:
ERO and the tumuaki recommend continuing to utilise internal evaluation practices to further promote positive outcomes for uri.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
07 May 2025
| Location | Panguru |
| Ministry of Education profile number | 10 |
| Kura type | Composite (Years 1-13) |
| Kura roll | 127 |
| Ethnic composition | Māori 96%, Other 4% |
| Special features | Ngā Kura ā-Iwi |
| Review team on site | October 2024 |
| Date of this report | 07 May 2025 |
| Most recent ERO report(s) | Education Review, January 2018; Education Review, September 2014; Education Review, September 2011 |
The principal, board, and staff have worked collaboratively to improve student engagement and learning, and other key aspects of school performance. They continue to raise expectations for effective teaching, accelerating student progress, and providing positive outcomes for students and whānau.
ERO is likely to carry out the next review in three years.
Te Kura Taumata o Panguru is located in the small Northland settlement of Panguru, sits beneath the maunga Panguru Papata, and caters for students from Year 1 to 13. The kura is an important part of the community, which has long-standing and inter-generational connections with the school. Since 2015 the school roll has increased significantly.
The 2014 ERO report identified concerns about several aspects of the school’s performance. These included the quality of governance and management, and the effectiveness of the curriculum and teaching practices. For this reason ERO decided to continue to monitor the school’s progress through a longitudinal evaluation process.
A Limited Statutory Manager (LSM), appointed in April 2015 by the Ministry of Education (MOE), began helping the school to address the concerns raised in the 2014 ERO report. This has led to improvements to governance, leadership and the quality of teaching and learning. The LSM support ended in June 2017.
The board, senior leaders and staff have successfully led change management across the school, including staffing changes. As a result, students are receiving more responsive and engaging learning programmes and are benefitting from settled, learning-focused classrooms.
In May 2015, the principal and board agreed to address five broad improvement priorities through longitudinal evaluation. These priorities identified as areas for development in ERO’s 2014 review included:
The board, together with the principal and senior leaders, have made good progress in addressing most of the improvement priorities.
Good progress has been made in building governance capability. Trustees have worked alongside the LSM to develop a more strategic approach to school improvement. The school’s strategic plan has been shared with the community which has responded positively to the new school direction. Trustees now have more clarity about, and knowledge of, their stewardship roles and responsibilities. They recognise the importance of developing good practices in inquiry and evidence-based evaluation. This is helping school leaders to better monitor progress towards the school’s strategic goals and is contributing to embedding school improvements.
Since ERO’s 2014 review, a new school structure of junior, middle, and senior teaching teams has been established. This has provided a good opportunity for more distributed leadership across the school. The new middle leadership team plays a central role in identifying and supporting improvements for building the professionalism and collaboration of all staff. They have been well-supported by the principal to develop their leadership capability and capacity. There is now a more open, transparent leadership and teaching culture. This is enabling teachers and leaders to increasingly engage in professional learning conversations. Key improvements include:
Good efforts have been made to provide a more responsive curriculum. Curriculum leaders have developed a framework for success based on ngā tikanga o te marae that reflects the community history and values, and whānau aspirations. However, progress on this development still needs further work. The principal and middle leaders recognise that the completion of Te Marau Karanga, the school’s curriculum, is a high priority.
The newly developed graduate profile has the potential to provide clarity for teachers at every level of the school. It is a framework for learners to experience a seamless education as they begin their learning in Kura Taumata, transitioning on to Kura Tihi at Year 7, then completing their learning in Kura Paerangi, the senior school. School leaders should now identify the sources of evidence needed to measure the extent to which students are successfully achieving the school’s vision for student learning.
Leaders are building a sense of collective staff responsibility for accelerating student progress and achievement. Middle leaders are beginning to promote greater shared understandings and more collective decision-making among staff. There is an emphasis on the strategies teachers can use to accelerate student progress. Teachers are clarifying learning expectations, making links to prior learning and increasing student engagement. Students engage in more purposeful learning conversations with their teachers and peers.
Middle leaders have developed more effective moderation systems and processes. This has strengthened the reliability of assessment information and deepened teachers’ data literacy capability. The introduction of the Progress and Consistency Tool (PaCT) has increased the dependability of teacher judgements. Increasingly, teachers are sharing achievement data with students. This is beginning to help students have greater ownership of their learning. It is also increasing learning-centred relationships with students’ whānau.
The school’s achievement information shows the need to develop improvement plans. These plans should highlight specific targets, goals and actions to accelerate student’s progress. School leaders and teachers need to continue promoting effective teaching practices that result in accelerated learning progress and equitable outcomes for all.
Internal evaluation is developing and is being used at the board, leadership and teaching levels. Good links are being made between professional development and teachers’ inquiries into the impact of teaching practice on student learning. A collaborative inquiry approach is providing some teachers with opportunities to reflect on and modify their practice.
The school is well placed to sustain and continue to improve and review its performance. There is now a strong focus on strengthening capability in leadership and teaching. Students are being provided with relevant learning and pathways to their future career aspirations. The board continues to grow its governance capability. The chairperson’s continuing role has been beneficial and she has a strong awareness of the school’s improvement and development journey.
The principal actively promotes and participates in teacher learning and development. She is focused on building the capability of teachers to be leaders. Middle leaders are building their capability to lead and influence change, and this is contributing to a positive and cohesive staff culture.
The board and school leaders plan to continue the progress and development noted in this report. In particular, the principal and board chair have identified that priorities will include continuing to:
Before the review, the board of trustees and principal of the school completed the ERO Board 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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO recommends that the school continue to develop good practices in inquiry and evidence-based evaluation to guide curriculum developments that support all learners.
The school agrees that more targeted planning should be developed to accelerate students' progress. This planning should include practices and processes for responding more effectively to the strengths and needs of children whose learning needs to be accelerated. ERO will monitor and discuss these plans and the outcomes with the board. ERO will also provide an internal evaluation workshop for trustees and senior leaders.
The principal, board, and staff have worked collaboratively to improve student engagement and learning, and other key aspects of school performance. They continue to raise expectations for effective teaching, accelerating student progress, and providing positive outcomes for students and whānau.
ERO is likely to carry out the next review in three years.
Graham Randell
Deputy Chief Review Officer Northern
Te Tai Raki - Northern Region
18 January 2018
| Location | Panguru, Northland | |
| Ministry of Education profile number | 10 | |
| School type | Composite (Years 1 to 13) | |
| School roll | 96 | |
| Gender composition | Girls 49 Boys 47 | |
| Ethnic composition | Māori | 96 |
| Review team on site | November 2017 | |
| Date of this report | 18 January 2018 | |
| Most recent ERO report(s) | Education Review Education Review Education Review | September 2014 September 2011 June 2008 |