State Highway 10 , Kaeo
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.
Ko Te Kura o Hato Hohepa Te Kamura tētahi kura āhuatanga motuhake e tū ana ki te hapori o Waitāruke, tekau kiromita whakateraki o Kāeo, ki te Tai Tokerau. He hononga ā-iwi ki a Ngāti Kahu ki Whangaroa, ā, e tū pā tata ana ki te marae, ki te whare karakia Katorika, me te kaweneti. Kua whakaratohia te mātauranga e te kura mō ngā tau 97. He mātauranga rumaki reo Māori, he mātauranga Katorika hoki e whakaratohia ana mō ngā ākonga 15, mai i te tau 1 ki te tau 8. He hononga ā-whakatupuranga ō ngā whānau maha ki te kura, ā, he tātai whakapapa anō hoki ō rātou ki te iwi.
Ka kitea ki ngā tamariki tō rātou mauritau me tā rātou whai wāhi nui ki ā rātou akoranga.
E rumakina ana ngā tamariki ki tētahi kura e pupuri nei i te manawa whakahī mō te hōhonutanga o āna hītori me āna kaupapa. Kua pou herea te marau ā-kura ki ngā uara e tūhonohono ana i ngā tamariki ki te reo me ngā tikanga o Ngāti Kahu ki Whangaroa me te hāhi Katorika. E rumakina ana ngā tamariki ki te mita o te reo Māori o te Tai Tokerau. He ngākau titikaha ō rātou ki te ārahi i ngā karakia, i ngā hīmene, i ngā whaikōrero me ngā mōteatea e whai pānga nui ana ki a rātou, i ngā wā o ngā whakatau me ngā tikanga o ia rā. Ka whakamana aua tūāhuatanga i tō rātou tuakiri hei Māori, hei Katorika. Ka ārahi ngā tamariki i te whakarauoratanga o te reo Māori me ngā tikanga i ō rātou kāinga, ā, he ngākau titikaha ō rātou ki te whai wāhi atu ki ngā kaupapa i te hapori whānui. Ka kitea ki ngā hononga ngā uara o te kura, arā, i te pono, te aroha, te tika me te hūmārie. Ka tūmāia ngā tamariki nā tō rātou mōhio ki tō rātou tuakiri me tō rātou tūrangawaewae.
Kei te tino mōhio ngā kaiako ki ngā tamariki. He hononga ā-whakapapa ki waenga i a rātou, ā, ka noho ngātahi i roto i te roanga o ngā tau i te kura iti nei. Kei te tautōhito ngā kaiako, ā, ka mahi ngātahi ki te whakawhanake i ngā hōtaka akoranga e aro nui ana ki ngā matea torowhānui o ngā tamariki katoa. Kei te mārie, kei te manaaki, kei te tau hoki rātou hei pou ārahi e whakapuaki ana i te tangongitanga o ngā pūkenga kia whai wāhi ai ngā tamariki ki ngā akoranga. Ko ētahi o aua rautaki, ko te whakapoutama, te noho tahi a te tuakana me te teina, ko ngā mahinga i āta whakaritea ai, me te whakamihi auau i te angitu o ngā tamariki. He ngākau titikaha ō ngā tamariki, ā, ka whai wāhi nui ki tētahi taiao ako e whakamana ana i ō rātou reo. He tino aronga toi whenuatanga ō rātou. Kei te whanake ake tā rātou ārahi haere i ā rātou akoranga mā ngā whai wāhitanga ako kaupapa Māori, kaupapa rangahau hoki. He akomanga whakawhitiwhiti mō ngā ākonga o te Tau 8, hei whakareri i a rātou mō tā rātou uru atu ki ngā kura tuarua. E hāpaitia ana te ahu whakamua me te whakatutukitanga a ngā tamariki ki ngā taumata marau e tika ana i tā rātou wehenga i te kura.
Ka kawe ngātahitia ngā haepapa ārahi e te rōpū whakaako o te kura. Kei te rōpū te tangongitanga o ngā pūkenga, ngā pūmanawa, me te tautōhito e hāpai tahi ana, ā, e whai wāhi nui ana ki te whakawhanake me te whai atu i ngā whāinga rautaki. He tino māramatanga ngātahi tō rātou mō te kaupapa o te kura, ā, ka mahi ngātahi ki te whakarato i tētahi taiao whakaako, taiao ako hoki e hāpai ana i te whai wāhi atu a ngā tamariki me tō rātou waiora. Kei te mārama rātou ki tēnā e whai hua ana, me ngā tūāhuatanga ka āta hāpai ake i ngā tamariki. E tohu ana te huringa taiāwhio tupu ngaio i ngā whanaketanga ngaio me te tupu o ngā kaiako. He tūāhuatanga tēnei e aroturuki ana i te ahu whakamua me te ngākau nuitanga o ngā kaiako ki te whakawhanake i ā rātou whakaritenga ngaio, me ō rātou pūkenga aromātai, pūkenga pakirehua hoki. Kei te pakari ngā hononga, ā, e noho māhorahora ana te kaha o ngā whakawhitinga kōrero. Ka whai wāhi atu, ka ārahi hoki ngā tamariki i te tangongitanga o ngā horopaki ā-whānau, ā-hapū, ā-iwi, ā-hāhi, ā-hapori whānui tonu.
Ka mahi tahi te poari ki ngā whānau. He kōrero tuku iho, he hononga tuku iho ō ngā whānau maha ki te kura, mai i te akomanga tuatahi i te tau 1928. Ka whakapuaki māhorahora rātou i ō rātou wawata, ka whai wāhi nui ki ngā āhuatanga katoa i te kura, ā, ka hāpai i te whakatinanatanga o ngā whāinga rautaki. He whakawhirinakitanga, he uara hoki o roto i ngā hononga tāngata, ā, ko te whanaungatanga kei te pūtake. Kei te tautōhito te poari, tae atu hoki ki te māngai mō te Pīhopa, ā, he whānui ngā tūmomo pūkenga ō rātou kia tutuki pai ai ō rātou tūranga mahi. He māramatanga ngātahi, he ngākau nuitanga tahi ō rātou ki te whakatutuki i ngā matea o ngā tamariki katoa. E hāpai ana te poari i te whai oranga me te tupu ngaio o te tumuaki. E ako ana ngā tamariki ki tētahi taiao e whakatairanga ana i tō rātou waiora.
Me āta aro ki te whanaketanga a ngā tamariki i ngā reanga katoa o te kura. Ko te uru tōmuri ki te marautanga rumaki reo Māori, ko te noho taratahi o te kura, me te ruarua noa i ētahi wā o ngā rauemi, ka whai pānga katoa ki te ahu whakamua whitiwhiti a ngā tamariki. Mō te reanga Tau 8 e whakawhiti ana ki ngā kura tuarua, he manawa whakahī tō te kura i te whakatutukitanga o ngā taumata marau e hiahiatia ana i roto i te reo matatini me te pāngarau, me ngā tūmanako anō hoki mō te āhua o te ākonga i tana putanga i te kura. Heoi, me whakapai ake tonu i te ahu whakamua me ngā whakatutukitanga o ngā tamariki o ngā tau 1 ki te 6 i roto i te pāngarau me te reo matatini. I te mutunga o te tau 2023, he iti ake i te haurua o ngā tamariki e whakatutuki ana i ngā taumata o te kura i tūmanakohia ai i roto i te kōrero, te pānui, me te pāngarau. I te paku pai ake te tuhituhi, ā, neke atu i te haurua i whakatutuki, i pai ake rānei i aua tūmanako. Me nahanaha, me rautaki ake te aronga ki te whakapai ake i te ahu whakamua me ngā whakatutukitanga a ngā tamariki. Kei te whanake tonu ngā tamariki ki te eke ki ō rātou pūmanawa.
Me whakapakari ake i ngā whakaritenga e pā ana ki te arotake o roto. Kei te ōpaki kē te nuinga o ngā whakawhitinga kōrero e aromātai ai i te kounga o ngā pūnaha me ngā tukanga e ārahi ana i te kura. Me hakune ake ngā kaiārahi ki te whakawhanake me te whakatinana i ngā mahere mahi e whakapai ai i ngā putanga ako ki ngā tamariki. Me pakari ake hoki te tukanga ki te arotake i ngā kaupapa here me ngā tukanga. Kātahi anō te kaupapa here mō te aukatinga me te whakarerenga ka whakatinanahia, ā, me arotake hei āta whakatau i te hāngaitanga o taua kaupapa here ki Te Kura o Hato Hōhepa Te Kāmura. Tāpiri atu ki tēnā, me whakatinana, me aroturuki, me te whakamahine ake hoki i te kaupapa here me ngā tukanga e pā ana ki ngā whakaritenga ohotata, hei āta whakatau i te whakatutukitanga o te kura i āna haepapa atawhai kia whai hua ai, kia rere pai ai. Ka whai hua ngā tamariki i te wā e aro matua ana ngā pūnaha me ngā tukanga ki tō rātou hauora me tō rātou noho haumaru.
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:
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:
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
E taunaki ana Te Tari Arotake Mātauranga me te tumuaki kia whakatutukihia ngā herenga ā-ture me ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Review Services
8 Haratua 2025
| Te tūwāhi | Kei Waitāruke |
| Te tau a te Tāhuhu o te Mātauranga | 1100 |
| Te tūmomo kura | He kura tuatahi (Tau 1-8) |
| Te tokomaha o ngā ākonga o te kura | 15 |
| Ngā hononga ā-iwi | Māori 15 |
| Ngā āhuatanga motuhake | He mātauranga rumaki reo Māori, he kura tūmatanui āhuatanga motuhake |
| Te wā i te kura te rōpū arotake | Whiringa-ā-rangi 2024 |
| Te wā o tēnei pūrongo | 8 Haratua 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Hakihea 2020; Arotake Mātauranga, Hui-tanguru 2018 |
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 o Hato Hohepa Te Kamura is a special character kura located in the far north settlement of Waitāruke, 10kms north of Kaeo. It has tribal connections to Ngāti Kahu ki Whangaroa and is near the marae, catholic church and the monastery. The kura has been providing education for 97 years. It provides te reo Māori immersion and Catholic faith education for 15 students from Years 1-8. Many of the whānau have an intergenerational connection with the kura and whakapapa to the iwi.
Tamariki demonstrate they are settled and engaged in their learning.
Tamariki are immersed in a kura where there is pride in its rich history and kaupapa. The marau ā-kura is underpinned by values that connect tamariki to te reo and tikanga of Ngāti Kahu ki Whangaroa and the Catholic faith. Tamariki are immersed in Taitokerau mita o te reo Māori. They confidently lead karakia, himene, whaikōrero and mōteatea, significant to them, in whakatau and daily rituals. These affirm who they are as Māori and as Catholic. Tamariki lead the revitalisation of te reo Māori and tikanga in their homes and participate with confidence in wider community events. Relationships reflect the kura values of pono, aroha, tika and humarie. Tamariki are confident knowing who they are and where they are from.
Kaiako know the tamariki very well. They share whakapapa and spend multiple years together in this small kura. Kaiako are experienced and collaborate to develop learning programmes that respond to the holistic needs of all tamariki. They are calm, caring and relaxed role models who use a range of skills to engage tamariki in learning. These include scaffolding, tuākana teina, well established routines and regular praise celebrating tamariki success. Tamariki are confident and engaged in a learning environment where their voice is valued. They have a strong sense of belonging. Increasingly, they lead their own learning through kaupapa Māori and project-based learning opportunities. A transition class prepares Year 8 leavers for their respective secondary kura. Tamariki are supported to make progress and achieve to the appropriate curriculum level when they graduate kura.
Leadership responsibilities are shared by the kura teaching team. The team possess a variety of complementary skills, attributes and experience that contribute to developing and pursuing strategic goals. They have a clear and collective understanding of the kura kaupapa and collaborate to providing a teaching and learning environment conducive to tamariki engagement and wellbeing. They understand what is going well and makes a difference for tamariki. The Professional Growth Cycle shows professional gains and kaiako growth. It monitors kaiako progress and their commitment to developing their professional practice, evaluation and inquiry capabilities. Relationships are close and communication is open and robust. Tamariki participate and lead in a range of whānau, hapū and iwi, church and wider community contexts.
The Board collaborates closely with the whānau. Many whānau have legacy and historical links that can be traced back to the foundation class of 1928. They share their aspirations openly, engage in all aspects of the kura and contribute to realising strategic goals. Relationships are trusting, values based and whanaungatanga centred. The Board, including a Bishop’s representative, are experienced and possess a variety of skills to carry out their roles. They have a shared understanding and commitment to meeting the needs of all tamariki. The board support the welfare and professional growth of the principal. Tamariki learn in an environment that promotes their wellbeing.
Attention to progressing tamariki achievement at all levels of the kura is required. Entering immersion education later in their schooling, isolation and at times limited resourcing contribute to variable tamariki progress. The kura prides itself on Year 8 graduates transitioning to secondary school meeting the expected curriculum levels in te reo matatini and pangarau and the desired expectations expressed in the Graduate Profile. However, improving tamariki progress and achievement in Years 1-6 in numeracy and literacy is required. At the conclusion of 2023, less than half of tamariki were achieving at kura expectations in kōrero, pānui and pangarau. They were doing slightly better in tuhituhi, with just over half reaching or exceeding expectation. There is a need for a cohesive and strategic approach to improving tamariki progress and achievement. Potential for all tamariki is yet to be realised.
Internal review practices require strengthening. Discussions to evaluate the quality of systems and processes that guide the kura are mostly informal. Leaders need to be more deliberate in developing and implementing action plans to improve learning outcomes for tamariki. A more robust process to review policies and procedure is also required. The newly implemented Suspension and Exclusion Policy requires reviewing, to assess that it is fit for purpose at Te Kura Hato Hohepa Te Kamura. In addition, Emergency Policy and procedural expectations require implementing, monitoring and refining to ensure the kura fulfils its duty of care obligations effectively and efficiently. Tamariki benefit when systems and processes prioritise their health and safety.
Before the evaluation, the board of trustees and principal completed the 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 evaluation, ERO checked 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 that the non-compliance and key next steps outlined in this report be addressed.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
8 May 2025
| Location | Waitāruke |
| Ministry of Education profile number | 1100 |
| Kura type | Full Primary (Years 1-8) |
| Kura roll | 15 |
| Ethnic composition | Māori 15 |
| Special features | Immersion Māori, State Integrated |
| Review team on site | November 2024 |
| Date of this report | 8 May 2025 |
| Most recent ERO report(s) | Education Review, December 2020; Education Review, February 2018 |
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Te Kura o Hato Hohepa Te Kamura’s performance in achieving valued outcomes for its students is: Developing.
Te Kura o Hato Hohepa Te Kamura is a small Catholic school located in Waitaruke, Northland. Kura whānau consist of Ngā Hapū o Whangaroa, Ngāti Kahu, Ngāpuhi, the church parish and the wider community.
All students are Māori. The school provides education for Years 1 to 8 and has a roll of 21 students. Students learn in both Māori and English medium settings in junior and senior multi-level classrooms.
Since ERO’s December 2017 education review a new principal has been appointed. There have been changes in the teaching staff, the board of trustees and classroom organisation. During 2018, the board managed several challenging matters.
ERO’s February 2018 report identified several areas for improvement. These included the use of student achievement information, documenting a school curriculum, building professional capability, and aspects of stewardship. Good progress has been made in most of these areas.
Priorities for school review and development identified in 2018 included:
The principal and teachers have made good use of external support to document a new Te Marau ā Kura (school curriculum) that reflects the local area. It is underpinned by a Kupu Whakataki (philosophy), Ngā Uara (school values) and identified approaches aimed at enhancing student engagement.
The curriculum aligns well to Te Marautanga o Aotearoa and is based on consultation with whānau. Parents and local experts contribute to authentic learning within the local environment. The curriculum includes:
Te Marau ā Kura and the teaching team provide a strong focus on advancing te reo Māori me ōna tikanga. Ākonga are proud to succeed as Māori and learn the culture of Whangaroa. Te Reo wananga is a daily immersion learning experience that gives all ākonga a safe space to have fun, learn and develop their oral language skills in te reo Māori.
Positive relationships and interactions are evident in classrooms. Ākonga have a strong sense of belonging and know each other well. They are settled, purposefully engaged and focused on learning. They have good access to digital technology. There is a deliberate focus on personalising learning to better meet individual ākonga learning potential.
The recently introduced Te Āhua o te Ākonga (graduate profile) is underpinned by Aotearoa New Zealand research. It focuses on leadership opportunities for all and helps teachers to support all ākonga to achieve well in relation to these valued student outcomes.
Te Marau ā Kura identifies ngā aromatawai (assessment) processes. Teachers use both Maori and English medium assessment tools to help them identify ākonga progress and achievement.
The principal and teachers engage in external professional learning to improve their teaching practice. New Maori medium assessment tools in tuhituhi (writing) and pānui (reading) are being trialled. These tools are designed to identify for teachers, deliberate acts of teaching to help accelerate student progress.
An intensive teaching approach in pāngarau (mathematics) is being used. A key next step is reporting to students, whānau and the board, the impact of this approach to lift student achievement in pāngarau.
Due to the small number of students it is difficult to identify trends and patterns in achievement data. The principal identifies a next step is for ākonga to continue to take a more active role in their learning and confidently share their achievement, progress and next learning steps.
Achievement reports to the board, that were shared with ERO, show careful analysis of students’ levels of achievement in relation to curriculum levels. The reports identify the number of target students and teaching strategies to support learning. This information informs the board’s decision making about resourcing for ongoing improvements.
Teachers prioritise developing positive relationships with parents and whānau. This occurs through school events, regular whānau hui and parent, student, teacher interviews. Project-based learning provides an opportunity for kura/kainga learning partnerships. The principal is planning to continue strengthening learning partnerships, especially with parents and whānau of those children at risk of not achieving.
The principal and teachers have completed a comprehensive review of performance management systems. A new collaborative process has been developed aligned to teacher inquiry conversations about practice.
Key next steps that support ongoing improvement include:
The school is developing processes and systems to continue to improve and review its performance.
Since the beginning of 2019, a new teacher was appointed. The teaching team has both Māori and English medium teaching experience. Teachers continue to work with external providers to ensure a renewed focus on student engagement. They have developed purposeful teaching approaches and provide a range of opportunities to learn in a multi-level classroom.
Leaders seek out the perspectives and aspirations of whānau and incorporate these in the school’s vision, values, goals and targets. Regular school events and whānau hui enable information sharing and consultation. Leadership opportunities are well promoted as ākonga confidently lead hui, karakia and waiata.
The board has relevant long-term plans that support sustainability, including a refreshed charter and strategic plans. These plans provide clear alignment to school goals, priorities and are guiding the school’s new direction. Progress toward these goals are reported to the board. Other action plans, such as the property plan, are used to support operational matters.
The board represents and serves the school well in its stewardship role. Trustees have a longstanding commitment to the community. They make good use of external support such as the New Zealand School Trustees Association (NZSTA). It would be timely for the board to access further NZSTA support to review school policies and procedures to ensure the board is meeting their legal obligations.
A key next step is developing the collective capacity of the board and teachers to do and use evaluation and inquiry to sustain improvement and innovation.
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:
On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Te Kura o Hato Hohepa Te Kamura’s performance in achieving valued outcomes for its students is: Developing.
ERO’s Framework: Overall Findings and Judgement Tool derived from School Evaluation Indicators: Effective Practice for Improvement and Learner Success is available on ERO’s website.
Steve Tanner
Director Review and Improvement Services (Northern)
Northern Region - Te Tai Raki
23 December 2020