Te Kura Hourua o Whangarei Terenga Paraoa - 29/08/2016


Te Kura Hourua o Whangarei Terenga Paraoa is not yet meeting all its obligations as outlined in the Agreement with the Crown. It is continuing to develop its capability to improve educational outcomes for all its students.

1 Context

Te Kura Hourua o Whangarei Terenga Paraoa is a Partnership School|Kura Hourua (PSKH) located in Whangarei. It caters for students from Years 7 to 13. The school's sponsor, He Puna Marama Trust, also operates another PSKH, Te Kāpehu Whetū for younger students, in addition to a number of licensed early childhood centres. 

As with all PSKH, it operates under a contractual arrangement with the Crown, to achieve results, maintain participation, keep students safe and act with probity. The school opened in 2014 and this is the first full ERO review of the school's performance in relation to the performance standards stipulated in its contract.

The sponsor aims to operate the kura within a kaupapa Māori philosophy that validates Māori culture and Māori worldview; "delivers innovative akonga-centred education that provides progressive pedagogy, a constructivist approach and personalised learning; and works in collaborative partnerships with whānau, local schools and tertiary institutions." The sponsor also intends to develop the kura, using research, to be "a responsive, 21st century learning organisation for akonga that has at its heart a Māori whakaaro".

The school curriculum is currently based on The New Zealand Curriculum, preparing students for success in National Certificates of Educational Achievement. The delivery of the curriculum is underpinned by three pou, Be Māori, Be Educated, Be Rangatira, and these concepts are evident throughout the programme. Most students are Ngapuhi, many with family links to the A Company of the Māori Battalion whose history and traditions form a key element in the culture of the kura.

The kura has met its target of enrolling 75 percent priority learners, and all students identify as Māori. The student roll for 2016 is 160 and exceeds the 150 specified in the performance standard. For the first time this year the kura includes students in Years 7 and 8.

The sponsor has attested that 70 percent of the curriculum is taught by registered teachers. There are now 11 registered teachers with current practising certificates in a teaching staff of 13.

2 Performance Standards and Results

The school is required to report on its outcomes against the Performance Standards in its Agreement with the Crown by 31 January each year.


2015 target

2015 result

Met / Not met

Student achievement

84% School leavers with NCEA Level 1

73% School leavers with NCEA level 2







Student achievement.

Students achieved well in National Certificates of Educational Achievement in 2015. Eighty-five percent of all eligible students gained Level 1, and seven were endorsed with merit. One hundred percent of candidates gained Level 2 qualifications. 

The kura is meeting its contractual obligation to gather baseline data about student achievement for Years 7 to 10. As yet there are no performance standards defined for student achievement in Years 7 to 10.

Student engagement.

The kura did not meet its performance standard for student stand downs. However, no students were suspended, excluded or expelled.

The kura reports that there were no full day unjustified absences in 2015. Careful systems are in place to monitor student attendance and to communicate quickly with whānau about any concerns. 

3 Sustainability and future focus

To what extent does this school have the capability to assess and improve educational outcomes for students?

The kura is continuing to develop its capability to assess student achievement accurately. NZQA is working with the kura to help it strengthen its systems for internal assessment and monitoring for NCEA. Staff are working collaboratively to develop their understanding of assessment tools that will give them accurate information about student achievement from Years 7 to 10. They are developing their understanding of assessment against the National Standards for Years 7 and 8. Achievement targets are being set for Years 7 to 10.

The kura's curriculum aims to build a strong foundation in te reo Māori, English, mathematics, science, physical education and health, and life skills, such as financial literacy. Good systems are in place to support students with identified learning needs. Mentoring and coaching for senior students by Trust staff plays an important part in developing students' life skills and helping students determine pathways into future education or training. Good systems are in place to monitor the destination of school leavers.

Achievement targets for 2016 and 2017 are consistent with the national Better Public Service goals for all students. Kura data over the first two years of operation show a consistent upward trend in achievement in NCEA. Staff are keen to increase the level of endorsements that students receive, and the rate of success in external assessments. Good use is being made of partnership with other organisations to broaden curriculum provision and explore vocational pathways.  

Student pride in Ngapuhitanga is highly evident and plays a significant part in student engagement and achievement. The kura's goals for 2016 are to continue to promote high levels of student attendance, student engagement, student retention, and consequently student achievement. Specific strategies are in place to support each area, including engagement in community and cultural activities that foster the sponsor's values. Overseas trips in 2015 were designed to broaden students' view of the world. The personal discipline involved in fundraising and preparing for the trip provided a key focal point for promoting the culture and values of the kura.  

The challenge for the kura is developing a leadership model that is consistent with the sponsor's vision and that will provide curriculum leadership as well as promoting the culture of the kura. Attracting suitably qualified staff has been challenging in the past. Good systems are in place to appraise staff and to continue to build teacher capability.  

4 Statutory / Legal obligations

The school has attested that it has met all its legal and contractual obligations.

ERO’s investigations found that the kura has not met the Contractual obligation to administer the Wellbeing@school survey annually. The survey has been used once, in February 2015, for a small group of students. The kura's analysis of that data was appropriately used to review the provision of pastoral care and the alignment of behaviour management strategies with the school's three pou.

5 Conclusion

Te Kura Hourua o Whangarei Terenga Paraoa is not yet meeting all its obligations as outlined in the Agreement with the Crown. It is continuing to develop its capability to improve educational outcomes for all its students. 

Graham Randell
Deputy Chief Review Officer Northern

29 August 2016

About the School 



Ministry of Education profile number


School type

Secondary (Years 7 to 13)

School roll


Gender composition

Boys      58%  
Girls       42%

Ethnic composition



Review team on site

April 2016

Date of this report

29 August 2016

Most recent ERO report(s)

New School Assurance Review

November 2014