Te Wharekura o Manaia

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 

Ko Moehau kei waho
Ko Te Aroha kei roto
Ko Tīkapa te moana
Ko Hauraki te whenua
Ko Marutūahu te tangata

Ko Te Wharekura o Manaia tētahi kura hiato e noho tuawhenua ana ki Manaia, e pā tata atu ana ki Waiaua. Kei raro te kura i te maru o Ngā Kura ā Iwi o Aotearoa, ā, ka whakapūmau i ngā hononga ki ngā iwi o Ngāti Maru, o Ngāti Pūkenga, o Ngāti Whanaunga, me Ngāti Tamaterā. He kura tuākana tēnei e hāpai ana i te kura o Te Wharekura o Te Waitangi Ōhinemuri. Kei te tautōhito te tumuaki, ā, kua hāpai ia i te kura me te hapori mō te tini o ngā tau. Kua whakatōpūngia tētahi rōpū ārahitanga matua hei whakapakari i ngā pūkenga o ngā kaiārahi, puta noa i te kura. 

3 Te Aronga o te Aromātai 

He pēhea rawa te whakaatu mai a ngā tamariki i tō rātou mātau ā-tinana, ā-whatumanawa, ā-tangata hoki?

E whakawhanake ana te ngākau titikaha o ngā tamariki, ā, he tino pakari tō rātou aronga toi whenuatanga me tō rātou tuakiri i Manaia. 

4 Ngā Whakaaturanga 

Ko te kura te marae, ko te marae te kura

E whakatairangatia ana te whakawhanaketanga torowhānui o ngā tamariki mā roto mai i tētahi taiao e ū pūmau ana i te whanaungatanga. Ka whakarite, ka whakaū hoki ngā kaiako me ngā kaimahi i ngā hononga pakari ki ngā whānau mā te noho māhorahora mai o ngā whakawhitinga kōrero tauutuutu. E whai wāhi ana ngā tamariki ki tētahi taiao papai mō te whakamātau, ā, ko te hapa he whai wāhitanga kē ki te ako. Kei te tau ō rātou āhua ki te tautohetohe, te wero, me te patapatai i roto i ngā mahinga ako e whai pānga ana, e whai horopaki ana. Ka tūhono ngā rauemi ako i ngā tamariki ki ō rātou whakapapa. Ka ārahi ngā mātāpono o te kura i ngā whakaritenga, ā, ka whakapuaki i ngā tūmanako mō te āhua o te tū tangata me te hāpai i te kura me te kāinga whānui. Kei te tino mōhio ngā tamariki ki aua mātāpono, ā, ka oke ki te whakatinana i aua tūāhuatanga i roto i ā rātou mahi. Nā tēnā, kei te whai wāhi nui, kei te harikoa hoki ngā tamariki ki te ako. 

Ko te whakapuakitanga o te marau e poipoi ana i te kotahitanga, te angitu, me te waiora o ngā tamariki. Ka whakamanahia, ka whakanuia hoki te marau o te kura e ngā whānau, e ngā iwi, e ngā hapū hoki. E whai pānga ana ki ngā wawata o ngā whānau mō ā rātou tamariki, kia rumakina rātou ki te reo Māori, kia ako mā ngā horopaki o te taiao me te ao tūturu, ā, kia whakatinanahia hoki ngā mātāpono. Ko te ako i te taiao e rumaki ana i ngā tamariki ki te Manaiatanga, ā, ka hāpai i tō rātou tupu kia ngākau titikaha, kia whai hononga, kia mātātoa hoki rātou i roto i tō rātou hapori. Nā tēnā, ka ako rātou i ngā tino hononga ki te whenua, ki te moana, ki te marae, ki ō rātou tūpuna, ā, ki waenga hoki i a rātou anō. 

Kua whakatōngia tūturu nei te mātauranga o ngā iwi me ngā hapū ki ngā rauemi o te marau me te whakatinanatanga o te marau. Ka toro atu te ako ki tua atu i te rohe, ā, ka whai wāhi ngā tamariki ki ngā kaupapa Māori whakahirahira e whakahōhonu ana i tō rātou māramatanga ki te hītori o Aotearoa me ngā take o te ao hurihuri. E tino tautokona ana hoki ngā tamariki kia whanake ō rātou pūkenga hākinakina, ā, he whai wāhitanga mō rātou ki te whakataetae i te takiwā, i te motu, ā, i te ao hoki. Kei te piki haere te tatauranga o ngā manu tāiko o te kura e hokihoki mai ana hei kaiako, ā, ko ō rātou mātau ā-wheako me te hōhonutanga o tō rātou tirohanga ā-ahurea e whakatairanga ana i te marau. E whakamanahia ana ngā tamariki ki ngā mōhiotanga me ngā pūkenga e āta hāpai ana i a rātou ki te whakatutuki me te kōkiri ki tua atu anō hoki i ngā wawata o te whānau.

He pai te aroturuki i te ako a ngā tamariki i te taumata o te kāwana me te whakahaere i te kura. Kua tātarihia e ngā kaiako o Houtahi (arā, o ngā tau 1 ki te 8) ngā hōtuku paetae, ā, kua tautuhia e tika ana kia whakatairanga ake ngā paetae tamariki i roto i te pānui me te pāngarau. Kua whakatakotohia ngā taumata whanaketanga, ā, kua whakaritea ngā rautaki me ngā hōtaka hei hāpai i ngā paetae i roto i aua wāhanga o te marautanga. Ka arahina ngā wheako ako me ngā taumahi e ngā hōtaka ako takitahi me ngā mahere mātauranga takitahi, hei poipoi i ngā matea ake me ngā ngākau nuitanga ake o te tamaiti. Ka whai wāhi mātātoa ngā tamariki ki ngā akoranga e whakatairanga ana i tō rātou whakawhanaketanga ā-tinana, ā-whatumanawa, ā-tangata hoki. 

Ka whakamahi ngā kaiako o Hourua (o ngā tau 9 ki te 13) i ngā hōtuku paetae i tātarihia ai ki te whakatinana i ngā mahere hōtaka. E mōhio ana ngā kaiārahi me ngā kaiako o Hourua i ngā paetae o Te Taumata Mātauranga ā-Motu kua Taea, ā, ka whakamahi i ērā ki te whakamahere i ngā akoranga e whakatairanga ana i te eke angitu o ngā tamariki. Ka whakatinanahia ngā rautaki e whakapiki ake ai i te ahu whakamua a ngā tamariki ki te whakatutuki i aua taumata. E tohu ana ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea mō te tau 2024, o ngā tamariki o te Tau 13 i whai wāhi ai, i whakatutukihia e rātou katoa te kaiaka, te kairangi rānei o te Taumata 3, ā, kei te taumata, kei tua atu rānei i ngā taumata paetae ā-motu, ā-tauine tautika. He whai wāhitanga mō ngā tamariki ki te whakatutuki i ngā tūmanako o te marau, o te whānau, o te kura hoki. 

Ka mahi ngātahi ngā kaiārahi ki te āta whakatau i te whai pānga o ngā mātāpono, te tirohanga, me ngā whāinga paetawhiti o te kura ki ngā wawata o ngā whānau, ngā iwi, me ngā hapū. E hāpai ana, e whakapakari ana hoki ngā whakawhitinga kōrero papai i ngā hononga tauutuutu ki waenga i te tumuaki, te mana whakahaere, ngā whānau me ngā iwi, ā, ka poipoi i te whakawhirinakitanga me te whai pūtaketanga ngātahi. Ka tino whakanuia te hāpai a te whānau, a ngā iwi, me ngā hapū i te marau, ā, he tūāhuatanga tēnei e whai pānga matua ana ki te whakatairangatanga ake o te tuakiri ā-ahurea o ngā tamariki. Ka whakapūmautia e ngā kaiārahi ngā hononga pakari ā-mātauranga ki ētahi atu ratonga mātauranga, ratonga hapori hoki, hei whakapiki ake i ngā whai wāhitanga mō te ako me te angitu a ngā tamariki. E whanake ana te ngākau titikaha o ngā tamariki ki te whai wāhi atu me te hāpai i te tangongitanga o ngā horopaki, tae atu ki ērā i ngā hapū, i ngā iwi, i te hapori, ā, ki tua atu hoki. 

Kei te mātātoa te whakakanohi me te hāpai a te Mana Whakahaere i te kura me te hapori ā-mātauranga mā tō rātou tūranga whakahaere. Ka ū pūmau ki te tautoko i ngā tamariki. E whakawhanake ana ngā mema i te kawenga ngātahi ki te whakarato i tētahi kura e tū haumaru ana - ā-ahurea, ā-tinana, ā-whatumanawa hoki. E arotahi ana rātou ki te whakatinana i te kura kia toitū, ā, kia āta hāpai hoki i ngā iwi me ngā hapū i tēnei wā tonu, ā, ki anamata hoki. Ko ngā hononga ki waenga i ngā kaitiaki me ngā kaiārahi ngaio e ahu mai ana i te whanaungatanga, i te manaaki, i te tiaki hoki. Ka whai te mana whakahaere i ngā tukanga hei āta whakatau i te whakatutukitanga o ngā take i roto i te wā e tika ana. Ko te waiora ā-ahurea, waiora torowhānui, me te haumaru hoki o ngā tamariki te aronga matua o ngā whakataunga. 

Ngā Whakaritenga Matua ka whai ake

Tērā ētahi wāhanga whakahaere hei whakapai ake. Kei te mahi mātātoa te ārahitanga me te kāwana o te kura i ngā whakaritenga e whakatutuki ai i aua tūāhuatanga. E tautoko ana Te Tari Arotake Mātauranga i te taunaki a te whānau ki te aro tonu ki te angitu me te waiora o ngā tamariki. E whakatau ngātahi ana rātou ki te arotahi ki ngā whakaritenga matua o tēnei pūrongo e whai ake nei, arā:

Me whakapakari ake i ngā mahere ā-tau, hei hāpai ake i ngā whāinga paetawhiti o te kura. I tēnei wā he iti noa te kiko o roto i te mahere mō ngā rārangi wā, mō ngā tāngata ka kawe atu i ngā mahi, me te tohatoha pea o ngā pūtea. Ka whai hua ngā tamariki i te wā e āta whakaraupapahia ana ngā huarahi, nō te mea he tūāhuatanga tēnei ka hāpai i te whakatinanatanga o ngā whāinga rautaki hei mahi kia whai ake. 

Ko tētahi atu wāhanga hei whakawhanake, ko te whakahōhonu ngātahi ake i te māramatanga ki te Children's Act 2014 me ngā takohanga o ngā kaiako me te mana whakahaere i raro i te ture. I tēnei wā, e whakatutukihia ana e te tumuaki ngā take katoa e pā ana ki te hauora me te haumaru o ngā tamariki, heoi, he whai wāhitanga ki te whakapiki ake i te kawenga ngātahi me te māramatanga o te whānau ki te ture. Ka whakatairanga ake anō te waiora o ngā tamariki mā te mātātoa o ngā pakeke katoa e whai wāhi ana ki tā rātou mātauranga, ki te whakatutuki i ā rātou kawenga. 

Ko te whakapakari ake i te kōrero Māori a ngā tamariki i ia rā e noho matua ana ki te whakatutukitanga o ngā wawata o te kura mō te reo Māori. Kua whakatakotohia ngā whāinga rautaki ki te whakatairanga ake i te reo Māori, ā, kei te whakatauira mātātoa ngā kaiako me ngā kaimahi i te whakapuakitanga o te reo. He tokomaha ngā whānau kōrero Māori, ā, e māramahia ana ngā tino tūmanako mō te kōrero i te reo Māori. Engari, ka whiriwhiri ētahi o ngā tamariki ki te kōrero i te reo Pākehā ki waenga i ō rātou hoa. E ai ki ngā kaimahi, he hua o roto i te whakahāngai ake anō i te tirohanga, me te whakatakoto i ētahi tino rautaki. 

He mea nui te whakawhanake me te whakatau i ngā tūmanako mārama mō te rōpū ārahitanga matua nō nā noa nei i whakatūngia ai, hei āta whakatau i te whai huatanga me te kotahitanga o te ārahitanga, puta noa i te kura. Ahakoa te tangongitanga o ngā pūkenga me te tautōhito e kawea mai ana ki ō rātou tūranga, he iti noa te aratakinga e whakaraupapa ana i ā rātou kawenga mahi. Tērā te whai wāhitanga mō ngā kaiārahi ki te tautuhi ngātahi i ngā tūmanako e pā ana ki ō rātou tūranga, tae atu ki ā rātou mahi ka hāpai i te māramatanga ngaio o ngā kaiako, i te whakatinanatanga o te marau, me ngā whakaakoranga e whai hua ai ki te akomanga. Ka whakapiki ake ngā pūkenga i te wā e āta tautuhia ana ngā tūranga ārahi. 

Me āta whakatinana i te pūnaha whakahaere āhua mahi o ngā kaiako. Nō nā noa nei ngā kaiārahi o te kura i waihanga ai i tētahi tukanga ka hāpai i te whakawhanaketanga ngaio o ngā kaiako, heoi, kāhore anō kia tīmatahia ngā mahi. Kua tae ki te wā kia haere tonu ngā kaiārahi i te tukanga, ā, kia whakatutuki anō hoki i te tukanga whakahaere āhua mahi a ngā kaimahi katoa. Ka whai hua ake ngā tamariki i te wā e arotakengia ana, e whakahoungia ana hoki ngā whakaakoranga me ngā akoranga, ā, kua whakahāngaitia ake hoki ērā ki ngā whakaritenga papai. 

Me whakapakari i te riterite o ngā mahi aromātai. Ahakoa ngā tohu pai o ngā mahi aromātai a ngā kaiako, kāhore anō taua whakaritenga kia āta whakapūmau rawatia. He whai wāhitanga ki te whakawhanake ake i tētahi aronga nahanaha ake ki ngā mahi aromātai, puta noa i ngā wāhanga ako katoa. Ka whai hua ngā tamariki nā te aromātai whai hua e whakatau ake ana i ngā wheako ako kounga kairangi kua whakawhanake ake, kua whai pānga ake. 

Me mārama ake ngā tuhinga e pā ana ki ngā tukanga e arowhai ana i ngā tūraru o ngā kaimahi hou. Ahakoa kua whakatakotohia ngā pūnaha ki te arowhai i te haumaru o ngā kaitono kaimahi, he iti noa ngā tuhinga e tohu ana i te whakatutukitanga o taua tukanga, i te riterite anō hoki o aua whakaritenga i ia te wā. Ka whakatairangatia te waiora me te haumaru o ngā tamariki mā te whai i ngā tukanga haumaru pakari, me te āta tuhi i aua whakaritenga. 

Me whakamahere, me whakahaere, me tuhi hoki i ngā akoako hōneatanga ohotata. E mōhio ana ngā kaiārahi o te kura he wāhanga whakawhanaketanga tēnei ka hāpai ake i te haumaru o ngā tamariki ina pā mai tētahi tūāhuatanga ohotata. E tautoko ana Te Tari Arotake Mātauranga i te kura i roto i ā rātou takohanga ki te āta whakatau i te waiora o ngā tamariki, i te tiaki hoki i a rātou. 

5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

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:

• 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 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: 

• 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
• ngā rēhita a ngā kaiako
• te tukanga whakatū kaimahi
• te whakaunu, te aukati, te pana me te whakarerenga
• te tae ā-tinana atu a ngā ākonga ki te kura
• te whakatutukitanga o ngā kaupapa here o te kura i ngā tikanga o te Children's Act 2014. 

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

• whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, ā, me whai whakaaro ki ngā mōhiohio i te arowhai a ngā pirihimana, hei āta tātari ina āe rānei, kāhore rānei he tangata ka whakamōrearea pea i te haumaru o ngā tamariki ina mahi ia ki te kura 
  Education and Training Amendment Act 2023, Children’s Act 2014]
• āta whakarite i te whakatutukitanga me te tuhi haere o ngā akoako ahi me ngā akoako hōneatanga i ia te wā 
  [s127 (1)(b) Te Ture Mātauranga me te Whakangungu 2020; Te Ture mō te Hauora me te Haumaru i te Mahi 2015]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia whakatutuki te mana whakahaere i ngā whakaritenga matua i tautuhia ai ki tēnei pūrongo kia whāia. 

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

27 Pipiri 2025

7 Ngā kōrero e pā ana ki te kura

Te tūwāhiKei Manaia, ki Waiaua Te tau a te Tāhuhu o te Mātauranga1798Te tūmomo kuraHe kura hiato (Tau 1-15)Te tokomaha o ngā ākonga o te kura156Ngā hononga ā-iwiMāori 100%Ngā āhuatanga motuhakeNgā Kura ā-IwiTe wā i te kura te rōpū arotakeHuitanguru 2025Te wā o tēnei pūrongo27 Pipiri, 2025Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Kohi-tātea 2018; Arotake Mātauranga, Poutū-te-rangi 2012; Arotake Mātauranga, Paenga-whāwhā 2008 

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 

Ko Moehau kei waho
Ko Te Aroha kei roto
Ko Tīkapa te moana
Ko Hauraki te whenua
Ko Marutūahu te tangata.

Te Wharekura o Manaia is a rural composite school located in Manaia, near Coromandel. The kura is affiliated to Ngā Kura ā Iwi o Aotearoa and maintains relationships with local iwi; Ngāti Maru, Ngāti Pūkenga, Ngāti Whanaunga and Ngāti Tamaterā. It is a tuākana kura to the satellite school, Te Wharekura o Te Waitangi Ohinemuri. The tumuaki is experienced and has served the kura and community for many years. A senior leadership team has been created to build leader’s capability across the kura.  

3 Evaluation Focus

How well do tamariki demonstrate they are physically, emotionally and socially intelligent?  

Tamariki are developing in confidence and have a strong sense of belonging and identity in Manaia.

4 Findings

Ko te kura te marae, ko te marae te kura
Tamariki holistic development is enhanced in an environment rich in whanaungatanga. Kaiako and kaimahi establish and maintain positive relationships with whānau through open, reciprocal channels of communication. Tamariki experience an environment where it is safe to take risks, and errors are regarded as opportunities for learning. They appear comfortable debating, challenging and questioning during relevant and contextual learning tasks. Learning resources connect tamariki to their whakapapa. The kura mātāpono guide practice and express expectations for being and contributing to the kura and wider village. Tamariki understand these well and strive to embody them in their actions. As a result, tamariki are engaged and happy in their learning.

Curriculum delivery fosters tamariki inclusion, success and wellbeing. The school curriculum is highly valued and important to whānau, iwi and hapū. It reflects whānau aspirations for their tamariki to be immersed in te reo Māori, learn in te taiao and real-world contexts and experience the mātāpono. Te taiao learning immerses tamariki in Manaiatanga and helps them grow into confident, connected and active members of their community.  As a result, they learn about important connections to the whenua, moana, marae, their tupuna and each other. 

Mātauranga of the iwi and hapū are authentically embedded in both curriculum materials and the enacted curriculum. Learning extends beyond the rohe, with tamariki participating in significant Māori events that deepen their understanding about Aotearoa history and of contemporary issues. Tamariki are also well supported in developing their sporting skills, with opportunities to compete locally, nationally and internationally. An increasing number of kura graduates are returning to the kura as kaiako, their lived experiences and deep cultural insight enrich the curriculum. Tamariki are empowered with knowledge and skills to achieve and exceed the aspirations of their whānau. 

Tamariki learning is monitored well at the governance and management level. Analysis of 2024 achievement data, by kaiako in Houtahi (Years 1 to 8), identified the need to improve tamariki achievement in pānui and pāngarau. Improvement targets have been set, and strategies and programmes are in place to improve achievement levels in these curriculum areas. Individualised learning programmes and Individual Education Plans guide tailored learning experiences and activities responsive to individual tamariki needs and interests. Tamariki actively participate in learning that enhances their physical, emotional and social development.

Kaiako in Hourua (Years 9 to 13) use analysed achievement data to inform programme planning. Leaders and Hourua teachers are aware of student’s National Certificates in Educational Achievement (NCEA) attainment levels and use this information to plan course outlines that promote tamariki success. Strategies are implemented to raise tamariki progress to meet these levels. NCEA data for 2024 shows that by Year 13 all tamariki, who participated, achieved merit or excellence at Level 3 and are at or above national and equity index groups achievement levels. Tamariki are given opportunities to meet curriculum, whānau and kura expectations. 

Leaders work collaboratively to ensure the kura mātāpono, vision and long-term goals reflect the aspirations of whānau, iwi and hapū. Appropriate communication supports and strengthens reciprocal relationships between the tumuaki, the mana whakahaere, whānau, and iwi, fostering trust and shared purpose. Whānau, iwi and hapū input into the curriculum is highly valued and plays a vital role in enriching tamariki cultural identity. Leaders maintain strong, educationally focused relationships with other educational and community institutions to increase opportunities for tamariki learning and success. Tamariki develop confidence to participate in and contribute to a range of contexts including hapū and iwi, and in the community and beyond. 

Mana Whakahaere actively represent and serve the school and education community in its governance role. There is a strong commitment to supporting tamariki. Members are developing a shared and collective responsibility to provide a kura environment that is culturally, physically, and emotionally safe. They are focused on realising a sustainable kura that serves the iwi, and hapū well, both now and into the future. Relationships between trustees and professional leaders are based on whanaungatanga, manaaki and tiaki. Mana whakahaere follow processes to ensure any concerns are addressed in a timely manner. Tamariki cultural and holistic wellbeing and safety is the priority of decision making. 

Key Next Steps

There are areas of operations that require improvement. The kura leadership and governance are actively working on plans to address them. ERO supports the shared commitment of whānau to continue prioritising tamariki success and wellbeing. Together they agree to focus on the following key next steps of this report, including:

Annual planning requires strengthening to better support the kura long-term goals. Currently the plan provides limited detail about timeframes, responsible personnel and potential budget allocations. Tamariki benefit when these details are clearly outlined as they help ensure strategic goals are turned into actionable steps.

A deeper collective understanding of the Children’s Act 2014 and the obligations it places on kaiako and mana whakahaere is an area for development. While the tumuaki currently addresses all matters of tamariki health and safety, there is an opportunity to strengthen shared responsibility and increase whānau awareness of the Act. Tamariki wellbeing is further enhanced when all adults involved in their education are proactive in meeting their responsibilities.

Strengthening the everyday use of te reo Māori among tamariki is essential to realising the kura aspirations in this area. Strategic goals are in place to enhance te reo Māori, with kaiako and kaimahi actively modelling language use. Many whānau are speakers of te reo Māori, and clear expectations for spoken te reo Māori are known. However, some tamariki choose to speak English when speaking with their peers. Kaimahi acknowledge this is an area that would benefit from renewed focus and targeted strategies.

Developing and agreeing on clear expectations for the newly formed senior leadership team is vital to ensure effective and cohesive leadership across the kura. While the team brings a range of skills and experience to their roles, there is currently limited guidance outlining their responsibilities. This presents an opportunity for leaders to collaboratively define the expectations of their roles. Including, how they support kaiako professional understanding, curriculum implementation and effective classroom teaching. Capability is increased when leadership roles are well defined. 

The performance management system for kaiako needs to be fully implemented. Although kura leaders have recently designed a process for supporting the professional development of kaiako, this process has not yet been actioned. It is timely for leaders to continue with the process and complete the performance management process for all staff. Tamariki benefit most when teaching and learning practices are reviewed, up to date and align with best practice. 

Strengthening the consistency of evaluation is required. While there are positive examples of kaiako engaging in evaluation, this practice is not yet embedded consistently. This is an opportunity to develop a more systematic approach to evaluation across all learning areas. Tamariki benefit from effective evaluation that results in improved, relevant and high-quality learning experiences. 

Risk assessment processes for new staff require clearer documentation. While systems are in place to safety check potential employees, there is limited recorded evidence to confirm that these processes are consistently applied. Tamariki wellbeing and safety is enhanced when robust and well-documented safety procedures are followed.

Emergency evacuation drills need to be planned, regularly undertaken and documented. Kura leaders acknowledge this is an area of development to strengthen tamariki safety in the event of an emergency. ERO supports the kura in fulfilling its obligations to ensuring the wellbeing and protection of tamariki. 

5 Te Poumarumaru Assurance on Legal Requirements

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:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

During the evaluation, ERO checked at the following items because they have a potentially high impact on student safety and wellbeing:

• 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.

Actions for Compliance 

To meet compliance requirements they must: 

• ensure suitable human resource management practices are implemented, including:
  considering the information contained in the Police vet to assess whether the person would pose a risk to the safety of children if the person were to carry out work at the school
  [Education and Training Amendment Act 2023, Children’s Act 2014]
• ensure regular fire and evacuation drills are undertaken and documented. 
  [Section 127(1)(b) Education and Training Act. The Health and Safety at Work Act 2015].

6 Recommendation

ERO recommend that mana whakahaere continue to address the key next steps of this report. 

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

27 June 2025

7 Information about the kura 

LocationManaia, CoromandelMinistry of Education profile number1798Kura typeComposite (Years 1-15) Kura roll156Ethnic compositionMāori 100%Special featuresNgā Kura ā-IwiReview team on siteFebruary 2025Date of this report27 June 2025Most recent ERO reportsEducation Review, January 2018; Education Review, March 2012; Education Review, April 2008.