Te Kura Mana Maori o Whangaparaoa

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  

E tū ana Te Kura Mana Māori o Whangaparāoa ki te hapori o Whangaparāoa, ki Te Tai Rāwhiti. E tū ana te kura ki te taha o te marae o Kauaetangohia. Kei raro te kura i te maru o Ngā Kura ā Iwi o Aotearoa, ā, e whakarato ana i te mātauranga kaupapa Māori ki ngā ākonga o ngā tau 1 ki te 15. Nō nā noa nei Te Poumarumaru i whakatū ai i tētahi tumuaki hou.  

I te pūrongo arotake o mua a Te Tari Arotake Mātauranga i te Hakihea o te tau 2023, i tautuhia ngā tūāhuatanga e whai ake nei, hei wāhanga ki te whakapai ake. Koia nei ngā Whakataunga mō ngā Whakapuakitanga i tēnei arotakenga: 

• te kore whai hua o ngā mahi ārahi, mahi kāwana hoki i te kura
• te ngoikore o te ārahi i ngā tikanga ako me te whakahaere i te whakaako me te ako
• te ahurea o te kura i pou herea ai ki ngā take taunekeneke
• te kounga whitiwhiti o ngā whakaakoranga me ngā akoranga, me
• te whakapai ake i ngā tūmanako me ngā whakaritenga e pā ana ki te aromatawai, kia ū ai ngā whakaritenga puta noa i te kura.  

3 Te Aronga o te Aromātai  

He pēhea rawa te whakapai ake i ngā tūāhuatanga i te kura, hei whakatairanga ake i te taetae atu, te whai wāhi atu me te angitu a ngā uri, tae atu hoki ki tō rātou waiora? 

Kua tino piki ake ngā tūāhuatanga i te kura hei whakatairanga ake i te taetae atu, te whai wāhi atu, me te angitu a ngā uri, tae atu hoki ki tō rātou waiora.  

4 Ngā Whakaaturanga  

Ka whai wāhi atu ngā uri ki tētahi taiao ako e whakatōpū ana i ngā tikanga, ngā taunekeneke papai, me ngā rautaki whakaako i whakahāngaitia ai. E tūhono aua tūāhuatanga ki tō rātou ahurea mā ngā tikanga pērā i ngā karakia, ngā hīmene, me ngā waiata, ā, ka kawe atu hoki rātou i ngā whai wāhitanga ki te arataki i ngā wāhanga ōkawa, pērā i ngā mihimihi. Ka whakatauira ngā kaiako i te reo Māori, ka akiaki i te whakawhitinga kōrero mā ngā hanganga reo māmā. Ka whakamahi i ngā kīwaha me ngā whakataukī e whakawhānui ai i te mōhiotanga o ngā uri, i tā rātou whakamahi anō hoki i te reo Māori i roto i ngā horopaki o ia rā. Ko te whāinga o te tautoko ā-rōpū, tautoko takitahi hoki, ko te hāpai i te ahu whakamua a ngā uri, ā, ka whakapuaki i ngā whāinga ako hei whakakipakipa i te whai wāhi mai, hei akiaki anō hoki i a rātou ki te kōkiri i tā rātou ake ako. He ākonga mātātoa ngā uri, ā, ka whai wāhi atu ki ngā mahi tōpū e poipoi ana i te tuku wā ki tēnā me tēnā, i te mahi ngātahi anō hoki. Ko te whakanui me te whakamihi a ngā kaiako me ngā hoa e hāpai ana i te ngākau titikaha o ngā uri. Ka whakarato ngā tuākana i te ārahitanga e whai pūtake ana mō ō rātou tāina. Ka poipoia te oranga ā-tinana, ā-hinengaro hoki mā ngā taumahi pērā i te hākinakina me te kaiaka. Ka whai wāhi atu ngā uri ki ngā akoranga e poipoi ana i te whakawhanaketanga ā-ahurea, ā-tangata hoki, mā roto mai i te hapori o tō rātou kura.  

Ka ako ngā uri mā roto mai i ngā tūāhuatanga e whakatairanga ana i te whanaungatanga. Ka ngākau nui rātou ki ngā whai wāhitanga ki te uru atu me te whakangungu hoki i roto i te tangongitanga o ngā kaupapa kaiaka, kaupapa hākinakina hoki. Ka whakarite ngā kaiako i ngā akoranga whakahihiri o te pāngarau me te reo matatini, ā, ka whakatakoto i ngā kēmu whakangahau, ngā rautaki whakapoutama, me te hangarau. Ka whakatairanga ngā kaiako i te ahurea o te whakaaro kaikini, ā, e taunga ana ngā uri ki te whakaputa i ō rātou whakaaro me te whakapuaki, te whiwhi hoki i ngā kōrero urupare kaikini ki waenga i a rātou anō. Kei te harikoa, kei te mauritau hoki ngā uri i roto i tā rātou ako.  

E tohu ana ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea mō te tau 2024 i te 67% o ngā uri o te Tau 11 i whakatutuki i te Taumata 1, ā, e 33% o rātou i whakamanatia ki te kaiaka. E 78% o ngā uri o te Tau 12 i whakatutuki i te Taumata 2, ā, 100% o ngā uri o te Tau 13 i whakatutuki i te Taumata 3, me te 14% anō hoki o rātou i whakamanatia ki te kaiaka. Tāpiri atu ki tēnā, i whiwhi te 14% o ngā uri o te Taumata 3 i te tiwhikete whare wānanga. E hāpaitia ana ngā uri o te wharekura kia eke ki tō rātou tino pūmanawa.  

Kei te mātātoa Te Poumarumaru me ngā kaiārahi o te kura ki te hāpai i ngā uri, i ngā whānau, me te kura. Whai muri i te arotakenga o mua, kua toro atu rātou ki te tautoko me te whakawhanaketanga ngaio kia whai māramatanga ake ki ō rātou tūranga me ā rātou kawenga. Kua whakapakarihia e Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Ngā Kura ā Iwi o Aotearoa te mōhiotanga ngātahi o Te Poumarumaru, hei hāpai ake i a rātou ki te whakatutuki i ā rātou takohanga hei poumarumaru. E whakatakoto ana te mahere rautaki i te aronga e whakatairanga ana i te ako a ngā tamariki, me tō rātou waiora, tō rātou tuakiri hoki. Ka kapo atu ngā whāinga rautaki i ngā wawata o ngā whānau me ngā hapū. I kaha tautoko te Kaiwhakahaere Manatū ā-wā i te poari ki te whakatū i te tumuaki o tēnei wā, ā, kua tautokona ia e te whakatūnga o ngā kaimahi hou. Kua whakatūngia hoki tētahi rōpū ārahi hou hei arataki i te kura ki te whakatutuki i ngā whāinga rautaki me te marautanga. He pai te tautoko o Te Poumarumaru i ngā kaiārahi o te kura, hei āta whakatau i te whakatutukitanga o ngā tino painga mō ngā uri.  

Ngā Whakaritenga Matua ka whai ake 

Me titiro ki te aromātai hōtaka. Kua arotakengia, kua whakatakotohia hoki e Te Poumarumaru ngā kaupapa here School Docs hei āta whakatau i te hāngaitanga ki ngā herenga ā-ture, heoi, he mea nui tonu kia āta whakatau ngā kaiārahi o te kura kia arahina ngā whakaritenga hauora, whakaritenga haumaru hoki o ia rā ki te kura e ngā tukanga i whakaraupapahia ai ki ngā kaupapa here. Tāpiri atu ki tēnā, kua kōrerohia e ngā kaiārahi o te kura, e tika ana kia arotakengia, kia whakahoungia hoki ngā uaratanga o te kura. E tautoko ana te aromātai nei i te papai o taua aronga mō tēnei wā, hei āta whakatau i te whakapuakitanga o ngā uara puta noa i ngā tini āhuatanga katoa o te kura.  

Me whakapakari ake i te aromātai hōtaka. Hui ai ngā kaiako o te kura tuatahi i ia wiki, ā, ka kōkirihia ngā whakawhitinga kōrero huritao, heoi anō, kua tae ki te wā kia arotahi ngā kaiako ki ngā aronga whai rongoā e whakapai ake ai i ngā whakaritenga o te whakaako me te ako. He mea nui kia tautuhi ngā wāhanga matua hei whakapai ake, me te whakawhanake, te whakatinana hoki i ngā rautaki mahi ka whakatutuki pū i ngā wāhanga i tautuhia ai hei whakapai ake. Ka taea te ako a ngā uri te whakatairanga ake mā te aromātai hōtaka e aro matua ana ki tā rātou ahu whakamua, ā, ka ārahi hoki i te whakapai tonutanga o ā rātou akoranga.  

Ko ngā mahi aromatawai, ko te whakatakoto taumata hoki ētahi wāhanga hei whakapakari ake. Kei te ngoikore aua tūāhuatanga i tēnei wā. Kāhore ngā aromatawai e tautuhi ana, e arotahi ana rānei ki ngā matea o ngā uri katoa, ki ngā wāhanga rānei o te marau e tohu ana i te whitiwhiti o ngā whakatutukitanga. Kāhore rānei e whakatakoto ana i ngā tūmanako teitei e kōkiri ai i te ahu whakamua o aua uri. Kua tautuhia e ngā kaiārahi o te kura, e tika ana kia kōkiri ake i te ako me ngā paetae, inarā mō rātou o te Tau 7 me te Tau 8. E tautoko ana te aromātai nei i taua tūāhuatanga. I tēnei wā he iti noa ngā hōtuku e wātea ana e tohu ai i te āhua o te tautoko i ngā uri kia eke rātou ki ō rātou pūmanawa. Tāpiri atu ki tēnā, he mea nui anō hoki kia whakatinanahia e ngā kaiako o te Tau 9 me te Tau 10 tētahi tukanga aromatawai auau, kia pai ake ai te aru me te aroturuki i tā rātou ahu whakamua. Ka whakatairangatia te ahu whakamua a ngā uri mā te whakapaitanga ake o ngā mahi aromatawai.  

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.  

6 Te Taunakitanga 

E taunaki ana Te Tari Arotake Mātauranga kia whakaritea ngā whakaritenga pakari o te aromātai o roto hei poipoi i ngā putanga e whai hua ai ki ngā uri.  

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

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 

Te Kura Mana Māori o Whangaparaoa is located in the Eastern Bay of Plenty community of Whangaparaoa. The kura sits adjacent to Te Marae o Kauaetangohia. The kura is affiliated to Ngā Kura-ā-Iwi o Aotearoa (NKaI) and provides kaupapa Māori education from Years 1-15. The Poumarumaru has recently appointed a new tumuaki.

The ERO December 2023 review report identified the following as requiring improvement. These formed the Terms of Reference for this review:

• ineffective stewardship and governance of the kura
• poor pedagogical leadership and management of teaching and learning
• a kura culture underpinned by relational issues
• the quality of teaching and learning was variable, and
• assessment expectations and practices required improving to achieve consistent kura wide practice.

3 Evaluation Focus

To what extent have kura conditions improved to promote uri attendance, engagement, success and wellbeing?

Kura conditions have significantly improved to promote uri attendance, engagement, success and wellbeing. 

4 Findings

Uri experience a learning environment that blends tikanga, positive interactions, and tailored teaching strategies. They connect to their heritage through cultural practices like karakia, hīmene, and waiata, and take on opportunities to lead formal aspects such as mihimihi. Kaiako model te reo Māori, encouraging communication through simple language structures. Kīwaha and whakataukī are used to extend uri knowledge and use of te reo Māori in everyday contexts. Group-based and individual support aim to progress uri, while sharing whāinga ako to motivate engagement and encourage them to take agency over their learning. Uri are active learners who engage in collaborative activities that foster turn-taking and cooperation. Praise and acknowledgment from kaiako and peers support uri confidence. Tuākana provide meaningful guidance for their taina. Physical and mental well-being is nurtured through activities like hākinakina/kaiaka. Uri engage in learning that fosters cultural and social development within their kura community.

Uri learn in conditions that promotes whanaungatanga. They enjoy opportunities to engage and train in a variety of athletics and sports. Kaiako prepare engaging numeracy and literacy sessions that include fun games, scaffolding strategies, and the use of technology. Kaiako promote a culture of critical thinking where uri are comfortable to present their ideas and provide and receive critical feedback from one another. Uri appear happy and settled in their learning.

The 2024 National Certificate in Education Achievement (NCEA) data shows that 67% of Year 11 uri achieved Level 1 with 33% being endorsed with merit. 78% Year 12 uri achieved Level 2 and 100% Year 13 uri achieved NCEA Level 3 with 14% uri being endorsed with merit. Additionally, 14% of the Level 3 uri gained university entrance. Wharekura uri are supported to realise their potential. 

The poumarumaru and kura leaders actively serve uri, whānau and the kura. Since the previous review, they have sought support and professional development to understand their roles and responsibilities. New Zealand School Boards Association and Ngā Kura ā Iwi o Aotearoa (NKaI) have strengthened their collective knowledge to better enable them to meet their obligations as poumarumaru. The strategic plan provides direction that promotes tamariki learning, wellbeing and identity. Strategic objectives encapsulate whānau and hapū aspirations. The Limited Statutory Manager aptly supported the board to appoint the current tumuaki who has been supported through the appointments of new staff. A new leadership team has been established to lead the kura to achieve the strategic goals and curriculum. The poumarumaru provide good support to kura leaders to ensure positive outcomes for uri are realised. 

Key Next Steps

Internal evaluation requires attention. Although the poumarumaru have reviewed and adopted School Docs policies to ensure alignment to legislation, it is important for school leaders to ensure the day-to-day health and safety practices of the kura are clearly guided by the procedures as outlined in the policies. Additionally, the school leaders have expressed a need to review and update the kura uaratanga. This evaluation supports this as a timely exercise to ensure the expressed values are permeated throughout all aspects of the kura as enacted values.

Programme evaluation requires strengthening. Whilst weekly hui with kura tuatahi kaiako facilitate reflective discussions, it is timely for kaiako to focus on solution-focused approaches to improve teaching and learning practices. It is important to not only identify key areas for improvement, but also to develop and implement actionable strategies that directly address them. Uri learning can be enhanced through programme evaluation that prioritises their progress and guides continuous improvement in their learning. 

Assessment practice and target setting needs to be strengthened. Currently these lack rigour. Assessments do not identify or focus on the needs of all uri or curriculum areas where disparities occur. Neither do they set high expectations for accelerating the progress of those uri. Kura leaders have identified the need to accelerate learning and achievement, especially those in Years 7 and 8. This evaluation supports that. There is currently limited data available to show how uri are supported to realise their potential. Additionally, it is equally important for Years 9 and 10 kaiako to implement a regular assessment process to better track and monitor their progress. Uri progress will be enhanced through improved assessment practices.

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.

6 Recommendation

ERO recommend establishing robust internal evaluation practices to nurture positive outcomes for uri.

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

30 June 2025

7 Information about the Kura