Mangateretere School

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 o Mangateretere ki Whakatū, e pā tata atu ana i Heretaunga. Nō te tau 1903 te kura i whakatūngia ai, ā, nō nā noa nei i whakanuia ai tō rātou ekenga ki te 121 o ngā tau. E whakarato ana te kura i te mātauranga reo rua ki ngā ākonga 36 o ngā tau 1 ki te 8. I tēnei wā, kei te pā mai ētahi wero maha ki te kura, i roto i ngā wāhanga o te whakaako me te ako, te ārahitanga, me ngā mahi kāwana.

3 Te Aronga o te Aromātai 

He pēhea rawa te rongo a ngā tamariki i te angitu me te waiora, ā, he pēhea rawa hoki rātou te whakaatu i te māramatanga ki ngā kawa me ngā tikanga o Ngāti Kahungunu ki Heretaunga?

He iti noa ngā whai wāhitanga mō ngā tamariki - mā roto mai i te marau o te kura – ki te toro atu ki ngā tikanga me ngā kawa o Ngāti Kahungunu ki Heretaunga. 

4 Ngā Whakaaturanga 

Kei te pārekareka, kei te tākare te whai wāhi atu a ngā tamariki ki ngā whai wāhitanga iti mō rātou ki te ako me te whakatinana i ngā kawa me ngā tikanga Māori i te kura. Ahakoa nō te iwi o Ngāti Kahungunu ētahi o ngā kaimahi me te nuinga o ngā tamariki, he whāiti tonu ngā wheako e whai pānga ana ki ngā mātauranga o te iwi. Heoi, ka ako ngā tamariki i tō rātou tuakiritanga me tō rātou tūrangawaewae mā te whai wāhi atu ki ngā mihi, ngā pepeha, ngā karakia whakatau wairua, me ngā waiata. Ka whakaputa rātou i te manawa whakahī me te tākare, i a rātou e whai wāhi atu ana ki ngā kawa me ngā tikanga Māori. 

E rumakina ana ngā tamariki ki tētahi taiao e whakakotahi ana i a rātou. Ka ahu mai ngā hononga o te tuakana me te teina i te aroha, i te awhi, me te manaaki. Ka ū ki te manaakitanga me te whakaarotanga nui mā te paihere tangata i whakawhanakehia ai i te horopaki iti o te kura. Ka tuitui ngā kaiako matua i ngā ngākau nuitanga o ngā tamariki ki te hōtaka akoranga, ā, nā tēnā kua pai ake te whai wāhi atu. E whiwhi ana ngā tamariki i ngā hononga tūturu e whai pūtake ana ki te taha o ō rātou hoa me ngā pakeke. 

Ngā Whakaritenga Matua ka whai ake

Te Whakaako me te ako
Kāhore i te rawaka te tautoko o ngā kaiārahi o te marau i ngā whakaritenga ngaio a ngā kaimahi. Ahakoa he tirohanga whānui ki te whakaako me te ako e whai pānga ana ki a Kahungunu, kei te rerekē te āhua o te whakatinanatanga, ā, kāhore ngā mahi whakaako e riterite ana. Waihoki, kīhai i whakarato ki Te Tari Arotake Mātauranga, ngā hōtuku i tātarihia ai hei tohu i te ahu whakamua me ngā paetae a te ākonga i roto i te reo matatini me te pāngarau. Me whai māramatanga ake kia āhei ai ngā kaiako ki te ū ki ngā whakataunga whānui riterite, ā, me whakapai ake hoki i ngā mahi whakaōrite. Kāhore e āta kitea ana te whai pānga o ngā mōhiohio aromatawai ki ngā whakaakoranga me ngā akoranga ka whai ake. 

Te Ārahitanga / Ngā Mahi Kāwana 
Me whakapakari ake i te māramatanga o ngā kaiārahi ki ō rātou tūranga me ā rātou kawenga mahi, me te whakatinanatanga o aua tūāhuatanga. Kāhore e toro atu ana ki ngā whānau kia whai wāhi mai rātou ki te mātauranga o ā rātou tamariki. Kāhore ngā hononga ki waenga i te tumuaki me ngā kaitiaki poari e tino whai hua ana mō te whakatutukitanga o ngā mahi whakahaere i te kura. Kāhore rātou i mahi nahanaha, i mahi ngātahi rānei hei tino painga mō ngā tamariki, mō ō rātou whānau, me te hapori hoki o te kura. Kāhore ngā mahere rautaki me ngā mahere ā-tau e tino whai hononga ana. Kua tae ki te wā kia arotakengia, kia whakamana anōtia te tirohanga me ngā uara o te kura me te marau ā-kura, mā te mahi patui me te whānau, te hapū, te iwi, me te hapori o te kura. Me whai whakaaro anō hoki ki te whakatakoto i ngā taumata mātauranga mō ngā ākonga hei āta hāpai ake, kia tutuki te tangongitanga. E tautokona ana te poari e Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. E mōhio ana ngā kaitiaki poari, e tika ana kia tautokona tā rātou whai māramatanga, tā rātou whakatinanatanga anō hoki i ō rātou tūranga me ā rātou kawenga mahi, kia pai ake ai ngā putanga ki ngā tamariki. 

Me whakahāngai ake i te ako ngaio me te whakawhanaketanga ngaio o ngā kaimahi ki te marau ā-kura, ki ngā wawata o te whānau, te hapū, me te iwi, me ngā whāinga rautaki. Ko te reo Pākehā te reo e kaha kōrerohia ana ki te kura. Me whakapiki ake ngā kaiako i tō rātou mātau ki te reo Māori. Ko te wawata o ngā tamariki me ngā whānau kia matatau tā rātou kōrero i te reo Māori, ka whakatairangatia i te wā ka whai māramatanga ake, ka whakatinana ake hoki ngā kaimahi i ngā aronga tikanga ako e whai hua ana mō te hopu i te reo tuarua. 

Ki tā ngā kaiārahi o te kura i oati ai i te tauākī kupu tūturu a te poari, kāhore rātou e whakatutuki ana i ngā wāhanga katoa o ngā herenga ā-ture mō te hauora, te haumaru, me te waiora. I manatokotia taua tūāhuatanga e te aromātai a Te Tari Arotake Mātauranga i meatia ai kei te whakamōrea i te hauora me te haumaru o ngā ākonga. He kohinga kaupapa here, kohinga tukanga hoki tā te kura i nāianei mō te hauora me te haumaru, ā, kua tīmata noatia te whai māramatanga ki aua tūāhuatanga me te ako ka ārahi pēhea nei ērā i ngā whakaritenga o te kura whānui. Hei aronga matua, me taunga ki ngā kaiārahi o te kura tā rātou kaupapa here e pā ana ki te ārai tamariki, me ngā herenga ā-ture e pā ana ki te whakatina ākonga, ā, me toro atu ki ngā whakangungu mā ngā kaimahi. 

5 Te Whakatau a te poari ki ngā Wāhanga Tautukunga

I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a te Poari 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:

• whai whakaaro matua ki te arotake i ngā kaupapa here, ngā tukanga, me ngā whakaritenga o te kura e pā ana ki te whakahaeretanga o te whanonga uaua me te whakatina ākonga, ā, me āta whakatau hoki i te noho mōhio o ngā mātua, ngā ākonga, ngā kaimahi o te kura, me te hapori ki aua tūāhuatanga
  [s99 Te Ture Mātauranga me te Whakangungu 2020, Ngā Ture Mātauranga (Whakatina Ākonga) 2023]
• whakawhanake – ki te taha o te tumuaki, ngā kaimahi whakaako, me te hapori o te kura – tētahi mahere rautaki e whakaraupapa ana i te huarahi ka whāia e rātou ki te whakatinana i ngā Aratohu Mātauranga ā-Motu mā roto mai i ā rātou kaupapa here, i ngā mahere, me ngā hōtaka, tae atu ki te marau, te aromatawai, me te whakawhanaketanga ngaio o ngā kaimahi 
  [s138(1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]
• whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga
  [s138(1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]
• whakawhanake me te whakatinana i tētahi tukanga pakari e aromatawai ai i te āhua mahi o ngā kaiako, tae atu ki te tumuaki whakaako
  [s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
• whakatakoto i ngā whakaritenga pūrongo e tutuki ai ngā hiahia o te poari, kia tuhia, kia aroturukitia, kia whāia hoki te kore tae mai a te ākonga ki te kura
  [s36 Te Ture Mātauranga me te Whakangungu 2020, Te Ture Education School Attendance 1951]
• āta whakatau i te whakatutukitanga o ngā tukanga katoa me ngā whakaritenga katoa e pā ana ki te whakaunu, te aukati, te whakarerenga me te pana o tētahi ākonga, i runga anō i ngā tohutohu i whakaputaina ai e te Tāhuhu o te Mātauranga
  [s78 ki te 89 Te Ture Mātauranga me te Whakangungu 2020]
• whakawhanake me te whakatinana i ngā mahere ohotata, tae atu ki whakamahere mō ngā urutā, ngā tukanga ohotata me ngā tukanga hōneatanga, ngā tukanga aukatinga, me ngā tukanga whakamōhio e pā ana ki te haepapa manaaki ākonga 
  [National Civil Defence Emergency Plan Order 2015]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia tahuri te poari ki te:

• mahi tonu ki Te Whakarōpūtanga Kaitiaki Kura o Aotearoa ki te whakatutuki i ngā take e pā ana ki ngā mahi kāwana me te whakahaeretanga
• toro atu ki te tautoko o te Tāhuhu o te Mātauranga ki te hāpai ake i te ngoikore o te eke angitu me ngā paetae ākonga. 

Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services

28 Whiringa ā-rangi 2024

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 

Mangateretere School is in Whakatū, near Hastings. They were established in 1903 and recently celebrated their 121-year anniversary. The kura provides bilingual education to 36 students in Years 1-8. The kura is currently experiencing a number of challenges in areas of teaching and learning, leadership and governance. 

3 Evaluation Focus

To what extent do tamariki experience success and wellbeing, and demonstrate an understanding of kawa and tikanga of Ngāti Kahungunu ki Heretaunga? 

Tamariki have limited opportunities, through the kura curriculum, to experience tikanga and kawa of Ngāti Kahungunu ki Heretaunga. 

4 Findings

Tamariki enthusiastically participate in and enjoy the limited opportunities they have to learn about and practice kawa and tikanga Māori at kura. Although some kaimahi and most tamariki affiliate to the local iwi, Ngāti Kahungunu, experiences steeped in the matauranga of the iwi are limited. Tamariki do learn about who they are and where they come from by participating in mihi, pēpēha, karakia whakatau wairua and waiata. They demonstrate pride and enthusiasm when participating in kawa and tikanga Māori. 

Tamariki are immersed in an inclusive environment. Tuākana and teina relationships are based on aroha, awhi and manaaki. A culture of care and consideration is maintained through the close relationships developed in the small kura setting. Senior kaiako integrate tamariki interests into the learning programme and as a result, engagement has improved. Tamariki experience meaningful authentic relationships with their peers and adults.

Key Next Steps

Teaching and learning 
Curriculum leadership is insufficiently supporting kaimahi professional practice. Although there is a teaching and learning overview in place that relates to Kahungunu, implementation is variable, and teaching practices are inconsistent. Furthermore, ERO was not provided with analysed data showing student’s progress and achievement in literacy and mathematics. Better clarity is required for kaiako to make consistent overall teacher judgements and moderation practice needs improving. It is not clear how assessment information informs next step teaching and learning.

Leadership / Governance
Leaders understanding and execution of their roles and responsibilities require strengthening. Involving whānau in the education of their tamariki is lacking. Relationships between the tumuaki and trustees is not conducive to effective kura operations. They have not worked constructively or collaboratively in the best interests of tamariki their whānau and the kura community. Strategic and annual planning lack coherence. It is timely to review and reaffirm the kura vision and values, and the marau ā-kura in partnership with the whānau, hapū, iwi and the kura community. Consideration also needs to be given to setting academic targets for students at risk to address disparity. Te Whakaroputanga Kaitiaki Kura o Aotearoa are supporting the board. Trustees recognise they need support to understand and enact their roles and responsibilities better to improve outcomes for tamariki.

Kaimahi professional learning and development needs better alignment to the marau ā-kura, whānau, hapū and iwi aspirations and strategic goals. The predominant language spoken in the kura is English. The kaiako need to increase their te reo Māori proficiency. Tamariki and whānau aspirations to become fluent speakers of te reo Māori are increased when kaimahi better understand and implement effective pedagogical approaches to second language acquisition. 

Kura leaders attested to not meeting all areas of compliance in relation to the health, safety and welfare in their board assurance statement. The ERO evaluation verified this and found student health and safety is compromised. The kura now has a set of health and safety policies and procedures and are in the very early stages of understanding these and learning about how these should guide kura wide practice. As a priority kura leaders should familiarise themselves with their Child Protection Policy and legislation around the physical restraint of students and seek training for staff. 

5 Board Assurance on Legal Requirement

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: 

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

During the evaluation, ERO checked 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 and certification
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance
• compliance with the Children’s Act 2014. 

Actions for Compliance 

To meet compliance requirements they must: 

• give priority to reviewing policies, procedures and school practices for managing challenging behaviour and using physical restraint, and ensure parents, students, school staff and the community know about these
  [Section 99, Education and Training Act 2020, Education (Physical Restraint) Rules 2023]
• with the principal, teaching staff and school’s community, develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including curriculum, assessment and staff professional development  
  [Section 138(1) and (2) Ed & Training Act 2020]
• maintain an on-going programme of self-review in relation to the kura policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement 
  [Section 138 (1) Education & Training Act 2020]
• develop and implement a robust process for assessing the performance of teachers, including the teaching tumuaki 
  [Section 599 Education and Training Act 2020; and Collective Employment Agreement]
• have reporting practices in place that satisfy the board that student absences are correctly recorded, monitored and followed up 
  [Section 36 Education and Training Act 2020, Education School Attendance Regulations 1951]
• ensure all procedures and practices relating to the stand-down/suspension/exclusion and/or expulsion of any student are implemented in accordance with the guidance issued by the Ministry of Education 
  [Sections 78 to 89 Education and Training Act 2020]
• develop and implement emergency plans, including pandemic planning emergency/evacuation procedures, lockdown procedures and notification procedures for duty of care for students. 
  [National Civil Defence Emergency Plan Order 2015; Good practice] 

6 Recommendations

ERO recommend that the board: 

• continue to work with Te Whakaroputanga Kaitiaki Kura o Aotearoa to address governance and management concerns
• seeks support from the Ministry of Education to address low levels of student success and achievement.

Rita Walker 
Toka-ā-Nuku – Acting Director
Te Uepū ā-Motu – Māori Review Services

28 November 2024

7 Information about the kura