TKKM o Mangatuna

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 Kaupapa Māori o Mangatuna ki te raki o Uawa, ki te Tai Rāwhiti. Kua tūhono atu ki Ngā Kura ā Iwi o Aotearoa , ā, e whakarato ana i te mātauranga ki ngā uri o ngā tau 1 ki te 8. I tēnei tau, i whakatūngia tētahi tumuaki whakaako, ā, koia nei tōna wā tuatahi hei tumuaki. Kua pā ētahi wero ki ngā tūranga kaimahi i te kura. He Tūranga Whakaako Whai-herenga tā te kaiako i te akomanga o ngā tēina. 

3 Te Aronga o te Aromātai 

He pēhea rawa te whakaatu mai a ngā uri i tō rātou āheinga ki te whakatau whakaritenga, me tā rātou whai wāhi nui ki tō rātou hapori?

E whanake ana ngā uri i tō rātou āheinga ki te whakatau mātātoa i ngā whakaritenga, me te whai wāhi nui ki tō rātou hapori.

4 Ngā Whakaaturanga 

Kei te tākare ngā uri hei ākonga, ā, ka whai wāhi atu ki ngā wheako e ngahau ana, e whai pūtake ana hoki. Ka aro nui ngā akoranga a ngā uri ki te Mangatunatanga me Te Aitanga-a-Hauiti. Ko te whai wāhi atu ki ngā whakatau, ngā waiata, ngā karakia, ngā pepeha me ngā haerenga, e whakapakari ana i ngā pūkenga ahurea o ngā uri, ā, ka whakariterite i tō rātou āheinga ki te hāpai i te marae me te tū hei rangatira mō te iwi ā tōna wā. Ka kawe atu ngā tuākana i ngā whai wāhitanga ki te ārahi, ā, ka whakaako, ka whakatauira hoki i ō rātou tēina. Kua pou herea ngā hononga ki ngā uara o te kura me ngā whakapapa, tae atu hoki ki te aroha, te whakawhirinakitanga, me te whakaute. Kei te matatau ngā kaiako ki te kōrero i te reo Māori, ka whakamahi mātātoa rātou i ngā rautaki hopu reo e hāpai ai i ngā uri, tae atu ki te whakatauira, te whāngai kupu, me te whakamihi. E whakatairanga ana ngā ture o te akomanga me ngā mahinga i āta whakatakotohia ai, i te teitei o ngā tūmanako e pā ana ki te reo Māori, me te papai o ngā taunekeneke. Ka kitea ki ngā uri tō rātou ngākau nuitanga ki te ako. 

E whanake ana ngā mahere akomanga me ngā whakaritenga whakaaro huritao. Ka mahi ngātahi ngā kaiako, ā, ka aro nui ki ngā ngākau nuitanga o ngā uri. Kua whakaaweawetia ā rātou mahere ki tō rātou takiwā me ngā rauemi. He tūāhuatanga tēnei e whakatairanga ana i te ngahau, i te hihiri, me te pakari o te taha ahurea ki te taiao ako, hei painga mō te katoa. Ka whakamahi ngā kaiako i te tangongitanga o ngā rautaki whakaako e whai hua ana, pērā i ngā rautaki wehewehe, i ngā rautaki patapatai, me te whakaako a tētahi ki tētahi. He whai wāhitanga anō hoki mō ngā uri ki te ārahi i tā rātou ake ako mā roto mai i te taiao tautoko. Ko ētahi o ngā taumahi ako takitahi, ko ngā wheako e poipoi ana i te tangongitanga o ngā matea o ngā uri, me te whakarato i ngā whai wāhitanga mō ngā uri katoa ki te rongo i te angitu. Ka whai wāhi mātātoa ngā uri ki ngā wheako ako i te kura me tō rātou hapori whānui. 

E whakawhanake ana te māramatanga o te tumuaki ki tōna tūranga me āna kawenga mahi. Ko te whakapakari i te whakawhirinakitanga, me te whakawhanake i te tikanga o te mahi ngātahi tētahi aronga matua. Ko te noho tuwhera mai me te māramatanga o ngā whakawhitinga kōrero e hāpai ana i ngā uri me ō rātou whānau ki te rongo i te haumaru, i te kotahitanga, me te whakamanatanga. Nā tēnā, ka puta te papai o ngā taiao ako e hāpai ana i te whai wāhi nui me te waiora o ngā uri. E tino tautokona ana te tumuaki e te whānau me ngā kaitiaki poari. Ka tautokona hoki e Ngā Kura ā Iwi o Aotearoa , e te Tāhuhu o te Mātauranga, me ngā ratonga ā-iwi, ā, ka whakatairanga katoa i ōna pūkenga ki te ārahi, ka whanake hoki i ōna mōhiotanga me ōna pūkenga i roto i te marau. Ka mahi ngātahi te tumuaki ki te rōpū whakaako, hei hāpai i te tupu o ō rātou pūkenga ngaio. Kōrerohia ai te hōtaka akoranga i ia te wā, ā, i ētahi wā ka panoni hei whakapai ake i ngā putanga ki ngā uri. Ko ngā uri kei te pūtake o ngā whakaritenga ārahi. 

E pou here ana te Mangatunatanga i ngā pūnaha me ngā tukanga e pā ana ki te taha kāwana. Ko tō te whānau wawata, kia tū pakari, kia ngākau titikaha hoki ngā uri nā tō rātou tuakiri hei tangata kōrero Māori, ā, kia rumakina ki te mātauranga Māori, kia whakauka anō hoki i ngā whakareretanga iho i tuku mai ai ki a rātou. I whakapuaki te whānau i tō rātou hiahia ki te ako i te reo me te mātauranga Māori ki te taha o ā rātou tamariki. Kei waenga i ngā kaitiaki o te poari te tangongitanga o ngā tautōhito me ngā pūkenga. Ka whakapā atu ngā kaitiaki ki Ngā Kura ā Iwi o Aotearoa me Te Whakarōpūtanga Kaitiaki Kura o Aotearoa, ki te whakapiki ake i tō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga mahi. I whakawhanakehia ki te taha o te whānau tētahi mahere whakatinana ā-tau me tētahi aronga rautaki. Arotakengia ai ngā kaupapa here me ngā tukanga o te kura i ia te wā. Kua tīmatahia te whakatinana i ngā pūnaha e whakatairanga ana i te haumaru me te waiora o ngā uri, i tā rātou ako hoki. 

Ngā Whakaritenga Matua ka whai ake

Me arotake ngā kaiārahi me ngā kaiako i ngā mahi aromatawai, hei āta whakatau i te whai pūtaketanga me te tika o ngā mōhiohio ka puta mō te ahu whakamua, ngā whakatutukitanga, me ngā matea ako o ngā uri. Me tautuhi ngā kaiako i ngā uri hei whakatere, ā, me whakamahere wawe i taua tūāhuatanga. E ai ki ngā hōtuku o te kura mō te mutunga o te tau 2023, i whakatutuki ngā uri 61% i ngā tūmanako o te kura mō te pānui. I te tuhituhi me te pāngarau, kei te takiwā noa o te 20% i whakatutuki i ngā tūmanako o te kura. Me pūrongo i te ahu whakamua me ngā paetae a ngā uri i ia te wā ki ngā whānau me ngā kaitiaki, mā te reo māramarama. E tika ana kia pai ake ngā mōhiohio, hei hāpai i te whai pūtaketanga o ngā whakataunga. Kei te whakamōrearea i te ahu whakamua me te ako a ngā uri. 

Me titiro wawe ki ngā tūāhuatanga e pā ana ki te taha kāwana me te aromātai o roto. Kāhore i te pakari te whakatinanatanga, te aroturukitanga, me te arotakenga o te marau ā-kura me te mahere whakatinana ā-tau. Me whakapai ake i ētahi o ngā whakaritenga e pā ana ki te hauora me te haumaru, tae atu ki te aronga nahanaha ki te whakatutuki i ngā wā ohotata. Kei te pā tōraro ki te āta whakatau i te angitu, te waiora, me te haumaru o ngā uri. 

Me whakapakari i te whakahaere i ngā pūmanawa tangata. Me whai māramatanga ake ngā kaitiaki ki ā rātou kawenga mahi, ā, me āta whakatau i te hāngaitanga o ā rātou whakaritenga tuku mahi ki tēnā e tūmanakohia ana ki ngā herenga ā-ture. Tāpiri atu ki tēnā, me whakatakoto i tētahi tukanga ā-tau mō te whakahaere i te āhua mahi me ngā whakaritenga ngaio o te tumuaki whakaako. Ka whai hua ngā uri i te wā e whakatairanga ana ngā pūnaha, ngā tukanga, me ngā whakaritenga o ngā kaimahi i ngā putanga papai. 

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:

• 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]
• arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki 
  [Te Kahiti o Aotearoa me ngā Kirimina mō te Whiwhi Mahi e whai pānga ana
• whakamahi i ngā mōhiohio aromatawai o te kounga pai, me te pūrongo ā-tuhi māramarama nei ki ia ākonga me ōna mātua, mō te āhua o tana ahu whakamua me ana paetae i roto i te reo matatini me te pāngarau, i ngā wā putuputu e rua o te tau, pūputu ake noa rānei 
  [Regulation 21 of Education (School Boards) Amendment Regulations 2022]
• whakawhanake me te whakatinana i ngā mahere ohotata, tae atu ki ngā tukanga ohotata me ngā tukanga hōneatanga, ngā tukanga nohonga rāhui, 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 me te whānau, kia aro matua ki te whakatutuki i ngā herenga ā-ture me ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whai ake, mā te ārahitanga anō hoki o Ngā Kura ā Iwi o Aotearoa.  

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

29 Whiringa-ā-nuku 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. ERO’s reports provide important information for whānau, hapū and iwi. 

2 Context 

Te Kura Kaupapa Māori o Mangatuna is located north of Tolaga Bay on the East Coast. It is affiliated to Ngā-Kura-ā-Iwi (NKAI) and provides education for uri in Years 1 to 8. A first-time tumuaki was appointed to the teaching tumuaki position this year. There are challenges to staffing the kura. The teina class kaiako has a limited authority to teach.

3 Evaluation Focus

How well do uri demonstrate they are decision makers who contribute to their community?

Uri are developing their ability to be active decision makers who contribute to their community.

4 Findings

Uri are enthusiastic learners who participate in fun and meaningful experiences. Learning for uri is centred around Mangatunatanga and Te Aitanga a Hauiti. Participating in whakatau, waiata, karakia, pepeha and haerenga strengthens uri cultural capability preparing them to contribute to the marae and as future leaders for the iwi. Tuākana take on leadership opportunities that teach and role model for their teina. Relationships are underpinned by the kura values and whakapapa, which are infused with aroha, trust and respect. Kaiako are fluent speakers of te reo Māori, they actively use effective language acquisition strategies to support uri, including modelling, prompting and praise. Ngā ture o te akomanga and established routines promote high expectations for te reo Māori and positive interactions. Uri demonstrate an enjoyment for learning. 

Classroom planning and reflective practices are developing. Kaiako work collaboratively and are responsive to uri interests. Their planning is influenced by their local area and resources. This enhances and promotes a fun engaging and culturally rich learning environment for all. Kaiako use a variety of effective teaching strategies including differentiation, questioning techniques and one to one teaching moments. Uri also have opportunities to lead their own learning in a supportive environment. Independent learning activities include experiences that cater to the diverse needs of uri, providing the opportunity for all uri to experience success. Uri actively engage in learning experiences in the kura and their wider community.

The tumuaki is developing an understanding of the role and its responsibilities. Building relational trust and developing a culture of collaboration has been a key focus. An open-door policy and clear communication approach creates an environment for uri and their whānau to feel safe, included and valued. This contributes to positive learning environments that are conducive to uri engagement and wellbeing. The tumuaki is well supported by whānau and trustees. And also receives support from NKAI, the Ministry of Education and iwi services that enhance her leadership skills and develop her curriculum knowledge and skills. The tumuaki works closely with the teaching team to help grow their professional capabilities. The learning programme is discussed regularly, and at times adjusted to improve outcomes for uri. Uri are at the centre of leadership practices.

Mangatunatanga underpins governance systems and processes. Whānau aspire for uri to be strong and confident in their identity as te reo Māori speakers, to be immersed in mātauranga Māori and to preserve the ancestral legacies that have been handed down to them. Whānau expressed their desire to learn te reo and matauranga Māori alongside their tamariki. The board consists of members with a variety of useful experience and skills. Trustees access NKAI and Te Whakarōputanga Kaitiaki Kura o Aotearoa (NZSTA) to increase their understanding of their roles and responsibilities. An annual implementation plan and strategic direction was developed in collaboration with whānau. Kura policies and procedures are reviewed regularly. Systems to promote uri safety, wellbeing and learning are in the early stages of implementation. 

Key Next Steps

Leaders and kaiako need to review assessment practices to be assured they have valid and reliable information about uri progress, achievement and their learning needs. Kaiako must identify uri whose progress requires acceleration and plan for this urgently. Kura data at the end of 2023 shows that 61% of uri met kura expectations in pānui. In tuhituhi and pāngarau only approximately 20% met kura expectations. Uri progress and achievement needs to be regularly reported in plain language to whānau and trustees. Better information is needed to inform purposeful decision making. Uri progress and learning is at risk. 

Aspects of governance and internal evaluation require urgent attention. Implementation, monitoring and review of the marau ā-kura and annual implementation plan is not rigorous. Some health and safety practices require improving, including a planned approach to respond to emergencies. Ensuring uri success, wellbeing and safety is being compromised. 

Human resource management requires strengthening. Trustees need to understand their responsibilities better and ensure their employment practices reflect legislative expectations. Also, an annual process to manage the performance and professional practice of the teaching tumuaki is required. Uri benefit when personnel systems, processes and practices promote positive outcomes. 

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:

• 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]
• annually assess the tumuaki against all the professional standards for principals
  [New Zealand Education Gazette and relevant Employment Agreement]
• use good quality assessment or aromatawai information to report, in writing and plain language, to each student and their parents on their progress and achievement in literacy and mathematics or te reo matatini and pāngarau at least twice a year
  [Regulation 21 of Education (School Boards) Amendment Regulations 2022]
• develop and implement emergency plans, including emergency/evacuation procedures, lockdown procedures and notification procedures for duty of care for students.
  [National Civil Defence Emergency Plan Order 2015]

6 Recommendation

ERO and the whānau recommend that the non-compliances and key next steps outlined in this report be prioritised and addressed with the guidance of NKAI.

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

29 October 2024

7 Information about the kura