Manutuke School

Ngā Kitenga Arotake

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

Kua tautapaina Te Kura o Manutūkē hei kura āhuatanga motuhake, hei kura hiato hoki ki Tūranga-nui-a-Kiwa, ā, e poipoi ana i ngā uri o ngā tau 1 ki te 13. E whakarato ana te kura i te mātauranga mā ngā reo e rua, nō reira, he kāhui rumaki reo Māori o roto i te kura, ā, e whakaakona ana te toenga o te kura mā te reo Māori me te reo Pākehā. Whai muri i te arotakenga o mua a Te Tari Arotake Mātauranga i te tau 2017, kua hono atu te whānau o te kura ki Ngā Kura ā Iwi o Aotearoa. Nā tēnā, koia nei te aromātai tuatahi i whakahaerehia ai mā te kura e Te Uepū ā-Motu, arā, e te rōpū aromātai kaupapa Māori o Te Tari Arotake Mātauranga.

Ko te tirohanga o te kura e meatia ana, ‘Te Manu Tū Kē – The bird that stands unique’, ā, he tirohanga tēnei e whai pānga ana ki te tuakiri o te kura me te hōhonutanga o ngā kōrero tuku iho e pā ana ki tēnei wāhi. E pou here ana te tirohanga i ngā uara matua o te kura, arā, i te manaakitanga, te kotahitanga , te whanaungatanga, te rangatiratanga, me te wānanga ako. E takunetia ana kia ārahi aua uara i ngā whakaakoranga, i ngā akoranga, me ngā hononga anō hoki puta noa i te kura, me te whakatairanga i ngā tikanga me ngā mātauranga o Rongowhakaata.

3 Te Aronga o te Aromātai 

He pēhea rawa te rongo o ngā uri i te angitu, te waiora, te whai tukuihotanga me te whakaaweawe?

E whanake ana te uri hei ākonga e kōkiri ana i a ia anō, ā, ka tupu haere tōna ngākau titikaha mā tō rātou ūkaipōtanga me te eke angitu.

4 Ngā Whakaaturanga 

E whanake ana te uri hei ākonga ngākau titikaha ka kōkiri i a ia anō. E whiwhi ana ngā uri katoa i tētahi marau ā-kura e poipoi ana i tō rātou ūkaipōtanga, heoi, kua pakari ake taua hononga i roto i te kāhui Rumaki. Ka whai wāhi atu ngā uri o te kāhui Rumaki ki ngā wheako whai pūtake e tūhono ana i a rātou ki te reo me te mātauranga ā-iwi hei tūāhuatanga tonu o ō rātou wheako o ia rā. Ka whakatinana rātou i ngā tikanga me ngā kawa o Rongowhakaata i ia rā, ā, he ngākau titikaha ō rātou ki te kawe i ngā takutaku me ngā karakia e whakakoia ana i te whakapono ki ngā atua Māori. Nō nā noa nei rātou i whakanui ai i te angitu i roto i te whakataetae kapa haka ā-rohe. Ko ngā whānau i tae mai ki te hui i te wā o te aromātai a Te Tari Arotake Mātauranga, i kaha kōrero mai mō te puāwaitanga mai o ā rātou tamariki mā roto mai i tētahi wāhi e whakanui ana i te ao Māori, i ngā tikanga, me te tuakiritanga.

E tino tautokona ana ngā uri tēina ki te whakawhanake i ngā pūkenga whakapū i roto i te pānui, te tuhituhi, te mahi whika, te reo matatini me te pāngarau. Mō ngā uri o te tau 1 ki te 8, ka tupu tō rātou aroha ki te ako, ā, kei te pai te ahu whakamua me ngā whakatutukitanga o te tino nuinga o rātou. Ka tautuhia ngā uri hei whakatere, hei whakawhānui rānei i roto i ngā akoranga, ā, kua whakaritea ngā rautaki e hāpai ana i a rātou. Kei te whakahihiko, kei te pāhekoheko, kei te ngahau hoki ngā taumahi i te akomanga, ā, he wairua whakataetae hoki. Kei te whai pūtaketanga ngā whakaakoranga, kei te whai hanganga hoki te ako hei tūāhuatanga tonu o te āhua o te whakaako i ia rā. Ka hāpai katoa aua tūāhuatanga i te angitu a ngā uri, i a rātou e ahu whakamua ana i roto i te kura.

I te tau 2024, i whakarato tuatahi Te Kura o Manutūkē i Te Taumata Mātauranga ā-Motu kua Taea. I whakarato i ngā kaupapa i runga anō i te āheinga ki te whakapā atu ki ngā kaiako e whakaako ai i aua marau, ā, ka whakamahi i ngā rautaki - pērā i te toro atu ki ētahi atu kaiako mā te ipurangi me ngā pae ako ā-ipurangi a Ngā Kura ā Iwi o Aotearoa – ki te hāpai i te whai wāhi atu ki te whānuitanga atu o ngā momo kaupapa. E tohu ana ngā paetae i te teitei o ngā whakatutukitanga puta noa i ngā taumata katoa o Te Taumata Mātauranga ā-Motu kua Taea, ā, ka kitea hoki te kaha whai wāhi atu a ngā uri. Tērā hoki te rahinga papai o ngā uri i whakamanatia ai ki te tohu kairangi i te Taumata 2, me te 60% o ngā uri i whiwhi i te Tiwhikete Uru Whare Wānanga – kei te taumata tonu, kei runga ake pea rānei i te toharite ā-motu. He whai wāhitanga tonu ki te whakapakari ake me te whakawātea ake i ngā huarahi mātauranga mātāmuri mō ētahi atu uri.

Ngā Whakaritenga Matua ka whai ake

Me āta whakatau ngā kaiārahi o te kura kia riterite, kia tautika hoki te whakatinanatanga o tētahi marau ā-kura e pupuri nei i te hōhonutanga o te ahurea, e aro nui ana hoki ki te ākonga, puta noa i te kāhui Rumaki me ngā huarahi ako reo rua. Kua whakatōngia te marau ā-kura ki tētahi angamahi taketake matawhānui e whakatairanga ana i te eke angitu i roto i te mātauranga, i te waiora o ngā uri, me te whakamanatanga ā-ahurea mā te mōhiotanga me ngā uaratanga o Rongowhakaata. Heoi, kāhore taua tūāhuatanga e āta whakatinanahia ana i ia te wā puta noa i te kura. Ko te whakapakari i ngā whakaritenga ā-kura ka hāpai anō i ngā uri katoa ki te whiwhi i ngā akoranga e tautoko ana i te whakawhanaketanga ā-poutama nei i te reo Māori, ki te tūhono i a rātou ki ō rātou mātauranga ā-iwi, me te whakatairanga i tō rātou āheinga ki te puāwai hei uri Māori mā roto mai i te tangongitanga o ngā horopaki.

Me kawe ngā Pou Ārahi i ō rātou tūranga kia ngaio, ā, me mahi ngātahi anō hoki hei painga mō ngā uri, mō ō rātou whānau, me te hapori tonu o te kura. Kua kaha whati ngā hononga ngaio ki waenga i te rōpū ārahitanga, ā, nā tēnā kua memeha haere te whai kawenga me te whakawhirinakitanga o tētahi ki tētahi. Kua pā tōraro tēnei ki ngā pai herenga o ngā rōpū me te ahurea whānui hoki o te kura. Kāhore te ngātahitanga e ū pūmau ana, ā, kāhore ngā kaimahi katoa e rongo ana i te tautoko, i te akiaki rānei ki te whai wāhi atu ki ngā whakataunga. Ahakoa he pūnaha tautoko i roto i ētahi o ngā ohu, me whai anō hoki i ētahi wāhi puta noa i te kura whānui, kia āhei ai ngā kaiako ki te āta kōrero, te whakaaro huritao, me te tupu ngātahi. Kua pā ki ngā uri ngā mahi e whakawehewehe ana, e aukati ana hoki i te tangata, ā, i ētahi wā kua kitea hoki te whanonga kāhore i te ngaio. E whakahāwea ana aua take i te uara o te kotahitanga i te kura, ā, ka kitea anō hoki nā te whakakorenga o ngā karakia ā-kura, ahakoa he tikanga tēnā i whāia i mua i whakakotahi ai i ngā uri.

Me whai whakaaro ki te toro atu ki te tautoko o waho hei hāpai i te whai huatanga o ngā mahi kāwana i te kura. Ko te whatinga o ngā hononga ki waenga i Te Poumarumaru me te Tumuaki e pā tōraro ana ki te ngākau whakapuke o ngā kaimahi me te whakahaeretanga o te kura. Kāhore anō kia manatokotia te mahere rautaki, ā, kua whakapuakihia e ngā Poumarumaru tā rātou rangirua ki te whakatutuki i ētahi āhuatanga o ā rātou kawenga ā-ture. Kāhore te tumuaki me ngā poumarumaru i te mahi ngātahi hei painga mō ngā uri me ō rātou whānau. Kua pā tōraro te kore mahi ngātahi ki te whakatinanatanga o tētahi huringa taiāwhio auau o ngā kaupapa here, ā, kāhore anō kia āta whakatau te māramatanga o ngā kaimahi katoa ki ā rātou takohanga ki tā te Children's Act 2014 e meatia ana. Ko ngā wero kāwana e whakatōmuri ana i te āheinga o te kura ki te whakarato i te ārahitanga ngātahi me te aronga rautaki, ā, me tahuri wawe ki te whakapakari anō i te whakawhirinakitanga me te whakatau i te whai takohanga.

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 ā rātou herenga ā-ture, me tahuri rātou ki te:

• āta whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki:
• te whakatutukitanga o te arowhai a ngā pirihimana i ngā kaimahi i mua i te tīmatanga o te tangata ki te mahi ki te kura; me
• te whai whakaaro ki ngā mōhiohio i te arowhai a ngā pirihimana, hei āta tātari ina āe rānei, kāhore rānei te 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]

6 Te Taunakitanga

I runga i ngā tikanga o te Wāhanga 171 o Te Ture Mātauranga me te Whakangungu 2020, e taunaki ana Te Tari Arotake Mātauranga kia whai whakaaro te Tāhuhu o te Mātauranga ki te whakatū i tētahi Kaiwhakahaere Manatū ā-wā, hei kawe i ngā mahi a te poari e whai ake nei, arā, i te:

• whakahaeretanga o te hononga ki waenga i te poari me te tumuaki
• hāpai i te whakamahere rautaki me te whakatinanatanga, me te
• tirohanga whānui e poipoi ai i te waiora o ngā kaimahi me ngā tukanga whakawhitiwhiti kōrero.

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

7 Whiringa-ā-rangi 2025

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

Manutuke School is a designated special character composite school in Gisborne, catering for uri in Years 1-13. The kura offers dual-medium instruction, with Māori immersion delivered through the Rumaki Māori Syndicate (Rumaki), and both te reo Māori and English in the remainder of the kura. Since ERO’s last visit in 2017, the kura whānau has affiliated with Ngā Kura ā-Iwi o Aotearoa (NKAI). As a result, this is the first evaluation for the kura carried out by Te Uepū ā-Motu, ERO’s specialist kaupapa Māori evaluation team.

The school’s vision, ‘Te Manu Tū Kē - The bird that stands unique’, reflects both the identity of the kura and the rich history of its location. The vision underpins the core values of the kura: manaakitanga, kotahitanga, whanaungatanga, rangatiratanga, and wānanga–ako. These values are intended to guide teaching, learning, and relationships across the kura, while reflecting the tikanga and mātauranga of Rongowhakaata.

3 Evaluation Focus

How well do uri experience success, wellbeing and cultural autonomy and influence?

Uri develop as autonomous learners, growing in confidence through their ūkaipōtanga, and achieving success.

4 Findings

Uri are developing as confident, self-directed learners. While all uri experience a marau ā-kura that nurtures their ūkaipotanga, this connection is stronger in the Rumaki. Uri in the Rumaki engage in meaningful experiences that connect them to te reo and mātauranga ā-iwi as part of their daily experience. They practise tikanga and kawa of Rongowhakaata daily, and lead takutaku and karakia confidently, affirming their whakapono to atua Māori. They recently celebrated success in whakataetae kapa haka ā-rohe. Whānau who attended a hui during ERO’s evaluation of the kura consistently expressed that their children are thriving in a space that values te ao Māori, tikanga, and tuakiritanga.

Younger uri are well-supported to gain sound foundational skills in reading, writing, mathematics, te reo matatini, and pāngarau. Years 1-8 uri grow a love for learning, and the large majority are progressing and achieving well. Uri requiring acceleration or extension are identified, and strategies are in place to support them. Classroom activities are stimulating, interactive, fun, and competitive. Intentional teaching and structured learning are part of daily instruction. This contributes positively to uri success as they move through the kura.

In 2024, Manutuke School hosted National Certificates in Educational Achievement (NCEA) for the first time. Subject offerings were reliant on access to kaiako in specific curriculum areas, with strategies such as employing online kaiako and utilising NKAI on-line learning platforms enabling broader participation. The achievement data indicates high levels of attainment across all NCEA levels, reflecting strong uri engagement. A notable proportion of uri achieved endorsements with excellence at Level 2 and 60% of uri attained University Entrance - consistent with, or slightly higher than, the national average. There remains an opportunity to further strengthen and increase access to tertiary pathways for more uri.

Key Next Steps

Kura leaders need to ensure consistent and equitable implementation of a culturally rich and responsive marau ā- kura across both the Rumaki and the dual-medium pathways. The kura curriculum is grounded in a coherent indigenous framework that promotes academic achievement, uri wellbeing, and cultural empowerment through the knowledge and values of Rongowhakaata. However, this is not yet consistently enacted across the kura. Strengthening kura-wide practices should enable all uri to experience learning that supports the progressive acquisition of te reo Māori, connects them to their iwi knowledge, and enhances their ability to thrive as Māori in diverse contexts.

Pou Ārahi need to undertake their roles professionally and collaboratively in the best interest of uri, their whānau, and the kura community. There has been a noticeable breakdown in professional relationships within the leadership team, resulting in a deterioration of collegial responsibility and trust. This has had a widespread impact on team dynamics and the overall culture of the kura. Conditions are not consistently collegial, and not all staff feel supported or encouraged to contribute to decision-making. While some support systems exist within ohu, there is a need for kura-wide spaces where kaiako can safely kōrero, reflect, and grow together. Uri have been exposed to separatist and non-inclusive practices, as well as unprofessional behaviours at times. These issues undermine the kura value of kotahitanga, which is further reflected in the absence of kura-wide karakia, a previously unifying tikanga for uri.

Accessing external support should be considered to enable the effective governance of the kura. A breakdown in relationships between the Poumarumaru and the Tumuaki is negatively impacting staff morale and kura operations. The strategic plan remains unratified, and the Poumarumaru have expressed uncertainty about meeting some aspects of their legal responsibilities. The Tumuaki and Poumarumaru have not been able to work constructively together to serve uri and their whānau well. The implementation of a regular cycle of policy review has been hampered by the lack of collaboration, and it is uncertain whether all staff understand their obligations under the Children’s Act 2014. These governance challenges are impeding the ability of the kura to provide cohesive leadership and strategic direction and require urgent attention to restore relational trust and ensure accountability.

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:
  (a)  obtaining a Police vet before a person starts work at the school and, 
  (b)  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]

6 Recommendation

In accordance with Section 171 of the Education and Training Act 2020, ERO recommends the Ministry of Education consider the appointment of a Limited Statutory Manager (LSM) to assume responsibility for the following board functions:

• managing the relationship between the board and tumuaki
• supporting strategic planning and implementation, and
• overseeing staff wellbeing and communication processes.

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

7 November 2025

7 Information about the Kura