Review 23 May 2024
Latest1 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 Te Kura Kaupapa Māori ā-Rohe o Māngere tētahi kura nui e noho tāone ana, ā, e whakarato ana i te mātauranga o Te Aho Matua ki ngā ākonga o ngā tau 1 ki te 13. He tokomaha ngā ākonga nō te whakatupuranga tuatoru o ō rātou whānau kua whai hononga ki te kura. Ka ahu mai ngā ākonga i te takiwā whānui tonu o Tāmaki-makau-rau ki te tonga, ā, mā runga pahi rātou tae mai ai ki te kura.
3 Te Aronga o te Aromātai
He pēhea rawa te whakaatu mai a te ākonga i te ngākau titikaha, i te ngākau tapatahi anō hoki mōna ake, me ngā pūmanawa ki te ārahi?
He ngākau titikaha ō ngā ākonga kei ngā reanga katoa, ā, ka tū rātou ki te ārahi i te tangongitanga o ngā horopaki.
4 Ngā Whakaaturanga
Te Ira Tangata
Ka whakarato te whānau i ngā whai wāhitanga mō ngā ākonga ki te tautāwhi i ō rātou tuakiri. Nō rohe kē, nō iwi kē hoki ngā ākonga tokomaha, heoi, ka taea e rātou katoa ō rātou pepeha te taki. Ka whai wāhi atu rātou ki te maha o ngā huihuinga Māori whakahirahira i Tāmaki-makau-rau. Ka whai wāhi atu hoki rātou ki ngā wānanga o Te Aho Matua, e tūhono ana i a rātou ki ētahi atu kura kaupapa Māori, me ētahi atu ākonga. Ka whakatairanga aua wheako i tō rātou tuakiri hei Māori mā roto mai i te hapori nui o te tāone. Kei te tākare rātou ki te ako ki tētahi taiao e poipoi ana i a rātou, ā, e ahu mai ana hoki i ngā uara Māori, i ngā whakapono Māori, me ngā ariā Māori. Ka whai wāhi atu rātou ki ngā pōwhiri me ngā karakia, ā, ka tū hoki ki te arataki. Kei te kaha ngā ākonga ki te pakirehua, ā, he ngākau titikaha ō rātou ki te rapu māramatanga mō ō rātou hononga ki ētahi atu.
Te Reo
Ka whakarato te whānau i te hōhonutanga o te taiao reo Māori. Kei te mātau ngā kaimahi katoa ki te reo Māori. Mō te nuinga o ngā ākonga, kāhore te reo Māori e kōrerohia ana i ngā kāinga, heoi, ka āta tautokona ngā ākonga e mau ana i te iti noa o te reo Māori mā tētahi hōtaka whakawhiti. Ka puta ngā ākonga i taua hōtaka i te wā kua rite, kua whai pūkenga hoki rātou ki te kōkiri i ngā tūāhuatanga o te akomanga. Ka whakamahi ngā kaimahi i te tangongitanga o ngā rautaki e whakapūmau ana, e whakawhānui ana hoki i te mātau o ngā ākonga ki te reo. Ka whai wāhi atu ngā ākonga ki te tangongitanga o ngā whakawhitinga kōrero ōkawa, ōpaki hoki ki ō rātou hoa, ki ngā kaiako, ā, ki ētahi atu hoki. Ka kitea ki ngā ākonga tokomaha, tō rātou āheinga ki te whakaaro kaikini, ki te whakawhiti kōrero, ki te whakamārama, me te āta patapatai anō hoki mā te reo Māori. Ka riro i ngā ākonga ngā pūkenga me te tūmāia ki te whakawhitiwhiti whakaaro mā te reo Māori.
Ngā Iwi
He ngākau titikaha ō ngā ākonga, he mātau hoki rātou, ā, ka āta whai wāhi nui rātou ki tō rātou kura me te hapori. Kei te pakari te noho tahi o ngā ākonga hei tuakana, hei teina, me tō rātou noho tahi me ngā kaimahi. Kua hokihoki mai ngā raukura tokomaha ki te kura, hei mātua, hei kaimahi hoki. He ngākau titikaha ō ngā ākonga, ā, he mauritau hoki tā rātou taunekeneke ki ngā manuhiri. Ko te tiaki me te tautoko i ngā manuhiri, he kawenga māoriori nei ki ngā ākonga. Ka tūmāia, ka whai pūtake hoki rātou i roto i ā rātou taunekeneke. Ka whakaute, ka manaaki hoki ngā ākonga i roto i ō rātou hononga ki ētahi atu.
Te Ao
E whakawhanake ana te ngākau titikaha o ngā ākonga ki te whai wāhi atu ki te ao Māori, me te whakatewhatewha i tō rātou tūranga ki te ao whānui. Ka riro i a rātou ngā wheako e hāpai ana i tō rātou māramatanga ki te ao Māori o tēnei wā, me te ao Māori o mua. Ka whai wāhi atu rātou ki te marae o Māngere, ā, ka hāpai i ngā tikanga me ngā kaupapa o ia rā ki te marae me te kura. He tūāhuatanga ka whakapakari ake i tō rātou āheinga ki te hāpai i ō rātou ake hapū me ō rātou ake marae i te kāinga. E mōhio ana rātou ki ngā kawenga me ngā tūmanako mō ngā horopaki ōkawa me ngā horopaki ōpaki. Ka taunekeneke ngā ākonga tuākana ki ō rātou hoa me ngā tāngata hoki nō ahurea kē. E mōhio ana ngā ākonga ki a rātou anō, me ngā huarahi e taea ana e rātou te hāpai.
Āhuatanga Ako
Kei te mauritau, kei te whai wāhi nui hoki ngā ākonga ki tō rātou taiao ako. Kua whakatakotohia ngā mahere marau matua, ā, ka whakaratohia ngā whai wāhitanga ako mō ngā ākonga ki te whakapakari ake i ō rātou ake ngākau titikaha mā roto mai i te tangongitanga o ngā horopaki. Ka whakamahere ngātahi ngā kaimahi, ā, ka whakarato ngā kāhui me ia kaiako i ngā taumahi e tika ana mō ngā tūmomo rōpū ākonga. Kei te tino mōhio ngā kaimahi ki ā rātou ākonga. Ka hāpai rātou i ō rātou matea ako mā ngā hōtaka ngohengohe. I tēnei wā, kei te whakatutuki ngā kaiako i ngā whakaaro huritao poto i ia wiki. He ngākau titikaha ō ngā ākonga, ā, ka whai wāhi nui rātou ki te ako.
Wharekura
Ka āta hāpai ake ngā kaiako i ērā o ngā ākonga e tika ana kia tautokona ake. Ka uiui i ngā ākonga, hei whakahihiko, hei wero anō hoki i ngā whakaaro. Ka hīraurau ngātahi ngā ākonga i ngā hopanga. Ka whakatutukihia e te nuinga o ngā ākonga Te Taumata Mātauranga ā-Motu kua Taea i ō rātou reanga ake. E tino tautokona ana te whai atu a ngā ākonga i ngā huarahi i whiriwhirihia ai e rātou. Kei te tākare te whai wāhi nui o ngā ākonga o te wharekura ki ngā wheako ako.
Te ārahitanga
Kua hāpai ake te roanga o te ārahitanga i te noho pūmau o te kura. E mōhio ana ngā kaiārahi ki ō rātou tūranga me ā rātou kawenga mahi, ā, ka mahi ngātahi rātou ki te tautoko i ngā ākonga. Kua tino whakapeto ngoi, kua āta whakamahi hoki i ngā rauemi hei hāpai i te waiora ā-whatumanawa, ā-wairua, ā-tinana hoki, whai muri i te KOWHEORI-19, tae atu hoki ki ngā wā i pā kino rawa ai te huarere. I pā tōraro aua wā huarere ki te taetae atu a ngā ākonga ki te kura, me ā rātou paetae. Ko tā te Kai Ora me te tautoko tangata mahi, he whakakore atu i ētahi o ngā tūmomo wero ki te whānau mō te taetae atu ki te kura. Ka whakatutukihia ngā mahere rautaki me te arotake kaupapa here ki ngā wānanga. Ko tētahi āhuatanga o te rautaki tauatanga, ko te tokomaha o ngā raukura e mahi ana ki te tangongitanga o ngā tūranga ki te kura. Pūrongo ā-waha ai te tumuaki ki te komiti iti mō ngā whakawhanaketanga o te kura, ā, ka whakatakoto auau anō hoki ia kāhui i ngā pūrongo ā-tuhi mā rātou. Ka kawe atu ngā ākonga i ngā kawenga ārahi ki te tangongitanga o ngā horopaki.
Te kāwana
I tino pā tōraro te KOWHEORI-19 me ngā waipuke nō nā tata tonu nei ki te kura me tōna hapori whānui. Kua whai pānga aua tūāhuatanga ki te whai wāhi atu a te whānau. E whakarato tonu ana ngā kaiārahi o te kura i ngā kaupapa e akiaki ai i te whai wāhi mātātoa mai, i te kaha taetae mai hoki a te whānau ki te kura. Kua hāngai pū te titiro ki te whakatairanga i te waiora ā-whatumanawa, ā-wairua hoki o ngā ākonga, ngā whānau, me ngā kaimahi. Ka whakaemi, ka whakaraupapa hoki tētahi komiti iti i ngā mōhiohio whai pānga, ā, ka tautuhi i ngā rongoā hei kawe atu ki te whānau mō tā rātou whakamanatanga. Ko tō te ākonga āhua, kei te rangona e rātou te tino tautoko me te tino manaakitanga.
Ngā Whakaritenga Matua ka whai ake
Me whakapakari ake i te aromātai o roto. Kāhore te ahu whakamua o te mahere rautaki e āta tuhia ana. Nā te mea kāhore he taumata paetae ā-tau, kāhore rānei he kōrerorero e pā ana ki te ahu whakamua me ngā paetae ākonga, he iti noa ngā mōhiohio hei ārahi i ngā rautaki me ngā whakaritenga mō te whakapaitanga ake. E mōhio ana ngā kaiārahi o te kura, e tika ana hoki kia whakahoungia tā rātou kaupapa here e pā ana ki te ārai tamaiti, kia hāngai ake ai tēnā ki ngā whakarerekētanga i ngā herenga ā-ture, me ngā tikanga hoki e pā ana ki ngā whakaritenga papai. Ka taea te aromātai o te hōtaka akoranga te whakapakari ake, hei tautuhi i ngā huarahi ka whakapai ake i ngā putanga ki ngā ākonga me ō rātou matea.
Kāhore anō te whānau kia whakatutukihia te aromatawai e pā ana ki ngā whakaritenga ngaio a te tumuaki. E mōhio ana rātou he kaupapa matua tēnei, ā, ka toro atu rātou ki te ārahitanga me te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.
5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i whakatutukihia e te poari me te tumuaki o Te Kura Kaupapa Māori o Māngere he Tauāki Kupu Tūturu a te Whānau mā ngā kura o Te Aho Matua, 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 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 whakahaere i te whanonga, te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito, me ngā tukanga amuamu)
- te haumaru ā-tinana o ngā ākonga (tāpiri atu ki ngā kaupapa here me ngā tukanga e pā ana ki te mātauranga ki tua atu i te akomanga, te tautuhi i ngā tūāhuatanga mōrearea, te ārai i ngā whara, ngā aituā, me ngā rongoā)
- ngā tohu mātauranga a ngā kaiako, me te whakaritenga o ngā kaiako
- te whakaunu, te aukati, te pana me te whakarerenga
- te aroturuki i te tae ā-tinana atu a ngā ākonga ki te kura.
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
- 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 ā-tōpū mō te whiwhi mahi e whai pānga ana]
6 Ngā Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga te taunakitanga e whai ake nei, arā, kia mahi te whānau ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te:
- whakatutuki i te arotake e pā ana ki te tumuaki, mā ngā paerewa ngaio e pā ana ki te umanga
- whakapakari ake i ngā hōtuku a ngā kaiako, me te whakapai ake i te whakatakotoranga o ngā taumata mātauranga, tae atu hoki ki te aroturuki, te pūrongo hoki i te ahu whakamua me ngā paetae a ngā ākonga i roto i te reo matatini me te pāngarau, me te
- whakapakari i ngā tukanga e pā ana ki te aromātai o roto.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
23 Haratua 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi Kei Tāmaki-makau-rauTe tau a te Tāhuhu o te Mātauranga 4208Te tūmomo kuraHe kura whakahiato (Tau 1-13)Te tokomaha o ngā ākonga o te kura302Ngā hononga ā-iwiMāori 100%Ngā āhuatanga motuhakeTe Aho Matua Te wā i te kura te rōpū arotakePoutū-te-rangi 2024Te wā o tēnei pūrongo 23 Haratua 2024Ngā pūrongo o mua aTe Tari Arotake Mātauranga Arotake Mātauranga, Hakihea 2017; Arotake Mātauranga, Hui-tanguru 2014; Arotake Motuhake, Hui-tanguru 2012
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 a Rohe o Mangere is a large urban based kura that provides Te Aho Matua education for students in Years 1-13. Many students are the third generation to be associated with the kura. The students come from the greater south Auckland area and are transported to and from kura by bus.
3 Evaluation Focus
How well do students show self-confidence, personal integrity, and qualities of leadership?
Students of all ages are confident and take on leadership roles in a range of contexts.
4 Findings
Te Ira Tangata
Whānau provide opportunities for students to embrace their identity. Many students come from other areas and tribes, but they can all recite their pepehā. They are involved in many significant Māori events in Auckland. They participate in Te Aho Matua wānanga connecting them to other kura kaupapa and students. These experiences enhance their identity as Māori in a large urban community. They are enthusiastic about learning in a nurturing environment based on traditional Māori values, beliefs, and concepts. They participate and take lead roles in pōwhiri and karakia. Students are enquiring and confidently seek understanding of their connections to others.
Te Reo
Whānau provide a rich te reo Māori environment. All kaimahi are proficient in te reo Māori. Most students do not come from Māori speaking homes however, students with little or limited te reo Māori are well supported through a transition programme. Students move out of this programme when they are ready and capable of managing a regular classroom environment. Kaimahi use a range of strategies to reinforce and extend the language proficiency of students. Students engage in a range of formal and informal discussions with their peers, kaiako and others. Many students demonstrate that they can think critically, discuss, interpret, and confidently question in te reo Māori. Students acquire skills and confidence to communicate in te reo Māori.
Ngā Iwi
Students are confident and competent and contribute positively to their kura and community. Tuakana and teina relationships between students and with kaimahi are strong. Many raukura have returned to the kura as both parents and kaimahi. Students are confident and comfortable when interacting with manuhiri. Hosting and supporting manuhiri are normalised responsibilities of students. They are confident and purposeful in their interactions. Students are respectful and caring in their relationships with others.
Te Ao
Students are developing confidence to contribute to the Māori world and investigate how they fit in the wider world. They are provided experiences that contribute to building their understanding contemporary te Ao Māori and te Ao Māori in the past. They participate and contribute to the Mangere marae and support with tikanga and day-to-day activities at the marae and at kura. This provides opportunity for them to be prepared to support their own hapū and marae when they return home. They are aware of responsibilities and expectations for formal and informal contexts. Senior students interact with peers and people of different cultures. Students know who they are and how they can contribute to others.
Āhuatanga Ako
Students are settled and engaged in their learning environment. Core curriculum planning is in place and learning opportunities are provided for students to build self-confidence in a range of contexts. Kaimahi plan collaboratively and syndicates and individual kaiako provide appropriate activities for their group of students. Kaimahi know their students well. They support their learning needs through flexible programmes. Kaiako currently do brief regular weekly reflections. Students are confident and engaged learners.
Wharekura
Kaiako take the time to support students requiring extra support. They question students to provoke and challenge thinking. Students problem solve together. Most students achieve in National Certificates of Educational Achievement (NCEA) at their respective year level. Students are well supported to pursue their chosen pathways. Wharekura students engage enthusiastically in learning experiences.
Leadership
Long serving leadership has created stability for the kura. Leaders know their roles and responsibilities and work collaboratively to support students. Substantial energy and resources have been expended to support emotional, spiritual, and physical wellbeing post COVID-19 and through subsequent severe weather events. The later had an impact on student attendance and achievement. Kai Ora and pastoral support has removed significant attendance challenges for whānau. Strategic planning and policy review are achieved through wānanga. The considerable number of raukura employed in a range of positions is part of the kura succession planning strategy. The tumuaki reports verbally to the sub-committee on kura developments and each syndicate provides regular written reports to them. Students take on leadership responsibilities in a range of contexts.
Governance
The kura and its wider community were significantly hindered by COVID-19 and more recently flooding. These occurrences have affected whānau engagement. Kura leaders continue to provide events that encourage whānau to be active participants and regular attendees at kura. There has been a deliberate focus on promoting the emotional and spiritual wellbeing of students, whānau and staff. A sub-committee collects and collates relevant information and identifies solutions that are then taken to whānau for endorsement. Students appear to feel well-supported and cared for.
Key Next Steps
Internal evaluation requires strengthening. Progress on the strategic plan is not well documented. In the absence of annual achievement targets and narratives on student progress and achievement, there is little information to guide improvement strategies and practices. Kura leaders are also aware of the need to update their Child Protection Policy to better reflect changes in legislation and best practice requirements. Evaluation of the learning programme could be strengthened to identify how to improve student outcomes and needs.
The whānau have not completed an assessment of the tumuaki professional practice. There are aware that this is a priority and will seek guidance and support from Te Runanga Nui o Ngā Kura Kaupapa Māori.
5 Whānau Assurance on Legal Requirement
During the review, the board and principal of Te Kura Kaupapa Māori o Mangere completed the Te Aho Matua Whānau Assurance Statement and Self-Audit Checklist. In this document they attested they had taken all reasonable steps to meet the legislative requirements related to:
- board administration
- curriculum
- management of health, safety and welfare
- personnel management
- financial management
- asset management.
ERO checked the following items because they have a potentially high impact on outcomes for children:
- emotional safety (including behaviour management, prevention of bullying and abuse, complaints procedures)
- physical safety (including policies and procedures relating to EOTC, hazard identification, prevention of physical harm, accidents and medication)
- staff qualifications and organisation
- stand-downs, suspensions, expulsions and exclusions
- monitoring of student attendance.
Actions for Compliance
To meet compliance requirements, they must:
- annually assess the principal against all the professional standards for principals
[NZ Gazette: and relevant employment agreement]
6 Recommendations
ERO developed the following recommendation, that the whānau work with Te Runanga Nui o Ngā Kura Kaupapa Māori to:
- complete assessment of the tumuaki against the Standards for the profession
- build kaiako data literacy and improve academic target setting and the monitoring and reporting of student progress and achievement in literacy and numeracy, and
- strengthen internal evaluation processes.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
23 May 2024