TKKM o Manurewa

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 Manurewa ki te hapori o Manurewa, i Tāmaki-makau-rau ki te tonga. Nō nā noa nei te kura i hono tahi ai me Te Wharekura o Manurewa, nō reira, kua hūnuku ki tōna wāhi tū hou, ā, ko Te Pūtahi Māori o Manurewa te ingoa i nāianei. Kua tīmatahia e ngā whānau o te kura ngā whakaritenga ā-kura te whakatakoto kia pai ai te whakahaere i ngā mahi i te kura.

3. Te Aronga o te Aromātai

He pēhea rawa te whakatinanatanga o ngā tamariki i te whakataukī e mea ana, “He kākano i ruia mai i Rangiātea”?

E whanake ana te ngākau titikaha o ngā tamariki ki te whakatinana i ō rātou tino pūmanawa mā roto mai i te tangongitanga o ngā wheako ako.

4. Ngā Whakaaturanga 

Te Ira Tangata
E ako ana ngā tamariki ki tētahi taiao e poipoi ana i tō rātou oranga ā-whatumanawa, ā-wairua hoki. Ia ata, ka toro atu ngā tamariki ki te taha wairua mā ngā karakia, ngā waiata, me ngā hīmene, ā, ka inoi mō ngā manaakitanga kia mauritau ai ō rātou wairua mō te nui o ngā mahi kei mua i a rātou. Ko ngā hui ā-kura he whai wāhitanga ki te whakamihi i te tuakiri motuhake o ia tamaiti, me te whakapuaki i ngā tikanga whakaaro o Te Aho Matua i roto i ngā whakaritenga o ia rā. Ka whakakoia ngā whānau i tō rātou tautoko i te kura hei wāhi haumaru, hei wāhi whakakotahi mō ngā tamariki katoa, kia ako, kia tupu hoki rātou. Ka kitea ki ngā tamariki tō rātou manawa whakahī mō tō rātou tuakiri.

Te Reo
E whanake ana ngā tamariki i ngā pūkenga waiwai e tika ana ki te āta whakawhitiwhiti whakaaro mā te reo Māori. Whakapuakihia ai e ngā kaiako i ia te wā, ko ngā whai wāhitanga mō ngā tamariki ki te rongo me te whakamahi i te reo Māori ki ngā horopaki ōkawa, pērā i ngā pōhiri me ngā wā karakia. Ka kawe atu ngā kaikōrero ngākau titikaha i ngā tūnga ārahi, ā, ka ārahi i ngā karakia, ngā waiata, me ngā mihimihi. Ka taea e te nuinga o ngā tamariki te whakawhitiwhiti kōrero mā te reo Māori, engari, he tokomaha anō hoki ngā whakaurutanga hou ki te kura me te iti noa o te reo Māori. Nā tēnā, kua pupū ake te whakamahinga o te reo Pākehā, puta noa i te rā kura. Ahakoa kei te matatau ngā kaiako ki te kōrero i te reo Māori, he pai kē atu ki ngā tamariki tokomaha te whakapuaki whakaaro mā te reo Pākehā. He wā pai tēnei ki te whakapakari ake i te aroturukitanga o te ahu whakamua o te reo, hei whakatairanga ake i ngā putanga ako me te whakapūmau ake i ngā tūmanako mō te whakamahinga o te reo Māori. Ka whai hua ngā tamariki mā te whakahāngai ake i te tautoko i roto i te reo Māori, puta noa i te kura, i a rātou e whanake tonu ana ki te kōrero i te reo Māori.

Ngā Iwi
E whai wāhi atu ana ngā tamariki ki ngā kaupapa ako e tautāwhi ana, e whakamānawa ana hoki i ō rātou tātai hono. Ka arotahi te marau ki Ngā Iwi, ā, he aronga nui ki te whakatairanga i ngā whakapapa o ngā tamariki, mā te whakarato i ngā whai wāhitanga mō rātou ki te whakapuaki i tō rātou tuakiri, i ō rātou tūrangawaewae, me ō rātou hononga ki ngā iwi maha. E hāpai ana ngā whakaritenga o ia rā i te ako me te whakapuaki a ngā tamariki i ō rātou whakapapa ki te taha o ō rātou hoa, ā, he tūāhuatanga tēnei e whakapakari ana i ngā hononga me te aronga toi whenuatanga i roto i te kura. E tūhonohono tonu ana te kura ki ngā iwi o tō rātou takiwā, ki te mana whenua, ā, he tūāhuatanga tēnei e ārahi ana i ngā mahere me ngā wheako ako. Ka kitea ki ngā tamariki tō rātou manawa whakahī mō ō rātou whānau, ō rātou hapū, me ō rātou iwi.

Te Ao
E ako ana ngā tamariki ki tētahi wāhi e tika ana ki te hāpai i te ako ngātahi, me te whai hononga i roto i ngā akoranga. Ko ngā wāhi ako, kei te moroki, kei te māhorahora, ā, ka whakatakoto i ngā whai wāhitanga mō ngā tamariki ki te mahi tahi, ki te whakawhitiwhiti whakaaro, me te ako ki te taha o ō rātou hoa. Ko te whakariterite a ngā kaiako i te taiao ako e whakapakari tonu ana i ngā hononga ki waenga i ngā tamariki. Ko ngā taunekeneke ki Te Wharekura o Manurewa e whakawhānui ana i ngā whai wāhitanga ako, ā, e hāpai ana i ngā tamariki ki te whakapā atu ki ngā mātanga kaiako o ngā kaupapa ako, ka poipoi hoki i te hononga o te tuākana me te tēina puta noa i ngā kura e rua. Ka whai wāhi nui ngā tamariki ki te ako ngātahi, ā, e whiwhi ana rātou i ngā hua ka puta i te hōhonutanga me te whakatōpūtanga o aua wheako ako.

Āhuatanga Ako
Kei te pūtake o ngā wheako ako o ngā tamariki, ko te whanaungatanga. Kua āta whakaarohia te whakatū kaiako puta noa i ngā rōpū reanga, ā, he tūāhuatanga tēnei e whakarato ana i tētahi taiao atawhai, taiao āhurutanga hoki mō ngā tamariki, kia whakapuaki māhorahora ai rātou i ō rātou whakaaro. Kei te riterite ngā mahinga kia taunga te rere, ā, ka hāpai i te mauritau o ngā tamariki i roto i ā rātou akoranga. Ko ngā kaupapa pērā i te waiata me te kaipara, e whakapakari tonu ana i te whai hononga me te aronga toi whenuatanga. Ka kitea ki ngā tamariki tō rātou tākare, i a rātou e waiata ana, e hākinakina ana hoki, ā, he tohu o tō rātou ngākau nuitanga me tō rātou ngākau titikaha i roto i te taiao o te kura.

Ngā Whakaritenga Matua ka whai ake

Kua tīmatahia e te poari kaitiaki me te rōpū ārahi te whakarite i ngā pūnaha me ngā tukanga whai hua ki te hāpai i ngā whakaritenga e pā ana ki te kura hou. Nā te urutanga mai i nā tata nei o ngā tamariki hou me ngā whānau hou, kua tae ki te wā kia whakapakarihia e te kura ngā tūāpapa o te reo Māori me te tikanga whakaaro o Te Aho Matua, hei whakatairanga ake i ngā wheako ako mō ngā tamariki katoa.

He maha ngā take hei tirohanga wawe mō te hauora me te haumaru. Me whakatau te poari me te ārahitanga o te kura i te whakawhanaketanga me te whakatinanatanga o tētahi rārangi kaupapa here mārama, kia hāngai ai te katoa o ngā kaupapa here me ngā tukanga o te hauora me te haumaru ki ngā herenga ā-ture, otirā, kia aro nui ai hoki ki te haumaru me te waiora o ngā tamariki.

Me toro atu ngā kaiārahi me ngā kaiako ki tētahi aronga nahanaha e whakamaheretia ai hei hāpai i ngā tamariki kua whakawhiti mai i ngā kura ara reo Pākehā, hei āta whakatau i te āheinga o ngā ākonga katoa ki te whakapā atu ki ngā whai wāhitanga ako o te kounga kairangi mā roto mai i te reo Māori.

Me titiro wawe ki te ārahitanga tikanga ako. Kāhore anō te tino nuinga o ngā tamariki kia eke ki ō rātou tino pūmanawa i roto i te reo matatini me te pāngarau. Me āta aromātai wawe ngā kaiārahi i ngā mōhiohio aromatawai, hei tautuhi i ngā matea o ngā ākonga me te whakamahere i ngā mahi ka whakatere i te ahu whakamua, ka whakapai ake hoki i ngā putanga ki ngā tamariki.

5. Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua i te arotake, i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau Kura Kaupapa Māori 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 te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae 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 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.

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

• whakarato i tētahi taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā ākonga, tae atu ki te ārai me te pūrongo atu i te tūkino tamaiti, me te ārai hoki i ngā mahi whakawetiweti.
  [s127 (2c) Te Ture Mātauranga me te Whakangungu 2020]
• 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]
• whakatinana i ngā whakaritenga e tika ana mō te whakahaeretanga o ngā pūmanawa tāngata, tae atu ki:
  • iii) te whakatutukitanga o te arowhai a ngā pirihimana i ngā kaimahi kei ngā tūranga kē atu i te mahi whakaako; me
  • iv) te āta arowhai i te takenga ā-tangata, ā-pūkenga, ā-tohu mātauranga, ā-mahi hoki o te kaitono.
    [s104 Te Ture Mātauranga me te Whakangungu 2020]
• whakawhanake me te whakatinana i ngā mahere ohotata, tae atu ki te whakamahere mō ngā urutā, ngā tukanga ohotata me ngā tukanga hōneatanga e pā ana ki te ahi me te rū whenua, ngā tukanga nohonga rāhui, me ngā tukanga whakamōhio e pā ana ki te haepapa manaaki ākonga.
  [National Civil Defence Emergency Plan Order 2015]
• whakahaere me te whakaiti i ngā tūāhuatanga ka whakararu pea i te hauora me te haumaru o ngā ākonga, ngā kaimahi, me ngā manuhiri i te kura.
  [s30 Te Ture mō te Hauora me te Haumaru i te Mahi 2015]
• arotake me te whakahou ake i te kaupapa here e pā ana ki te ārai tamariki, tae atu ki te āta whakatau i te whiwhinga o ngā kaimahi katoa i ngā whakangungu e whai pānga ana ki tā te Children's Act 2014 e meatia ana.
  [s18 Children's Act 2014]
• whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka o runga ake nei, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga.
  [s165 (1) Te Ture Mātauranga me te Whakangungu 2020]

6. Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia mahi te kura ki te taha o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te whakawhanake i tētahi mahere ka whakatutuki i ngā wāhanga hei whakawhanake tonu, me ngā herenga ā-ture hoki i whakaraupapahia ai ki tēnei pūrongo kia whāia.

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

13 Paengawhāwhā 2026
 

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 Kaupapa Māori o Manurewa is in Manurewa, South Auckland. The kura recently amalgamated with Te Wharekura o Manurewa and has relocated to a new site, now known as Te Pūtahi Māori o Manurewa. Kura whānau are in the early stages of establishing the institutional arrangements required to effectively manage the operations of the kura.

3. Evaluation Focus

How well do tamariki embody the whakataukī, “he kākano i ruia mai i Rangiātea”?

Tamariki are developing the confidence to demonstrate their full potential through a range of learning experiences.

4. Findings

Te Ira Tangata
Tamariki learn in an environment that nurtures their emotional and spiritual wellbeing. Each morning, karakia, waiata, and hīmene help connect tamariki ā-wairua to the spiritual world, asking for protection and grounding their wairua for the busy day ahead. Hui ā-kura provides opportunities to acknowledge the unique identity of each child and to express the philosophy of Te Aho Matua in everyday practice. Whānau affirm their support for the kura as a safe and inclusive place for all tamariki to learn and grow. Tamariki demonstrate pride in who they are.

Te Reo
Tamariki are developing the essential skills needed to communicate confidently in te reo Māori. Kaiako create regular opportunities for tamariki to hear and use te reo in formal settings such as pōhiri and karakia. Confident speakers take leadership roles, including leading karakia, waiata, and mihimihi. Most tamariki can communicate in te reo Māori, however, several new enrolments with limited te reo Māori abilities have contributed to a stronger presence of English across the school day. Although kaiako are fluent speakers, many tamariki prefer to express themselves in English. Strengthened monitoring of language progress is now timely to improve learning outcomes and reinforce expectations for the use of te reo Māori. Tamariki will benefit from more targeted te reo Māori support across the kura as they continue to grow as speakers of te reo Māori.

Ngā Iwi
Tamariki experience kaupapa ako that embraces and honours their ancestral connections. The marau focuses on Ngā Iwi, with a strong emphasis on promoting tamariki whakapapa by providing opportunities for them to express who they are, where they come from, and how they connect to various iwi. Daily embedded practices support tamariki to learn about and share their whakapapa with peers, strengthening relationships and a sense of belonging within the kura. The kura continues to build connections with local iwi, and with mana whenua, which guides planning and learning experiences. Tamariki demonstrate pride in their whānau, hapū, and iwi.

Te Ao
Tamariki learn in a fit for purpose environment that supports collaborative and connected learning. Modern, open plan learning spaces provide opportunities for tamariki to work together, share ideas, and learn alongside their peers. The organisation of the learning environment by kaiako further strengthens relationships among tamariki. The interactions with Te Wharekura o Manurewa expand learning opportunities, enabling tamariki to access specialist subject kaiako while nurturing tuākana–tēina relationships across both kura. Tamariki enjoy learning collaboratively and benefit from these rich, integrated learning experiences.

Āhuatanga Ako
Whanaungatanga sits at the heart of learning experiences for tamariki. The placement of kaiako across age groups is well-considered and provides tamariki with a nurturing, compassionate environment in which they can express themselves freely. Consistent routines offer certainty and stability, supporting tamariki to feel secure in their learning. Kaupapa such as waiata and kaipara further strengthen connectedness and a sense of belonging. Tamariki show enthusiasm as they sing waiata and participate in sports, reflecting their enjoyment and confidence within the kura environment.

Key Next Steps

The Board of Trustees and the leadership team are in the early stages of establishing efficient systems and processes to support the new kura arrangements. With the recent influx of tamariki and whānau, it is timely for the kura to strengthen the foundations of te reo Māori and the philosophy of Te Aho Matua to enhance learning experiences for all tamariki.

Several health and safety matters require urgent attention. The board and kura leadership need to ensure that a clear policy schedule is developed and implemented so that all health and safety policies and procedures align with legislative requirements and prioritise the safety and wellbeing of tamariki.

Leaders and kaiako need to adopt a deliberate and planned approach to supporting tamariki who have transitioned from English medium schools, ensuring all learners can access high-quality learning opportunities in te reo Māori.

Pedagogical leadership requires focused attention. A significant majority of tamariki are not yet achieving to their full potential in literacy and numeracy. There is an urgent need for leaders to critically evaluate assessment information to identify learner needs and plan targeted actions that will accelerate progress and improve outcomes for tamariki.

5. Whānau Assurance on Legal Requirement

Before the review, the board of trustees and principal completed the ERO Ngā Kura Kaupapa Te Aho Matua Whānau 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 review, ERO checked the following items because they have a potentially high impact on student achievement:

• 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.

Actions for Compliance

To meet compliance requirements, they must: 

• provide a safe physical and emotional environment for students including preventing and reporting child abuse, and the prevention of bullying.
  [Section 127(2c) Education and Training Act 2020]
• 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]
• ensure suitable human resource management practices are implemented including:
  • iii) for non-teaching positions, a Police Vet has been carried out; and
  • iv) the background of an applicant’s character, competence, qualifications, and experience is carefully checked.
    [Section 104 Education and Training Act 2020]
• develop and implement emergency plans, including fire, earthquake, and pandemic planning emergency/evacuation procedures, lockdown procedures and notification procedures for duty of care for students.
  [National Civil Defence Emergency Management Plan Order 2015]
• manage and minimise any risks to the health and safety of students, staff, and visitors to their school.
  [Section 30 of the Health and Safety at Work Act 2015] 
• review and update the Child Protection policy, including ensuring all staff receive training in accordance with the Children’s Act 2014.
  [Section 18 Children’s Act 2014]
• maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement.
  [Section 165 (1) Education & Training Act 2020]

6. Recommendation

ERO recommend that the kura work with Te Rūnanga Nui o Ngā Kura Kaupapa Māori to develop a plan to address areas for further development and non-compliance as outlined in this report.

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

13 April 2026
 

7. Information about the Kura