Mangateretere School

Ngā Whakaaturanga

Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura o Mangateretere ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.

1 Te Horopaki

E tū ana Te Kura o Mangateretere ki Whakatū, e pā tata atu ana ki Heretaunga. E whakarato ana te kura i te mātauranga reo rua ki ngā ākonga o ngā tau 1 ki te 8. E noho pūmau ana te poari, ngā kaimahi, me te whānau ki te tirohanga e mea ana, ka tū ngā tamariki hei ākonga i tēnei rā, heoi anō rā, hei rangatira mō āpōpō. Ki te whakatutuki i taua tirohanga, e tika ana kia pakari te whai wāhi mai, te whai hononga anō hoki o te hapori ki te kura. E āta hāpaitia ana aua hononga e ngā takiwā o Whakatū, o Ruahāpia, o Waipatu, o Kohupātiki, o Waipūreku, o Haumoana hoki.

2 Ngā Putanga ki ngā Ākonga

He pēhea rawa ngā ākonga e whakaatu i te whanaungatanga?

Ka āta whakaatu mai ngā ākonga i tō rātou māramatanga pai ki te whanaungatanga, i roto i ō rātou hononga me ā rātou taunekeneke ki ētahi atu.

Te ako me te whakawhanaketanga

E hāpaitia ana te kōkiri whakamua a ngā ākonga i ā rātou akoranga me ō rātou whakawhanaketanga. Kua whakatinanahia tētahi mahere marautanga hou e ahu mai ana i ngā kawa me ngā tikanga a Ngāti Kahungunu ki Heretaunga. Ka whakatinanahia te whānuitanga o ngā tūmomo rautaki i ia te wā, hei hāpai ake i ngā putanga ki ngā ākonga. Ka toro atu ki ngā mātanga o waho, hei hāpai i ngā ākonga e mau ana i ngā tino matea, ā, i ngā hōtaka anō hoki o te reo matatini me te pāngarau. Kei te muramura, kei te kitakita ngā akomanga, ā, he ātaahua hoki. Ka tautoko ngā mema o te whānau i ngā akoranga, ā, ka hāpai hoki rātou i ngā ākonga ki te tāutu i ō rātou ake huarahi ako. Ka whakaaro nuitia, ka hāpaitia hoki te āta whakawhiti atu a ngā ākonga ki te kura tuarua. E whanake ana ngā ngākau titikaha o ngā tamariki hei ākonga.

He pai te āhua o ngā taunekeneke o ngā ākonga ki waenga i a rātou anō, ā, ki ngā pakeke hoki. Kua whakatakotohia e ngā kaiako me te whānau ngā tūmanako e pā ana ki te whanonga pai kia mārama, kia pūmautia hoki. E mōhio ana ngā ākonga ki aua tūmanako, ā, ka whakapuakihia hoki ēnei ki ō rātou whānau, heoi anō rā, ko rātou anō hoki e kite ana, e whakakoia ana i te whanonga pai. Ka ako ngā ākonga i ngā pūkenga ki te whakatau me te whai kawenga i roto i ā rātou whanonga. Ka whai wāhi nui te whānau ki te whakawhanaketanga o aua pūkenga. E ākina ana ngā ākonga kia whakatinana, kia whakamahi hoki rātou i aua pūkenga ki ō rātou kāinga. E hāpaitia ana ngā taunekeneke whakaute, ā, e tūmanakohia ana te hāpai tika o ngā tuākana i ngā tēina. Kei te mauritau te āhua o ngā ākonga.

E ako ana ngā ākonga ki tētahi taiao e poipoi ana i ō rātou ake pūmanawa ki te ārahi. Ka whakatairanga ngā kaiako i ngā whai wāhitanga mō ngā ākonga ki te ārahi i ā rātou ake akoranga i roto i te hōtaka o ia rā. He māramatanga pai tō ngā ākonga ki te āhua o tā rātou whakatutuki haere i ngā kaupapa matua, ki ā rātou ake paetae, ā, ki te huarahi kei mua tonu i a rātou ki te whakatutuki i ā rātou whāinga. Ka whakamahi rātou i ngā rauemi e hāpai ai i tā rātou kōkiri i ā rātou ake akoranga. Ko ētahi o ngā whai wāhitanga ārahi e whai pānga ana ki te tiaki taiao, me te ārahitanga anō hoki o ngā karakia me ngā waiata. Ka mātakitaki, ka ako ngā tēina i ō rātou tuākana. Ka kitea ngā kaiako me te whānau e ārahi ana, mā roto mai i te pakari o ā rātou whakataunga, ā, mā tā rātou whai wāhi nui anō hoki ki te hāpai i te wairua o te kura. E whanake ana ngā ākonga i ngā pūkenga me ngā mātauranga ki te tū hei rangatira ā meāke nei.

E whai wāhi atu ana ngā ākonga ki ngā akoranga e whakatairanga ana i ō rātou hononga ki tō rātou hapori. E whanake ana te poari i te noho o te kura hei pokapū mātauranga, mā te toro atu ki ētahi atu ratonga mātauranga hei whakatairanga ake i ngā hononga ki te hapori. Ka whai ngātahi te whānau me ngā kaimahi i ngā whai wāhitanga tūturu e pupū ake ai ki te hapori tonu, ki tua atu hoki hei horopaki ako mō ā rātou ākonga. Ko ētahi o aua tūmomo kaupapa e hāngai ana ki ngā hākinakina, ki te reo matatini pūtea, ki ngā kaupapa ahurea me ngā kaupapa tōrangapū, ki te mahi anō hoki hei hāpai i ētahi atu. Kua whakangau pūtea atu te kura ki te hoko i ngā taputapu matihiko e whakawhānui ai i ngā whai wāhitanga mātauranga i roto i ō rātou hapori. E whai hua ana ngā ākonga nā te whai wāhi nui atu ki te hapori.

Ngā Paetae Ākonga me te Whai Wāhi atu a ngā Ākonga

Mai i te tīmatanga o te tau 2018, kua ahu whakamua ki te whakatairanga ake i ngā paetae ākonga. Kua tāutuhia ngā taumata paetae mā te whakamahi i ngā hōtuku aromatawai, hei whakatinana i ngā hōtaka tautoko. Kua whakatakotohia ngā wā aroturuki puta noa i te tau, hei aru i te ahu whakamua o ngā ākonga mā ngā paetae i tāutuhia ai. Ko ngā mātanga o roto e hāpai ana i te riterite ake o te whakatakotoranga o ngā whakamātautau me te noho tūturu nei o ngā hōtuku. Kua whakaritea ngā pūnaha e hāpai ai i te whakatakotoranga o ngā taumata me te aroturukitanga o ngā paetae ākonga.

He auau te pūrongo i te ahu whakamua me ngā paetae a ngā ākonga ki te poari, ā, ka whai mōhiohio hoki. E hāpai ana aua pūrongo i te tohatoha a te poari me te tumuaki i ngā rawa e tika ana mō ngā rōpū i tāutuhia ai hei hāpai ake tonu. Kua whakatūngia ētahi kaimahi ki te hāpai i ngā tino hōtaka tautoko i whakaritea ai hei whakatairanga ake i ngā paetae. Ahakoa te whai huatanga me te ahu whakamua o ngā ākonga ki te whakatutuki haere i ngā taumata i tāutuhia ai, me ū tonu te wawaotanga me te aroturukitanga ki te kōkiri i ngā paetae i roto i te reo matatini me te pāngarau.

Ko te whakapiki ake i te whai wāhi atu a ngā ākonga ki ngā akoranga tētahi kaupapa matua tonu ki te kura. Nā tēnei tūāhuatanga, kua mahi ngā kaiako me ngā kaimahi ki te taha o ngā ākonga kia whai kawenga ake ngā ākonga i roto i ā rātou whakataunga mō ā rātou akoranga, ā, i tā rātou whai wāhi atu. Nā tēnei, he mauritau ake, kei te rite ake hoki ngā ākonga ki te ako. Kua iti ake ngā wā e whakatikaina atu ai te whanonga, a, he rautaki ā ngā ākonga kia whai hua ai tā rātou whakahaere i ā rātou ake whanonga.

Te Ārahitanga me te Whakahaeretanga

Ka kitea ki te tumuaki te whānuitanga o ōna pūkenga me tōna mātau i roto i te whakaako me te whakahaere. Ka toro atu ia ki te tautoko e tika ana mō ngā ākonga hei āta hāpai ake, ā, nāna anō hoki i whakahonohono atu i roto i te hapori Māori me te hapori mātauranga. E whai wāhi atu ana aua pūkenga ki te whakapakaritanga ake o ngā pātuitanga ako ki te whānau, ā, e whakatairanga ana hoki i ngā whakawhitinga kōrero ki te poari. Kua whakatū te poari i ētahi atu kaimahi tautoko, hei whakawātea ake i te tumuaki ki te arotahi ake ki ngā whakaakoranga me ngā akoranga. He pai te ārahi ngaio a tētahi pouārahi i te tumuaki. Ka whiwhi ngā kaiako me ngā kaimahi i te pakari o te tautoko ngaio me ngā kōrero akiaki i te tumuaki, hei āhuatanga tonu o te tukanga arohaehae.

Te Kāwana i te Kura

E arotahi ana te poari ki te whakawhena i te tū o te kura, whai muri i te pā mai o ētahi whakarerekētanga nui. E āta whakatakoto ana te tūtohinga i te aronga mō ngā akoranga a ngā ākonga, me te whakapakaritanga ake o ngā huarahi mātauranga ki te hapori. Ka tautuhi, ka whakaraupapa hoki te mahere rautaki me te mahere ā-tau i ngā kaupapa kāwana. Mā ngā hononga ki tō rātou hapori, e whakatakoto ana te poari i te huarahi mātauranga e kawe ana i te ākonga, mai i te kōhanga reo, ki te kura, ā, puta noa ki ngā whai wāhitanga ki te whai umanga, ki te whakangungu, ki te whai mahi. Kua whakapai ake te poari i ngā huarahi pūrongo me ngā whakaritenga e pā ana ki te aromātai o roto.

Ko tētahi aronga matua mō te poari me te tumuaki, ko te whakapakari i te tūnga pūtea o te kura. He kaitohutohu manatū ki te kura hei hāpai i te taha pūtea. Kua whakatau te poari i ngā whakaritenga matua e pā ana ki ngā kaimahi, kia hāngai pū te titiro ki ngā paetae ākonga me te whai wāhi mai o ngā ākonga. He mea nui kia whakapai tonu te poari i te tūnga pūtea o te kura, me te whakarite i te whakatutukitanga o ā rātou tukanga whakataunga i ā rātou kaupapa matua o te pae tata, i a rātou tonu e whakatutuki haere ana i tā rātou tirohanga o te pae tawhiti mō te kura.

Ngā Taunakitanga

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

• whakatinana me te aromātai auau i ā rātou hōtaka e kōkiri ai i ngā paetae ākonga e pā ana ki te reo matatini me te pāngarau
• toro atu tonu ki te tautoko me te ārahitanga o waho e whakapakari ai i te tūnga pūtea o te kura, i a rātou e ahu whakamua ana ki tā rātou tirohanga rautaki mō ngā ākonga me te hapori
• whakapūmau tonu i te aronga pū ki ngā whakapaitanga e noho rōnaki ana, otirā, e whakapiki ake ai i te whai wāhi mai o ngā ākonga me ngā paetae ākonga.

Te Whakarāpopototanga

Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura o Mangateretere ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.

Charles Rolleston

Toka ā-nuku

24 Pipiri, 2019

Ngā kōrero e pā ana ki te Kura

Findings

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Te Kura o Mangateretere performance in achieving valued outcomes for its students is: Developing.

1 Context

Te Kura o Mangateretere is located in Whakatū, near Hastings. The kura provides bilingual education to Years 1 to 8 students. The board of trustees, staff and whānau are committed to the vision of students as learners today and leaders for tomorrow. To achieve this vision, the kura requires strong community involvement and partnerships. These partnerships are well supported by the local communities of Whakatū, Ruahāpia, Waipatu, Kohupātiki, Clive and Houmoana.

2 Student Outcomes

How well do students demonstrate whanaungatanga?

Students demonstrate a good understanding of whanaungatanga in their relationships and interactions with others.

Learning and development

Students are supported to progress their learning and development. A new curriculum plan has been implemented and is based on the kawa and tikanga of Ngāti Kahungunu ki Heretaunga. A range of strategies are consistently applied to improve outcomes for students. External expertise is accessed for students with additional needs, and to assist literacy and numeracy programmes. Classroom environments are bright, colourful and attractive. Whānau members support learning and help students identify their own potential learning pathways. The careful transition of students into secondary school is considered and supported. Students are developing as confident learners.

Student interact well with each other and with adults. Kaiako and whānau have set clear and consistent expectations for positive behaviour. Students know these expectations are also shared with their whānau who recognise and affirm good behaviour. Students learn skills to manage and take responsibility for their behaviour. The whānau play an important role in the development of these skills. Students are encouraged to demonstrate and use these skills at home. Respectful interactions are encouraged and tuākana are expected to provide positive support for tēina. Students appear settled.

Students learn in an environment that fosters their individual potential for leadership. Kaiako promote opportunities in the daily programme for students to lead their learning. Students have a good understanding about how well they are achieving in core subjects, their personal levels of achievement, and what they need to do to achieve their goals. They use tools to assist them to take greater agency in their learning. Leadership opportunities include caring for the environment, leading karakia and waiata. Tēina observe and learn from their tuākana. Kaiako and whānau display leadership by making sound decisions and contributing positively to the ethos of the kura. Students are developing skills and knowledge to be future leaders.

Students participate in learning where their connections within their community are promoted. The board of trustees is developing a campus concept in collaboration with other educational providers to enhance community relationships and connections. Whānau and kaimahi collaboratively pursue authentic opportunities that arise in the local community and beyond as learning contexts for their students. These include sports, financial literacy, cultural and political events, and service to others. The kura has invested in digital devices to broaden educational opportunities within their communities. Students benefit from community engagement.

Student Achievement and Engagement

Since the beginning of 2018, there has been progress in raising the levels of student achievement. Achievement targets are identified using assessment data and support programmes are implemented. There are monitoring points set across the year to track the progress of students in line with identified targets. Internal expertise enables more consistent administration of tests and reliability of data. There are systems in place to support target setting and monitoring of student achievement.

Reporting of student progress and achievement information to the board of trustees is regular and informative. This reporting assists the board of trustees and principal to allocate resources for identified groups requiring additional support. Kaimahi are employed to assist with intensive support programmes to raise achievement levels. While there have been some positive shifts and progress of students towards identified targets, accelerating achievement in literacy and numeracy will require sustained intervention and monitoring.

Increasing student engagement in learning is an ongoing priority in the kura. This has included kaiako and kaimahi working with students to take greater responsibility for decisions about their own learning and engagement. As a result, students are more settled and ready for learning. There are fewer behavioural incidents and students have strategies that successfully manage their behaviour.

Leadership and Management

The principal demonstrates a range of skills and expertise in teaching and management. She brokers support for students with additional needs and has established networks within the Māori and educational community. These skills are contributing to stronger learning partnerships with whānau and enhance communication with the board of trustees. The board of trustees has appointed additional support staffing to enable the principal to focus more on teaching and learning. The principal has good professional guidance from a mentor. Kaiako and kaimahi receive sound professional support and encouragement from the principal as part of the appraisal process.

Governance

The board of trustees is focussed on stabilising the school following a period of significant change. The charter clearly sets the direction for students’ learning and strengthening education pathways in the community. The strategic and annual plans define and prioritise governance projects. With partnerships in their local community, the board of trustees is defining an education pathway that will take learners from kōhanga reo into kura and towards future career, training and employment opportunities. The board of trustees has improved reporting lines and internal evaluation practices.

A key priority for the board of trustees and principal is strengthening the financial position of the kura. There is a statutory advisor in place to assist with finances. The board of trustees has made key decisions about staffing to focus on student achievement and engagement. It is critical that the board of trustees continues to improve the financial position of the kura, and ensure their decision-making processes addresses their short-term priorities while attending to their long-term vision for the kura.

Recommendations

ERO recommends the board of trustees and principal:

• implement and regularly evaluate their programmes to accelerate students’ achievement in literacy/te reo matatini and numeracy/pāngarau

• continue to seek external support and guidance to strengthen the financial position of the kura as they work towards their strategic vision for students and the community

• maintain the strong focus on sustainable improvements that increase student engagement and achievement.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Te Kura o Mangateretere performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

Charles Rolleston

Toka ā-nuku

24 June 2019

Information about the Kura

Ngā Whakaaturanga

E tū ana Te Kura o Mangateretere ki Heretaunga. He nui te ahu whakamua i whakatutukihia ai, whai muri i te arotake o mua. E whai wāhi atu ana ngā ākonga ki ngā akoranga, ā, e tīmata ana rātou ki te whakatinana i ngā uaratanga o te kura. He rōpū ngātahi te poari me ngā kaimahi, ā, e noho ngākau nui ana rātou ki te whakapai ake i ngā putanga mō ngā ākonga. E mōhio ana rātou, kāhore anō rātou kia whakapakari mārikatia ki te whakahaere i te kura, ki te kore te tautoko e whai wāhi tonu mai.

E takune ana Te Tari Arotake Mātauranga ki te whakatutuki i tētahi atu arotake i roto i te kotahi ki te rua o ngā tau. 

1 Ko ngā Whakamāramatanga me te Horopaki

He aha te whakamāramatanga me te horopaki mō te arotake o tēnei kura?

I te wā o te arotake o mua, i te ngoikore te whakahaeretanga o ngā akoranga me ngā paetae o ngā ākonga. Nō te marama o Kohi-tātea, i te tau 2015, i taunaki ai Te Tari Arotake Mātauranga kia whai whakaaro te Hekeretari o te Mātauranga ki te wawaotanga i raro i te Wāhanga 7A o te Ture Mātauranga 1989, hei tautoko ake i Te Kura o Mangateretere. I whakatūngia tētahi Kaiwhakahaere Manatū ā-wā hei whakahaere i ngā pūtea o te kura me te whakawhanaketanga o te marau me ngā mahi aromatawai, ā, hei whakatutuki haere anō hoki i te whakahaeretanga o ngā kaimahi, ina koa, ko te aro nui ki te ārahitanga o te kura. Mai i taua wā, kua ū Te Tari Arotake Mātauranga ki te whakawhitiwhiti kōrero ki te Kaiwhakahaere Manatū ā-wā me te poari, hei aroturuki i ngā whakapaitanga. Nō te tīmatanga o te tau 2017 tētahi tumuaki whakakapi me tētahi kaiako hou i whakatūngia ai, ā, kua piki ake te tatauranga o ngā tamariki e whakauru mai ana ki te kura. I te wā o tēnei arotake, he hiahia tō Te Tari Arotake Mātauranga me te poari ki te mōhio ki te whānuitanga o te whai wāhi mai, te ahu whakamua, me te eke angitu o ngā ākonga.

2 Te Arotake me te Whakawhanaketanga

He pēhea rawa te whai huatanga o te kura ki te whakatutuki i ngā wāhanga hei arotake, hei whakawhanake?

He pai te ahu whakamua a te poari o te kura – mā te tautoko anō hoki o te Kaiwhakahaere Manatū ā-wā – i roto i ngā wāhanga hei arotake, hei whakawhanake ake.

Ngā kaupapa matua i tāutuhia ai hei arotake, hei whakawhanake

I te tau 2015, ko ngā wāhanga hei arotake, hei whakawhanake ake, ko:

• te ārahitanga
• te whakahaere i ngā pūtea me ngā kaimahi
• te kāwanatanga.

3 Ngā wāhanga e pai ana te whakahaere

Te whai wāhi mai o ngā ākonga

E whai wāhi ana ngā ākonga ki ngā akoranga. He nui te ahu whakamua ki te whakapai ake i te kounga o ngā whakaakoranga me ngā akoranga e whakawhiwhia ana e ngā ākonga. He nui ngā tūmanako o ngā paetae ākonga, ā, ka whakapuakihia ēnei ki waenga i ngā kaimahi, te poari, me te hapori. Kua whakaritea e ngā kaiako te ahurea pai e whakatau ana, e whakamana ana hoki i ngā ākonga me ō rātou whānau. E tae ā-tinana ana ētahi kuia ki te kura i ia rā, hei hāpai i ngā ākonga i roto i ā rātou akoranga, ā, he tino pūmanawa mātauranga ō rātou. Ka whakarite rātou i ngā pūnaha me ngā rauemi hei tautoko i ngā kaiako, ā, ka arotahi ngā kaiako ki te hōtaka o ia rā mā ngā ākonga. He whakaongaonga te taiao o ngā akomanga, ā, he pai te whakaritenga o te hōtaka kia noho hihiri ai ngā ākonga ki ngā mahi. He harikoa, he mauritau hoki te āhua o ngā ākonga ki te kura.

E tīmata ana ngā ākonga ki te whakatinana i ngā uaratanga o te kura. Kua whakawhanakehia e te poari me ngā kaimahi tētahi tino tirohanga mō ngā ākonga, ā, e pou herea ana tēnei ki ngā uaratanga matua, pērā i ngā tikanga Māori, te hiringa, me ngā tūmanako anō hoki e pā ana ki te whanonga ako. E mōhiotia ana, e whakatinanahia ana hoki ēnei e ngā kaimahi me ngā ākonga. Ka whakamahi ngā kaiako i ngā rautaki e whakatairanga ana i te pai, ā, ka akiaki hoki rātou i ngā ākonga ki te whakahaere i ā rātou ake whanonga. Kua tāutuhia ngā tuākana e tū ana hei kaiārahi, ā, e hāpaitia ana tā rātou ārahi i ō rātou hoa me ngā tēina. Ka ngākau nui ngā ākonga ki te tae ā-tinana mai ki te kura.

Te Kāwanatanga

He pakari te noho ngātahi o te poari, ā, e ngākau nui ana rātou ki te whakapai ake i ngā putanga mō ngā ākonga. Nō te tau 2016 rātou e whakahaerehia ana. He nui te tautoko o te hapori whānui mō te heamana o te poari, ā, e whakapuaki ana ia i te hihiri ake, te aronga ake anō hoki ki te whakapai i ngā putanga mō ngā ākonga. He mārama, he nahanaha hoki te tirohanga o te poari mō te kura, me tōna whai wāhi atu ki te hapori whānui. Kua whakapai ake rātou i ngā tukanga i ngā hui, tae atu ki te whakamahere me te pūrongo i ngā tūmanako. Ka āta toro atu te poari ki ngā whai wāhitanga whakawhanaketanga ngaio o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa, hei whakapai ake i tō rātou māramatanga me ā rātou whakaritenga ki te kāwana i te kura.

Te whakahaere i ngā pūtea me ngā kaimahi

Kua āta mahi te Kaiwhakahaere Manatū ā-wā ki te taha o te poari, ki te whakatutuki i ngā take hei tirohanga wawe mā rātou. Kua aro nui te poari ki te tautoko i whakaratohia ai e te Kaiwhakahaere Manatū ā-wā. Nā runga i te āhua o ēnei mahi, kua pai ake te whakahaere i ngā pūtea, ā, e arotahi ana ngā whakataunga ki ngā painga mō ngā ākonga. Kua whakatikaina ngā take i hāngai ai ki te tokomaha rawa o ngā kaimahi me te ngoikore o te ārahitanga, ā, kua whakatutukihia ētahi whakatūnga hou.

Te marautanga me te aromatawai

Kua whakaae te poari – mā te whakawhiti kōrero anō hoki ki te hapori o te kura – ki te whakamahi i te New Zealand Curriculum, hei ārahi i tā rātou marautanga ā-kura. Ka whakapuakihia te ratonga mātauranga mā te taumata tuarua o ngā aratohu e pā ana ki ngā pūtea reo Māori e whakaratohia ai e Te Tāhuhu o te Mātauranga. E whakapuakihia ana te marautanga o te kura ki te hōhonutanga o tētahi taiao kaupapa Māori.

I nāianei, he tōtika ngā mōhiohio aromatawai tīmata a te poari, ā, e tohu ana i te āhua o ngā paetae ākonga i runga anō i ngā Taumata ā-motu. Ka kitea ki aua hōtuku, he tokomaha ngā ākonga kei raro, kei raro rawa atu rānei i ngā tūmanako e pā ana ki te reo matatini me te pāngarau. Kua whakamahia aua hōtuku hei whakahāngai i ngā whakawhanaketanga ngaio o ngā kaimahi, ā, hei whakatinana haere anō hoki i ngā hōtaka whakaako me ngā hōtaka ako mō ngā ākonga.

4 Te rōnakitanga o ngā mahi me te arotake whaiaro

He pēhea rawa te tūnga o te kura ki te rōnaki me te whakapai tonu, te arotake tonu hoki i te āhua o āna mahi?

Ahakoa te nui o te ahu whakamua whai muri i te arotake o mua, kāhore te poari e noho whakapūmau ana ki tō rātou āheinga ki te rōnaki me te whakapai tonu, te arotake tonu hoki i te āhua o āna mahi, ki te kore e whai wāhi mai tonu te tautoko. E arotahi ana te Kaiwhakahaere Manatū ā-wā i nāianei ki te whakapakari ake i te āheinga o te poari me ngā kaiārahi o te kura ki te whakahaere i te kura.

Nō te tīmatanga o te tau 2017 tētahi tumuaki whakakapi i whakatūngia ai. Ahakoa he kaiako mātanga ia, he hou ia ki te ārahi me te whakahaere i tētahi kura. Kua tīmata kē te kōkiri i te whakawhanaketanga ngaio me te tautoko ngaio mōna.

E whanake ana te aromātai o roto. Ahakoa ka kitea ētahi āhuatanga papai ki ngā whakaritenga a te poari i roto i ngā mahere me ngā pūrongo, kāhore anō rātou kia aromātai i te āhua o ā rātou ake mahi, i runga anō i ā rātou whāinga rautaki me ngā taumata rautaki. Kei te tīmata rātou ki te whakaemi me te whakamahi i ngā hōtuku tōtika me ngā kitenga, hei whakarite i ngā whakataunga, ā, hei tāutu anō hoki i ngā whakawhanaketanga ka whāia tonuhia e rātou.

Ngā Whakaritenga Matua ka whai ake

E whakaae ana te poari me te Kaiwhakahaere Manatū ā-wā, e tika ana kia tahuri rātou ki te:

• aroturuki tonu i te ahu whakamua a ngā ākonga me ō rātou whakatutukitanga
• whakapiki ake i te whakamahinga o te aromātai ā-roto e whai kitenga ana, hei whakatinana haere i ngā whakataunga, ngā mahere, me ngā mahi aroturuki
• hāpai i te āheinga o ngā kaimahi, ā, i tō rātou whakawhanaketanga anō hoki ki te ārahi.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari me te tumuaki o te kura te Tauāki Kupu Tūturu a te Poari mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei 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 whakahaerenga ā te poari
• te marautanga
• ngā whakahaerenga e pā ana ki te hauora, te haumaru me te oranga tinana
• ngā tukanga ki te whakatū kaimahi
• ngā whakahaerenga e pā ana ki ngā kaimahi
• ngā whakahaerenga pūtea
• ngā whakahaerenga e pā ana ki 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 te paetae 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
• te rēhitatanga o ngā kaiako
• te whakaunu, te aukati, te pana me te whakarerenga
• te tae ā-tinana atu o ngā ākonga ki te kura.

Hei whakapai ake i ngā whakaritenga o tēnei wā, me tahuri te poari ki:

• te tāutu i ngā ākonga me ngā rōpū ākonga:

(i) kāhore e eke angitu ana

(ii) e noho mōrearea ana ki te kore eke angitu

(iii)e mau nei i ngā matea tauwhāiti (tae atu hoki ki ngā ākonga e mau ana i ngā pūmanawa)

(iv)ngā āhuatanga o te marautanga hei āta tirohia

• te whakawhanake, te whakatinana hoki i ngā rautaki whakaako, ako hoki, hei whakatutuki i ngā matea o ngā ākonga me ngā āhuatanga o te marautanga i tāutuhia ai ki runga ake nei.
  [Ngā Aratohu Whakahaere Mātauranga ā-Motu 1]

5 Te Taunakitanga

Ngā Taunakitanga, tae atu ki ērā kia whai wāhi mai ai te tautoko tonu, te tautoko ake rānei o ētahi atu umanga.

E taunaki ana Te Tari Arotake Mātauranga ki te Hekeretari o te Mātauranga ki te wawaotanga tonu i raro i te Wāhanga 7A o te Ture Mātauranga 1989, hei hāpai ake i Te Kura o Mangateretere ki te whakatutuki tonu i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei āhuatanga e āwangawangatia ana.

Te Whakarāpopototanga

E tū ana Te Kura o Mangateretere ki Heretaunga. He nui te ahu whakamua i whakatutukihia ai, whai muri i te arotake o mua. E whai wāhi atu ana ngā ākonga ki ngā akoranga, ā, e tīmata ana rātou ki te whakatinana i ngā uaratanga o te kura. He rōpū ngātahi te poari me ngā kaimahi, ā, e noho ngākau nui ana rātou ki te whakapai ake i ngā putanga mō ngā ākonga. E mōhio ana rātou, kāhore anō rātou kia whakapakari mārikatia ki te whakahaere i te kura, ki te kore te tautoko e whai wāhi tonu mai.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?

E takune ana Te Tari Arotake Mātauranga ki te whakatutuki i tētahi atu arotake i roto i te kotahi ki te rua o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Pipiri, 2017

Ngā kōrero e pā ana ki te kura

Findings

Te Kura o Mangateretere is in Hastings. There has been significant progress since the previous review. Students are engaged in learning and are beginning to demonstrate the values of the school. The board and staff are a cohesive team that is committed to improving outcomes for students. They recognise that they are not yet in a position to manage the school without support.

ERO intends to carry out another review over the course of one-to-two years.

1 Background and Context

What is the background and context for this school’s review?

At the time of the previous review student’s learning and achievement was poorly managed. In January 2015, ERO recommended that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 to provide support to the Te Kura o Mangateretere. A Limited Statutory Manager (LSM) was appointed to manage the school’s finances, curriculum and assessment development; and attend to personnel management with particular regard for school leadership. Since then, ERO has maintained communication between the LSM and the board to monitor improvement. At the beginning of 2017 an acting principal and new teacher were appointed and there is an increase in student enrolments. ERO and board were interested in the extent to which students were engage in learning, progressing and achieving during this review.

2 Review and Development

How effectively is the school addressing its areas for review and development?

The school board, with the support of the LSM is making good progress with the areas for review and development.

Priorities identified for review and development

The areas for review and development in 2015 were:

• leadership
• financial and personnel management
• governance.

3 Progress

Student engagement

Students are engaged in learning. Significant progress has been made to improve the quality of teaching and learning that students receive. High expectations for student achievement are shared across the staff, board and community. Teachers have established a positive culture where students and their families feel welcome and valued. Kuia, with significant education experience, are present each day to help students with their learning. They organise systems and resources to support teachers as they focus on the day to day programme for students. Classroom environments are stimulating and the programme is well organised to keep students interested. Students appear happy and content at school.

Students are beginning to demonstrate the values of the kura. The board and staff have developed a clear vision for students that is underpinned by core values such as tikanga Māori, excellence and expectations for learning behaviours. These are known and practiced by staff and students. Teachers use positive strategies and encourage students to manage their own behaviour. Tuākana leaders have been identified and are being supported to lead their peers and tēina. Students enjoy coming to school.

Governance

The board is a cohesive team that is committed to improving outcomes for students. They have been operating since 2016. The board chair has strong support from the wider community and brings a renewed energy and focus on improving outcomes for students. The board has a clear and strategic vision for the school and its contribution to the wider community. They have improved meeting processes including planning and reporting expectations. The board utilises professional development opportunities provided by the School’s Trustees Association to improve their understanding and practices as governors of the school.

Finance and personnel management

The LSM has worked extensively with the board to address matters that needed immediate attention. The board has been responsive to the support provided by the LSM. Consequently, financial management has improved and decisions are focused on outcomes for students. Issues of overstaffing and poor leadership have been resolved and new appointments have been made.

Curriculum and assessment

The board, in consultation with the school’s community, have agreed to use the New Zealand Curriculum to guide their school’s curriculum. Education provision is to be delivered at level two of the Māori language funding guidelines provided by the Ministry of Education. The school’s curriculum is delivered in a kaupapa Māori rich environment.

The board now has reliable baseline assessment information that indicates student achievement in relation to the National Standards. This data shows that a significant number of students are performing below or well below expectations in both literacy and numeracy. This data has been used to target professional development for staff and inform teaching and learning programmes for students.

4 Sustainable Performance and Self Review

How well placed is the school to sustain and continue to improve and review its performance?

While there has been significant progress since the previous review, the board is not yet confident that they are in a position to sustain and continue to improve and review its performance without some support. The LSM is now focussed on building the board and school leaders’ capability to manage the school.

An acting principal was appointed at the beginning of 2017. While she is an experienced teacher, she has limited experience leading and managing a school. Professional development and support for her is underway.

Internal evaluation is developing. While the board displays some elements of good practice in planning and reporting, they are yet to evaluate their own performance against their strategic goals and targets. They are at the early stages of gathering and using reliable data and evidence to make judgements and identify their next steps for development.

Key next steps

The board and LSM agree that they need to:

• continue to monitor student progress and achievement
• increase the use of evidence based internal evaluation to inform decision making, planning and monitoring
• support the capability and leadership development of staff.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO 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 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.

To improve current practice the board must:

• identify students and groups of students:

(i) who are not achieving

(ii) who are at risk of not achieving

(iii) who have special needs (including gifted and talented students)

(iv) aspects of the curriculum which require particular attention

• develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified above.
  [National Administration Guideline, 1] 

5 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Secretary for Education continue intervention under Part 7A of the Education Act 1989 to provide support to the Te Kura o Mangateretere to continue to address areas of concern identified in this report.

Conclusion

Te Kura o Mangateretere is in Hastings. There has been significant progress since the previous review. Students are engaged in learning and are beginning to demonstrate the values of the school. The board and staff are a cohesive team that is committed to improving outcomes for students. They recognise that they are not yet in a position to manage the school without support.

When is ERO likely to review the kura again?

ERO intends to carry out another review over the course of one-to-two years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

30 June 2017 

About the School