TKKM o Mangere

TKKM o Mangere 

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 

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-rau
Te tau a te Tāhuhu o te Mātauranga 4208
Te tūmomo kuraHe kura whakahiato (Tau 1-13)
Te tokomaha o ngā ākonga o te kura302
Ngā hononga ā-iwiMāori 100%
Ngā āhuatanga motuhakeTe Aho Matua 
Te wā i te kura te rōpū arotakePoutū-te-rangi 2024
Te wā o tēnei pūrongo 23 Haratua 2024
Ngā pūrongo o mua a 
Te 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

7 Information about the kura

LocationAuckland
Ministry of Education profile number4208
Kura typeComposite (Years 1-13)
Kura roll302
Ethnic compositionMāori  100%
Special featuresTe Aho Matua
Review team on siteMarch 2024
Date of this report23 May 2024
Most recent ERO report(s)Education Review, December 2017; Education Review, February 2014; Special Review, February 2012

Te Kura Kaupapa Māori o Mangere - 20/12/2017

Ngā Whakaaturanga

E tū ana Te Kura Kaupapa Māori ā-Rohe o Māngere ki te tāone o Māngere, i Tāmaki-makau-rau ki te tonga. He kura Te Aho Matua tēnei. Ko tētahi wero puta noa i te kura, ko te whānuitanga o ngā matea ako o ngā ākonga i roto i te reo matatini me te pāngarau. Ahakoa he maha ngā rautaki i whakatinanahia ai ki te whakatutuki i taua wero, me aroturuki tonu, me whakahāngai anō hoki i te aronga o ngā mahi ki te āta whakapūmau i te rōnakitanga o ngā whakapaitanga.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori ā-Rohe o Māngere i roto i ngā tau e toru, arā, ko Te Rākeitanga. 

1 Te Horopaki

Ko Te Kura Kaupapa Māori ā-Rohe o Māngere tētahi kura o Te Aho Matua ki Tāmaki-makau-rau ki te tonga. Nō ngā hau e whā o Aotearoa ngā ākonga me ngā kaiako. Kua roa nei ētahi o ngā whānau e noho ana ki te hapori o Māngere, ā, ki tō rātou titiro, ko te kura tō rātou tūrangawaewae. Kei roto rātou i te rohe o Tainui, ā, he mātātoa tō rātou tautoko i te Kīngitanga.

Whai muri i te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2014, e mahi tonu ana te poari ki te taha o Te Tāhuhu o te Mātauranga ki te whakawhanake anō i te taiao ako o te kura. Ko ētahi o ngā kaupapa matua ki te kura whānui, ko te poipoi i te tupu o te tatauranga tamariki, me te whakarato i ngā hōtaka mō ngā ākonga hou e mau nei i te iti noa o te reo Māori.

2 Te Tino Uaratanga

He pēhea rawa ngā ākonga e whakaatu i tā rātou whakatutukitanga i ngā tūmanako me ngā wawata o tō rātou whānau?

Ka kitea ki te nuinga o ngā ākonga, tō rātou tākare ki te ako me te whakatutuki haere i ngā tūmanako me ngā wawata o te whānau.

Te Ira Tangata

E whakawhanake ana ngā ākonga i ō rātou tūranga ārahi, ā rātou kawenga mahi anō hoki hei tangata whenua. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā ākonga tuākana ki te ārahi i ngā pōwhiri mō ngā manuhiri. E hāpaitia ana te ārahi a ngā ākonga tēina i ngā hui i ō rātou akomanga me ō rātou kāhui. Ko ngā kaupapa ā-kura, pērā i ngā pōwhiri, ngā whakatau, ngā karakia, me ngā waiata, e hāpai ana ki te whakapakari i te ngākau titikaha o ngā ākonga ki te ārahi. He whai wāhitanga mō ngā ākonga ki te taunekeneke hei tuakana, hei teina, mā te aronga nui ki te aroha me te whakaute. Ka hāpai aua taumahi i ngā tuākana ki te whakatauira i ngā kawenga hei kaiārahi, me te whakapuaki i ngā wheako ako, ā, ka whakawātea anō hoki i ngā tēina ki te toro atu ki te ārahitanga e hiahiatia ana e rātou. Taetae mai ai ngā manuhiri tūārangi o tāwāhi ki te kura i ia te wā. E ākina ana te whakariterite a ngā tuākana i aua huihuinga, me tā rātou ārahi i ngā waiata me ngā karakia. Ka ako ngā ākonga tēina, mai i te whakatauiratanga mai o ō rātou tuākana. Ka kitea te mauritau o ngā ākonga.

Te Reo

Ko te whakawhanaketanga i te reo Māori o ngā ākonga tētahi kaupapa matua. He aronga ā-kura ki te whakatairanga i te kounga o te reo ā-waha. Kua whakaritea tētahi hōtaka whakawhiti, tētahi puna reo, mō ngā ākonga e mau ana i te iti noa o te reo Māori. I te kura tuatahi, ka arotahi ngā kaiako ki te whakapakari ake i ngā pūkenga reo ā-waha. Ko ngā rautaki hopu reo, pērā i te tāruarua, te whakatauira i ngā hanganga rerenga kōrero, me te whakawhānui ake i te puna kupu, e hāpai ana i te whakapakaritanga ake o ia ākonga i ōna pūkenga reo. Kei ngā hōtaka reo ngā whai wāhitanga mō ngā ākonga ki te rongo i te reo Māori ki ngā horopaki ōkawa ka tahi, ka rua ko te whakamahi anō hoki mā aua horopaki tonu. Ka arotahi ngā hōtaka i te wharekura, ki te whakawhānui ake i te mātau o ngā ākonga ki te reo. Ka akiaki ngā kaiako i ngā ākonga ki te tūhura i te reo Māori mā te tautohetohe ki waenga i a rātou anō, mā te whakawhitiwhiti whakaaro e pā ana ki ngā take pāpori i tō rātou hapori, mā te pakirehua i ngā whakataunga i runga i te whakakaupapa i ngā whakaaro me te whai kiko o ngā pūtaketanga. E whakawhanake ana te ngākau titikaha o ngā ākonga ki te kōrero i te reo Māori.

Ngā Iwi

Ka kitea ki ngā tamariki tō rātou whakaaro nui ki ngā hononga i te hapori. He hononga ō te kura ki ngā whānau i te marae o Mātaatua, i Māngere. Ko ngā tikanga, ngā kawa, me ngā whakapapa o te marae e hāpai ana i te noho mārama o ngā ākonga ki ngā hononga i tō rātou hapori. Ahakoa he hononga ā-whakapapa ō ētahi o ngā ākonga ki hapū kē atu, ki iwi kē atu hoki ka tupu haere tonu tō rātou maioha mō te mana āhua ake o tēnā me tēnā. E ākina ana te ako a ngā ākonga nohinohi i ō rātou whakapapa me ō rātou pepeha. Mā tēnei aronga, ka whai wā ngā ākonga ki te kōrero mō ō rātou marae, me ngā tikanga, ngā kawa hoki, ā, ki te whakawhanake i te māramatanga hōhonu ki tō rātou aronga toi whenuatanga. E ākina ana te whai wāhi me te taunekeneke hoki o ngā ākonga ki te whānuitanga o te hapori me ngā iwi taketake, hei whakawhānui i ō rātou hononga. Ka kitea ki ngā ākonga tō rātou aronga toi whenuatanga.

Te Ao

E whakawhanake ana ngā pūkenga kaitiakitanga o ngā ākonga. He aronga ā-kura ki te whakawhanake i te maioha mō te whenua, te taiao, me te hapori. Ko ngā akoranga pūtaiao i hāpai ai i ngā ākonga ki te whai wāhi mātātoa ki tētahi kaupapa ā-hapori e whakahaumanu ana i ngā arawai. I whakatairanga ngā wheako akoranga i ngā mahi ki te whakatewhatewha i te kounga o te wai mō te oranga tonutanga o tētahi pūnaha hauropi, me te āta titiro ki ngā rautaki ka tiaki i te taiao. Ka whakamahia te hangarau hei hāpai i ngā ākonga ki te rangahau i ngā mahi tiaki taiao i tō rātou hapori, i te motu whānui, ā, i tāwāhi hoki. E whakawhanake ana te noho mōhio o ngā ākonga ki ā rātou kawenga ki te tiaki i te taiao.

Āhuatanga Ako

Ko te whānuitanga o ngā matea ako o ngā ākonga tētahi wero, puta noa i te kura. I tohu ngā hōtuku o te tau 2016, i te tatauranga nui o ngā ākonga i te kura tuatahi kāhore e eke ana ki te taumata e tūmanakohia ana. Nā tēnei tū āhuatanga, he nui ngā tūmomo whakarerekētanga i whai wāhi mai ki te whakapai ake i te taumata whānui o ngā whakatutukitanga mō te tau 2017. Ko ētahi o aua whakarerekētanga, ko te arotake i ngā mahi aromatawai i te kura tuatahi, ko te toro atu ki te tautoko o ngā kaiako takawaenga mātanga, me te whakapā atu hoki ki ngā tino akoranga ngaio me te whakawhanaketanga ngaio kia āhei ai ngā kaiako ki te whakaemi, te tātari, me te whakamārama i ngā paetae ākonga. E mahi ngātahi ana ngā kaiārahi me ngā kaiako o te kura., ki te whakapakari ake i ngā taumata paetae.

E whakamahi ana ngā kaiako i te whānuitanga o ngā tūmomo huarahi aromatawai, ki te tāutu i ngā matea ako o ia ākonga, o ngā rōpū ākonga hoki. He whānui hoki ngā rauemi e tautoko ana i ngā whakaakoranga me ngā akoranga i te kura tuatahi. Kua whakahāngaitia ngā hōtaka akoranga ki ngā ākonga e mau ana i ngā tino matea i roto i te reo matatini me te pāngarau. Kua whakaritea tētahi hōtaka akoranga e hāngai pū ana ki te kōkiri i te whakawhanaketanga reo ā-waha o ngā ākonga i ngā tau 1 ki te 4. E mahi ana ngā kaiako ki te taha o ngā whānau o ngā ākonga, ki te āta tāutu i ngā matea ako me te tautoko e tika ana. Ka āta aroturuki rātou i te ahu whakamua o ngā ākonga. Ahakoa he mahi tonu hei whai atu ki te āta whakapūmau i te hua o ngā whakarerekētanga nei, ko te tātari waenganui tau e tohu ana i te whakapaitanga ake o ngā paetae ākonga i ērā i te tau 2016.

Te Mātauranga i te Wharekura

E tino tautokona ana te whakatutukitanga o ngā ākonga i ngā tohu o Te Taumata Mātauranga ā-Motu kua Taea, me tā rātou whakatau anō hoki i ngā huarahi kei mua tonu i a rātou. E arotahi ana ngā kaiako ki te whakatairanga i ngā paetae reo matatini, pāngarau hoki ki te wharekura. Kua mahi rātou ki te taha o ngā ratonga o waho ki te whakatairanga ake i ngā paetae o ā rātou ākonga wharekura, tae atu anō hoki ki te whakatutuki i ngā wāhanga katoa i tāutuhia ai hei whakapai ake, ki tā rātou pūrongo o te tau 2016, mō te whakahaeretanga i te aromatawai ā-motu. Kua whakarerekēhia ngā pūnaha aromatawai o-roto, inarā, ko ngā tukanga ki te whakamana o-roto i ngā whakapae a ngā kaiako. Whakatutukihia ai i ia te wā ngā aromātai o ngā kaupapa i te wharekura, ā, e hāpai ana tēnei i te whakapai tonutanga o te waihanga i ngā akoranga mō ngā ākonga tuākana. Ko ētahi o ngā whakarerekētanga i puta ai i te aromātai o roto, ko te toro atu ki ētahi atu tūmomo tautoko mō ngā paetae i roto i te reo matatini me te pāngarau, ko te tīni i te roanga o ngā wā ako i te rātaka, me te whakamahere i ngā huarahi ako e hāngai pū ana ki te ākonga. Ka whai wāhi atu hoki ngā ākonga tuākana ki tētahi hōtaka arataki tangata i te hapori, ā, he kaupapa tēnei hei whakawhanake i te kaiārahi, ā, e hāpai ana, e tautoko ana hoki i ngā huarahi umanga. Ka riro i te nuinga o ngā ākonga o te wharekura ngā tohu o Te Taumata Mātauranga ā-Motu kua Taea e tika ana mō ō rātou reanga ako.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Ko te aromātai hōtaka tētahi āhuatanga hei whakawhanake ake. Ka whai pānga anō hoki ki tēnei, ko te whakawhanaketanga i ngā tukanga ka ārahi i ngā whakaritenga me ngā tūmanako o ngā kaiako, hei whakatairanga i te kounga o ngā akoranga a ngā ākonga, me ō rātou huarahi.

Me whakapai tonu i ngā whakaritenga aromatawai me ngā hōtaka akoranga e aro nui ana ki te ākonga, hei āta whakapūmau i ngā hua o ngā whakawhanaketanga i whakatakotohia ai i te puku o te pūrongo nei.

Me aroturuki, me āta arotake hoki i te tautoko e whakaratohia ana mō te whakaako i te reo Māori, te reo matatini, me te pāngarau.

3 Te Aromātai o roto me te Ārahitanga

E whanake ana te aromātai o roto. Kua tāutuhia e te poari ngā whāinga rautaki hei ārahi i te ahu whakamua o te kura mō meāke nei. Ka hāngai ngā whakaritenga kāwanatanga ki te whakatutukitanga o ngā herenga ā-ture e whai pānga ana ki ngā kaupapa here me ngā tukanga. Ko ngā paetae ākonga o te tau 2016 i tohu i ngā kaupapa matua mō te poari me ngā kaiārahi, ā, kua whakapuakihia e rātou te maha o ngā kōkiritanga ka whakatutuki i aua wāhanga. He mahi tonu hei whai atu ki ngā taumata katoa, hei āta whakarite i te aronga ngātahi, te aronga ā-kura tonu ki te whakatutuki me te whakapūmau i ngā putanga ako o te kounga pai mō ngā ākonga katoa.

Ka kitea ki te rōpū ārahi te pūmau tahitanga ki te whakapai ake i ngā putanga ki ngā ākonga. Ka whakamahia te whānuitanga o ngā tūmomo mōhiohio o roto, o waho hoki, hei tāutu i ngā matea ako o ia ākonga. Ka kawe ngātahi ngā kaiārahi i ngā mahi ki te aroturuki me te pūrongo i ngā paetae ākonga o ia reanga i te kura. Kua whakamahinetia ngā pūnaha hei hāpai i te whakatutukitanga o ngā tūmanako ā-kura. E mahi tonu ana ngā kaiārahi ki te taha o ngā kaiako ki te whakapai ake i te kounga o ngā akoranga a ngā ākonga, ā, kia noho mōhio ai hoki tō rātou hapori ki te āhua o tā rātou ahu whakamua.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a te Whānau 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 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 me ngā taonga.

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 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
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

5 Ngā wāhanga kāhore e tutuki ana e ai ki te ture

Me tahuri ki te:

  • whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro, e whai pānga ana hoki ki te aromātai i te hōtaka me te aromātai i ngā mōhiohio e pā ana ki ngā paetae ākonga
    [ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)]
  • whakawhanake me te whakatinana i ngā rautaki whakaako, rautaki ako hoki ka whakatutuki i ngā matea o ngā ākonga.
    [ngā Aratohu Whakahaere Mātauranga ā-Motu 1]

6 Ngā Taunakitanga

E toro atu ana te poari, te whānau, me ngā kaimahi ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te:

  • whakapakari i te kounga o te arotake whaiaro, puta noa i ngā wāhanga katoa o te kāwana me te kounga o te mātauranga
  • whakatinana tonu me te aroturuki tonu i ngā rautaki matua ka whakatutuki i ngā wāhanga i tāutuhia ai hei whakapai ake, inarā, ko te hāpai i te kounga kairangi o ngā putanga ākonga.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori ā-Rohe o Māngere ki te tāone o Māngere, i Tāmaki-makau-rau ki te tonga. He kura Te Aho Matua tēnei. Ko tētahi wero puta noa i te kura, ko te whānuitanga o ngā matea ako o ngā ākonga i roto i te reo matatini me te pāngarau. Ahakoa he maha ngā rautaki i whakatinanahia ai ki te whakatutuki i taua wero, me aroturuki tonu, me whakahāngai anō hoki i te aronga o ngā mahi ki te āta whakapūmau i te rōnakitanga o ngā whakapaitanga.

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

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori ā-Rohe o Māngere i roto i ngā tau e toru, arā, ko Te Rākeitanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

20 Hakihea, 2017

Ngā kōrero e pā ana ki te kura

Te tūwāhi

Kei Māngere, ki Tāmaki-makau-rau ki te tonga

Te tau a te Tāhuhu o te Mātauranga

4208

Te tūmomo kura

He kura hiato - Tau 1 - 13

Te tokomaha o ngā ākonga o te kura

228

Te ira tangata

Kōtiro 117

Tama tāne 111

Ngā hononga ā-iwi

Māori

Koroātia

227

1

Ngā āhuatanga motuhake

Te Aho Matua

Te wā i te kura te rōpū arotake

Here-turi-kōkā 2017

Te wā o tēnei pūrongo

20 Hakihea, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Motuhake

Arotake Tāpiri

2014

2011

2009

Findings

Te Kura Kaupapa Māori ā Rohe o Māngere is in Māngere, South Auckland. It is a Te Aho Matua kura. Students’ diverse learning needs in literacy and numeracy is a school-wide challenge. While a number of strategies have been implemented to address this challenge, ongoing monitoring and responsive action is required to embed sustainable improvements.

The next ERO review of Te Kura Kaupapa Māori ā-Rohe o Māngere will be in three years – Te Rākeitanga – Expansive Evaluation. 

1 Context

Te Kura Kaupapa Māori ā Rohe o Māngere is a Te Aho Matua kura in South Auckland. Students and kaiako belong to various iwi throughout Aotearoa. Some families have lived in the Māngere community for a long time and consider the kura their tūrangawaewae. They are located within Tainui tribal boundaries and are active supporters of Te Kīngitanga.

Since the ERO report in 2014, the board of trustees has continued to work with the Ministry of Education to redevelop the physical learning environment of the kura. School-wide priorities include managing roll growth and providing programmes for new students with limited te reo Māori.

2 Te Tino Uaratanga

How well do students display that they achieve the hopes and aspirations of their whānau?

Most students show an enthusiasm for learning and achieving the whānau hopes and aspirations.

Te Ira Tangata

Students are developing their leadership roles and responsibilities as tangata whenua. Kaiako provide opportunities for older students to lead pōhiri for manuhiri. Younger students are supported to lead hui in their classrooms and syndicates. School-wide activities including pōhiri, whakatau, karakia and waiata help to build students confidence to lead. There are opportunities for students to interact as tuakana teina that focusses on aroha and respect. These activities enable tuākana to model leadership responsibilities, share learning experiences and allow tēina to seek guidance as needed. International groups are regular visitors in the school. As tuakana, older students are encouraged to organise these visits and lead the waiata and karakia. The younger students learn from the examples set by their tuākana. Students appear settled and secure.

Te Reo

Students’ te reo Māori development is a priority. There is a school-wide approach to raising the quality of oral language. A transition programme, puna reo, is in place for students with limited reo Māori. In the kura tuatahi, kaiako focus on building oral language skills. Language acquisition strategies such as repetition, modelling sentence structures and increasing vocabulary help individual students to strengthen their language skills. Language programmes provide opportunities for students to hear te reo Māori in formal settings, and then they are able to use this in context. Wharekura programmes focus on extending students’ language competence. Kaiako encourage students to explore te reo Māori through debates with each other, discussing ideas related to social issues in their local community, and questioning decisions using logical and reasonable arguments. Students are developing as confident speakers of te reo Māori.

Ngā Iwi

Students show that they value community relationships. The school has connections with the whānau at Mātaatua Marae in Māngere. Marae tikanga, kawa and whakapapa help students to understand connections in their local community. While some students have whakapapa links to other hapū and iwi, they grow an appreciation for the differences of others. Students in their early years, are encouraged to learn their whakapapa and pepeha. This provides students with opportunities to talk about their marae, tikanga and kawa and develop a deeper understanding about their sense of belonging. Students are encouraged to participate and interact with diverse community and indigenous groups to broaden their relationships. Students display a sense of belonging.

Te Ao

Students are developing the skills of kaitiakitanga. There is a school-wide focus to develop an appreciation of the land, environment and local community. Scientific learning has helped students to actively participate in a community project to revitalise waterways. Learning experiences promoted investigating the quality of water to support life in an ecological system and looking into strategies for the care of the environment. Technology is used to help students to research environmental practices locally, nationally and internationally. Students are developing an awareness about their environmental responsibilities.

Āhuatanga Ako

Students’ diverse learning needs is a school-wide challenge. Data from 2016 showed a significant number of students in the kura tuatahi were not achieving as well as expected. As a result, there have been a number of changes to improve the overall levels of achievement in 2017. These changes include reviewing assessment practices in the kura tuatahi, seeking support from specialist resource teachers, and accessing specific professional learning and development for kaiako to gather, analyse and interpret achievement information. Leaders and kaiako in the kura are working collaboratively to strengthen levels of achievement.

Kaiako use a range of assessment practices to identify the learning needs for individual and groups of students. There are a range of supports for teaching and learning in the kura tuatahi. Learning programmes are targeted at those students who have high literacy and numeracy needs. A specific learning programme is in place students to accelerate oral language development of students in Years 1 to 4. Kaiako work with students’ whānau to identify specific learning needs and appropriate support. They closely monitor student progress. While further work is required to embed these positive changes, mid-year analysis shows student achievement is improving from 2016.

Wharekura Education

Students are well supported to achieve NCEA qualifications and determine their future pathways. Kaiako are focussed on raising literacy and numeracy achievement in the wharekura. They have worked with external agencies to lift achievement of their wharekura students, including addressing all areas for improvement identified in their 2016 Managing National Assessment report. Internal assessment systems have been modified, in particular the processes for the internal verification of teacher judgments. Regular evaluations of courses in the wharekura are carried out which supports ongoing improvements in the design of learning for senior students. Changes that have resulted from internal evaluation include accessing additional support for literacy and numeracy achievement, adjusting the duration of timetabled learning time, and planning tailored pathways. Senior students also participate in a community mentoring programme that provides leadership development, and career guidance and advice. Most wharekura students gain NCEA qualifications appropriate to their year level.

Kura-identified areas of development

Programme evaluation is an area for further development. This includes developing processes to guide kaiako practices and expectations in raising the quality of student learning and pathways.

Continued improvement of assessment practices and responsive programmes of learning is required to embed positive developments highlighted within the body of the report.

Monitor and rigorously review support provided to the teaching of te reo Māori, literacy and numeracy.

3 Self Review and Leadership

Internal evaluation is developing. The board of trustees has identified strategic goals to guide the future direction of the school. Governance practices involves meeting legislative requirements aligned with policies and procedures. Achievement information for 2016 highlighted priority areas for the board and senior leaders, and they have instigated a number of initiatives to address these areas. Further work is required at all levels to ensure there is a cohesive, school-wide approach in place to achieve and maintain quality learning outcomes for all students.

The leadership team demonstrates a shared commitment to improving outcomes for students. A range of internal and external information is used to identify the learning needs for individuals. Leaders share responsibilities to monitor and report student achievement for each level of the school. Systems have been refined to help meet school-wide expectations. Leaders continue to work with kaiako to improve the quality of students’ learning, and keep their community informed of their progress.

4 Whānau assurance on legal requirements

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

5 Matters of non-compliance

  • Maintain an on-going programme of self-review including programme evaluation and the evaluation of information on student achievement [NAG 2(b)]

  • Develop and implement teaching and learning strategies to address the needs of students. [NAG 1]

6 Recommendations

The board, whānau and staff seek support from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa to:

  • Strengthen the quality of self review across all aspects of governance and the quality of education
  • Continue to implement and monitor key strategies that will address their identified areas for improvement, in particular supporting high quality student outcomes.

Conclusion

Te Kura Kaupapa Māori ā Rohe o Māngere is in Māngere, South Auckland. It is a Te Aho Matua kura. Students’ diverse learning needs in literacy and numeracy is a school-wide challenge. While a number of strategies have been implemented to address this challenge, ongoing monitoring and responsive action is required to embed sustainable improvements.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori ā-Rohe o Māngere will be in three years – Te Rākeitanga – Expansive Evaluation.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

20 December 2017

Information about the Kura

Location

Māngere, South Auckland

Ministry of Education profile number

4208

Kura type

Composite Year 1 - 13

Kura roll

228

Gender composition

Girls 117

Boys 111

Ethnic composition

Māori

Croatian student

227

1

Special features

Te Aho Matua

Review team on site

August 2017

Date of this report

20 December 2017

Most recent ERO report(s)

Education Review

Special Review

Supplementary Review

2014

2011

2009