TKKM o Mangere

We maintain a regular review programme to evaluate and report on the education and care of young people in schools.

We are in the process of shifting from event-based external reviews to supporting each school in a process of continuous improvement.

There may be delays between reviews for some schools and kura due to Covid-19 and while we transition to our new way of reviewing.

Read more about our new processes and why we changed the way we review schools and kura.

Find out which schools have upcoming reviews.

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

1 He Whakamārama

Te Whānuitanga Atu

E aromātai ana te arotake Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te whakahaere a te poari ki te whakarato i ngā ratonga mātauranga.

Ka tino whai hua ki te poari te pūrongo i te aromātai e whakaatu mai ana i ngā painga ake i ngā akoranga o ngā ākonga, i te wā e whakarato ana te poari i ngā tino mōhiohio e pā ana ki ngā putanga hua ki ngā ākonga.

Ngā Kōrero mō te Kura

Te tūwāhi

Kei Māngere, ki Tāmaki-makau-rau

Te tau a te Tāhuhu o te Mātauranga

4208

Te tūmomo kura

Tau 1 ki te 13

Ngā kaiako: mai i te rārangi ingoa ētahi atu te maha o ngā kaiako

16 16

Te rārangi ā-kura

188

Ngā hononga ā-iwi

Māori 188

Te ira tangata

Tama tāne 83 Kōtiro 105

Ngā āhuatanga motuhake

Te Aho Matua

Te wā i te kura te rōpū arotake

Mahuru 2013

Te wā i whakamanahia ai tēnei pūrongo

Hui-tanguru 2014

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Motuhake, Hui-tanguru 2012

Arotake Mātauranga Te Aho Matua, Hui-tanguru 2010

Arotake Mātauranga Te Aho Matua, Pipiri 2008

2 Te Aromātai a Te Tari Arotake Mātauranga

E tū ana Te Kura Kaupapa Māori ā-Rohe o Māngere, ki te hapori o Māngere, ki Tāmaki-makau-rau ki te tonga. Ka hono ngā ākonga me ngā kaiako ki te maha o ngā iwi, mai i Ngāti Hine ki te raki, ki Ngāi Tahu ki te tonga. Ka toro whānui atu te kura ki Onehunga, ki Hillsborough, ā, ki Rāhui Pōkeka hoki.

E tū ana te kura ki te rohe o Tainui. He mātātoa te tautoko o ngā ākonga i te Kīngitanga, nā tā rātou tae ā-tinana atu, tā rātou whai wāhi atu hoki ki ngā hui nui o te Kīngitanga.

Kua tutuki pai i te kura ngā take i te tāutuhia ai ki te pūrongo a te Tari Arotake Mātauranga i te tau 2012. Kua pai ake ngā kaupapa here, ngā tukanga, me ngā whakaritenga ki te whakapuaki amuamu me te āta whakarite i te noho haumaru, te waiora hoki o ngā ākonga. Me whakapai tonu, me whakamahine rānei i ētahi wāhanga o te whakaako me te ako.

  • me whakatutuki ngā matea akoranga o ngā tama tāne hei āta whakarite i tā rātou whai wāhi ki ngā kaupapa mahi, me tā rātou eke angitu ki ō rātou ake tino pūmanawa
  • me whakatutuki ngā kaiako i ngā wā katoa, i ngā tikanga whakariterite e pā ana ki te Mana Tohu Mātauranga o Aotearoa, hei āta whakarite i te eke tonu o ngā ākonga
  • me riterite ake ngā pūrongo a te poari mō ngā mōhiohio e pā ana ki ngā paetae ākonga
  • e tika ana kia arotahi ake ki te whakamahinga o te reo Māori.

E mahi ana te poari ki te taha o te Tāhuhu o te Mātauranga ki te whakahou ake i ngā rauhanga ki ngā whare, me te whakapai ake i ēnei hei whare akoranga kaupapa Māori o ēnei rā. Kua whakatūngia tētahi poari hou. Ka mahi ngātahi ngā kaitiaki mātanga me ngā kaitiaki hou o te poari, hei painga mō ngā ākonga. E mau ana ngā kaitiaki mātanga i te hōhonutanga o ngā mōhio, ngā pūkenga hoki i roto i ō rātou tūranga kāwanatanga.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

3 Ngā Whakaaturanga Aromātai o ngā Kaupapa

Te Tino Uaratanga

Te arotake whaiaro.He aronga rautaki tā te poari ki te whakapai ake i ngā whakaritenga i te kura. Ka arotahi rātou ki te waiora o ngā ākonga me te whakawhanake i ngā tino pūnaha tautoko mō ngā ākonga, ngā kaimahi, me te whānau. Ka whakatutuki rātou ki te āta whakatau i ngā whakaritenga i runga anō i ngā kitenga, ā, ka whakatinana anō hoki i ngā mahi ka whāia tonuhia hei whakapai ake. He mārama ngā mahi ka whai ake, ā, ka tino whai hua te whakatutuki haere i ēnei.

Ko te pūmautanga o ngā whakaritenga me te whakarite hoki mō te tauatanga, tētahi tino aronga hoki mō te poari. Me noho mataara hoki ngā kaitiaki hei āta whakarite i te āta whakawhanaketanga o ngā tukanga, ngā pūnaha, me ngā tūmanako, hei whai atu mā te katoa. Me whakawhanake tonu i ētahi wāhanga o te ako me te whakaako, hei whakapai ake i te whai wāhi mai, te eke angitu hoki o ngā tama tāne. Me ngaio ake te aronga o ngā kaiako ki te whakatutuki i ngā tikanga e pā ana ki te Mana Tohu Mātauranga o Aotearoa.

Te ārahitanga.E whakawhanake ana te poari, te tumuaki, me ngā kaimahi i tētahi tauira e pā ana ki te ārahi ngātahi. Me aroturuki tonu, me whakapiki tonu hoki te poari me te tumuaki i te whai huatanga o tēnei tauira, puta noa i te kura. Me ōkawa anō hoki tā rātou ine i te whai pānga o tēnei tauira ki te ako, te eke angitu, me te waiora hoki o ngā ākonga.

Ngā wāhanga hei whakawhanake ake

Ngā paetae ākonga.Me auau ake, me āta whakapuaki ake hoki te pūrongo i ngā paetae ākonga ki te poari. Me whakaputa ngā hōtuku e pā ana ki ngā paetae ākonga, hei tohu ka hāpai ake i ngā mahi arotake whaiaro me ngā tukanga anō hoki a te poari ki te whakatau i ngā whakaritenga.

Te taiao o te kura.Me whai whakaaro wawe te poari ki te whakapai ake i te kounga o ētahi wāhanga o te taiao o te kura, hei hāpai ake i te oranga ā-wairua, ā-waiora, ā-hinengaro, ā-tinana hoki o ngā ākonga i a rātou e noho ana ki te kura.

Te Ira Tangata

Ka arotahi te whānau o te wharekura ki te whakatō i ngā mātāpono o Te Aho Matua ki ā rātou whakaritenga. Kua whakawhanakehia tētahi mahere Te Aho Matua. Ka whakatūngia ngā wānanga hei whakapiki ake i te whai huatanga, te whakatinanatanga hoki o ngā mātāpono ki ngā āhuatanga o ia rā i te kura. E tika ana, kia haere tonu te ārahi, te whakatauira hoki o ngā pākeke i aua mātāpono, o roto, o waho hoki i ngā akomanga.

Kua whakapuakihia e te poari te māramatanga o ngā aratohu me ngā tūmanako e pā ana ki ngā taunekeneke ki waenga i te whānau, ngā kaimahi, me ngā ākonga. Nā tēnei, he mārama ake hoki ngā pūnaha kawenga takohanga ki waenga i ngā kaiako, te tumuaki, me te poari. Kua tautokona hoki e ngā mātanga o waho hei hāpai i ngā i ngā kaimahi ki te whakawhanake i te māramatanga ake o tā rātou arotahi.

Kua whakaritea e ngā mema katoa o te whānau o te kura te ngātahi ake o te noho, te māramatanga ake hoki o ngā tū hononga. He whakaute ngā hononga ki waenga i ngā kaiako me ngā ākonga. Ka kawe ngā ākonga i ngā mahi ki te āwhina i ō rātou hoa, i ngā kaiako hoki. Ka rongo i te mauritau o te kura. He mātātoa ngā ākonga, ā, ka tino whai hua hei mema o te whānau o te kura.

Kua whai pānga nui Te Ohu Whānau Ora ki te whakawhanake i te mauritau i te kura. Ka tautoko ngā kaimahi i te tirohanga o te kura, ā, ka oke ki te whakapai ake i tā rātou whakaritenga ngaio hei painga mō te waiora o ngā ākonga.

Te wāhanga hei whakaarotanga ake

Te ako takitahi.Me whai whakaaro ngā kaimahi ki te whakawhanake i ngā mahere mātauranga mō ia ākonga. Me whakaemi ngā tino mōhiohio i kohikohi kētia ai mō ngā ākonga, ō rātou waiora, ō rātou huarahi umanga ka whāia, te ahunga whakamua, te whakawhanaketanga i te kura, me ngā taumata ako ka whāia tonuhia. Me whakaemi hoki i ngā kitenga, mai i te whānuitanga o ngā tūmomo puna, tae atu ki ngā ākonga me te whānau. Mā tēnei, ka whakapiki ake te mōhiotanga, te māramatanga hoki o ngā kaimahi, te whānau, me ngā ākonga ki te ahunga whakamua, ngā whakatutukitanga, me ngā wawata hoki o ngā ākonga. Ka taea hoki te whakamahi aua mōhiohio hei whakapiki ake i te whai huatanga o te hōtaka akoranga mō ngā ākonga.

Āhuatanga Ako

Ka ngākau nui ngā ākonga ki ngā akoranga, ā, ka noho whakahihiri ki te ako. Ka kitea te pai o ngā taunekeneke ako ki waenga i ngā kaiako me ngā ākonga. Ka aro ngā ākonga ki ngā kipakipa a ngā kaiako, ā, he pakari tā rātou whai wāhi ki ngā whakawhitinga kōrero e pā ana ki ngā akoranga.

Ka arotahi ngā kaiako ki ngā akoranga, ā, he tokomaha o rātou i whakawhanake ai i ngā rautaki whakaako e tika ana, tae atu ki te whakapuaki i ngā koronga ako, tae atu hoki ki te whakarato i ngā kōrero urupare e whai hua ana ki ngā ākonga.

Ka ākina ngā ākonga ki te whakahaere i a rātou anō, me te whakawhanake i te hōhonutanga ake o ngā pūkenga whakaaro. E whiwhi ana ngā ākonga o te wharekura i ngā tohu mātauranga e tika ana. Ko te nuinga o ngā ākonga i te kura teina e whakatutuki ana – e eke ake ana rānei – i ngā tūmanako e pā ana ki te pānui me te tuhituhi. Kua tāutuhia e ngā kaiako, e tika ana kia arotahi ake ki te whakapiki ake anō i ngā whakatutukitanga i roto i te pāngarau.

Ngā wāhanga hei whakawhanake ake

Ngā paetae o ngā tama tāne.He pai te whakatutuki a te kura i ngā painga o te nuinga o ngā ākonga. Engari, he teitei ake te eke angitu o ngā kōtiro i tēnā o ngā tama tāne. Me whai whakaaro ngā kaiako, me pēhea te hāpai i ngā tama tāne kia hihiri ake ai rātou, kia whai wāhi ake ai rātou, ā, kia eke angitu ake ai rātou hei ākonga.

Ngā tohu i te wharekura.Ko te ngoikore o te aronga ngaio a ētahi o ngā kaiako o te wharekura ki ngā tikanga o te Mana Tohu Mātauranga o Aotearoa, e pā tōraro ana ki ngā tohu mātauranga o ngā ākonga. Me whai ngā kaiako wharekura katoa i ngā tukanga e tika ana ki te āta whakarite i te wā tika, te pono, me te tūturutanga o ngā putanga. He āhuatanga tēnei o tā rātou kawenga mahi ngaio.

Te reo Māori

Ka whakamahere nahanaha te kura hei hāpai i ngā ākonga ki te whakawhanake i tō rātou mātau ki te reo Māori. Kei te mahere rautaki ngā tino whāinga ka whakapiki i te mātau o ngā ākonga ki te reo matatini me te pāngarau. Ka hono ngā taumata ki Ngā Whanaketanga Rumaki Māori. Ka arotahi mārika ngā kaimahi o te wharekura ki te whakapiki ake i te whakamahinga tika, te matatau hoki o te reo kōrero. E wātea ana ki ngā kaimahi katoa te whānuitanga o ngā tūmomo whai wāhitanga ki te whakawhanake ngaio, hei whakapiki i tō rātou mōhiotanga, tō rātou mātanga hoki ki te reo Māori.

Ka kōrero ngā ākonga i te reo Māori i te wā e ākina ana rātou, i a rātou e whakautu ana hoki i ngā kōrero a ngā kaiako. Engari, ka whakamahi ngā ākonga tēina i te reo Pākehā i roto i te maha o ā rātou kōrerorero ki waenga i a rātou anō.

Ka tohu ngā paetae ākonga i te pai o te eke angitu o ngā ākonga ki te kura teina i roto i ētahi āhuatanga o te reo matatini. Engari, kāhore he hōtuku e whakaratohia ana mō te reo kōrero.

He pai ngā putanga i roto i Te Reo Rangatira o Te Taumata Mātauranga ā-Motu Kua Taea, ā, ka riro i te nuinga o ngā ākonga ngā whiwhinga. Ka tae ki te tau 13, kua whakatutukihia e te tino nuinga o ngā ākonga ngā tikanga e pā ana ki te reo matatini me te pāngarau mō te uru ki te whare wānanga.

Te wāhanga hei whakawhanake ake

Te reo Māori.Me tāutu ngā kaiako, te whānau, me ngā ākonga i te auaha ake o ngā rautaki, ā, me whakatinana i ēnei hei whakapiki ake i te whakamahinga o te reo Māori i te kura. Ko te whakatauira o ngā pākeke i ngā whakawhitinga kōrero mā te reo Māori ki mua i ngā ākonga, ka whai hua ki te whakatūturu ake i te reo Māori ki te kura.

Ngā Iwi

Ko te marae o te kura te aronga nui. He tohu tēnei o te mana whenua mō te whānau o te kura. Ka manaakitia te tokomaha o ngā iwi, ngā rōpū hoki o tāwāhi, ā, ka kitea ngā uaratanga o te manaakitanga me te whanaungatanga. He mātātoa te whai wāhi o ngā ākonga ki ngā whakanuitanga o te Kīngitanga.

He maha ngā wheako a ngā ākonga ka whakapiki ake i tō rātou mōhiotanga, tō rātou māramatanga hoki ki ngā iwi o ngā hau e whā. Ko te aronga ki te ako i te takiwā, ka toro atu hoki ki ngā kaupapa ā-rohe, ā-motu hoki. Ka whai wāhi ngā ākonga ki te maha o ngā kaupapa hākinakina, te kapa haka, me ētahi atu kaupapa nui o te ao Māori. Ka whai wāhi matua rātou ki ngā pōwhiri maha ka tū ki te rohe, ā, ka whai wāhi atu ki te whakatau i ngā manuhiri o tāwāhi ki ngā huihuinga whakahirahira. E whakawhanake ana te kura i tā rātou marautanga o te hapori, hei āta whakatakoto, hei āta whakaatu hoki i tētahi aronga i whakamaheretia ai mō ngā akoranga a ngā ākonga, mā te horopaki o te hapori, me ngā hapū, ngā iwi hoki o ia ākonga.

Te Ao

Ka whakaratohia te whānuitanga o ngā tūmomo whai wāhitanga ki ngā ākonga tuākana, kia wheako ai rātou i te taiao o te hapori me te ao whānui, tae atu hoki ki ngā haerenga ki tāwāhi. Ka whai wāhi matua hoki ngā ākonga ki te whakamahere me te whakariterite i te maha o aua tūmomo kaupapa.

He mātātoa te whai wāhi atu o ngā ākonga ki ngā kaupapa i tua atu i ērā o te marau. Ka whakapuaki tonu te wharekura i ngā hōtaka pūtaiao o te hapori, ā, e mahi ana i nāianei ki te taha o Te Whare Wānanga o Awanuiārangi, ki te whakawhānui i aua akoranga. He mātau ngā ākonga ki te tūhura i te ao whānui me te ako ki te tū hei kaitiaki o ngā taonga māori o tō rātou hapori.

4 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki o Te Kura Kaupapa Māori ā-Rohe o Māngere teTauāki Kupu Tūturu a Te Poari mā te Tari Arotake Mātauranga, me tētahiRārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ō 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 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 aroturuki i te tae ā-tinana atu o ngā ākonga ki te kura.

5  Ngā Taunakitanga

Hei whakapai ake i āna mahi, me te tahuri te poari me te whānau ki te:

  • whakaaro huritao ki te pai o ā rātou mahi angitu, whakatutukitanga anō hoki, kia āhei ai rātou ki te arotahi ake ki ngā whakawhanaketanga ka whāia tonuhia
  • whakaōkawa i te marautanga o te hapori
  • whakatō i te ahurea o te whakaaro huritao, o te kōkiritanga hoki ki waenga i ngā mema katoa o te kura
  • whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake.

6 Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

27 Hui-tanguru 2014

1 Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

About the School

Location

Mangere, Auckland

Ministry of Education profile number

4208

School type

Year 1 - 13

Teaching staff: Roll generated entitlement Other Number of teachers

16 16

Roll number

188

Ethnic composition

100%

Gender composition

Boys 83 Girls 105

Special features

Te Aho Matua

Review team on site

September 2013

Date of this report

February 2014

Previous ERO reports

Special Review Report, February 2012

Te Aho Matua Review, February 2010

Te Aho Matua Review, June 2008

2 The Education Review Office (ERO) Evaluation

Te Kaupapa Māori o Mangere is located in Mangere, South Auckland. Students and kaiako link to various iwi, from Ngāti Hine in the north to Ngai Tahu in the south. The catchment area of the kura includes Onehunga, Hillsborough and Huntly.

The kura is located within Tainui tribal boundaries. Students are active supporters of the Kingitanga through their attendance and participation at important Kingitanga events.

The school has satisfactorily addressed the issues identified in the 2012 ERO report. Policies, procedures and practices have improved for making complaints and ensuring student safety and well being. Some areas of teaching and learning require further improvement or refinement.

  • the learning needs of boys must be addressed to ensure they are engaged and achieving to their full potential

  • teachers must consistently meet the administrative requirements for NZQA to ensure students are not disadvantaged

  • the board requires more consistent reporting of student achievement information

  • a greater focus on the use of te reo Māori is necessary.

The board is working with the Ministry of Education to refurbish the property and make it more suitable as a modern day kaupapa Maori learning institution.A new board has been elected. Both the more experienced board members and the new board members work collaboratively in the interests of the students. The experienced board members bring a wealth of knowledge and skills to their governance roles.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

3 Evaluation KaupapaFindings

Te Tino Uaratanga

Self-Review. The board has taken a strategic approach to improving practices within the kura. They are focused on student wellbeing and developing effective support systems for students, staff and whānau. They carry out robust evidence based decision making and implement the next steps for making improvements. The next steps are clear and effectively followed up.

Sustainability of practice and succession planning is a clear focus for the board. Board members must continue to be vigilant to ensure that the well developed processes, systems and expectations are followed by all. Further development to some areas of learning and teaching is necessary to improve the engagement and achievement of boys. Teachers must also take a more professional approach to meeting the requirements of NZQA.

Leadership.The board, principal and staff are developing a collaborative leadership model. The board and principal should continue monitoring and increasing the effectiveness of this model school wide. They should also formally measure the impact of this model on student learning, achievement and wellbeing

Areas for Development

Student achievement.Reporting student achievement to the board should be more regular and clearly articulated. Student achievement data is required as evidence to further support self review practice and board decision making processes.

Physical environment. The board needs to give urgent consideration to improving, where possible, the quality of the school physical environment to further support the spiritual, emotional, intellectual and physical wellbeing of students during their time at school.

Te Ira Tangata

The wharekura whānau is focused on embedding the principles of Te Aho Matua into their practices. A Te Aho Matua plan has been developed. Wananga are held to increase the effectiveness and application of the principles in the everyday life of the school. It is important that adult leadership and modelling of these principles continues, both outside and inside classrooms.

The board has articulated clear guidelines and expectations about whānau, staff and student interactions. This has resulted in clearer accountability systems between kaiako, the principal and the board. External professionals have provided support to assist staff to develop a greater clarity of focus.

All members of the school whānau have established a more collective, collaborative and transparent relationship. Respectful relationships exist between kaiako and students. Students take responsibility for helping their peers and kaiako. A positive tone and culture in the school is apparent. Students are active and highly effective members of the school whānau.

A whānau well being group (Te Ohu Whānau Ora) has had a major impact on developing a positive tone and culture in the school. Staff members are supportive of the school vision and strive to improve their professional practice to benefit student wellbeing.

Area for consideration

Individualised learning. Staff should consider developing individual education plans (IEP) for each wharekura student. Important information, already collected, should be collated about students; their wellbeing, their future pathways, progress and development in the school and their next steps for learning. Evidence should also be gathered from a number of sources including students and whānau. This would enable staff, whānau and students to increase their knowledge of, and awareness about, student progress and achievement and student aspirations. Such information could also be used to increase the effectiveness of the learning programme for students.

Ahuatanga Ako

Students are interested in learning and are motivated to learn. Positive learning interactions are apparent between kaiako and students. Students are responsive to kaiako prompts and participate in learning discussions confidently.

Kaiako focus on learning and many have developed appropriate teaching strategies including sharing learning intentions as well as providing constructive feedback to students.

Students are encouraged to be self managing and to develop higher order thinking skills. Students in the wharekura are achieving relevant qualifications. The majority of students in the primary school are achieving at or above expectations in reading and writing. Teachers have identified the need for a greater focus on lifting mathematics achievement.

Areas for development

Achievement of boys. The school caters well for the interests of most students. However girls tend to achieve at a higher level than the boys. Teachers need to consider how to support boys to become better motivated, more engaged and more successful learners.

Wharekura qualifications. Student qualifications are being compromised because of poor professional response to NZQA requirements by some wharekura teachers. All wharekura staff should follow the necessary processes to ensure timeliness, reliability and validity of results occurs. This is part of their professional responsibility.

Te Reo Māori

The school strategically plans to support students to develop their competence in te reo Māori. The strategic plan contains clear goals to increase student competency in literacy and mathematics. Targets are linked toNgā Whanaketanga Rūmaki Māori(NWRM). Secondary school staff have a particular focus on increasing the correct use and fluency of spoken language. All staff have access to a wide range of professional development opportunities to increase their knowledge and expertise in te reo Māori.

Students speak te reo Māori when prompted and when responding to kaiako. However, younger students use English in many of their social conversations with others.

Student achievement data shows that students in primary school are achieving well in some literacy areas. However there are no results provided for spoken language.

NCEA Te Reo Rangatira results are positive and the majority of students achieve credits. By year 13 the great majority of students have gained their university entrance literacy and numeracy requirements.

Area for development

Te reo Māori. Kaiako, whānau and students must identify more creative strategies and employ these to increase the use of te reo Māori in the school. Adults modelling conversations in te reo Māori for and to students should have a positive impact on normalising te reo Māori in the school.

Ngā Iwi

The school marae is a focal point. It symbolises mana whenua for the school whānau. Many different iwi and overseas groups are hosted here and the values of manaakitanga and whanaungatanga are evident. Students are actively involved in Kingitanga celebrations.

Students have many experiences that increase their awareness and knowledge. A focus on learning about the local area extends to regional and national events. Students are involved in many sports activities, kapahaka and other events of interest. They are integral to many of the pōwhiri in the region and participate in welcoming overseas visitors to important events. The school is developing their local curriculum to coordinate and present a cohesive and planned approach to student learning about the local context and the hapū and iwi of individual students.

Te Ao

A variety of opportunities is provided for the older students to experience the local environment and the wider world including overseas visits. Students also play a major role in planning and organising many of these events.

Students are active in extra-curricular activities. The wharekura continues to deliver the local environmental science programmes and now works in partnership with Te Whare Wananga o Awanui-ā-rangi to extend this learning. Students are experienced explorers of the wider world and learning to be kaitiaki of their local natural resources.

4 Te Aho Matua Whānau Assurance on Compliance Areas

During the review, the board and principal of Te Kura Kaupapa Māori o Mangere completed theTe 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.

5 Recommendations

In order to improve its performance the board and whānau should:

  • reflect on their positive achievements and accomplishments to enable them to focus more clearly on the next steps for development

  • formalise the local curriculum

  • embed a reflective and proactive culture among all members of the school

  • address the areas for development identified in this report.

6 Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the school again as part of the regular review cycle.

Lynda Pura-Watson

National Manager Review Services Māori (Te Uepū ā-Motu)

27/2/2014

To the Parents and Community of Te Kura Kaupapa Māori ā-Rohe o Māngere

Te Kura Kaupapa Māori ā-Rohe o MāngereThese are the findings of the Education Review Office’s latest report on.

Te Kaupapa Māori o Mangere is located in Mangere, South Auckland. Students and kaiako link to various iwi, from Ngāti Hine in the north to Ngai Tahu in the south. The catchment area of the kura includes Onehunga, Hillsborough and Huntly.

The kura is located within Tainui tribal boundaries. Students are active supporters of the Kingitanga through their attendance and participation at important Kingitanga events.

The school has satisfactorily addressed the issues identified in the 2012 ERO report. Policies, procedures and practices have improved for making complaints and ensuring student safety and well being. Some areas of teaching and learning require further improvement or refinement.

  • the learning needs of boys must be addressed to ensure they are engaged and achieving to their full potential

  • teachers must consistently meet the administrative requirements for NZQA to ensure students are not disadvantaged

  • the board requires more consistent reporting of student achievement information

  • a greater focus on the use of te reo Māori is necessary.

The board is working with the Ministry of Education to refurbish the property and make it more suitable as a modern day kaupapa Maori learning institution.A new board has been elected. Both the more experienced board members and the new board members work collaboratively in the interests of the students. The experienced board members bring a wealth of knowledge and skills to their governance roles.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO web page, http://www.ero.govt.nz.

Lynda Pura-Watson

National Manager Review Services Māori (Te Uepū ā-Motu)