1 Wickman Way , Mangere, Auckland
View on mapKua 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.
E tū ana Te Kura Māori o Ngā Tapuwae hei kura rumaki reo Māori ki te hapori o Māngere, ki Tāmaki-makau-rau. E poipoi ana te kura i ngā uri o ngā tau 1 ki te 13. He mātāwaka kanorau te hapori nei, heoi, he whakapapa Māori, he whakapapa kākano rua rānei ō te nuinga o ngā uri. Kua whai wāhi atu ētahi o ngā whānau o te hapori nei ki te kura mō ngā tau 50, ā, kua whā kē ngā whakatupuranga e paihere ana i te tauutuutu o ngā hononga. He manawa whakahī ō te hapori o Ngā Tapuwae. Ki tā te whānau, e hiahia ana rātou ki ngā tino painga mō rātou anō, me te whakamānawa i ngā mokopuna, i ngā uri mā ngā ratonga e tika ana mō rātou.
Kua hono atu Te Kura Māori o Ngā Tapuwae ki te tōpūtanga o Ngā Kura ā Iwi o Aotearoa hei kura o Waikato e hāpaitia ana e Te Waiōhua rātou ko Te Ākitai, ko Te Ahiwaru. Kua whakatakotohia te Mahere Whakatinanatanga ā-Tau a te kura ki te whārangi ipurangi o te kura. Kua whakaraupapahia ngā kaupapa matua o te mahere mā ngā whāinga rautaki e whā, arā, mā Te Ao Māori, mā Te Waiora o Rona, mā Te Reo Matatini, me te Pāngarau.
Ko tā ngā Whāinga Rautaki e whakatairanga ana:
Ka kitea ki ngā uri te mātau inati, ā-tinana, ā-whatumanawa, ā-tangata hoki.
E whai wāhi nui ana ngā uri ki tētahi marau whānui, marau auaha hoki e tino whai pānga ana. Ka whai wāhi mātātoa rātou ki ngā hōtaka akoranga o te kounga kairangi e whakatairanga ana i ō rātou pūmanawa torowhānui. Mātua rā, ko te oranga ā-whatumanawa, ā-tinana, ā-wairua, ā-hinengaro hoki o ngā uri. Ka mahi ngātahi, ka mahi urutau hoki ngā kaimahi, ā, ka ū rātou ki te whakatinanatanga o ngā ākonga katoa i ō rātou pūmanawa mātauranga. Kei te tino ngaio te ahurea o ngā kaimahi, ā, he nui ngā tūmanako kia mahi tōpū i ngā akoranga, kia whakakotahitia, kia whakaterea hoki te ako, hei painga mō ngā uri katoa.
Kei te tākare te whai wāhi nui o ngā uri ki te ao Māori. Ko te kapa haka me Ngā Manu Kōrero ētahi whai wāhitanga tūturu mō ngā uri ki te hāpai i te whakarauoratanga o te reo Māori me ngā tikanga Māori. Ka whakaaweawetia rātou, ā, ka whakaaweawe, ka whakanui hoki rātou i a rātou anō, i ētahi atu hoki. Ka tino kitea te whanaungatanga, ā, ka whakaute, ka whakamana hoki ngā hononga o tētahi i tētahi. Ka poipoi te ahurea o te kura i te mahi tahi, te pākiki, te patapatai, te wānanga, me te taupatupatu kaupapa. Kua pou herea ngā hononga pakari o te tuakana me te teina ki te whakawhirinakitanga, te whakaute, me te aroha.
E puāwai ana ngā uri, e poipoia ana, ā, e whai wāhi ana rātou ki te ahurea e whakaaweawe ana i te whai a te takitahi me te takitini i te hiranga. He kaikōkiri ngā kaiako, ā, ka arotahi ki te whakarato i te kounga kairangi o ngā whakaakoranga me ngā akoranga. He aronga nui ki te whakawhanake i te tūāpapa pakari o ngā pūkenga me ngā mōhiotanga e pā ana ki te reo matatini me te pāngarau, hei hāpai i te eke angitu o ngā uri i roto i ngā tau ka whai ake. Ka āta whakaarohia, he hakune hoki ngā mahi whakamahere, ā, he tūāhuatanga ka whakatairanga ake i ngā putanga ki ngā uri. Ka whakarato te kura i te tūāpapa whakaioio mō ngā akoranga a ngā tēina, ā, nā konā ngā uri i whakawhanake ai i te aroha mō te mātauranga, otirā, ka whitawhita tō rātou ngākau nuitanga ki te eke angitu. Ka whai wāhi nui rātou ki te hōhonutanga o te taiao ako, ā, ka rumakina ki ngā tino tikanga ako kaupapa Māori kua āta whakatōngia ki ngā tūmanako teitei. Kei te pakari ngā kaiako ki te whakamahi i ngā mōhiohio e pā ana ki te ahu whakamua me ngā paetae, hei tautuhi, hei aro nui hoki ki ngā matea o ngā uri i roto i te wā e tika ana. Ka āta aromātaihia te ahu whakamua a ngā uri i ia te wā, ā, ka pūrongo atu ki ngā kaitiaki o te poari me ngā whānau. E whakaputaina ana e ngā uri te harikoa me te aroha ki te ako me te whai oranga.
Kei runga noa atu ngā whakatutukitanga o ngā uri i roto i te wharekura. Kua ū te kaha o ngā whakatutukitanga i Te Taumata Mātauranga ā-Motu kua Taea i roto i te roanga o te wā. I whakanuia te kura i te pāhitanga o ngā ākonga 100% i roto i Te Taumata Mātauranga ā-Motu kua Taea, ā, koia nei te tino tihi o ngā whakawhiwhinga i Aotearoa i te tau 2023. I whiwhi ngā uri katoa i ngā whakamanatanga i roto i te Taumata 1, te Taumata 2, me te Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea. He tino hononga o waenga i te kaha taetae mai o ngā uri ki te kura me ngā paetae mātauranga o ngā uri. He nui ngā tūmanako mō te eke angitu ki te kura, ki tua atu hoki, ā, he tūāhuatanga kua āta whakaritea, kua āta māramahia e ngā uri, e wāhi atu ai hoki ki te tino teitei rawa atu o ngā whakatutukitanga ā-mātauranga, ā-umanga rānei. Ka whai hua te arotake me te panoni haere i ngā pūnaha, ngā tukanga, me ngā whakaritenga o te kura, hei āta whakatau i te whakapai tonutanga i ngā wā katoa e poipoi ai i ngā matea o ngā uri me ngā whakarerekētanga ki te marau. Ka whakaaweawetia, ka whakamanawatia hoki ngā uri kia eke ai rātou ki ō rātou tino pūmanawa. E whakatinana ana Te Aitanga a Tiki (arā, ngā tauira o Ngā Tapuwae) i te angitu.
Ko te ngaiotanga me te kounga o ngā whakaritenga puta noa i te kura, e hāpai ana i te angitu o ngā uri. Ka tū ngā kaiārahi hei tino tauira o te hiranga. Nā te papai o te tautoko ako me te māramatanga o ngā tūmanako, kua whai hua ngā whakahaeretanga me ngā whakaritenga o te kura. Kua kaha whakatō i te mātauranga Māori ki te marautanga, ā, ka whai pānga matua ki ngā wheako o ngā uri i ia rā. He tino puna mātauranga ngā kaumātua o tēnei wā, o mua hoki, ā, nā rātou te tūāpapa whakaioio i whakatakoto kia eke angitu ai ngā uri. Ko rātou o te rōpū kaiārahi, he ākonga o mua, he whānau hoki o te kura, ā, e mārama ana i ngā uara me ngā tūmanako hei whakapūmau. Kei a rātou te tangongitanga o ngā pūkenga, kei te urutau hoki, ā, ka aro pū ki te whakapai tonu. He tini ngā whai wāhitanga mō ngā uri ki te whakawhanake i ngā pūmanawa me ngā waiaro e whakanuia ana e te whānau me ngā hapū. Ka whakawhanake ngā uri i ngā pūkenga ārahi whakahirahira, mai i te wā e nohinohi tonu ana. Kei te tino whai hua te aromātai o roto, ā, ka hāpai i te whakapūmau tonutanga o ngā putanga mātauranga whai kounga me te waiora o te katoa, tae atu hoki ki te tīni haere i te maramataka ā-tau me ngā mahere, kia hāngai kē ai ki te maramataka Māori.
Ka mahi ngātahi Te Poumarumaru ki te whakatairanga me te whakapūmau i te ahurea mō te koke tonu me te eke ki te hiranga. Ka whai wāhi nui ngā whānau, ngā hapū, me te iwi, ā, ka whakaaweawe rātou, ka āta ārahi hoki hei whakatairanga ake i te angitu ā-mātauranga nei o ngā uri. Kua whakapau kaha ngā poumarumaru ki te hāpai, ki te huatau ake hoki i tō rātou hapori me te mātauranga ara reo Māori. Kei te tino hīkaka ngā mema hou ki te whakapiki ake i tō rātou mōhiotanga me ō rātou pūkenga kia whai hua ai ngā mahi kāwana, ā, ka āta arahina e te hunga tautōhito ake. Ka mahi ngātahi ngā poumarumaru me ngā kaiārahi o te kura, kia ū ai te papai o ngā whakawhitinga kōrero me te mahitahi i ngā taumata katoa. Ka whakanuia e rātou ngā whakapuakitanga me ngā hua o ngā whānau, ngā kaimahi, me ngā uri. Ka tino hāpai nui ngā uri i ō rātou whānau, ō rātou hapū, me tō rātou hapori.
I whakawhanakehia e Te Tari Arotake Mātauranga me ngā kaiārahi o te kura ngā whakaritenga matua e whai ake nei, arā, kia:
I mua i te aromātai, i whakatutukihia e te poari kaitiaki me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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:
I te wā o te aromātai, 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:
E taunaki ana Te Tari Arotake Mātauranga kia whakamahi tonuhia te aromātai o roto pakari, hei hāpai i te whakatairanga tonutanga.
Tiwana Hibbs
Toka ā Nuku
Te Uepū ā-Motu – Māori Services
28 Kohitātea, 2025
| Te tūwāhi | Kei Māngere, ki Tāmaki-makau-rau |
| Te tau a te Tāhuhu o te Mātauranga | 630 |
| Te tūmomo kura | He kura hiato (Tau 1-13) |
| Te tokomaha o ngā ākonga o te kura | 281 |
| Ngā hononga ā-iwi | Māori 100% |
| Ngā āhuatanga motuhake | Ngā Kura ā-Iwi |
| Te wā i te kura te rōpū arotake | Hōngongoi 2024 |
| Te wā o tēnei pūrongo | 28 Kohitātea 2025 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Poutū-te-rangi 2022; Arotake Mātauranga, Hakihea 2015; Arotake Mātauranga, Pipiri 2012 |
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. The ERO reports provide important information for whānau, hapū and iwi.
Te Kura Māori o Ngā Tapuwae is a full immersion Māori language kura in the Mangere suburb of Auckland. The kura caters for uri in Years 1-13. The caregiver community has a rich multi-ethnic diversity, however most uri are predominately Māori or of dual heritage. Some whānau in the community have been associated with the kura for 50 years, four-generations of reciprocal relationships. Ngā Tapuwae is a proud community. The whānau express they want the best for themselves and to honour mokopuna/uri with the service they deserve.
Te Kura Māori o Ngā Tapuwae is affiliated to the Ngā Kura ā-Iwi collective as a Waikato kura supported by Te Waiōhua, Te Akitai and Te Ahiwaru. The kura Annual Implementation Plan can be accessed on the kura website. The plan’s priorities are encapsulated under four Strategic Aims which are Te Ao Māori, Te Wairoa o Rona, Te Reo Matatini and Pāngarau.
The Strategic Aims promote:
Uri demonstrate exceptional physical, emotional and social intelligence.
Uri experience a broad, innovative, and relevant curriculum. They actively participate in high quality learning programmes that promote their holistic intelligences. Uri emotional, physical, spiritual, and intellectual wellbeing are paramount. Collaborative and adaptive staff are committed to all learners realising their academic potential The staff culture is very professional with high expectations for collaboration, inclusion and acceleration of learning for all uri.
Uri enthusiastically participate in and experience te ao Māori. Kapa haka and Ngā Manu Kōrero provide authentic opportunities for uri to contribute to the revitalisation of te reo and tikanaga Māori. And to be inspired and inspire and celebrate self and others. Whanaungatanga is highly evident, relationships are mutually respectful and empowering. The kura culture fosters collaboration, curiosity, questioning, discussion, and debate. Strong tuākana teina relationships are underpinned by trust, respect and aroha.
Uri are thriving, are nurtured and experience a culture that inspires the pursuit of individual and collective excellence. Kaiako as facilitators focus on the provision of high-quality teaching and learning. Priority is given to developing strong foundational literacy and numeracy skills and knowledge to support uri success in later years. Considered and deliberate planning enhances outcomes for uri. The kura provides a strong foundation for learning for teina, where uri develop a love for knowledge and their desire for success is ignited. They experience a rich learning environment and are immersed in strong kaupapa Māori pedagogy where high expectations are entrenched. Kaiako capably use progress and achievement information to identify and respond to uri needs in a timely manner. Uri progress is regularly scrutinised and reported to trustees and whānau. Uri radiate joy and love for learning and living.
Uri in the wharekura achieve extremely well. High levels of attainment in the National Certificate of Educational Achievement (NCEA) have been sustained over time. The kura was acknowledged as having 100% pass rate in NCEA, the highest in Aotearoa in 2023. All uri attained NCEA Levels 1, 2 and 3 with endorsements. There is a strong correlation between high attendance levels and uri academic achievement. High expectations for success at kura and beyond are well established and understood by uri which is contributing to extremely high levels of academic or vocational achievement. Kura systems, processes and practices are effectively reviewed and adapted to ensure continuous improvement in response to uri needs and curriculum changes. Uri are inspired and highly motivated to achieve to their full potential. Te Aitanga a Tiki (Ngā Tapuwae tauira) epitomise success.
Professionalism and quality practice throughout the kura supports uri success. Leaders are role models of excellence. Efficient mentoring and clear expectations have resulted in effective kura management and operations. Mātauranga Māori is embedded in the curriculum and is an integral part of the daily experience of uri. The present and passed kaumatua, as repositories of knowledge, have created a solid foundation for uri success. The leadership team are all graduates and whānau members of the kura and understand the values and expectations to be upheld. They bring a diverse range of skills and are agile and improvement focused. Opportunities abound for uri to develop the desirable attributes and attitudes valued by whānau and hapū. Uri develop outstanding leadership abilities from an early age. Highly effective internal evaluation supports the maintenance of quality educational outcomes and wellbeing for all. Including, moving the annual calendar, and planning to align with the maramataka Māori.
The poumarumaru work collaboratively to promote and maintain a culture of striving for and achieving excellence. Whānau, hapū and iwi participate, they are influential, provide strong leadership that enhances the educational success of uri. Poumarumaru have worked to achieve transformational influence within their community and in Māori medium education. New members are highly motivated to increase their knowledge and skills for successful governance and are guided well by those more experienced. Poumarumaru work closely with kura leaders to sustain effective communication and collaboration at all levels. They value the contribution and efficacy of whānau, staff and uri. Uri make significant contributions to their whānau, hapū and community.
ERO and kura leaders developed the following key next steps:
Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru 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:
During the evaluation, ERO checked at the following items because they have a potentially high impact on student safety and wellbeing:
ERO recommend continuing to use regular robust internal evaluation for ongoing improvement.
Tiwana Hibbs
Toka ā Nuku - Director
Te Uepū ā-Motu – Māori Review Services
28 January 2025
| Location | Auckland |
| Ministry of Education profile number | 630 |
| Kura type | Composite (Years 1-13) |
| Kura roll | 281 |
| Ethnic composition | Māori 100% |
| Special features | Ngā Kura-ā-Iwi |
| Review team on site | July 2024 |
| Date of this report | 28 January 2025 |
| Most recent ERO report(s) | Education Review, March 2022; Education Review, December 2015; Education Review, June 2012 |
E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau ki te tonga. Ka whakarato i te mātauranga kaupapa Māori ki ngā Tau 1 ki te 13. Kei raro te kura i te maru o Ngā Kura ā-Iwi, ā, ko te reo Māori te reo matua o ngā whakaakoranga.
Ko tā te whāinga whānui o Ngā Kura ā Iwi, kia ū te mana motuhake, te ngākau titikaha, te whakaaweawe, te ihumanea, me te whakatakotoranga whakaaro hoki o ngā uri, kia whai wāhi nui rātou ki te ao whānui, ā, kia tūroa hoki tā rātou whai i te mātauranga.
Ko ngā putanga matua ki ngā uri:
Kua āta tūhonohono atu te kura nei ki te mana whenua, me ngā hapū, ngā marae hoki o te hapori. Ko te pūtake o taua whai hononga, ko te āta poipoi i te tuakiri o ngā uri mā aua tātai hono. He hononga mauroa anō hoki ō ngā whānau maha ki te kura.
Ko ngā aronga rautaki o te kura nei, ko te Mana Mokopuna, te Mana Wairua, te Mana Tangata, te Mana Reo, te Mana Tikanga, te Mana Mātauranga Māori, me te Mana-ā-Kura. E whakatairanga ana te ahurea o te kura i te hiringa me te whakapai tonutanga.
I te tau 2021, i whakahaerehia Te Kura Māori o Ngā Tapuwae mā ngā herenga KOWHEORI o te Taumata 3 me te Taumata 4 mō te takiwā o ngā wiki 11. Kīhai te kura i tuwhera anō i te wā i noho a Tāmaki-makau-rau ki raro i ngā herenga o te Taumata 3. He maha ngā kura i Tāmaki-makau-rau, i āta rongo i ngā pēhitanga o ngā herenga KOWHEORI ki ā rātou whakahaeretanga mō ngā wā roroa. Kua kitea e Te Tari Arotake Mātauranga te pōraruraru ake i pā ai ki ngā kura o Tāmaki-makau-rau.
I whakamahi Te Kura Māori o Ngā Tapuwae i ngā whakamahuki i puta mai i te tau 2020 ki te hāpai i te whānau me ngā uri i roto i ngā wā herenga KOWHEORI i whai atu. Ko te tino akoranga nui i puta ki te poumarumaru me te tumuaki, koia ko te aro mārika ki te poipoi i te waiora, hei painga mō ngā uri, ngā kaimahi, me te whānau.
Ko tā te poumarumaru mahi matua, he hāpai i te tumuaki, i ngā kaiako, me ngā whānau. I te nohonga rāhui tuarua, i āta whakakaha ake te heamana o te poumarumaru i ngā whakawhitinga kōrero, mā te tuku pānui ki ngā whānau katoa i ia rua wiki.
Ko tā te tumuaki mahi, he whakarato i te ārahitanga rautaki i roto i te kura, ā, puta noa hoki i te hapori whānui. Ka whai hua tana whakamahinga i te aromātai o roto, hei āta whakatau i te āhua o ngā putanga e whakahaerehia ana, i ērā hoki i whakapai ake hei painga mō ngā uri me te whānau.
“After each lockdown we reviewed what went well, what needed to change because we wanted to improve all the time.” – te reo o te Tumuaki
Ko tētahi wāhanga nui o ngā mahi a te tumuaki i ia nohonga rāhui, ko te toro atu ki ngā rauemi me te tautoko e tika ana mō ngā uri me ngā whānau. I te nohonga rāhui o te tau 2020, he whānui ngā tūmomo wero i pā ki ngā whānau, otirā, ki te āheinga tonu o ngā uri ki te ako ā-ipurangi. Mai i te noho kāinga kore, ki te iti, te kore noho wātea rānei o ngā taputapu matihiko, ki te 35% o ngā whānau kāhore e whai hononga ipurangi ana ki kāinga, koia te āhua o ētahi o ngā tūmomo wero.
“Kāore i a rātou te rorohiko, te Smart phone rānei.” – te reo o te Tumuaki
I te nohonga rāhui o te tau 2021, i āta whakaritea e te tumuaki kia whai ngā kāinga me ngā whānau katoa i ngā taputapu e tika ana mō te ako ā-ipurangi, tae atu ki tana whakarite i te ahokore mō ngā whānau, i te ipurangi ā-waea rānei mō rātou e noho kāinga kore ana. I tuku atu ngā kaimahi i ngā taputapu matihiko ki ngā whānau i te wiki tuatahi o te nohonga rāhui.
“We got laptops for all my kids, wifi for all homes, sometimes two because some lived in garages on the property.” – te reo o te Tumuaki
I waihanga ngā kaiako i ngā kōpaki ako mā ngā uri i ngā wā e tika ana. He pārongo hoki o roto i ngā kōpaki, hei hāpai i ngā whānau ki te kōkiri i te ako a ā rātou tamariki.
I toro atu hoki te tumuaki ki huarahi kē mō te tuku kai ki ngā whānau. I whakapau kaha ia ki te toro atu ki ētahi tūmomo rōpū whakahaere, hei whakariterite i te tuku kai ki ngā whānau.
“The kai deliveries were like Christmas it gave them a little bit of joy.” – te reo o te Tumuaki
He tūranga whakaaweawe ō te tumuaki, i ngā pātuitanga mātauranga o waho me ngā tūmomo rōpū whakahaere. Ka whai wāhi atu hoki ki te rōpū whakahaere matua o Ngā Kura ā Iwi. He mema ia o te komiti COVID Urgent Response Fund mō ngā kura, ā, i hapahapai ia kia taurite te whakapā atu ki ngā pūtea. Ka hāpai ia i te mātauranga rumaki reo Māori puta noa i te rohe whānui, arā, i mahi tahi ia ki ētahi ratonga ipurangi kia wātea ai te ahokore ki ngā whānau arareo Māori katoa o Tāmaki-makau-rau. Ko āna mahi, tae atu hoki ki tōna ngākau whitawhita hei painga mō ngā uri, ka āta miramira i te hōhonutanga o tōna ngākau nuitanga mauroa.
Arā noa atu ngā tini whakaaturanga i pupū ake ai i ngā uiui a Te Tari Arotake Mātauranga, i tohu ai i te kaha whakapeto ngoi o ngā whānau, te tumuaki, me ngā kaiako ki te tautoko mārika i ngā uri o tēnei kura.
“This year the kura have gone above and beyond expectations” – te reo o te Whānau
I te tau 2021, i ngāwari ake ngā whakawhitinga o ngā uri me ngā whānau o te hapori o Te Kura Māori o Ngā Tapuwae, nā tā rātou aronga ki te waiora.
I āta whakamāramahia e te kura ki ngā whānau ngā tūmanako o ia whakawhitinga. Kīhai te kura i whakatuwhera anō i te wā o ngā herenga Taumata 3 ki Tāmaki-makau-rau.
“We discussed what Level 3 would look like and then told the parents we wouldn’t be opening – to reduce the stress on staff and whānau.” – te reo o te Tumuaki
I whai whakaaro nui te tumuaki ki ngā akoranga i puta ai i te tau 2020, ā, ko te waiora te aronga matua i te wā o ngā nohonga rāhui i te tau 2021. He aronga matatini ki te whakatairanga ake i te waiora o ngā whānau me ngā uri. I aro matua ki te waiora o ngā kaiako, ki te māramatanga o ngā whakawhitinga kōrero, me te whakaratonga o ngā rauemi e tika ana ki ngā whānau.
“The biggest jewel in my school is my staff” – te reo o te Tumuaki
Ko te āta whakarite kia tautokona, kia mauritau hoki ngā kaiako me ngā whānau, i āta hāpai i te aro nui atu ki te ako a ngā uri mā te ipurangi. I whai wā hoki ngā kaiako ki te whakarite i ō rātou ake whānau i mua i tā rātou tahuri atu ki te ako tawhiti ā-ipurangi i ngā uri.
“Save ourselves so we can save others.” – te reo o te Tumuaki
Hei hāpai ake hoki i te waiora o ngā kaiako, he iti ake ngā hui kaimahi mā te Huitopa, ā, i whakaritea tētahi rōpū pātuhi karere, mō te whakapuakitanga o ngā whakaaro me ngā kōrero akiaki ki ngā kaiako.
Ko te āta whakawhitiwhiti kōrero ki ngā whānau tētahi āhuatanga i whai wāhi nui ki te waiora o ngā kaiako ki tēnei kura. E ai ki te tumuaki, tērā ētahi kūrakuraku i pā ai ki te kura i ngā whakawhitinga kōrero i te nohonga rāhui tuatahi. Ko ētahi āhuatanga pakeke i taua wā, ko te whakapūmau i ngā whakawhitinga kōrero ki ngā whānau i ia te wā, me ngā wero o roto i ngā whakautu kōrero a ētahi.
I te tau 2021, i whakapakarihia ngā whakawhitinga kōrero, mā te āhua tonu o te huarahi i whāia, me ngā kiko kōrero. I whakarārangi haere ngā kaiako i ā rātou whakawhitinga kōrero ki ngā whānau, kia whai haere rātou i ngā kiko kōrero me ngā whakawhitinga kōrero.
I whakatū hoki te tumuaki me ngā kaimahi i ngā arowhai waiora ki te taha o ngā mātua, i ia pō mō te hāwhe hāora, mā te Huitopa. I aro nui ngā whakawhitinga kōrero o aua hui ki ngā tūāhuatanga i hāngai ai ki ngā whānau me ngā uri, pērā i te akiaki i te tūhonohono tonu o ngā tamariki nohinohi o ngā whānau.
“We noticed our little people were over zoom so encouraged whanau to set up zoom play sessions with their friends” – te reo o te Tumuaki
He tautoko hoki i hāngai pū ai ki ngā karani mātua e tiaki ana i ngā uri.
“…. more caring about our old people who look after mokopuna” – te reo o te Tumuaki
Ko te whakapakaritanga ake o ngā whakawhitinga kōrero i te tau 2021, i whakanui ake i ngā mōhiohio i whakapuakihia ai e ngā whānau ki te tumuaki. Nā taua tūāhuatanga, i āta kitea te korahi o ngā taumahatanga pūtea ki ngā whānau, me ngā tōrite ā-pāpori, puta noa i tō rātou hapori kura.
“Parents started telling their stories.”– te reo o te Tumuaki
Ko te nui o te utu o te noho whare, te āhua tonu o ngā nama, ngā taumahatanga mahi i ngā ratonga waiwai, ngā whakaritenga mō te noho taratahi o te hunga pā tata, te whai wawe i te kāinga noho, me te noho kāinga kore, ētahi o ngā wero whakapū i pā ai ki ngā whānau.
I whakamahi te tumuaki i ngā pārongo kōrero i whakaratohia ai e ngā whānau, ki te hāpai i ō rātou matea.
Ko ngā whakarerekētanga ki te āhua o ngā whakawhitinga kōrero a ngā kaimahi ki ngā whānau, i whakatutuki i tēnā i hiahiatia ai, arā, i whakatairanga ake i te waiora o te katoa.
“The wairua changed…. whānau were much kinder this time around” – te reo o te Tumuaki
I ū tonu ki te aronga ki te waiora o ngā uri, puta noa i te tīni haere o ngā taumata herenga o te KOWHEORI. I aro nui ngā kaiako ki ngā matea o ngā uri, ā, i panoni haere i ngā hōtaka akoranga hei hāpai ake i ngā whānau, pērā i te whakarerekē i ngā wā ako ā-ipurangi i whakaritea ai, me te waihanga i ngā kōpaki ako e hāpai ai i ngā uri ki te whakahaere i ā rātou ake mahi pakirehua i te kāinga.
I whakamāramahia e te tumuaki, i tapeke te pā tōraro haere o ngā nohonga rāhui ki ngā ākonga tuākana. He kawenga anō ā te nuinga o ngā uri tuākana i ngā nohonga rāhui, pērā i te mahi moni, i te tiaki rānei i ō rātou tēina i ngā mātua e mahi ana.
I pā tōraro hoki ki te waiora o ngā uri, ko te whakakorenga o ngā kaupapa nui, pērā i Ngā Manu Kōrero me te pō kanikani o te kura. Ko te kore whakanuitanga o ngā manu tāiko tētahi āhuatanga e āwangawanga ana i te kura. E rapu ana ngā kaiārahi i ētahi atu huarahi kē ki te whakanui i te angitu o ngā ākonga.
Kua piki ake te mānukanuka mō ngā whakamātautau o Te Taumata Mātauranga ā-Motu kua Taea. He āwangawanga nō ngā uri, mō te kore eke pea ki tō rātou e tūmanako ai mō te haere ki te whare wānanga.
“I have a number of students who are depressed and anxious.” – te reo o te Tumuaki
Ki tā te tumuaki, nā te nui o ngā mahi i pupū ake i te nohonga rāhui, me āna whai wāhitanga hoki ki ētahi atu rōpū whakahaere, i wherū ia. Ko te ruha o ngā kaiārahi tētahi ariā matua i puta i te rangahau KOWHEORI a Te Tari Arotake Mātauranga, ā, koia nei tonu tētahi wero e āta whakahaerehia ana e ngā poari o ngā kura.
E mōhio ana te tumuaki, ka mauroa tonu te noho o te KOWHEORI-19. Hei āhuatanga tonu o te aro atu ki taua tūāhuatanga noa, kei te panoni te kura nei i tā rātou aronga. Kua whakaritea ētahi awheawhe hangarau, ētahi hōtaka akoranga hoki mō ngā whānau, hei whakatupu ake i ō rātou pūkenga. E whakaarohia ana hoki te whakawhāiti i ngā rā whakaako ki te kura, kia whā noa ngā rā o ia wiki.
I āta whakanuia e te tumuaki te noho mātuatua o te kano ārai mate ki te hapori, hei tiaki i ngā tamariki. E tino whai whakaaro nui ana te tumuaki ki ngā tamariki nohinohi me ngā kaumātua, kei pāngia e te KOWHEORI-19, me te whai pānga whānui tonu o taua tūāhuatanga ki ngā whānau Māori.
Kua kitea e te tumuaki, ko ngā tōrite me ngā taumahatanga ā-pāpori ētahi āhuatanga hei whakamaurutia, kia pai ake ai ngā putanga ako o ngā uri, ngā putanga waiora o ngā whānau, me te nui hoki o ngā mahi a ngā kaiako. Me whakarato hoki i ngā mea waiwai ki ngā whānau i ngā nohonga rāhui.
“We need …. support so that Tumuaki can concentrate on learning”– te reo o te Tumuaki
I whakapātari ia i ngā ratonga o waho ki te mahi ngātahi, hei whakaheke i ngā tōrite i te hapori. E ai ki te tumuaki, me whai wāhi ngā mātanga Māori ki ngā ratonga o waho, kia pupū ake ai ngā rongoā.
Lynda Pura-Watson
Kairuruku
Poutū-te-rangi 2022
Te Kura Māori o Ngā Tapuwae is situated in Mangere, South Auckland. It provides kaupapa Māori education for Years 1-13. The kura is affiliated to the Ngā Kura ā-Iwi collective and te reo Māori is the principal language of instruction.
The overarching goal of Ngā Kura ā-Iwi kura is that uri are autonomous, confident, influential and intelligent decision makers who contribute to society as lifelong learners.
The key outcomes for uri are:
This kura has formed strong relationship with mana whenua, hapū and local marae. This is to ensure the identity of uri is fostered through these meaningful connections. Many whānau have enduring relationships with the kura.
Mana Mokopuna, Mana Wairua, Mana Tangata, Mana Reo, Mana Tikanga, Mana Mātauranga Māori, Mana-ā-Kura are the strategic foci of this kura. The kura culture promotes excellence and ongoing improvement.
Te Kura Māori o Ngā Tapuwae operated within COVID Level 3 and 4 restrictions for approximately 11 weeks in 2021. The kura did not reopen while Auckland was operating at Level 3 restrictions. For many Auckland kura, COVID restrictions placed considerable strain on operations for extended periods of time. ERO acknowledge the unique predicament the kura in Tamaki Makarau are faced with.
Te Kura Māori o Ngā Tapuwae used the lessons learnt from 2020 to support whānau and uri with subsequent COVID restrictions. The major learning for the poumarumaru and tumuaki was the importance of maintaining wellbeing for uri, kaimahi, and whānau.
The core role of the poumarumaru is one of support for the tumuaki, kaiako and whānau. During the second lockdown the poumarumaru chair strengthened communications by sending fortnightly pānui to all whānau.
The tumuaki provides strategic leadership within the kura and across the wider community. She uses internal evaluation effectively to ensure ongoing and improved outcomes for uri and whānau.
“After each lockdown we reviewed what went well, what needed to change because we wanted to improve all the time.” – Tumuaki voice
Sourcing appropriate resources and support for uri and whānau remained a significant part of the tumuaki’s role within each lockdown. During the 2020 lockdown whānau experienced a range of challenging factors which impacted on the ability of uri to learn online. Some of the challenges ranged from homelessness to limited or no access to devices, through to 35% of whānau having no connectivity at home.
“Kāore i a rātou te rorohiko te Smart phone rānei.” – Tumuaki voice
In the 2021, lockdown the tumuaki ensured that all homes and whānau were equipped for online learning, including organising wifi for whānau, or mobile data for those who were homeless. Devices were delivered to whānau by kaimahi in the first week of lockdown.
“We got laptops for all my kids, wifi for all homes, sometimes two because some lived in garages on the property.” – Tumuaki voice
The kaiako produced learning packs for uri where needed. The packs included information for whānau to support in the facilitation of their childs learning.
The tumuaki found alternative methods to source kai for whānau. She spent a significant amount of time contacting different organisations to organise food for whānau.
“The kai deliveries were like Christmas it gave them a little bit of joy.” – Tumuaki voice
The tumuaki holds influential positions within and across external education networks and organisations. This includes the Executive of Ngā Kura ā-Iwi. She was a member of the COVID Urgent Response Fund committee for schools, advocating for equitable access to funding. She supports Māori-medium education across the wider region, for example working with internet providers to make wifi available for all Māori-Medium whānau in Tamaki Makarau. This alongside her passion for uri highlights her deep and unwavering commitment.
There was overwhelming evidence through ERO’s interviews that whānau, tumuaki and kaiako went over and above their roles to support uri in this kura.
“This year the kura have gone above and beyond expectations” – Whānau voice
Te Kura Māori o Ngā Tapuwae community experienced smoother transitions for both uri and whānau in 2021 due to their focus on wellbeing.
The kura clearly communicated with whānau what the expectations were for each transition. The kura did not reopen while Tamaki Makaurau was operating at Level 3 restrictions.
“We discussed what Level 3 would look like and then told the parents we wouldn’t be opening – to reduce the stress on staff and whānau.” – Tumuaki voice
The tumuaki was mindful of the lessons learnt in 2020 and wellbeing was a key focus during the 2021 lockdowns. There was a multi-faceted approach to improve wellbeing for whānau and uri. Kaiako wellbeing, clear communication, and resourcing for whānau were prioritised.
“The biggest jewel in my school is my staff” – Tumuaki voice
Ensuring kaiako and whānau were settled and supported meant that eveyone could attend fully to uri learning in an online environment. Kaiako were given time to organise their own whānau before starting online distance learning for uri.
“Save ourselves so we can save others.” – Tumuaki voice
To further support kaiako wellbeing, zoom staff hui were significantly reduced and a messenger group established to share ideas and provide encouragement to kaiako.
Clear communication with whānau was key to kaiako wellbeing in this kura. The tumuaki reported that as a kura they experienced some communication difficulties during first lockdown. These included the struggle to maintain regular contact with whānau and the challenging responses from a few.
During 2021, communication was strengthened, in terms of both method and content. Kaiako maintained a log of whānau communication that tracked contact and discussion.
The tumuaki and staff held parent wellness checks for half an hour every evening via zoom. Discussions during these hui was responsive to whānau and uri circumstances, for example encouraging connection for the younger members of the whānau.
“We noticed our little people were over zoom so encouraged whānauto set up zoom play sessions with their friends” – Tumuaki voice
There was specific support provided to grandparents who were caring for uri.
“…. more caring about our old people who look after mokopuna” – Tumuaki voice
Improved communication in 2021 increased the information that whānau shared with the tumuaki. This meant the extent of financial pressure on whānau, and social inequities became more apparent across their kura community.
“Parents started telling their stories.”– Tumuaki voice
The high cost of housing, debt levels, essential services work pressures, isolation requirements of close contacts, emergency housing changes, and homelessness were all fundamental challenges that whānau were dealing with.
The tumuaki was able to use the information provided by whānau to respond to whānau needs.
The changes made to how staff communicated with whānau had the intended impact of improving wellbeing for all.
“The wairua changed…. whānau were much kinder this time around” – Tumuaki voice
There was a continued focus on the wellbeing of uri throughout changes to COVID level restrictions. The kaiako were responsive to uri needs and adapted learning programmes to better support whānau, for example adjusting scheduled online class time and creating packs where uri could conduct their own investigations at home.
The tumuaki explained that the lockdowns have had a cumulative impact on senior students. The majority of senior uri had additional responsibilities during lockdown including working in paid employment or acting as caregivers for siblings as parents worked.
Uri wellbeing has been negatively impacted by the cancellation of key events such as Ngā Manu Kōrero and the school ball. The lack of recognition for graduating students is a particular concern for this school. The leaders are investigating alternative ways to celebrate student success.
Anxiety levels for NCEA examinations have increased. Uri were concerned that they wouldn’t meet their expectation to attend University.
“I have a number of students who are depressed and anxious.” – Tumuaki voice
The tumuaki acknowledged that the additional work created by lockdown together with the contribution she makes to other organisations had ‘worn her out’. Fatigue by leaders has been a key theme in ERO’s COVID research and continues to be a challenge that kura boards manage carefully.
The tumuaki acknowledges that COVID-19 is here to stay. As part of the response to the ‘new norm’ this kura is modifying their approach. Growth of whānau skills through technology workshops and learning programmes for whānau are planned. Limiting on-site instruction to four days per week is being considered.
The tumuaki emphasised the importance of vaccination for the community to protect children. The tumuaki has a deep concern for both young children and the elderly catching the COVID-19 virus and the wider impact this could have on Māori whānau.
The tumuaki recognises that inequities and social challenges need to be alleviated to improve learning outcomes for uri, wellbeing outcomes for whānau, and workload for kaiako. Essentials need to be supplied to whānau during lockdowns.
“We need …. support so that Tumuaki can concentrate on learning”– Tumuaki voice
She challenged external agencies to work together to reduce inequities within the community. The tumuaki stated that Māori expertise is required by external agencies to generate solutions.
Lynda Pura-Watson
Deputy Chief Executive Evaluation and Review Māori
March 2022
Ka whakatinanahia ngā ākonga i te tohu o te kura, arā, ‘Ina te mahi, he Rangatira’. He mana motuhake, he māia, he whakaaweawe, he ihumanea tō ngā ākonga, ā, ka whakatau rātou i ā rātou ake whakaritenga. Ka kōkiri rātou i ā rātou anō, ā-hinengaro, ā-mātauranga hoki. E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau, ā, kua hono atu ki Ngā Kura ā Iwi o Aotearoa.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri i roto i te whā ki te rima o ngā tau.
E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau, ā, kua hono atu ki Ngā Kura ā Iwi o Aotearoa. He tino hononga tauutuutu tā te whānau o te kura ki te mana whenua me te Kīngitanga. Ka whakapūmau rātou i te poipoi i ngā tikanga me ngā kawenga a ngā iwi o tēnei takiwā.
Ko Puketapapa me Te Ara Pueru ngā Maunga
Ko te Manukanuka a Hoturoa te Moana
Ko Puukaki, ko Makaurau, ko Te Puea ngā marae
Ko Te Waiohua , Te Akitai, ko Te Ahiwaru, Te Kawerau a Maki ngā hapū,
Ko Waikato te Iwi.
Kua waihangatia e te whānau o Ngā Tapuwae ō rātou whare hou, ā, ka tīmata te hanga i aua whare hei te tau 2016. Ko te tūnga o Te Whare Wānanga Pupuri Kōrero o Ngā Tapuwae kei te pūtahi o ngā whare hou kāhore anō kia whakatūngia. Ka noho matua ki te katoa ngā hononga ki te wā o mua, ki tēnei wā, ki ngā wā hoki kei te heke tonu mai. He tini ngā whakatupuranga o ngā whānau, ngā pouako, me ngā kaiārahi e hāpai ana i te kura, i tōna tupu, me tōna aronga mō meāke nei.
He mana motuhake, he māia, he whakaaweawe, he ihumanea tō ngā ākonga, ā, ka whakatau rātou i ā rātou ake whakaritenga.
He pakari ngā ākonga i roto i te reo, te ahurea, me te tuakiri ā, he pakari rātou i roto i te ahureatanga. Ko ngā uaratanga o te kura, arā, ko te whakaute, te kawenga, me te atawhai ngā tino pou tohu e whakahāngai ana i ngā taunekeneke, te āhua, me te whanonga o ngā ākonga me te whānau. Ka ako ngā ākonga i a rātou anō, i ō rātou iwi me ngā iwi hoki o te takiwā nei, i a Tainui me te Kīngitanga hoki. Ka taunekeneke ngā ākonga ki ngā kaumātua o ngā marae o tēnei hapori. Ka whai wāhi rātou i ia te wā ki te whakatōmene me te whai māramatanga ki ngā whakahirahiratanga o te tiaki i ō rātou kaumātua. Ka whai wāhi nui, ka tautoko mārika hoki ngā kaumātua me tō rātou mātau i te whakawhanaketanga me te whakahaumanu ake hoki o te reo Māori, ngā tikanga, me ngā reo ā-iwi ki te tāone nui. He nui ngā tūmanako o ngā pouārahi matua kia ū pūmau ai te tuituitanga o tā rātou marau, te kounga o ngā whakaakoranga, te whai wāhi mai o ngā kaumātua, me te hononga ki te hapori i te mana me te whakahirahiratanga o te ahurea, te reo, me te tuakiri. Ka whakarite ngā pouako i ngā whai wāhitanga mō ngā ākonga ki te tūhura i te ao Māori. Ka ākina ngā ākonga kia ako, kia whai whakaaro hoki rātou ki te wā o mua me tēnei wā hoki, i a rātou e whakariterite ana mō te wā kei te heke mai. Ko ‘Te Huarahi Hou’, arā, he huihuinga rōpū iwi, ka arotahi ki te whakarato i ngā rauemi me ngā wheako o te kounga kairangi i roto i ngā whakaakoranga me ngā akoranga a ā rātou tamariki. He mātua kei roto i rōpū, ā, i kuraina ētahi o rātou i tēnei kura. Kei te noho ngākau nui rātou ki tēnei kura me āna tikanga.
He pakari te reo matatini me te pāngarau o ngā ākonga. Ka arotahi te poumarumaru ki te eke angitu o ngā ākonga, ā, ka whakapau kaha rātou ki te whakawhanake i ngā tino kaiārahi, me ngā tino pouako. Ka arahina ngā pouārahi matua e te tumuaki, ā, ka whakatakoto i ngā taumata teitei mō te katoa, ka waihanga hoki i ngā whai wāhitanga me ngā wero kia hōhonu ai te pakirehua ngaio me te whakapai tonutanga. Ka mahi ngātahi ngā pouako mā ngā huarahi auaha e aro nui ana ki te kaupapa, hei whakarato i ngā akoranga e whakahāngaitia ai ki tēnā me tēnā. Ka whakamahia taua aronga whakahāngai ako, kia hāngai ai ngā akoranga ki ia ākonga, mai i te tau 1 ki te 13. Ko ngā huarahi ako, ngā ngākau nuitanga, ngā matea me ngā pūmanawa o ngā ākonga e whai pānga ana ki te kiko o ngā akoranga me ngā rautaki whakaako. Ahakoa kua whakaritea ā-tau, ā-reanga hoki te kura, he rerenga tonu tā ngā akoranga e hāpai ana i te rere pai o te mātauranga mō ngā ākonga katoa. Puta noa i te kura, ka wheako ngā ākonga i ngā whai wāhitanga ki te whakatau i ngā whiringa ako, ki te tautuhi i ā rātou whāinga ako, te tūhura, te whakamātau, te patapatai, me te whakawhanake hoki i te ngākau nui ki te ako. Ka ākina ngā ākonga ki te whakaaro huritao ki tēnā i mahi ai rātou, me te whai whakaaro ki te āhua o ā rātou mahi. Ka eke angitu ngā ākonga, ā-hinengaro, ā-mātauranga hoki.
Ka whakatau ngā ākonga i ngā whakaritenga, ā, he whai wāhitanga hoki mā rātou ki te ārahi. Ka whakatau te poumarumaru, ngā pouārahi matua, me ngā pouako i ngā āhuatanga ka whai pānga ki ngā ākonga, ka whakamārama hoki he aha ai, ā, ka tautuhi i te whai pānga o ā rātou mahi. Ka whakatauirahia aua mahi mā ngā ākonga, ā, ka ākina rātou ki te noho mārama ki ā rātou whakataunga e pā ana ki a rātou anō, ki ā rātou ake akoranga hoki. Ka whakamahi ngā ākonga i ngā tūmomo rautaki pērā i te pakirehua me te hīraurau hopanga, kia tau ai rātou ki ngā whakataunga e tika ana. Ka whakamōhio tēnei i ā rātou whakataunga mō ō rātou hiahia ako, ō rātou matea ako, me ā rātou whiringa ako. Nā te noho mārama o ngā ākonga mō rātou anō, he pakari anō hoki rātou ki te āwhina i te ako a ētahi atu, me te whakapuaki i ō rātou mātanga. I ētahi o ngā wā, i ngā tūmomo taiao akoranga, he kawenga tā te ākonga, ā, ka hāpai tēnei i tōna tū hei kaiārahi. He pakari ngā ākonga hei kaiārahi e manaaki ana i te ao, ā, he hiahia nui ki te whai wāhi atu. Ka kaha whakatinana ngā ākonga i te pepehā o te kura, arā, ‘Inā te mahi, he Rangatira.’
Kei te mōhio whānuitia te ārahitanga ngaio o te tumuaki, te hihiri hoki me tōna whakaaro nui ki te hapori i tana whakapakari ake i te ārahitanga. Kua whakaritea e ia te kaha o te ngaiotanga me te whakakotahitanga, ā, he nui ngā tūmanako, ka whakamanahia hoki ia mema mō tō rātou mātanga, ō rātou pūkenga hoki puta noa i ngā wāhanga katoa o te whakahaere i te kura. Ka whakarite ia i ngā whai wāhitanga mō ētahi atu ki te eke hei kaiārahi, ki te whakapuaki hoki i ō rātou āheinga, me te hāpai anō hoki i te eke angitu i roto i te mātauranga. Ka kapohia atu te angitu o ngā tini whakatupuranga mai i te kaha o te whanaungatanga i waenganui i te mana whenua, ngā kaumātua, ngā pouako me ngā ākonga.
Ko te kaha o te aromātai o roto e kōkiri ana i te auahatanga me te whakarerekē haere i ngā wā katoa. He kōkiritanga nahanaha ki te whakaaro kaikini, te pakirehua kaikini hoki e ahu mai ana i ngā whakaaturanga. Ko te matawhānui o ngā pakirehua tētahi tino tirohanga ki te āhua o ngā mahi e whakatutukihia ana. Nā tēnei, ka hōhonu ake te tirotiro, ā, ka haere ngātahi tēnei me te aroturuki mārika, te aru mārika. Ko te wā whakaaro nei hei tino whai wāhitanga anō hoki mō te whakatau ngātahi i ngā whakaaro. Ka whakamahia ngā kōrero urupare kia whai wāhi mai ai te tini o ngā whakaaro, ngā whakataunga, me te whakaraupapatanga o ngā kaupapa matua. Ko aua rautaki aromātai o roto, me aua aronga aromātai o roto hoki e hāpai ana i te māramatanga o te whānau, ngā hapū, ngā iwi, ngā pouako me ngā ākonga ki te arotahi ki te whakatutuki i ngā wawata o te kounga kairangi.
Kua tāutuhia e te whānau o te kura:
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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:
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:
Ka whakatinanahia ngā ākonga i te tohu o te kura, arā, ‘Ina te mahi, he Rangatira’. He mana motuhake, he māia, he whakaaweawe, he ihumanea tō ngā ākonga, ā, ka whakatau rātou i ā rātou ake whakaritenga. Ka kōkiri rātou i ā rātou anō, ā-hinengaro, ā-mātauranga hoki. E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau, ā, kua hono atu ki Ngā Kura ā Iwi o Aotearoa.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri i roto i te whā ki te rima o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
11 Hakihea, 2015
The purpose of ERO’s reviews is to give whānau and the wider school community information about the quality of education that the school provides and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO report answers an evaluative question that is developed with the school and whānau. Under the overarching question ERO reports on the quality of education and learning outcomes for children. ERO also reports on self review processes and practices.
| Te tūwāhi | Kei Māngere, ki Tāmaki-makau-rau | |
| Te tau a te Tāhuhu o te Mātauranga | 630 | |
| Te tūmomo kura | He kura hiato Tau 1 ki te 13 | |
| Te tokomaha o ngā ākonga o te kura | 255 | |
| Te ira tangata | Kōtiro136 Tama tāne 119 | |
| Ngā hononga ā-iwi | Māori | 100% |
| Ngā āhuatanga motuhake | Kura ā Iwi | |
| Te wā i te kura te rōpū arotake | 2 Whiringa-ā-rangi 2015 | |
| Te rā o tēnei pūrongo | 11 Hakihea, 2015 | |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga | Pipiri 2012 |
Learners embody the school motto, ‘Inā te mahi, he Rangatira’. Learners are autonomous, confident, influential, intelligent, decision makers. They are intellectually and academically independent. Te Kura Māori o Ngā Tapuwae is in Mangere, Auckland and is a member of Ngā Kura ā Iwi o Aotearoa Incorporated.
ERO is likely to carry out the next review in four-to-five years.
Te Kura Māori o Ngā Tapuwae is in Mangere, Auckland and is a member of Ngā Kura ā Iwi o Aotearoa. The whānau has a significant and reciprocal relationship with mana whenua and the Kīngitanga. They are committed to maintaining the rights and responsibilities of local iwi.
Ko Puketapapa me Te Ara Pueru ngā maunga
Ko te Manukanuka a Hoturoa te moana
Ko Puukaki, ko Makaurau, ko Te Puea ngā marae
Ko Te Waiohua , Te Akitai, ko Te Ahiwaru, Te Kawerau a Maki ngā hapū,
Ko Waikato te iwi.
The whānau of Ngā Tapuwae has designed its new buildings and construction begins in 2016. The location of Te Whare Wānanga Pupuri Kōrero o Ngā Tapuwae is the centre point for the new buildings. The connection to the past, present and future is important to all. Multiple generations of whānau, teachers and leaders support the school, its ongoing growth and future focus.
Learners are autonomous, confident, influential, intelligent, decision makers.
Learners are strong in their language, culture and identity, they are culturate. The school values, respect, responsibility and kindness are touch stones that focus the interactions, manner and behaviour of learners and whānau. Learners learn about themselves, their respective iwi and local iwi, Tainui and Kīngitanga. Learners interact with kaumātua from the local marae. Regular opportunities for learners to engage with and understand the importance of caring for their elders are made. Significant kaumātua with expertise in te reo Māori influence and support language and tikanga development and restoration of iwi dialects in an urban setting. The senior management team have high expectations that their integrated curriculum, quality teaching, kaumātua involvement and community connectedness will uphold the value and importance of culture language and identity. Teachers include opportunities for learners to explore te ao Māori. Learners are encouraged to learn about and consider the past and present as they plan for their future. The incorporated society ‘Te Huarahi Hou’ focus their contribution on the provision of high quality teaching and learning resources and experiences for their children. This group is made up of parents some of whom are ex-students, all are committed to this school and what it stands for.
Learners are literate and numerate. The board of trustees focus on learners’ success and invest in developing great leaders and great teachers. The senior management team, led by the principal, set high standards for all and create the opportunities and challenge for deep professional inquiry and ongoing improvement. Teachers collaborate in responsive and innovative ways to provide differentiated learning. The differentiated learning approach is used to personalise learning for all ages from year 1 -13. Learning preferences, passions, needs and strengths of learners influence content and teaching strategies. Although the school is divided by years and levels there is a continuum of learning that supports a seamless education for all learners. Throughout the school learners experience opportunities to make choices, define their learning goals, explore, experiment, question and develop a love for learning. Learners are prompted to reflect on what they do and consider how well they have done. Learners are intellectually and academically successful.
Learners make decisions, and have opportunities to lead. The board of trustees, senior managers and teachers make decisions about what will happen for learners, explain why and define the intended impact of their actions. These techniques are modelled to and for learners who are encouraged to be clear about the decisions they make for themselves and their own learning. Learners use different strategies like inquiry and problem solving, to reach specific conclusions. This in turn informs decisions they make about their learning preferences, needs and choices. As learners have clarity for themselves, they are well equipped to help others to learn and share their expertise. At different times and in the differentiated learning environment, learners take on responsibilities that build their individual competence as leaders. Learners are confident leaders who care about the world and are determined to contribute. Learners embody the school motto, ‘Inā te mahi, he Rangatira’.
The principal is renowned for her professional leadership, acumen and community minded approach to building leadership. She has established a strong professional and inclusive culture where expectations are high and each member is valued for their knowledge expertise and skill throughout all parts of the school operations. She creates opportunities for others to excel as leaders, share their abilities and contribute to educational success. Intergenerational success is captured through the strong relationships between mana whenua, elders, teachers and learners.
High level internal evaluation provides a continuing impetus for innovation and change. There is a systematic drive for critical thinking and inquiry that is evidence based. Comprehensive inquiry provides considerable insight into what is happening. This leads to additional investigation alongside focused monitoring and tracking. The thinking space provides real opportunity for collaborative sense making. Feedback loops are used to include multiple voices, decision making and prioritising. These internal evaluation strategies and approaches support whānau, hapū, iwi, teachers and learners to understand how to focus on achieving high quality aspirations.
Te School Maori o Nga Tapuwae has identified that:
Before the review, the board of trustees and principal completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
Learners embody the school motto, ‘Inā te mahi, he Rangatira’. Learners are autonomous, confident, influential, intelligent, decision makers. They are intellectually and academically independent. Te Kura Māori o Ngā Tapuwae is in Mangere, Auckland and is a member of Ngā Kura ā Iwi o Aotearoa Incorporated.
ERO is likely to carry out the next review in four-to-five years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
11 December 2015
| Location | Mangere, Auckland | ||
| Ministry of Education profile number | 630 | ||
| School type | Composite Year 1-13 | ||
| School roll | 255 | ||
| Gender composition | Girls 136 Boys 119 | ||
| Ethnic composition | Māori | 100% | |
| Special features | Kura ā Iwi | ||
| Review team on site | 2 November 2015 | ||
| Date of this report | 11 December 2015 | ||
| Most recent ERO report(s) | Education Review | June 2012 | |