Tai Wananga

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.

Education institution number:
632
School type:
Secondary (Year 9-15)
School gender:
Co-Educational
Definition:
Designated Character School
Total roll:
187
Telephone:
Address:

Ruakura AgResearch Centre East Street, Hamilton

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1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

Ko Tai Wānanga tētahi kura āhuatanga tautapa i whakamanahia ai i raro i te wāhanga 156 o te Ture Mātauranga o 1989. E whakahaerehia ana te poari kaitiaki kotahi i ngā wāhi akoranga e rua, ko Tū Toa tērā ki te tapa o Te Papaioea, ā, ko Ruakura tērā, ki Kirikiriroa. E whakarato ana aua wāhi akoranga e rua i te mātauranga mō ngā ākonga o ngā tau 9 ki te 13. I tēnei wā, 111 ngā ākonga ki te rārangi ingoa o Tai Wānanga i Ruakura. E 75 ngā ākonga ki te rārangi ingoa o Tū Toa.

Ko tā te Tai Wānanga whāinga, he whakarato i te tauira mātauranga torowhānui mā te kotahitanga, te whakawhanaungatanga, me te tautāwhi i roto i ngā wheako ako, kia tau iho ai te oranga tinana, te oranga hinengaro, me te oranga wairua. Kei te pūtake o te aronga o te kura, ko te takunetanga kia whai i ia ākonga tāna ake mahere ako e hāngai pū ana ki ōna wawata, ki ōna pūkenga, ki ōna pūmanawa, me ōna ngākau nuitanga. Ko te orokohanga o te kura, ko te aronga ako o te kura i whanake ake ai i raro i te maru o Te Wānanga o Aotearoa.

Ko tā te ito o te kura, kia whakaratohia ngā akoranga e whai pūtake ana, hei whāngai i ngā ngākau nuitanga, hei whakamana hoki i te ahurea me te tuakiri tangata. E ai ki te tirohanga a Tai Wānanga, ‘Kia tū, Kia ora, Kia Māori.’ Ko te whāinga taketake, ko te whakamana i te taiohi ki te eke panuku, me te whai wāhi atu, te ārahi anō hoki i ngā kōkiritanga whakamua o te iwi Māori. Ko te takunetanga o Tai Wānanga, ko te whakatupu i te ratonga o te mātauranga kounga kairangi mō ngā ākonga Māori, kātahi rā, ko te whakawhānui tonu i te ratonga ki ētahi atu wāhi. I tēnei wā, he pūtea anō tā te kura, mai i Te Tāhuhu o te Mātauranga, hei hāpai i tēnei wawata.

E whakahaere ana te poari kaitiaki o Tai Wānanga i raro i tētahi whakaritenga ture kē i Kāhititia ai e te Minita mō te Mātauranga, i te Here-turi-kōkā o te tau 2013, tērā e meatia ana kia:

  • tokotoru te mōrahi o ngā kaitiaki e whakatūngia ai e Te Tāhuhu o te Mātauranga
  • tokorua te mōrahi o ngā kaitiaki e whakatūngia ai e Te Mana Whakahaere o Te Wānanga o Aotearoa
  • tokorua ngā māngai mō ngā mātua
  • whai wāhi atu hoki te tumuaki, ā, kia
  • tokorua te mōrahi o ngā kaitiaki ka tonoa e te poari kia uru mai.

Ka whakahaerehia te kura mā te pokapū ratonga e arahina ana e te tumuaki. Ko tā te pokapū mahi, he whakarato i te ārahitanga me ngā mahere ki ngā wāhi akoranga e rua, i te whakawhanaketanga ngaio a ngā kaimahi, i te tirohanga whānui ki ngā kaupapa here me ngā tukanga a te kura, i te tautoko me te ārahitanga o te kaupapa o Tai Wānanga, ā, i te tirohanga whānui hoki ki te kounga o ngā whakaakoranga me ngā akoranga i ngā wāhi akoranga e rua. Kei ia wāhi akoranga tōna ake rōpū kaiārahi, me tōna ake rōpū tautoko o te whānau.

I te aromātai o mua a Te Tari Arotake Mātauranga, i te tau 2017, i kitea, i whakaaetia hoki e te poari me ngā kaiārahi, kia tū auau te aromātai o roto e arotahi atu ana ki te whakapaitanga, hei whakatinana i ngā whakaritenga mō te ako ā-kaupapa whānui, hei whakatakoto, hei whai hoki i ētahi whāinga, ētahi taumata ruarua noa, ā, hei whakapakari ake i te whakatōpūtanga e whai hua ake ai ki ia taumata, ā, ki ngā wāhi akoranga hoki e rua.

Whai muri i taua aromātai, he nui ngā whakarerekētanga i pā ai ki ngā tūranga mahi, tae atu hoki ki ērā o ngā kaiārahi me ngā kaimahi i roto i ngā tau tata kua pahure atu nei.

3 Te Aronga o te Aromātai

He pēhea rawa te eke panuku a ngā taiohi, me tā rātou whai wāhi atu, tā rātou ārahi hoki i te kōkiritanga whakamua o te iwi Māori?

Ahakoa ka whiwhi ngā taiohi i ngā whai wāhitanga ki te eke angitu, he maha tonu ngā āhuatanga e pā tōraro tonu ana ki te āheinga o te kura ki te āta whakatutuki i tana tirohanga hei painga mō ngā taiohi katoa.

4 Ngā Whakaaturanga

Kāhore anō ngā take i whakaraupapahia ai ki te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2017, kia āta whakatutukihia. Waihoki, kua ara ake hoki ētahi atu take nui i Tai Wānanga, whai muri i te arotake o mua a Te Tari Arotake Mātauranga, ā, kua whakaraupapahia aua take ki raro iho nei.

Kāwanatanga                                               

Ko te kāwanatanga i te kura, kāhore e tino whakarato ana i te hautūtanga e hāpai ai i te hapori, i ngā kaimahi rānei, i ngā taiohi rānei o te kura. Kāhore e whakatutukihia ana te arotake me te whakawhanake i ngā kaupapa here, te whakamahere rautaki me te whakamahere ā-tau, te aromātai o roto, ā, kāhore hoki i te rawaka te kōrerorero me te whakawhitiwhiti whakaaro, heoi, kua pā tōraro aua tūāhuatanga ki ngā hononga ki ngā kaimahi, ki te hapori, tae atu hoki ki ngā putanga o te kura whānui. Nā konā, kāhore i te poari ngā pūnaha pakari me ngā tukanga pakari hei āta whakatau i ngā tino whakaritenga mō te whakaratonga o te mātauranga o te kounga kairangi.

Kua tīmata te whakapari i ētahi āhuatanga hauora, haumaru hoki. Heoi anō, me whakapai ake i ngā kaupapa here, ngā tukanga, me ngā whakaritenga e āta whakatau ai i te taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā taiohi. He pai te nuinga o ngā kōrero i ngā patapatai nō nā noa nei i whakatutukihia ai e ngā taiohi me ngā kaimahi, ā, i tāutu hoki i ngā whakaritenga e tika ana kia whai ake, hei hāpai ake i tō rātou noho haumaru. Ko tā ngā mātua i kōrero ki tīma arotake i te kura, kua tau haere te kura, kua aro hoki te kura ki te whakawhanake i tētahi taiao pai mō te katoa.

Te Ārahitanga

He ngoikore te ārahitanga me te whakahaeretanga. Mai i te arotake kua pahure ake nei, kua roroku ngā whakaritenga ki te whakahaere i ngā hononga me ngā whakawhitinga whakaaro ki waenga i te rōpū ārahi me ngā kaimahi maha, ngā whānau maha hoki. Kua whakahaerehia te tini o ngā arotakenga o roto, o waho hoki, hei hāpai i ngā kaiārahi ki te whakatutuki i aua āwangawanga me ētahi atu take. Engari, he maha tonu o aua take e haere tonu ana, e noho tāwēwē tonu ana, tae atu ki te ngoikore o ngā pūrongo mai i ngā kaiārahi o te kura ki te poari kaitiaki me te hapori.

Te Kounga o ngā Whakaakoranga me ngā Akoranga

Me whakapai ake te ārahitanga i te marau. Kāhore e arotake o roto ana i te marautanga, kāhore hoki i te rawaka ngā mahi e pā ana ki te aromatawai me te pūrongo, heoi, kei te pā tōraro aua tūāhuatanga ki te kounga o ngā whakaakoranga me ngā akoranga. Nā konā, kāhore ngā kaitiaki e whiwhi ana i ngā mōhiohio whai hua hei āta whakatau i te whakatutukitanga o ngā putanga mō ngā taiohi me ō rātou whānau.

Kei te whanake tonu ngā kaiako maha i ō rātou mōhiotanga me ō rātou māramatanga mō te whakatinanatanga o te marau ā-kura, me ngā akoranga ā-kaupapa whānui. He iti noa ngā whakaaturanga e tohu ana i te aromātai tonutanga e tautuhi ai, e whakatau ai hoki pēhea nei te whakatutukitanga, te aronga hoki o te marau ki ngā matea ako ake me ngā wawata o ngā taiohi me ō rātou whānau. Kei te pā tōraro aua tūāhuatanga ki te āheinga o ngā taiohi ki te eke angitu i roto i te whānuitanga tonu o te marau.

Kāhore e kitea ana ngā mahere ako takitahi e whakatutuki ai i ngā matea ake me ngā pūkenga ake o ia taiohi i roto i te reo matatini me te pāngarau. Kāhore i te pakari te tātari i ngā ia me ngā tauira e puta ai i ngā aromatawai me ngā whakatutukitanga o ngā ākonga i te Tau 9 me te Tau 10. Me whakatutuki i tētahi arotakenga o ngā mahi aromatawai i roto i te Tau 9 me te Tau 10, hei āta whakatau, kia tae ngā taiohi katoa ki te mutunga o te Tau 10, ka taea e rātou te āta whakapā atu ki te marautanga o ngā tuākana me te eke angitu i roto i Te Taumata Mātauranga ā-Motu kua Taea.

Ngā Putanga a ngā Taiohi

Mai i te tau 2018, e tohu ana ngā putanga o te Taumata Mātauranga ā-Motu kua Taea i te pai tonu o ngā whakatutukitanga o ngā taiohi. Engari, i roto i ngā tau tata kua pahure ake nei, kua tokoiti ake ngā taiohi e whiwhi ana i ngā whakamananga ā-kaupapa o te kaiaka me te kairangi, otirā, kua heke iho hoki te tatauranga o ngā taiohi e whiwhi ana i te Whakaurutanga ki te Whare Wānanga.

Ko tā Te Tari Arotake Mātauranga āwangawanga, ko te tokoiti o ngā taiohi e taetae ana ki te kura, me te pā tōraro o tēnā ki tā rātou whai wāhi atu ki te kura me ā rātou akoranga. Kāhore i te rawaka te āta tātari, te āta pūrongo rānei i te hononga ki waenga i te taetae mai o te taiohi ki te kura, me ngā putanga ki te taiohi. Kei te noho mōrearea te ako o rātou kei te Tau 9 me te Tau 10, nā te kore mōhiohio aromatawai o te kounga kairangi, inarā ngā mōhiohio aromatawai e pā ana ki a rātou kei raro iho i ngā taumata e tūmanakohia ana.

Te Whakarāpopototanga

E whakapae ana Te Tari Arotake Mātauranga, kāhore te kura i tēnei wā e whakatutuki ana i ngā wawata kia motuhake, kia hōhonu hoki ngā whai wāhitanga ako o āna taiohi. Me titiro wawe ki ngā wāhanga e whai ake nei, arā, ko:

  • te kāwanatanga me te hautūtanga o te kura, tae atu ki te pakari o ngā mahere rautaki me ngā mahere ā-tau
  • te ārahitanga o te kura, me te whakahaeretanga o ngā herenga ā-ture, puta noa i te katoa o ngā whakaritenga ā-ture
  • te whai wāhi mai o te hapori, ngā hononga hoki ki te hapori
  • te ārahitanga ngaio me te whakawhanaketanga ngaio o te whakaako me te ako
  • te whakatinanatanga o tētahi marau e aro mātua ana ki te ākonga
  • te haumaru o te taiao – ā-tinana, ā-whatumanawa hoki – mō ngā taiohi me ngā kaimahi
  • ērā o ngā take i whakatakotohia ai ki te pūrongo o mua a Te Tari Arotake Mātauranga kāhore anō kia whakatutukihia.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te whānau 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 aromātai, 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; me
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Hei whakatutuki i ngā herenga ā-ture, me tahuri ngā kaitiaki o te poari ki te:

  • aro nui ki te arotake i ngā kaupapa here, ngā tukanga, me ngā whakaritenga i te kura mō te whakahaere i te whanonga uaua me te whakatina ā-tinana, ā, me āta whakarite i te noho mōhio o ngā mātua, ngā ākonga, ngā kaimahi o te kura me te hapori ki aua whakaritenga
    [wāhanga 99, te Ture Mātauranga me te Whakangungu 2020, ngā Ture Mātauranga (Whakatina ā-Tinana) 2017]
  • whakawhanake – ki te taha hoki o te tumuaki me ngā kaimahi whakaako – tētahi mahere rautaki e whakaraupapa ana i tō rātou huarahi ki te whakatinana i ngā Aratohu Mātauranga ā-Motu mā ā rātou kaupapa here, ā rātou mahere, me ā rātou hōtaka, tae atu ki te marau, te aromatawai, me te whakawhanaketanga ngaio o ngā kaimahi
    [ngā Aratohu Whakahaere Mātauranga ā-Motu 2(a)]
  • whakapūmau i te haere tonutanga o tētahi hōtaka mō te arotake whaiaro i ngā kaupapa here, ngā mahere, me ngā hōtaka o runga ake nei, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā whakatutukitanga o ngā ākonga. Me pūrongo hoki i te ahu whakamua o ia ākonga puta noa i te marau, tae atu ki te pāngarau me te reo matatini, ā, me tuku atu aua pūrongo ki ngā ākonga me ō rātou mātua mā te reo tuhituhi, mā te reo mārama tonu i ngā wā e rua o ia tau, koni atu rānei
    [ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b), 2(c) (i), (ii)]
  • whakarato ki ngā ākonga katoa o te Tau 9 me te Tau 10 ngā whai wāhitanga ki te ahu whakamua me te eke angitu i roto i ngā wāhanga katoa o te marautanga ā-motu. Waihoki, mā te tātari i ngā mōhiohio aromatawai, me tāutu i ngā rōpū kāhore e ahu whakamua ana, e eke ana rānei, e noho mōrearea ana rānei ki te ahu whakamua me te whakatutuki, kātahi, me whakawhanake, me whakatinana i ngā rautaki whakaako me ngā rautaki ako ka whakatutuki i ngā matea o aua ākonga, ā, i ngā āhuatanga hoki o te marau kia āta tirohia
    [ngā Aratohu Whakahaere Mātauranga ā-Motu 1(a) (i), 1(c) (i), (ii), 1(d)]

Nō te taenga ā-tinana atu a Te Tari Arotake Mātauranga ki te kura, kua tukuna mai ētahi whakaaturanga e tautohu ana kua ea ēnei:

  • whakarato i te tātaritanga o ngā rerekētanga ki waenga i te āhua mahi o te kura me ngā whāinga, ngā tūmanako, ngā aronga, ngā kaupapa matua, me ngā taumata e whai pānga ana, ā, i whakaraupapahia ai ki te tūtohinga o te kura
    [ngā Aratohu Whakahaere Mātauranga ā-Motu 8]
  • whakarato i tētahi taiao haumaru – ā-tinana, ā-whatumanawa hoki – mō ngā ākonga, tae atu ki ngā ākonga e whakatutuki ana i ngā akoranga ki ngā umanga mahi, i ngā wheako mahi rānei
    [ngā Aratohu Whakahaere Mātauranga ā-Motu 5, (a), (c), te wāhanga 53 o te Ture Mātauranga me te Whakangungu 2020]
  • aro nui ki te arotake i ngā kaupapa here, ngā tukanga, me ngā whakaritenga i te kura mō te whakahaere i te whanonga uaua me te whakatina ā-tinana, ā, me āta whakarite i te noho mōhio o ngā mātua, ngā ākonga, ngā kaimahi o te kura me te hapori ki aua whakaritenga
    [wāhanga 99, te Ture Mātauranga me te Whakangungu 2020, ngā Ture Mātauranga (Whakatina ā-Tinana) 2017]
  • whakarite i tā rātou whakatutukitanga o ngā herenga manatū o Matatū Aotearoa.
    [te Ture Mātauranga me te Whakangungu 2020]

Hei whakapai ake i ngā whakaritenga, me whakatakoto e ngā kaiārahi ngā taumata e pakari ake ana mō te taetae atu o ngā ākonga ki te kura, hei wāhanga tonu o tā rātou whakamahere ā-tau, ā, me aroturuki, me aro nui hoki ki te kore taetae atu a ngā ākonga ki te kura, otirā, me pūrongo i aua tūāhuatanga ki ngā kaitiaki.

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga, kia whakaratohia e Te Tāhuhu o te Mātauranga te wawaotanga i raro i te s171 o te Ture Mātauranga me te Whakangungu o 2020, mō ngā take e whai ake nei, arā, mō:

  • te noho haumaru o ngā ākonga – ā-tinana, ā-whatumanawa
  • te marautanga, te aromatawai, me ngā paetae ākonga
  • ngā whakaritenga mahi
  • ngā tūranga o ngā kaitiaki o te poari, me ā rātou kawenga.

Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu - Māori Review Services

17 Hereturikōkā, 2021 

7 Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Kirikiriroa me Te Papaioea

Te tau a te Tāhuhu o te Mātauranga

632

Te tūmomo kura

He āhuatanga i tautapatia ai (Tau 9 ki te Tau 13)

Te tokomaha o ngā ākonga o te kura

Ruakura               111

Tū Toa                   75

Ngā hononga ā-iwi

Māori    98%, Iwi kē 2%

Te wā i te kura te rōpū arotake

Paenga-whāwhā 2021

Te wā o tēnei pūrongo

17 Hereturikōkā, 2021

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Pūrongo Whakariterite                  Pipiri 2017

1 Introduction

The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.

2 Context

Tai Wānanga is a designated character school established under section 156 of the Education Act 1989. The same board of trustees operates across two campuses with Tū Toa located on the outskirts of Palmerston North, and Ruākura, based in Hamilton. Both sites cater for students from Years 9 to 13. The current roll at Tai Wānanga Ruakura is 111 students. The roll at Tū Toa is 75.

Tai Wānanga aims to provide a holistic model of education which is inclusive, interactive and nurtures learning experience to ensure health in body, mind and spirit. At the centre of the school’s approach is the intention to have an individualised learning plan based on the aspirations, strengths, passions and interests of each learner. The school’s approach to learning was originally developed and founded by, under the auspice of Te Wānanga o Aotearoa.

The ethos of the kura is to provide purposeful learning that ‘feeds passions and validates culture and identity’. The Tai Wānanga vision is, “Kia tū, Kia ora, Kia Māori”. The mission is to empower taiohi to achieve, to contribute and to lead the advancement of Māori. The intention of Tai Wānanga is to grow the provision of high-quality education for Māori learners, and to ultimately extend provision across further sites. The board currently receives additional funding from the Ministry in support of this aspiration.

The Tai Wānanga board operates under an alternative constitution Gazetted by the Minister of Education in August 2013, and is to include:

  • up to three trustees appointed by the Minister of Education
  • up to two trustees appointed by the Council of Te Wananga o Aotearoa
  • two parent representatives
  • the Principal / Tumuaki
  • up to two trustees co-opted by the board. 

The school operates through a Central Services Hub (Hub) under the direction of the Tumuaki. The Hubs aims to provide leadership and planning to both campuses, kaimahi professional development, oversight of the school’s policies and procedures, support and guidance of the Tai Wānanga kaupapa and oversight of the quality of teaching and learning across both campuses. Each site has its own leadership team and whanau support group.

During ERO’s last evaluation of 2017, the board and leaders recognised and agreed to regular internal evaluation focused on improvement, to implement practices for project-based learning, set and pursue a small number of goals and targets and build effective collaboration at every level and across both sites. 

Since that evaluation there have been significant personnel changes, including leaders and kaimahi in recent years.

3 Evaluation Focus

To what extent do taiohi achieve and contribute and lead the advancement of Māori? 

Although taiohi experience opportunities for success, several factors continue that affects the school’s ability to fully achieve its vision for all taiohi.

4 Findings

The issues in the previous ERO report of 2017 have not been fully addressed. Furthermore, significant issues have arisen at Tai Wānanga since the last ERO review as set out below.

Governance

School governance does not provide the necessary stewardship to serve the school’s community staff or taiohi. A lack of policy review and development, strategic and annual planning, internal evaluation and insufficient consultation and communication, has impacted negatively on staff and community relationships and schoolwide outcomes. Consequently, the board lacks robust systems and processes to make the best decisions about the provision of high quality education.

The board has taken steps to strengthen aspects of health and safety. However, policies, procedures, and practices related to ensuring a safe physical and emotional environment for taiohi need updating and improvement. The board should attend to these matters promptly. Recent surveys of taiohi and kaimahi were generally positive and identified next steps for improving their safety. Parents spoken to onsite expressed to ERO the school was more settled and focused on developing a positive school culture.

Leadership

Leadership and management is lacking. Relationship management practices and communication between the leadership team and many staff and whānau have deteriorated since the previous ERO review. A series of reviews by internal and external personnel to support leaders to address these concerns and other matters have been undertaken. However, many of these issues are ongoing and remain unresolved, including inadequate reporting from the school’s leadership through to the board of trustees and the community.

Quality of Teaching and Learning

Curriculum leadership requires improvement. A lack of internal review of the curriculum and inadequate assessment and reporting impacts negatively on the quality of teaching and learning. As a consequence, trustees do not receive dependable information to be assured that outcomes for taiohi and their whānau are being met.  
 
Many teachers are still developing their knowledge and understanding to implement the school’s project-based learning curriculum. There is little evidence of ongoing evaluation to determine or assess the extent to which the curriculum is addressing and responding to the specific learning needs and aspirations of taiohi and their whānau. The ability of taiohi to experience success across the full breath of the curriculum is compromised.

Individual learning plans to meet the specific needs and strengths of taiohi in literacy and numeracy are not evident. Analysis of assessment and achievement trends and patterns at Years 9 and 10 is not robust. A review of assessment practice in Years 9 and 10 needs to be undertaken to ensure all taiohi at the end of Year 10 can confidently access the senior curriculum and achieve success in NCEA.

Taiohi Outcome

The National Certificate of Educational Achievement (NCEA) results since 2018 indicate that taiohi overall, achieve well. However, less taiohi have achieved merit or excellence endorsements in recent years and generally taiohi achieving University Entrance has declined.

ERO is concerned that low levels of taiohi attendance is affecting their engagement in schooling and learning. The correlation between attendance and taiohi outcomes has not been sufficiently analysed or reported. The absence of high-quality assessment information for taiohi in Years 9 and 10, especially for those below expected levels, places this group at risk.

Summation

It is ERO’s judgement that at present the school is failing to deliver on the aspirations it has to offer unique and deep learning opportunities for its taiohi. The following areas require immediate attention:

  • school governance and stewardship, including rigorous strategic and annual planning
  • school leadership and management of compliance across all legislative requirements.
  • community engagement and relationships
  • professional leadership and development of teaching and learning
  • implementation of a responsive curriculum
  • safe, physical and emotional environment for taiohi and staff. 
  • the issues from the previous ERO report which have not been fully addressed.

5 Assurance on Legal Requirement

Actions for Compliance

Before the evaluation, the whānau and Tumuaki 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 evaluation, ERO checked the following items because they have a potentially high impact on student achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

To meet compliance requirements, trustees must: 

  • Give priority to reviewing policies, procedures and school practices for managing challenging behaviour and using physical restraint and ensure parents, students, school staff and the community know about these
    [section 99, Education and Training Act 2020, Education (Physical Restraint) Rules 2017]
  • With the principal and teaching staff, develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including curriculum, assessment and staff professional development
    [National Administration Guideline 2(a)]
  • Maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement. And report on individual student’s progress across the curriculum, including mathematics and literacy, to students and their parents in writing and in plain language at least twice a year
    [National Administration Guideline 2(b), 2(c) (i), (ii)]
  • Provide all students in Years 9 and 10 with opportunities to progress and achieve success in all areas of The National Curriculum. And through the analysis of assessment information, identify groups who are not progressing and achieving or are at risk of not progressing and achieving and develop and implement teaching and learning strategies to address the needs of these students, and aspects of the curriculum which require particular attention.
    [National Administration Guideline 1(a) (i), 1(c) (i), (ii), 1(d)]

Since the onsite visit the school has provided ERO with evidence that shows it has addressed the following non-compliances:

  • Provide an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter
    [National Administration Guideline 8]
  • Provide a safe physical and emotional environment for students, including students who undertake work-based learning or work experience
    [National Administration Guidelines 5, (a), (c). section 53, Education and Training Act 2020]
  • Ensure they meet the mandatory reporting requirements of the Teaching Council.
    [Education and Training Act 2020]

In order to improve practice, leaders need to set stronger attendance targets as part of their annual planning, monitor and respond to absenteeism and report these to trustees.

6 Recommendations

 ERO recommends that the Ministry of Education provide intervention under S171 of the Education and Training Act 2020 in relation to:

  • physical and emotional safety of students
  • curriculum, assessment and student achievement
  • employment
  • board roles and responsibilities.

Darcy Te Hau
Toka-ā-Nuku
– Director
Te Uepū ā-Motu – Māori Review Services

17 August 2021

7 Information about the Kura

Location

Hamilton and Palmerston North

Ministry of Education profile number

632

Kura type

Designated Character

Kura roll

Ruakura               111
Tū Toa                   75

Ethnic composition

Māori 98%, Other 2%

Review team on site

April 2021

Date of this report

17 August 2021

Most recent ERO report(s)

Readiness Report             June 2017

Context

Tai Wānanga is a designated character school established under section 156 of the 1989 Education Act. It is a multi-site school that caters for students in years 9-13. The vision of Tai Wānanga is “kia tū, kia ora, kia Māori” and the mission is to empower taiohi to achieve, to contribute and to lead the advancement of Māori.

Tai Wānanga Tū Toa is located in Palmerston North and the current roll is 62. There have been a number of personnel changes at Tai Wānanga Tū Toa. The current senior leadership team were appointed at the end of 2016.

How well do taiohi demonstrate kia tū, kia ora, kia Māori?

Taiohi are developing confidence in themselves to contribute to te ao Māori and the wider world.

1 Taiohi Outcomes

Taiohi are developing confidence in a technological environment. Kaitiaki have established positive relationships with taiohi based on mutual respect and trust. The values of Tai Wānanga are embedded in practice and guide all interactions. Kaitiaki have developed a framework for learning that supports taiohi to achieve their individual exit strategies. They maximise small group and one to one teaching opportunities. Kaitiaki have a strengths based approach to learning where they build on the knowledge and skills that taiohi have already mastered to create new learning opportunities. Baseline data about literacy and numeracy levels for junior taiohi is gathered and carefully analysed. Kaitiaki have a good understanding of individual taiohi needs and have developed appropriate plans to accelerate the achievement of those who are currently below the expected levels.

Taiohi know about their learning pathways. They have access to a wide range of subjects and vocational training opportunities that are focussed on future pathways beyond the school. Kaitiaki maintain high expectations for taiohi and encourage all to strive for excellence in whatever they do. They collectively have high levels of expertise in a range of areas. They share their expertise with taiohi and each other. Kaitiaki have well established relationships with local tertiary and industry providers who provide a range of learning opportunities. Taiohi take responsibility for developing their exit strategies and individual tailored learning plans (ITLP), monitoring their own progress and exploring a range of options. Tuakana teina relationships are positive where taiohi often encourage each other and proudly share their achievements. Taiohi are engaged and independent learners.

Taiohi have access to and use information communication technologies (ICT) competently to support their learning. The infrastructure for learning through ICT is well established including clear guidelines for cyber safety. Taiohi use ICT to explore the wider world and to research topics of interest.

Taiohi are committed to developing physical well-being. Kaitiaki promote healthy habits including daily exercise that challenges taiohi to achieve personal milestones and goals. Taiohi arrive early each day and participate enthusiastically. They monitor their own progress and celebrate the achievements of their peers. Expert staff ensure that all taiohi achieve success while providing high levels of challenge for those who want to excel in the field of sports. The environment is specifically designed to encourage high performance. The healthy eating programme is available to all taiohi and kaitiaki to further support physical wellbeing and performance. Taiohi are self-motivated.

Taiohi are well supported to develop holistic wellbeing. Whanaungatanga among kaitiaki and taiohi is strong. Kaitiaki have established a nurturing and supportive environment. Mutually respectful relationships are well established. Roles and responsibilities are clear. Taiohi who assume leadership roles are supported by kaitiaki and their peers to lead with confidence and humility. Taiohi respect others as learners and teachers.

Taiohi confidently engage in te ao Māori contexts. Te reo Māori and tikanga Māori is prevalent throughout the environment. Taiohi participate in tikanga Māori and can lead when required. Taiohi spontaneously follow tikanga Māori in the wharekai, and the welcoming of visitors. Senior leaders are strong models of te reo Māori and tikanga Māori. All kaitiaki show respect for tikanga Māori and demonstrate some understanding of ‘ako’ as the preferred practice in Tai Wānanga. Taiohi are proud to be Māori.

Lead by the site director, the senior leadership team have developed an orderly and supportive environment that is conducive to taiohi wellbeing and learning. They are experienced practitioners who have a clear sense of their priorities as they build the culture and expectations for staff and taiohi. They are responsive to the needs and interests of taiohi and allow kaitiaki to contribute their own knowledge and expertise. They have established clear systems and strong communication with taiohi, whānau and the wider community. The site director understands the history of Tū Toa and the importance of the relationship with mana whenua.

Taiohi outcomes are clearly articulated by the Tai Wānanga board of trustees. The founding vision and guiding principles are embedded into the language and practices throughout Tai Wānanga. The board remain focussed on high quality outcomes that addresses holistic wellbeing, equity and excellence. They continue to build strategic and reciprocal relationships with a wide range of businesses, industries and education providers to support their vision. Founding members of the board are astute with expert knowledge and an improvement focus. They understand the need to build capacity in evaluation and the importance of succession planning for the future. They work closely with the principal, asking critical questions and seeking evidence to inform decision making.

Key next steps

The board and leaders recognise the need to continue to:

 

  • formalise regular internal evaluation for improvement
  • develop effective practices for the project based learning and individual tailored learning approaches
  • set and relentlessly pursue a small number of goals and targets that relate to accelerating improvements
  • build effective collaboration at every level at and across sites, and ensure the critical role played by the Central Hub is maintained to achieve this.

 

2 Board assurance on legal requirements

Before the evaluation, the board of trustees and principal 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:

 

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

 

During the evaluation, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

 

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration and certification
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance
  • compliance with the Vulnerable Children Act 2014.

 

3 Recommendations

ERO developed the following recommendation that Tai Wānanga leaders:

  • monitor the effectiveness of leadership to bring about improvements in collaboration and internal evaluation capability.

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Tai Wānanga - Tū Toa will be within 3 years

Lynda Pura-Watson

Deputy Chief Review Officer Māori

28 June 2017 

About the Kura 

Location

Palmerston North

Ministry of Education profile number

632

Kura type

Secondary Years 9 to 13

Kura roll

Ruakura: 120

Tū Toa: 62

Gender composition

Female 42%

Male 58%

Ethnic composition

Māori

Other

98%

2%

Review team on site

22 – 26 May 2017

Date of this report

28 June 2017

Most recent ERO reports

Accountability Review

October, 2013