233 Tennent Drive , Palmerston North, Palmerston North
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Manukura
1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, ngā hapū, me ngā iwi.
2 Te Horopaki
Ko Whakaari te maunga
Ko Ōtoko te awa
Ko Tahuriwakanui te hapū
Ko Ngāti Kauwhata te iwi
Ko MANUKURA tētahi kura kua tautapaina hei kura āhuatanga motuhake mō ngā ākonga o ngā tau 9 ki te 13, ā, kei Te Papaioea e tū ana. He tino hononga ō rātou ki te hapū o te takiwā nei, ki a Tahuriwakanui. Nō te tīmatanga o te tau 2024 te kura i hūnuku ai ki ngā whare hou e tū ana ki te taha o Te Kunenga ki Pūrehuroa. E whakarato ana te kura i tētahi marau e arotahi ana ki te kōkiri i te hiranga o ngā rangatahi i roto i te mātauranga, te hākinakina, me te ahurea. Ko te kōrero ‘Kia Aorangi Ake’ “He mokopuna tāku iti, he tipuna tāku nui” e whakapuaki ana i te whakaū o te whānau o MANUKURA ki te tautoko me te whakamana i ngā ākonga katoa ki te ako, me te eke ki ō rātou ake tino hiranga. Nō nā noa nei tētahi o ngā mema pūmau o te rōpū ārahi i whakatūngia ai ki te tūranga o te tumuaki.
3 Te Aronga o te Aromātai
He pēhea rawa te whakaatu mai a ngā ākonga i tā rātou eke angitu ki te hiranga o te mātauranga me te hākinakina, me te waiora ā-ahurea?
Ka whakatinanahia e ngā ākonga te kōrero e meatia ana ‘Kia Aorangi te titiro’, i a rātou e eke angitu ana ki te hiranga i roto i te mātauranga, te hākinakina, me te ahurea.
4 Ngā Whakaaturanga
E whanake ana ngā rangatahi hei ākonga tūmāia, hei ākonga e whai hononga ana, ā, e tau ana hoki ki te ao Māori. E poipoia ana tā rātou angitu mā te tikanga ako e aro nui ana ki te ahurea, mā te teitei hoki o ngā tūmanako, me te whakaute o ngā hononga tauutuutu kua pou herea katoatia ki te whanaungatanga. Ka hāngai te taiao me ngā horopaki ako ki te ao Māori, inarā, ki ngā tikanga o Tahuriwakanui, o Ngāti Kauwhata, me Rangitāne. Ka kitea ki ngā ākonga tō rātou tākare ki te whai wāhi atu ki te ao Māori. Mā roto mai i te kapa haka, ka whai wāhi atu ngā ākonga ki te whakarauora me te whakatairanga i te reo me ngā tikanga Māori. I tō rātou tū tuatahi i te whakataetae kapa haka ā-motu mō ngā kura tuarua, i eke rātou ki te whiringa whakamutunga o ngā kapa e iwa. I tēnei wā, ko MANUKURA ngā toa o te whakataetae kapa haka ā-rohe o Manawatū-Horowhenua.
Ka uru atu hoki ki ngā whakataetae pūkōrero o Ngā Manu Kōrero, o Ngā Wāhine Māori Toko i te Ora, o Race Unity hoki, ā, he whai wāhitanga anō mō rātou ki te oke ki te hiranga hei pūkōrero, kia whakaaweawetia rātou, ā, kia whakaaweawe hoki i ētahi atu. Ka kitea ki ngā ākonga tō rātou manawa whakahī mō tō rātou kura me āna tūmomo kaupapa.
E puāwai ana ngā ākonga mā roto mai i te atawhai, me te kaha o te taiao ki te whakamanawa i te whai a te takitahi, a te takitini hoki i te hiranga. E whakarato ana te marau i ngā huarahi auaha me ngā wheako ako ki ngā ākonga, ā, e poipoi ana i tō rātou waiora ā-mātauranga, ā-hākinakina, ā-ahurea hoki mā te whakahāngaitanga atu ki ngā tikanga whakaaro o Te Whare Tapa Whā. Ka whakatakotohia e ngā ākonga katoa ō rātou whāinga, ā, kua āta whakaarohia te mahere ahu whakamua ā tēnā me tēnā o ngā ākonga. He tokoiti ngā ākonga ki ia akomanga, ā, e tautokona ana ngā ākonga e ngā kaiako hākinakina, e ngā kaiako, e ngā pou ārahi hoki e aro nui ai ki a rātou, ā, e tino mōhio ana ki a rātou me ō rātou wawata. Ka whai wāhi mātātoa atu ngā ākonga ki ngā hōtaka akoranga e aro nui ana ki te reo matatini me te pāngarau. Ka whai wāhi atu rātou ki te whakapakari tinana i ia rā, ā, ka ako hoki i te taioranga kai me te whai oranga. Ka whakahaerehia te whakapakari tinana e ngā kaiako e mātau ana hei kaiwhakangungu, hei kaitākaro ikeike rānei i tō rātou hākinakina. Nā tēnā, e hāpai ana ngā hōtaka i te tupu me te pakari o te taha hākinakina o ngā ākonga. E tino tautokona ana te whakawhanaketanga o ngā ākonga i te papai o ngā tūāhuatanga, ngā pūkenga, ngā pūmanawa, me te aronga hinengaro ako e whakatairanga katoatia ana tō rātou tū ki ngā hākinakina me tā rātou angitu i roto i te mātauranga.
E eke ana ngā ākonga o MANUKURA ki tua atu i ngā taumata ā-motu i roto i tā rātou whiwhinga i Te Taumata Mātauranga ā-Motu kua Taea ki te Taumata 1, te Taumata 2, me te Taumata 3. Ko ngā paetae ā-kura mō te tau 2023 e tohu ana mō ngā ākonga i whai wāhi atu ai ki Te Taumata Mātauranga ā-Motu kua Taea, i whiwhi te 100% o rātou i Te Reo Matatini me te Pāngarau ki te Taumata 1, te Taumata 2, me te Taumata 3, ā, i whiwhi te nuinga i ngā whakamanatanga o te kaiaka, o te kairangi rānei. Mō ngā ākonga o te Tau 13, e 90% o rātou i whakatutuki i te Tiwhikete Whakauru Whare Wānanga, ā, ko te 47.2% kē te tatauranga ā-motu. E puāwai ana ngā ākonga o MANUKURA, ā, e eke panuku ana i roto te mātauranga.
I roto i te roanga o te wā, kua whakaritea e ngā kaiārahi te whai kawenga ngātahi ki te angitu o ngā rangatahi. Ko te aronga ki te tohatoha i te ārahitanga e whakaaweawe ana i te whai i te hiranga me te noho ngākau nui o ngā kaimahi katoa. He kaha te mahi ngātahi a ngā pou ārahi, ngā kaiako hākinakina, me ngā kaiako, ā, ka hui i ia te wā ki te whakamahere me te aromātai i ngā hōtaka. E whai hua ana ngā pūnaha ki te hāpai me te aroturuki i te ahu whakamua a ngā ākonga ki te whakatutuki i ō rātou whāinga, me te aromatawai i tō rātou waiora, tā rātou ahu whakamua, me ā rātou whakatutukitanga. Waihoki, e tino tautokona ana te whakawhanake tonutanga o ngā kaimahi, me tā rātou whakatutuki haere i ō rātou ake whāinga. Ka whakanuia, ka whakapāhotia te angitu ā-mātauranga, ā-hākinakina hoki ki te whānau, ki ngā iwi, me te hapori whānui. He tokomaha ngā ākonga i whiwhi i ngā karahipi whare wānanga, ā, e tū ana hoki ki ngā taumata ā-rohe, ā-motu hoki i roto i ngā hākinakina. Ko tētahi tūāhuatanga motuhake i tērā tau, ko te whiwhinga o ngā ākonga MANUKURA e toru i te karahipi whakahirahira o Ngārimu. Ka whakawhanake ngā rangatahi i ngā waiaro me ngā pūmanawa e kaha hāpai ana i tō rātou tū ki te ārahi i roto i ō rātou hapori, i runga hoki i ngā huarahi e whāia ana e rātou.
Kei te mātātoa, kei te pakari hoki te tū me te hāpai o ngā kaitiaki i te taiao ako o MANUKURA i roto i ā rātou mahi tiaki. Ka kawe mai rātou i te tangongitanga o ngā tūāhuatanga papai, ngā mōhiotanga, me ngā pūkenga ki ā rātou mahi. Ka whakahaere rātou i tētahi turepapa kē, ā, he māngai nō ngā marae, he tūranga hohoko anō hoki kia whai wāhi atu ai ngā tautōhito ki te poari mō ngā kaupapa e tika ana kia tirohia e te mātanga. Kua roa nei te nuinga o ngā mema o te poari e whai wāhi atu ana ki a MANUKURA. E whakautea ana rātou hei kaiārahi, ā, ka kitea tō rātou ngākau nuitanga ki te whakapūmau i te anamata papai mō te katoa i roto i tā rātou ako me tō rātou hapori whānui. Ko te tauākī taketake, te tirohanga, me te aronga rautaki a MANUKURA e aro nui ana ki te hiranga mā roto mai i ngā kaupapa Māori e pou herea ana ki ngā tikanga o Tahuriwakanui, ā, koia nei tētahi tūāhuatanga matua o ngā wheako mātauranga o ngā ākonga. Kua tino whai hua ngā kaitiaki ki te whakatutuki i ngā whāinga o te pae tawhiti, hei painga mō te kura, te whānau, te hapū, me te iwi. E whai hua ana ngā kaiārahi, ngā kaiako, ngā ākonga, me ō rātou whānau nā ngā whakataunga nahanaha i āta whakaarohia ai, me te aronga pū o ērā ki tō rātou waiora me tō rātou tōnuitanga.
Ngā Whakaritenga Matua ka whai ake
Me whai whakaaro ngā kaiārahi marau ki te aromātai i te hōtaka o te tau 9 me te tau 10, hei tautuhi i te angitu o taua hōtaka. Kua rua tau i nāianei te hōtaka tuitui akoranga a ngā tēina e whakamahia ana. He hua o roto i te whakatutukitanga o tētahi aromātai hei āta whakatau i tēnā e whai hua ana, i te hunga e whai hua ana, me ngā tūāhuatanga hoki e taea ana te whakapai ake. Ka whai hua ngā ākonga mā te aromātai tonutanga o ngā pūnaha me ngā whakaritenga.
5 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua i te aromātai, i whakatutukihia e te poari me te tumuaki o te kura he Tauāki Kupu Tūturu a te Poari me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
- ngā whakahaere a te poari
- te marautanga
- ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
- ngā whakahaere o ngā kaimahi
- ngā whakahaere o te pūtea
- ngā whakahaere o ngā rawa.
I 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 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
- ngā rēhita a ngā kaiako
- te tukanga whakatū kaimahi
- te whakaunu, te aukati, te pana me te whakarerenga
- te tae ā-tinana atu a ngā ākonga ki te kura
6 Te Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia whakamahia tonuhia te papai o ngā tukanga aromātai o roto, hei whakapūmau, hei whakatairanga tonu i ngā putanga hiranga mō ngā ākonga.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
26 Pipiri 2024
7 Ngā kōrero e pā ana ki te kura
Te tūwāhi | Kei te Papaioea |
Te tau a te Tāhuhu o te Mātauranga | 739 |
Te tūmomo kura | He kura hiato (Tau 9 – 15) |
Te tokomaha o ngā ākonga o te kura | 170 |
Ngā hononga ā-iwi | Māori 98%, Iwi kē 2% |
Ngā āhuatanga motuhake | Kura Āhuatanga Motuhake |
Te wā i te kura te rōpū arotake | Pipiri 2024 |
Te wā o tēnei pūrongo | 26 Pipiri 2024 |
Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Arotake Mātauranga, Haratua 2018 |
1 Introduction
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi.
2 Context
Ko Whakaari te maunga
Ko Otoko te awa
Ko Tahuriwakanui te hapū
Ko Ngāti Kauwhata te iwi
MANUKURA is a Years 9 to 13 designated character school in Palmerston North. There are strong connections with the local hapū, Tahuriwakanui. The kura relocated in early 2024 to new facilities adjoining Te Kunenga o Pūrehuroa - Massey University. The kura offers a curriculum focused on facilitating rangatahi academic, sporting, and cultural excellence. ‘Kia Aorangi Ake’ “He mokopuna tāku iti, he tipuna tāku nui “expresses MANUKURA whānau commitment to supporting and empowering all students to learn and achieve personal excellence. A longstanding member of the leadership team has recently been appointed to the tumuaki position.
3 Evaluation Focus
How effectively do students show they achieve success in academic and sporting excellence and cultural wellbeing?
Students exemplify ‘kia Aorangi te titiro’ as they excel in academic, sporting and cultural excellence.
4 Findings
Students develop as confident and connected learners who are at ease in te ao Māori. Their success is nurtured through culturally responsive pedagogy, high expectations and respectful reciprocal relationships underpinned by whanaungatanga. The physical environment and learning contexts reflect te ao Māori, and in particular the tikanga of Tahuriwakanui, Ngāti Kauwhata and Rangitāne. Students show an enthusiasm for participating in te ao Māori. Kapa haka enables students to contribute to the revitalisation and promotion of te reo and tikanga Māori. As first-time participants in the National Secondary competition, they made the top nine finalists. MANUKURA are currently the Regional Kapa Haka champions for Manawatū -Horowhenua.
Competing at Ngā Manu Kōrero, Wāhine Māori toko i te Ora and Race Unity provides an additional opportunity for them to strive for oratory excellence, be inspired and to inspire others. Students demonstrate pride in their kura and its kaupapa.
Students thrive in a culture of care, and an environment that inspires the pursuit of individual and collective excellence. The curriculum provides students with innovative pathways and learning experiences that nurture their academic, sporting and cultural wellbeing aligned to the philosophy of Te Whare Tapa Whā. All students set goals and have well considered personalised progress plans. Class sizes are small, and students are supported by attentive coaches, teachers and mentors who know them and their aspirations well. Students actively engage in learning programmes that have an emphasis on literacy and numeracy. They participate in daily physical activity (conditioning) and learn about nutrition and living a healthy lifestyle. Conditioning is led by teachers who are experienced trainers and or elite players of their sporting code. Consequently, programmes support students’ athletic growth and ability. Students are well supported to develop positive attributes, skills, talents, and a learning mindset that enhances their sporting performance and educational success.
MANUKURA students are exceeding nationally in their attainment of National Certificates of Educational Achievement (NCEA) at Levels 1, 2 and 3. School achievement data for 2023 shows 100% of students who participated in NCEA, achieved Literacy and Numeracy at Levels 1, 2 and 3 and most attained merit or excellence endorsements. In Year 13, 90% of students completed the University Entrance compared with 47.2% nationally. MANUKURA students are flourishing and excelling academically.
Leaders, overtime, have established a strong culture of collective responsibility for rangatahi success. A distributive leadership model inspires a pursuit for excellence approach and commitment from all staff. Mentors, coaches and teachers are highly collaborative and meet regularly to plan and evaluate programmes. Efficient systems are in place to support and monitor student’s progress toward achieving their goals and for assessing their wellbeing, progress and achievement. Similarly, staff are well supported to continually develop professionally and to achieve their personal goals. Academic and sporting success is celebrated and shared with whānau, iwi and the local community. Several students are recipients of university scholarships and are representatives in sports at provincial and national levels. A highlight was the three MANUKURA students who received the prestigious Ngarimu scholarship last year. Rangatahi develop positive attitudes and attributes that position them well to be leaders within their communities and chosen fields.
Trustees actively represent and serve the MANUKURA learning community well in their stewardship role. They bring a range of useful attributes, knowledge and skills to their responsibilities. They operate an alternative constitution, that includes local marae representatives and an alternating position that allows specialists to sit on the board for kaupapa that require an expert lens. Most members of the board have a long serving association with MANUKURA. They are respected leaders who demonstrate a shared commitment to securing a positive future for all in their learning and wider community. The MANUKURA mission statement, vision and strategic direction emphasises excellence in a Māori kaupapa underpinned by tikanga of Tahuriwakanui and this is an integral part of students’ educational experience. Trustees have been highly successful in achieving goals set overtime for the betterment of the kura, whānau, hapū and iwi. Leaders, teachers, students and their whānau benefit from considered and deliberate decision-making that has a relentless focus on their wellbeing and prosperity.
Key Next Steps
Curriculum leaders should consider evaluating the Years 9 and 10 programme to determine its success. The Junior Integrated Studies programme is in its second year of implementation. It would be useful to undertake an evaluation to ascertain what is working well and for who, and where further improvements could be made. Students benefit through the ongoing evaluation of systems and practices.
5 Board Assurance on Legal Requirements
Before the review, the board and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
- school management and reporting
- 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 students' 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.
6 Recommendation
ERO recommend continuing to utilise effective internal evaluation processes to sustain and further enhance excellent outcomes for students.
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
26 June 2024
7 Information about the kura
Location | Kei te Papaioea |
Ministry of Education profile number | 739 |
Kura type | Composite (Years 9 – 15) |
Kura roll | 170 |
Ethnic composition | Māori 98%, Other 2% |
Special features | Designated Special Character |
Review team on site | June 2024 |
Date of this report | 26 June 2024 |
Most recent ERO report | Education Review, May 2018 |
Manukura - 15/05/2018
Findings
MANUKURA is well placed to maintain high levels of achievement for students, and especially for Māori students. MANUKURA is operating in accordance with its vision, and demonstrates capability to achieve excellent and equitable outcomes for its students.
ERO is likely to carry out the first full review of the school by the end of the third year of the school’s operation.
1 Introduction
A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.
Terms of Reference
This review is based on an evaluation of the performance of MANUKURA. The terms of reference for the review are to provide assurance to the community that MANUKURA:
- is well placed to provide for students
- is operating in accordance with the vision articulated for its designated character
- has robust systems to promote student progress and achievement
- is meeting regulatory requirements.
2 Context
MANUKURA was gazetted as a designated character school by the Minister of Education in July 2015. MANUKURA is now in its third official year of operation but acknowledges its beginnings over 13 years ago as a strategic and cultural response by Ngāti Kauwhata. The vision for MANUKURA is educational and sporting excellence within a Māori context. Since 2015, MANUKURA has operated in temporary premises and is currently situated at the former Hokowhitu campus of Massey University. The establishment board of trustees continues negotiations with the Ministry of Education to secure a permanent site that better aligns to the vision for students at MANUKURA.
3 Background
Ko Whakaari te maunga
Ko Otoko te awa tūpuna
Ko Maniaihu te whare tūpuna
Ko Tahuriwakanui te hapū
Ko Ngāti Kauwhata te iwi
Located in Palmerston North, MANUKURA delivers a unique learning pathway for Year 9 to 13 students. The aspirations of Ngāti Kauwhata, and in particular Tahuriwakanui as one of its three hapū, have been integral to defining the pathways to excellence for all students enrolled at MANUKURA. There is an unrelenting focus on nurturing a balance of academic, sporting and cultural wellbeing in line the philosophy of Te Whare Tapa Whā. MANUKURA strives to provide an environment and conditions for students where success as Māori is normalised.
At the time of this review, there were 184 students, of whom 174 are Māori. A significant number of students are from outside of the Palmerston North area and are boarding privately.
MANUKURA currently operates across two learning complexes on the former Hokowhitu campus which are approximately one kilometre apart. Year 9 to 11 students are in the former College of Education library, while Year 12 and 13 students work in the Kura Awa buildings. Although there are challenges in moving students and staff between multiple sites each day, including the use of facilities at Massey University, the logistics of this are well managed and supported.
Findings
Students thrive in a learning environment that is potential focussed and goal oriented. As part of the approach to individualised learning plans, students show an understanding of the importance of balance as reflected in Te Whare Tapa Whā. They demonstrate commitment to the pursuit of individual and collective excellence. They are physically active and learn about sustainable practices to lead a healthy lifestyle. Students show capacity to establish and maintain mana-enhancing relationships and show respect and empathy towards others. Students are developing skills and strategies to become citizens who are socially and emotionally competent, and optimistic about their future.
Students are exceeding the national levels of achievement in NCEA. Results from 2017 show that students at MANUKURA are exceeding national achievement levels for endorsement with Excellence for NCEA Level 1, 2 and 3 certificates. All Year 11 to 13 students at MANUKURA completed their literacy and numeracy requirements for NCEA. In terms of NCEA qualifications for Māori students, all Māori students enrolled in NCEA Level 1, 2 and 3 successfully completed those certificates, and 83.3% of Māori students completed their Year 13 University Entrance compared with 40.9% nationally. Māori students are thriving and excelling as Māori in their chosen pathways.
Students achieve sporting excellence. Specialist coaches and mentors, many of whom are former or current elite athletes themselves, are recruited to work alongside students in the sporting codes supported at MANUKURA. All students begin their day with intensive conditioning programmes aligned to their identified sporting codes. Individual and team goals are closely monitored to ensure optimal performance can be achieved when competing in local, regional, national and international fixtures. Student success is evident in their selection and elevation to representative level sports, and the number and range of titles achieved by both current and former students. Students are well supported at MANUKURA to develop their natural talents and skills in a range of sporting codes.
Students show pride and value for their identity, language and culture. The environment created within MANUKURA enhances opportunities for students to extend their knowledge and sense of identity. They learn in contexts and ways that reflect te ao Māori, with particular regard for Ngāti Kauwhata and Tahuriwakanui. This includes learning about roles and responsibilities as Māori within their own communities and iwi. Through the experiences offered by regular sporting, cultural and international exchanges, students extend their awareness of diversity and difference. The breadth of these experiences fosters the key competencies of the national curriculum, which has been a key focus for teachers and leaders.
Students learn in an environment where high expectations foster positive results. Achievement targets in 2018 for all three levels of NCEA are aimed at increasing the percentage of students who complete their qualifications with Excellence and Merit endorsements. Key actions to meet these targets were informed by self review information and are being implemented. Internal processes are in place to ensure that student progress is carefully monitored. Additional support is initiated as required by senior leaders and teachers. As part of their individual plans, students take responsibility for identifying specific goals and actions, and communicate regularly with their teachers and coaches about improvements.
Effective and culturally responsive pedagogy accelerates student learning and outcomes at MANUKURA. eLearning and the use of digital technology enhance teaching and learning. Striving for excellence in academic, sporting and cultural endeavour is modelled and embedded in practice by adults. Staff development and performance is a high priority and improvements are made to systems and practices to care for the wellbeing and growth of staff. There are high expectations for all staff to contribute to creating a culture of excellence within a Māori context. Students are valued, cared for and respected.
Leadership promotes a coherent approach to professional learning and practice. Leaders build capability and collective capacity in evaluation and inquiry for sustained improvement and innovation. A distributed leadership model supports continuity and coherence across all operations. When exploring solutions, making decisions and implementing initiatives, leaders draw upon research evidence and collective knowledge. Students observe and take leadership roles.
MANUKURA has developed productive partnerships with external providers and institutions which provide a growing range of meaningful future pathways for students. This is part of a strategic focus to prepare students for future learning and sporting success. Essential life skills, such as goal setting and planning, a strong work ethic, and resilience, are nurtured within the design of the curriculum. This ensures students are aspirational and well placed to follow their desired pathways. Students identify and participate in coherent education pathways that connect to higher education, sporting excellence and employment.
Through Tahuriwakanui and Ngāti Kauwhata, MANUKURA has continued to foster a multi-layered relationship with Massey University based on a shared commitment to genuine partnership with iwi. In addition to creating pathways into tertiary education, there are initiatives and agreements of reciprocal benefit that enrich learning for both students and staff. These include access to specialist facilities and personnel within the University, professional learning and research opportunities, and the involvement of MANUKURA staff in the delivery of initial teacher education programmes. Students and staff benefit from the productive relationship with Massey University.
Governance systems and processes are robust and thorough. Individual trustees have contributed significantly to sound governance through their complementary skills, experience and networks. Roles and responsibilities across the governance of MANUKURA are aligned to the strengths of trustees, and support ongoing progress towards identified priorities. The shared responsibility for what happens at MANUKURA enables capability building for governance. A governance facilitator was appointed by the Ministry of Education to work alongside the establishment board of trustees, and has provided useful guidance for trustees. The establishment board of trustees has provided a strong foundation for the election of a new board of trustees.
The establishment board of trustees evaluates the effectiveness of their own performance in its governance and stewardship roles. The initial phase of setting up MANUKURA over recent years has been well led by the establishment board members, principal, senior leaders and staff. This included developing governance and management frameworks and comprehensive policies and procedures. Reporting processes have improved over time as trustees worked to implement sustainable systems. There is delineation between the management of day to day operations and governance roles. Relational trust is evident amongst trustees and professional leaders who work collaboratively with each other to stay true to the founding vision and aspirations for students of MANUKURA.
There are coherent organisational conditions that promote internal evaluation. There is a regular review cycle for policies and procedures, and internal capability to promptly review and amend those to reflect best practice, changes in legislative requirements, and emerging needs. Trustees receive regular reports about the effectiveness of initiatives that they use as the basis for resourcing decisions. Trustees and leaders model a culture of review focused on improving outcomes and providing equity and excellence for all students. Relationships between trustees and professional leaders are based on trust, integrity and transparency.
There has been a concerted effort to address matters relating to the maximum roll and capacity of MANUKURA. The roll for MANUKURA is capped at 150 students, however the Ministry of Education has approved an extension to 185. Despite the additional 35 student places, there is still a critical demand for places by prospective students and their whānau. Approximately 40% of students in 2017 were privately boarding in order to attend MANUKURA. This undertaking by whānau to seek accommodation and enable students to be part of MANUKURA is significant, and reflects the high value they place on the pathways created for students. The establishment board of trustees has an enrolment policy in place to prioritise student intakes, however the potential to consider further expansion is restricted by the capacity of the current sites of MANUKURA.
Board assurance on legal requirements
Before the review, the board and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
- school management and reporting
- 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 students' 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.
Conclusion
MANUKURA is well placed to maintain high levels of achievement for students, and especially for Māori students. MANUKURA is operating in accordance with its vision, and demonstrates capability to achieve excellent and equitable outcomes for its students.
ERO is likely to carry out the first full review of the school by the end of the third year of the school’s operation.
Lynda Pura-Watson
Deputy Chief Review Officer Te Uepū ā-Motu - Māori Review Services
About the School
Location | Palmerston North | |
Ministry of Education profile number | 739 | |
School type | Secondary (Years 9 to 15) | |
School roll | 184 | |
Gender composition | Girls 89 Boys 95 | |
Ethnic composition | Māori Tongan Samoan Pākehā | 174 3 2 5 |
Review team on site | March 2018 | |
Date of this report | 15 May 2018 |