314 State Highway 51 , Mangateretere
View on mapKua whakahaere Te Tari Arotake Mātauranga, mā te mahi tahi me Te Manatōpū ā-Iwi o Ngāti Kahungunu, i te whakamātautanga o tētahi aromātai whakatōpū pānga e whakamahi ana i ngā huarahi aromātai kaupapa Māori ki te taha o tētahi kohinga o ētahi kura ara reo Pākehā, me tētahi whare kōhungahunga.
Ko te whāinga matua o tēnei aromātai tōmua, kia mahi ngātahi a Ngāti Kahungunu me Te Tari Arotake Mātauranga ki te waihanga ngātahi i tētahi huarahi aromātai tūtahi e hāngai ana ki ngā wawata o te iwi mō ā rātou tamariki me ā rātou rangatahi.
I whiriwhirihia ngā kura me te whare kōhungahunga mō te aromātai tōmua nei e Ngāti Kahungunu, nā ō rātou whai hononga kē ki te iwi. I tapaina e Te Manatōpū ā-Iwi o Ngāti Kahungunu te ingoa “Tiro Maroro” ki te aromātai tōmua. Ko tā te ika maroro, he whakawhiti i ngā ao e rua, arā, i te rangi me te wai, heoi, he kōrero whakarite te ingoa nei mō te whakawhiti atu i te aronga aromātai kaupapa Māori ki ngā kura ara reo Pākehā, me te whare kōhungahunga.
I waihanga ngātahi Te Tari Arotake Mātauranga rātou ko Ngāti Kahungunu, ko ngā kura tōmua me ngā kaiārahi mātauranga kōhungahunga i Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators, nā ngā kaupapa matua i whakaraupapahia ai ki Te Tōpuni Tauwhāinga, arā, ki te rautaki mātauranga a Ngāti Kahungunu. Ko aua paearu kei te tūāpapa o te aromātai a Te Tari Arotake Mātauranga. Ki te hiahia taipitopito kōrero anō e pā ana ki te Tiro Maroro, tēnā koa, pāwhiritia Te Aratika Academy | Education Review Office (ero.govt.nz).
E tū ana Te Aratika Academy ki te rohe o Ngāti Kahungunu ki Heretaunga, ā, e whakarato ana i te mātauranga mō ngā taiohi o ngā tau 9 ki te 13. Kua tautapaina Te Aratika Academy hei kura āhuatanga motuhake, ā, nō te tīmatanga o te tau 2019 i tīmata ai.
E noho ngākau nui ana te kura ki te whakarato i tētahi kahupapa papai mō te whakatairanga ake, arā, ko te ‘Developing Men of Valour’. E arotahi ana rātou ki te whai i te mātauranga Māori me ngā whai wāhitanga mō ngā taiohi ki te whakapuaki i tō rātou pitomata, kia rite mō te ao, kia rite mō te umanga, ā, kia kitea e rātou Te Aratika.
E ahu whakamua ana Te Aratika Academy me ngā kaiako ki te “Rangatiratanga – kia whakatinanahia e ngā ākonga me ngā whānau te mana motuhake me te rangatiratanga i roto i te mātauranga”.
Kei te piki haere te tūmāia o ngā taiohi ki te whakatairanga i te tino rangatiratanga me ngā wawata o Ngāti Kahungunu.
Ka whai pūtake te āta tuitui atu i te reo Māori ki te ao o te kura o ia rā, ā, he nahanaha, he māoriori hoki ngā whai wāhitanga ki te whakapakari ake i te ngākau titikaha me te āheinga o ngā taiohi ki te kōrero i te reo Māori.
E whai hua ana te marau ā-kura ki te hāpai i te tūhura a ngā taiohi i te tangongitanga o ngā ariā o te ao Māori, inarā i ērā e whai pānga ana ki a Ngāti Kahungunu, ā, e whakapakari ana hoki i ō rātou hononga ā-ahurea.
Kei te pakari haere te ngākau titikaha o ngā taiohi ki te taetae atu ki te tangongitanga o ngā kaupapa a te whānau, a te hapū, a te iwi, me Ngāti Kahungunu.
Ka āta whakatau ngā kaiārahi o te kura kia para ai ngā taiohi me ō rātou whānau i ō rātou huarahi mātauranga.
Mā roto mai i te taiao ako o ngā taiohi, ka whakapuaki te hapori ako ngaio o te kura i ngā wawata nui e pā ana ki ngā paetae, te ahu whakamua, me te waiora o ngā taiohi katoa me ō rātou whānau.
Nā te kaha o te whakawhirinakitanga ngātahi ki waenga i ngā kaimahi, ngā taiohi, me ō rātou whānau, he kaha anō hoki te whai wāhi nui ki ā rātou akoranga me ngā kaupapa whānui tonu o te kura.
E ahu whakamua ana ngā kaiārahi me ngā kaimahi o te kura ki te whakatutuki i te hiranga o ngā putanga ki ngā taiohi i roto i ō rātou tuakiri, tō rātou reo, me tō rātou ahurea. Kua whakaritea te hauora hei kaupapa matua, ā, e whakarato ana te kura i te tautoko matawhānui, e whakakore ana hoki i ngā tauārai ka pā ki te ako a ngā taiohi me ō rātou whānau.
Kua whakatau ngātahi Te Tari Arotake Mātauranga, rātou ko Ngāti Kahungunu me te kura, ko ngā kaupapa matua hei tirohanga wawe, ko te:
I mua i te aromātai, i whakatutukihia e te poari kaitiaki 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:
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 mahi tonu a Te Aratika Academy ki te taha o Ngāti Kahungunu ki te whakatutuki i ngā whakaritenga matua i whakaraupapahia ai ki tēnei pūrongo kia whāia, hei whakatinana i te wawata o te iwi e meatia ana, “Rangatiratanga – kia whakatinana te ākonga me tōna whānau i te rangatiratanga i roto i tā rātou mātauranga”.
Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services
27 Whiringa ā-rangi, 2024
| Te tūwāhi | Kei Mangateretere |
| Te tau a te Tāhuhu o te Mātauranga | 873 |
| Te tūmomo kura | He kura tuarua, kura tamatāne Tau 9-13 |
| Te tokomaha o ngā ākonga o te kura | 38 |
| Ngā hononga ā-iwi | Māori 38 |
| Te wā i te kura te rōpū arotake | Paenga-whāwhā 2024 |
| Te wā o tēnei pūrongo | 27 Whiringa-ā-rangi 2024 |
| Ngā pūrongo o mua a Te Tari Arotake Mātauranga | Pūrongo ā-Iwi Whakahou Tōmua, Here-turi-kōkā 2023; Pūrongo Whakapūmau mō Ngā Kura Hou, Hui-tanguru 2021 |
The Education Review Office (ERO) in partnership with Ngāti Kahungunu Iwi Inc (NKII) has worked on a pilot with a cluster of English medium schools and one early childhood on a collective impact evaluation using a kaupapa Māori evaluation methodology.
The primary objective of this pilot is for Ngāti Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi.
Schools and the early childhood centre involved in the pilot were selected by Ngāti Kahungunu due to their established relationship with the iwi. The pilot was gifted the name “Tiro Maroro” by NKII and refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre.
ERO, Ngāti Kahungunu, and the pilot schools and ECE leaders co-designed Ngā Paearu o Tiro Maroro: Learner Outcomes for Success Indicators based on the priorities outlined in the Ngāti Kahungunu Mātauranga Strategy. These indicators are the basis for ERO's evaluation. For more information about Tiro Maroro please click here Te Aratika Academy | Education Review Office (ero.govt.nz).
Te Aratika Academy is located within Ngāti Kahungunu ki Heretaunga and provides education for taiohi in Years 9 to 13. Te Aratika Academy is a designated character school established at the beginning of 2019.
The school is passionate about providing a positive platform for change for 'Developing Men of Valour'. They are focused on the pursuit of mātauranga Māori and opportunities for taiohi to unlock their potential to be life ready, career ready and find their Te Aratika - Right Path.
Te Aratika Academy and teachers are working towards “Rangātiratanga - for ākonga and whānau to exercise authority and agency in education”.
Taiohi are increasingly more confident to promote tino rangātiratanga and the aspirations of Ngāti Kahungunu.
Te reo Māori is meaningfully integrated into the everyday life of the kura with deliberate and organic opportunities to grow taiohi confidence and capability as speakers of te reo Māori.
Te marau-a-kura effectively supports taiohi to explore a range of te ao Māori concepts, particularly those relevant to Ngāti Kahungunu, strengthening their cultural connectedness.
Taiohi are increasingly more confident to attend a range of whānau, hapū, iwi and Ngāti Kahungunu events.
School leaders are intentional in ensuring taiohi and their whānau determine their educational pathways.
Taiohi learn in an environment where the school’s professional learning community share high aspirations for the achievement, progress, and wellbeing of all the taiohi and their whānau.
High levels of relational trust between kaimahi, taiohi and their whānau results in high levels of engagement in their learning and the wider kaupapa of the kura.
ERO, Ngāti Kahungunu and the school leaders agree that the immediate priorities are:
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:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
ERO recommends that Te Aratika Academy continues to work with Ngati Kahungunu to address the key next steps outlined in this report in order to realise the iwi aspiration of “Rangātiratanga for ākonga and their whānau to exercise authority over their education”.
Rita Walker
Toka-ā-Nuku – Acting Director
Te Uepū ā-Motu – Māori Review Services
27 November 2024
| Location | Hastings |
| Ministry of Education profile number | 873 |
| Kura type | English Medium Contributing (Years 1-6) |
| Kura roll | 91 |
| Ethnic composition | Māori 82, Pacific 5, NZ European/Pākehā 4 |
| Review team on site | April 2024 |
| Date of this report | 27 November 2024 |
| Most recent ERO report(s) | Iwi Pilot Update report, August 2023; Education Review, August 2016, Education Review, September 2013 |
ERO has been in partnership with Ngati Kahungunu Iwi Inc since 2021, collaborating on a pilot project to support the iwi in realizing their Mātauranga strategy - priorities and goals. The primary objective of this pilot is for Ngati Kahungunu and ERO to work together to co-design a bespoke evaluation approach that aligns with the aspirations of the iwi for their tamariki and rangatahi. Schools and the early childhood centre involved in the pilot were selected by Ngati Kahungunu due to their established relationship with the iwi.
During the collaboration, ERO, Ngati Kahungunu, and the pilot schools and ECE leaders co-designed the Learner Outcomes for Success Indicators based on the priorities outlined in the Ngati Kahungunu Mātauranga Strategy. The focus of ERO's evaluation in the pilot schools and ECE service will be on these iwi priorities, which include:
Te Tiriti o Waitangi
Te Reo Māori
Te Mātauranga
Te Whanaungatanga
Te Rangatiratanga
Tipuria te Aroha.
The schools and early childhood centre participating in the pilot have been utilising various ERO tools to strengthen their internal evaluation capabilities. These tools include:
Co-designed Ngati Kahungunu Learner Outcomes for Success Indicators
Board Assurance Statement self-review tool for compliance
Poutama Reo – Te Reo Māori Quality Framework.
The pilot project has been given the name "Tiro Maroro," gifted by Ngati Kahungunu. The name refers to the observation of the flying fish across two mediums – the air and water, symbolizing the kaupapa Māori evaluation approach in English medium schools and the early childhood centre. Through this partnership, ERO facilitates and supports the engagement of Ngati Kahungunu in the education sector, which has further enabled the iwi to implement their education strategy in schools and an early childhood service. Tiro Maroro will continue into 2024, with an onsite review process in each of the institutions involved, including:
Hastings Girls High School
Te Aratika Academy
Irongate School
Kimi Ora School
Camberley School
Mayfair Kindergarten.
A New School Assurance Review is a review of particular areas of school performance and is undertaken to specific terms of reference.
New School Assurance Reviews are generally undertaken within the first year of the school’s opening.
This review is based on an evaluation of the performance of Te Aratika Academy. The terms of reference for the review are to provide assurance to the community:
Te Aratika Academy has been functioning as a designated character school since the beginning of 2019. It was previously a newly established partnership school.
The school focuses on the effective engagement in learning of Year 11 to 13 male students who previously may not have experienced success in a mainstream education setting. Since opening in 2019 the roll has been relatively stable. There are currently 29 taiohi, all of whom identify as Māori.
The school operates within the grounds of Te Kura o Mangateretere. Close links are maintained with mana whenua, Ngati Kahungunu.
The key aspects of the designated character of the school (“The Right Path”) are identified as:
engaging and enriching young people in a culturally appropriate learning environment that emphasises Māori culture and values
developing lifelong learners who are confident in their Māori worldview.
Students are encouraged to identify and follow individualised pathways to success: personally, academically, technologically and vocationally.
The board of trustees is comprised mainly of those formerly associated with the initial partnership school. Te Aratika Charitable Trust continues to be involved in many aspects of the school. Trustees and staff are highly committed to ensuring positive outcomes for taiohi.
Practices and the curriculum are becoming more aligned to the valued outcomes linked to Māori concepts as described in the vision and graduate profile. As a result, taiohi are becoming more meaningfully engaged and better supported to make social, cultural and academic progress. Further analysis of destination information for school leavers will assist trustees, leaders and teachers to evaluate their impact on taiohi previously at risk of poor schooling outcomes.
The 2019 charter included development priorities for the new school. It is currently being reviewed to ensure it aligns more closely with te ao Māori beliefs. Specific targets linked to the priorities and having a greater focus on outcomes are being developed. Comprehensive policies and procedures are in place to guide school practices. They reflect the Te Aratika Academy context and good practice guidelines.
Establishing a partnership with whānau is prioritised as part of transition into the school. This is further promoted through ongoing contact and the development and review of individual learning plans. Pou Whenua (mentors) have a key role in supporting taiohi engagement and building positive relationships with whānau. They are responsive to the varying, ongoing and emerging needs of individual taiohi and whānau.
The principal is highly committed to the vision and kaupapa.Mentors and leadership networks are supporting to build knowledge of her role in a state school environment. Continuing to grow confidence to respond to the various aspects associated with leadership of a secondary school is a development priority for her.
Curriculum leadership roles and responsibilities in relation to the vision and kaupapa are still to be finalised. This needs to be addressed to allow aspects of teaching and learning to be progressed. The contribution, knowledge and understanding of the wider group of staff is increasingly part of curriculum development that will better reflect the context of the school.
Ongoing review and development of the curriculum is leading to a greater focus on Mātauranga Māori as part of school culture and learning. The school defines the key distinctive features of Māori learning preferences and behaviours as incorporating ako, whakapapa and whakawhanaungatanga. Maori culture and values are becoming more evident in the learning programme.
The learning programme emphasises an individualised approach. Personalised learning plans are developed collaboratively between taiohi, whānau, pou arahi (teachers) and pou whenua.
Field-based learning and physical activities, often within a Māori context and linked to Ngati Kahungunu, are an integral part of the programme. They include opportunities to widen experiences and build relationships aligned with the school kaupapa. A science and technology focus and work-related skills are integral features of each student’s learning programme. Specific links between education and future employment are emphasised. There are opportunities for success in NCEA Levels 1 to 3. Learning options available to students continue to be broadened, including through accessing short term courses using external expertise.
Observation of teaching and learning by ERO while on site indicated students being mainly well involved in learning. Generally positive, respectful adult and student relationships were evident. Explicit expectations of taiohi involvement and success support engagement.
The New Zealand Qualifications Authority (NZQA) have granted consent to assess across a range of domains and standards. NZQA is yet to verify the processes in place to ensure internal assessment is valid, fair, accurate and consistent. The school should ensure:
documentation appropriately supports school practices and aligns with NZQA guidelines
assessment practice meets the needs of students
moderation processes promote valid and accurate assessment.
There is close tracking of students towards NCEA qualifications. Student progress is regularly shared with the board. Taiohi and whānau are very well informed by end of year reporting linked to the graduate profile, academic achievement and progress.
Relationships are built that support wellbeing and preparedness for learning. Regular surveys allow students to feedback on relationships within the school and aspects of learning. Staff are sensitive to the wider needs of students. Responsive and restorative circle time, based on te ao Māori concepts, supports personal development, positive social interaction and learning. The physical and mental health of students is supported through regular visits from a nurse provided through an external health service.
The Ministry of Education (MoE) has continued to work with the board in relation to ongoing property issues and future property plans. The lack of growth in the student roll has created uncertainty and as a result some property and resourcing areas remain to be addressed.
The 2018 application to MoE to establish the designated character school included the intention for Year 9 and 10 enrolments from 2020. This remains an aspiration. The lack of suitable property provision and limited preparatory curriculum planning means possible enrolment of Year 9 and 10 students has made little progress since the school opened in 2019.
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:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
In order to improve current practice the board of trustees should:
Te Aratika Academy is effectively supporting taiohi social development, academic achievement and identity within a learning environment that emphasises Māori culture and values. Some practices continue to be developed in order to align with the expectations of being a designated character school in the state system. Uncertainty around future property and resourcing provision, including for personnel and financial areas, need to be addressed to enable continued improvement and sustainability.
ERO will return to the school by the end of 2021 as part of its normal review cycle.
Phil Cowie
Director Review and Improvement Services
Central Region - Te Tai Pūtahi Nui
11 February 2021