Waatea School

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 

“Ka rere taku manu ki ngā tōpito o te takiwā, kei runga noa atu tana rerenga hei Manutaki mō te hapori”

E tū ana Te Kura o Waatea ki te marae o Ngā Whare Wātea ki Māngere, ki Tāmaki-makau-rau ki te tonga. He marae o te taone a Wātea, e me ana, ka waatea mō te katoa, ahakoa ko wai, ahakoa nō hea.  Pūmau kaha ana te hono a te kura ki te mana whenua, Te Akitai, Te Waiōhua, me Tainui Waka hoki. E whakahaerehia ana aua ratonga e te kaiwhakahaere, e te Manukau Urban Māori Authority (MUMA). Ka noho tahi hoki te kura me te whare kōhungahunga o Waatea ki te wāhi kotahi. Ko ngā tamariki o te kura, he uri nō te Moana-nui-a-Kiwa, he uri Māori hoki. 

3 Te Aronga o te Aromātai 

He pēhea rawa te whai wāhi atu a ngā tamariki ki ā rātou akoranga, me tā rātou ahu whakamua?

E rongo ana ngā tamariki i te tangongitanga o ngā hononga papai e poipoi ana i a rātou, e whai pūtake ana hoki. Engari, kāhore te nuinga o rātou e ahu whakamua ana, e whakatutuki ana rānei i ngā tūmanako o te kura mō te reo matatini me te pāngarau. 

4 Ngā Whakaaturanga 

E whai wāhi atu ana, e ako ana hoki ngā tamariki ki tētahi taiao manaaki e whakatōpū ana, e whakakotahi ana hoki i a rātou. Ko ngā taunekeneke ki waenga i ngā kaiako me ngā tamariki, kua pou herea ki te whanaungatanga, te manaakitanga, me te aroha. Ka whai wāhi atu ngā tamariki ki te whakapūmau i ngā tikanga o te marae, ā, ka uru atu ki ngā haka pōwhiri. Ko ngā hui ā-kura he whai wāhitanga mō ngā tuākana ki te whakapakari i ō rātou ngākau titikaha ki te karakia, te mihimihi, te taki pepeha, te whaikōrero, me te karanga. He tika te aro atu a ngā tēina, mā te whai i ngā tauira i whakatakotohia ai e ngā tuākana. E poipoi ana ngā kaiako i te haumaru me te mauritau o te taiao ako. Ka kitea ngā tauārai e pā tōraro ai ki te ako a ngā tamariki, ā, ka arotahi ngā rautaki ki te whakatutuki i ngā matea ā-whatumanawa, ā-tinana hoki o ngā tamariki i mua i te whakaako me te ako. Kei te mauritau ngā tamariki, ā, e manaakitia ana rātou ki tētahi hōtaka akoranga e aro nui ana ki ō rātou matea. 

He pai te tū me te whakapau werawera o te poari kaitiaki hei painga mō te hapori o te kura. Nō nā noa nei te poari i whakatūngia ai, ā, kua whakakanohitia ngā kaiwhakahaere me te whānau. Ka mahi ngātahi ngā kaiārahi o te kura me te hapori, ki te whakatinana i ngā uara, ngā whāinga, me te tirohanga o te kura, kia whai ahurea, kia haumaru te taiao ako, ā, kia hāngai pū hoki ki te whānau. E whakatairanga ana ngā kaupapa here me ngā tukanga i tētahi taiao e haumaru ā-tinana ana, ā-whatumanawa ana hoki mō ngā tamariki. Ka arotahi ngā whakataunga kāwana ki te whakatairanga ake i te whakawhanaketanga torowhānui o ngā tamariki, me te waiora o ō rātou whānau. He tūāhuatanga tēnei e hāpai anōtia ana e ngā ratonga tautāwhi e tū ana ki te wāhi nei. 

Ko ngā hononga ki waenga i te poari me te tumuaki, ka ahu mai i te whakawhirinakitanga me te whakaute. Koia nei te wā tuatahi kua tū te tumuaki ki tōna tūranga, ā, ka toro mātātoa atu ia ki ngā tirohanga me ngā wawata o ngā tamariki, ngā kaiako, me te whānau, hei ārahi i ngā hōtaka akoranga. He whakaute ngā hononga ki waenga i ngā kaiārahi, ngā kaiako, me ngā whānau. Ko ngā matea me ngā ngākau nuitanga o ngā tamariki tētahi aronga. 

He pai te tautoko a te poari i te tumuaki. E hāngai ana ngā whāinga whakawhanaketanga o te tumuaki ki ngā kaupapa matua i te kura. Kei te mārama, kei te riterite hoki ngā tūmanako e whakapuakihia ana, e whakatauirahia ana hoki e te tumuaki, hei whakatairanga i te whakapaitanga ake o te whakaako me te ako. Kua whakamaheretia ngā whai wāhitanga ako ngaio me ngā whakawhanaketanga ngaio e tika ana. Kua whakatakotohia tētahi huringa tupu ngaio, ā, e arotahi ana ki te whakapai ake i ngā whakaritenga a ngā kaiako. Ko ngā tamariki kei te pūtake o ngā whakataunga.

Ngā Whakaritenga Matua ka whai ake

Me kōkiri wawe i te ahu whakamua me ngā whakatutukitanga o ngā tamariki i roto i te reo matatini me te pāngarau. Ko te whakatairanga ake i ngā whakatutukitanga o ngā tamariki tētahi aronga matua tonu ki te kura. Ko te tangongitanga o ngā huarahi ako, me te taumaha o ngā matea whanonga ētahi tūāhuatanga e wero tonu ana. Me whai tautoko ngā kaiārahi me ngā kaiako ki te whakawhanake i ngā wawaotanga ka whai hua, ka hāngai pū hoki ki te whakatutuki me te kōkiri ake i ngā paetae a ngā tamariki i roto i te reo matatini me te pāngarau. Me matua arotahi ngā mahi i whakamaheretia ai ki ngā matea ake o ia tamaiti me ia rōpū tamariki i tautuhia ai. Kāhore anō kia āta whakatinanahia ngā pūmanawa o ngā tamariki ki te ako. 

I Te Tari Arotake Mātauranga i te kura, i kōrero ngā kaiako i ā rātou āwangawanga e pā ana ki te noho haumaru o ngā tamariki. E tū pā tata ana te kura ki tētahi ara waka matua, ā, he maha ngā wāhanga e noho tuwhera ana ki te marea. Kāhore i te rawaka ngā taiapa i te kura, hei āta whakatūturu i te haumaru o ngā tamariki. Kei te whakamōrearea tēnei tūāhuatanga i te haumaru o ngā tamariki. 

5 Te Whakatau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei: 

• te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
• te haumaru ā-tinana o ngā ākonga
• te rēhitatanga o ngā kaiako
• ngā tukanga ki te whakatū kaimahi
• te whakaunu, te aukati, te pana me te whakarerenga
• te tae ā-tinana atu a ngā ākonga ki te kura
• ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014.

6 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te tumuaki ngā taunakitanga e whai ake nei, arā, kia:

• mahi te kura me ngā kaiwhakahaere ki te taha o te Tāhuhu o te Mātauranga ki te whakatika wawe i ngā tūāhuatanga e pā tōraro ana ki te haumaru o ngā tamariki nā te āhua o ngā taiapa, ā, kia
• whakawhanake, kia whakatinana hoki ngā kaiārahi i ngā wawaotanga e whai hua ana, e hāngai pū ana hoki ki te kōkiri i te ahu whakamua a ngā tamariki me ngā paetae i roto i te reo matatini me te pāngarau. 

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

21 Haratua, 2024

7 Ngā kōrero e pā ana ki te kura

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 

“Ka rere taku manu ki ngā tōpito o te takiwā, kei runga noa atu tana rerenga hei Manutaki mō te hāpori”
“My manu flies to the extremes of our region. It soars high, watching over our community”

Waatea School is located at Ngā Whare Wātea Marae in Māngere, South Auckland. It is an urban marae as it looks after everyone, ka waatea mō te katoa, ahakoa ko wai, ahakoa nō hea. Waatea School have a strong relationship with Mana Whenua, Te Akitai, Te Waiōhua and Tainui Waka. The kura is governed by the proprietor, Manukau urban Māori authority (MUMA). The kura also shares the site with the Waatea Early Childhood Centre. Tamariki enrolled at the kura are of Māori and Pacific ethnicity.

3 Evaluation Focus

How well do tamariki engage and progress in their learning?

Tamariki experience a range of positive, nurturing, and meaningful relationships. However, most are not progressing or achieving in literacy and numeracy at kura expectations. 

4 Findings

Tamariki participate and learn in a caring, collaborative and inclusive environment. Whanaungatanga, manaakitanga and aroha underpin interactions between kaiako and tamariki. Tamariki play a role in upholding tikanga of the marae, by participating in haka pōwhiri. Hui-ā-Kura provide opportunities for tuakana to build their confidence in karakia, mihimihi, pepehā, whaikōrero and karanga. Teina respond in an appropriate fashion by following the examples set by tuakana. Kaiako foster a safe and settled learning environment. Barriers that impact on tamariki learning are recognised and strategies focus on meeting the emotional and physical needs of tamariki prior to teaching and learning. Tamariki are secure and cared for in a learning programme where their needs are the focus.

The board of trustees represent and serve the kura community well in their stewardship role. The recently established board consists of representation from the proprietors and whānau. Kura leaders and the community work collaboratively to implement the kura values, goals and vision to provide a culturally enriched, safe and whānau-focused learning environment. Policies and procedures promote a physically and emotionally safe environment for tamariki. Governance decision making focuses on improving tamariki holistic development and the wellbeing of their whānau. This is further supported by the wrap around services onsite. 

Relationships between the board and the tumuaki are based on trust and respect. The first time tumuaki actively seeks the perspectives and aspirations of tamariki, kaiako and whānau to guide learning programmes. Relationships between leadership, kaiako and whānau are mutually respectful. Tamariki needs and interests are a focus.

The board supports the tumuaki well. Tumuaki development goals align with kura priorities. The tumuaki communicates and models clear and consistent expectations to promote improved teaching and learning. Appropriate professional learning and development opportunities are planned. A professional growth cycle is in place and focus on improving kaiako practices. Tamariki are at the forefront of decision making.

Key Next Steps

Tamariki progress and achievement in literacy and numeracy requires immediate acceleration. Improving tamariki achievement remains a priority within the kura. Diverse learning and extreme behavioural needs is an ongoing challenge. Leaders and kaiako require support to develop effective targeted interventions that address and accelerate tamariki achievement in literacy and numeracy. It is critical that planned actions focus on the specific needs of identified tamariki and groups of tamariki. The academic potential of tamariki is yet to be realised. 

While onsite, kaiako expressed their concerns about the safety of tamariki. The kura is situated next to a busy motorway with numerous access points from the public. There is inadequate fencing around the kura to be assured of tamariki safety. Tamariki safety is at risk.

5 Board Assurance on Legal Requirement

During the evaluation, ERO checked at the following areas:

• 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
• school policies in relation to meeting the requirements of the Children’s Act 2014.

6 Recommendations

ERO and the tumuaki developed the following recommendations:

• that the kura and the proprietors work alongside the Ministry of Education to urgently address the safety risks posed by the inadequate fencing, and
• leaders develop and implement effective targeted interventions to accelerate tamariki progress and achievement in literacy and numeracy. 

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

21 May 2024

7 Information about the kura