Manukura

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