Te Kura Māori o Ngā Tapuwae

Te Kura Māori o Ngā Tapuwae

Te Horopaki o te Rangahau 

E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau ki te tonga. Ka whakarato i te mātauranga kaupapa Māori ki ngā Tau 1 ki te 13. Kei raro te kura i te maru o Ngā Kura ā-Iwi, ā, ko te reo Māori te reo matua o ngā whakaakoranga. 

Ko tā te whāinga whānui o Ngā Kura ā Iwi, kia ū te mana motuhake, te ngākau titikaha, te whakaaweawe, te ihumanea, me te whakatakotoranga whakaaro hoki o ngā uri, kia whai wāhi nui rātou ki te ao whānui, ā, kia tūroa hoki tā rātou whai i te mātauranga. 

Ko ngā putanga matua ki ngā uri: 

  • kia whai tukuihotanga, kia whakaaweawe 
  • kia whai mana motuhake, kia whai mātauranga 
  • kia ihumanea ā-tinana, ā-whatumanawa, ā-tangata hoki 
  • kia whakatau whakaritenga, kia whai wāhi nui ki te ao whānui. 

Kua āta tūhonohono atu te kura nei ki te mana whenua, me ngā hapū, ngā marae hoki o te hapori. Ko te pūtake o taua whai hononga, ko te āta poipoi i te tuakiri o ngā uri mā aua tātai hono. He hononga mauroa anō hoki ō ngā whānau maha ki te kura. 

Ko ngā aronga rautaki o te kura nei, ko te Mana Mokopuna, te Mana Wairua, te Mana Tangata, te Mana Reo, te Mana Tikanga, te Mana Mātauranga Māori, me te Mana-ā-Kura. E whakatairanga ana te ahurea o te kura i te hiringa me te whakapai tonutanga. 

I te tau 2021, i whakahaerehia Te Kura Māori o Ngā Tapuwae mā ngā herenga KOWHEORI o te Taumata 3 me te Taumata 4 mō te takiwā o ngā wiki 11. Kīhai te kura i tuwhera anō i te wā i noho a Tāmaki-makau-rau ki raro i ngā herenga o te Taumata 3. He maha ngā kura i Tāmaki-makau-rau, i āta rongo i ngā pēhitanga o ngā herenga KOWHEORI ki ā rātou whakahaeretanga mō ngā wā roroa. Kua kitea e Te Tari Arotake Mātauranga te pōraruraru ake i pā ai ki ngā kura o Tāmaki-makau-rau. 

Ngā Kitenga:

Ngā akoranga i puta mai ai i te tau 2020

I whakamahi Te Kura Māori o Ngā Tapuwae i ngā whakamahuki i puta mai i te tau 2020 ki te hāpai i te whānau me ngā uri i roto i ngā wā herenga KOWHEORI i whai atu. Ko te tino akoranga nui i puta ki te poumarumaru me te tumuaki, koia ko te aro mārika ki te poipoi i te waiora, hei painga mō ngā uri, ngā kaimahi, me te whānau. 

Ngā tūranga me ngā kawenga

Ko tā te poumarumaru mahi matua, he hāpai i te tumuaki, i ngā kaiako, me ngā whānau. I te nohonga rāhui tuarua, i āta whakakaha ake te heamana o te poumarumaru i ngā whakawhitinga kōrero, mā te tuku pānui ki ngā whānau katoa i ia rua wiki.

Ko tā te tumuaki mahi, he whakarato i te ārahitanga rautaki i roto i te kura, ā, puta noa hoki i te hapori whānui. Ka whai hua tana whakamahinga i te aromātai o roto, hei āta whakatau i te āhua o ngā putanga e whakahaerehia ana, i ērā hoki i whakapai ake hei painga mō ngā uri me te whānau. 

“After each lockdown we reviewed what went well, what needed to change because we wanted to improve all the time.” – te reo o te Tumuaki  

Ko tētahi wāhanga nui o ngā mahi a te tumuaki i ia nohonga rāhui, ko te toro atu ki ngā rauemi me te tautoko e tika ana mō ngā uri me ngā whānau. I te nohonga rāhui o te tau 2020, he whānui ngā tūmomo wero i pā ki ngā whānau, otirā, ki te āheinga tonu o ngā uri ki te ako ā-ipurangi. Mai i te noho kāinga kore, ki te iti, te kore noho wātea rānei o ngā taputapu matihiko, ki te 35% o ngā whānau kāhore e whai hononga ipurangi ana ki kāinga, koia te āhua o ētahi o ngā tūmomo wero. 

“Kāore i a rātou te rorohiko, te Smart phone rānei.” – te reo o te Tumuaki 

I te nohonga rāhui o te tau 2021, i āta whakaritea e te tumuaki kia whai ngā kāinga me ngā whānau katoa i ngā taputapu e tika ana mō te ako ā-ipurangi, tae atu ki tana whakarite i te ahokore mō ngā whānau, i te ipurangi ā-waea rānei mō rātou e noho kāinga kore ana. I tuku atu ngā kaimahi i ngā taputapu matihiko ki ngā whānau i te wiki tuatahi o te nohonga rāhui.

 “We got laptops for all my kids, wifi for all homes, sometimes two because some lived in garages on the property.” – te reo o te Tumuaki 

I waihanga ngā kaiako i ngā kōpaki ako mā ngā uri i ngā wā e tika ana. He pārongo hoki o roto i ngā kōpaki, hei hāpai i ngā whānau ki te kōkiri i te ako a ā rātou tamariki.

I toro atu hoki te tumuaki ki huarahi kē mō te tuku kai ki ngā whānau. I whakapau kaha ia ki te toro atu ki ētahi tūmomo rōpū whakahaere, hei whakariterite i te tuku kai ki ngā whānau. 

“The kai deliveries were like Christmas it gave them a little bit of joy.” – te reo o te Tumuaki 

He tūranga whakaaweawe ō te tumuaki, i ngā pātuitanga mātauranga o waho me ngā tūmomo rōpū whakahaere. Ka whai wāhi atu hoki ki te rōpū whakahaere matua o Ngā Kura ā Iwi. He mema ia o te komiti COVID Urgent Response Fund mō ngā kura, ā, i hapahapai ia kia taurite te whakapā atu ki ngā pūtea. Ka hāpai ia i te mātauranga rumaki reo Māori puta noa i te rohe whānui, arā, i mahi tahi ia ki ētahi ratonga ipurangi kia wātea ai te ahokore ki ngā whānau arareo Māori katoa o Tāmaki-makau-rau. Ko āna mahi, tae atu hoki ki tōna ngākau whitawhita hei painga mō ngā uri, ka āta miramira i te hōhonutanga o tōna ngākau nuitanga mauroa. 

Arā noa atu ngā tini whakaaturanga i pupū ake ai i ngā uiui a Te Tari Arotake Mātauranga, i tohu ai i te kaha whakapeto ngoi o ngā whānau, te tumuaki, me ngā kaiako ki te tautoko mārika i ngā uri o tēnei kura. 

“This year the kura have gone above and beyond expectations” – te reo o te Whānau  

Ngā whakawhitinga

I te tau 2021, i ngāwari ake ngā whakawhitinga o ngā uri me ngā whānau o te hapori o Te Kura Māori o Ngā Tapuwae, nā tā rātou aronga ki te waiora. 

I āta whakamāramahia e te kura ki ngā whānau ngā tūmanako o ia whakawhitinga. Kīhai te kura i whakatuwhera anō i te wā o ngā herenga Taumata 3 ki Tāmaki-makau-rau. 

“We discussed what Level 3 would look like and then told the parents we wouldn’t be opening – to reduce the stress on staff and whānau.” – te reo o te Tumuaki  

Te waiora

I whai whakaaro nui te tumuaki ki ngā akoranga i puta ai i te tau 2020, ā, ko te waiora te aronga matua i te wā o ngā nohonga rāhui i te tau 2021. He aronga matatini ki te whakatairanga ake i te waiora o ngā whānau me ngā uri. I aro matua ki te waiora o ngā kaiako, ki te māramatanga o ngā whakawhitinga kōrero, me te whakaratonga o ngā rauemi e tika ana ki ngā whānau. 

“The biggest jewel in my school is my staff – te reo o te Tumuaki  

Ko te āta whakarite kia tautokona, kia mauritau hoki ngā kaiako me ngā whānau, i āta hāpai i te aro nui atu ki te ako a ngā uri mā te ipurangi. I whai wā hoki ngā kaiako ki te whakarite i ō rātou ake whānau i mua i tā rātou tahuri atu ki te ako tawhiti ā-ipurangi i ngā uri. 

“Save ourselves so we can save others. – te reo o te Tumuaki 

Hei hāpai ake hoki i te waiora o ngā kaiako, he iti ake ngā hui kaimahi mā te Huitopa, ā, i whakaritea tētahi rōpū pātuhi karere, mō te whakapuakitanga o ngā whakaaro me ngā kōrero akiaki ki ngā kaiako. 

Ko te āta whakawhitiwhiti kōrero ki ngā whānau tētahi āhuatanga i whai wāhi nui ki te waiora o ngā kaiako ki tēnei kura. E ai ki te tumuaki, tērā ētahi kūrakuraku i pā ai ki te kura i ngā whakawhitinga kōrero i te nohonga rāhui tuatahi. Ko ētahi āhuatanga pakeke i taua wā, ko te whakapūmau i ngā whakawhitinga kōrero ki ngā whānau i ia te wā, me ngā wero o roto i ngā whakautu kōrero a ētahi. 

I te tau 2021, i whakapakarihia ngā whakawhitinga kōrero, mā te āhua tonu o te huarahi i whāia, me ngā kiko kōrero. I whakarārangi haere ngā kaiako i ā rātou whakawhitinga kōrero ki ngā whānau, kia whai haere rātou i ngā kiko kōrero me ngā whakawhitinga kōrero. 

I whakatū hoki te tumuaki me ngā kaimahi i ngā arowhai waiora ki te taha o ngā mātua, i ia pō mō te hāwhe hāora, mā te Huitopa. I aro nui ngā whakawhitinga kōrero o aua hui ki ngā tūāhuatanga i hāngai ai ki ngā whānau me ngā uri, pērā i te akiaki i te tūhonohono tonu o ngā tamariki nohinohi o ngā whānau. 

“We noticed our little people were over zoom so encouraged whanau to set up zoom play sessions with their friends” – te reo o te Tumuaki 

He tautoko hoki i hāngai pū ai ki ngā karani mātua e tiaki ana i ngā uri.

“…. more caring about our old people who look after mokopuna” – te reo o te Tumuaki 

Ko te whakapakaritanga ake o ngā whakawhitinga kōrero i te tau 2021, i whakanui ake i ngā mōhiohio i whakapuakihia ai e ngā whānau ki te tumuaki. Nā taua tūāhuatanga, i āta kitea te korahi o ngā taumahatanga pūtea ki ngā whānau, me ngā tōrite ā-pāpori, puta noa i tō rātou hapori kura. 

“Parents started telling their stories.”– te reo o te Tumuaki 

Ko te nui o te utu o te noho whare, te āhua tonu o ngā nama,  ngā taumahatanga mahi i ngā ratonga waiwai, ngā whakaritenga mō te noho taratahi o te hunga pā tata, te whai wawe i te kāinga noho, me te noho kāinga kore, ētahi o ngā wero whakapū i pā ai ki ngā whānau. 

I whakamahi te tumuaki i ngā pārongo kōrero i whakaratohia ai e ngā whānau, ki te hāpai i ō rātou matea. 

Ko ngā whakarerekētanga ki te āhua o ngā whakawhitinga kōrero a ngā kaimahi ki ngā whānau, i whakatutuki i tēnā i hiahiatia ai, arā, i whakatairanga ake i te waiora o te katoa. 

“The wairua changed…. whānau were much kinder this time around” – te reo o te Tumuaki 

I ū tonu ki te aronga ki te waiora o ngā uri, puta noa i te tīni haere o ngā taumata herenga o te KOWHEORI. I aro nui ngā kaiako ki ngā matea o ngā uri, ā, i panoni haere i ngā hōtaka akoranga hei hāpai ake i ngā whānau, pērā i te whakarerekē i ngā wā ako ā-ipurangi i whakaritea ai, me te waihanga i ngā kōpaki ako e hāpai ai i ngā uri ki te whakahaere i ā rātou ake mahi pakirehua i te kāinga. 

I whakamāramahia e te tumuaki, i tapeke te pā tōraro haere o ngā nohonga rāhui ki ngā ākonga tuākana. He kawenga anō ā te nuinga o ngā uri tuākana i ngā nohonga rāhui, pērā i te mahi moni, i te tiaki rānei i ō rātou tēina i ngā mātua e mahi ana. 

I pā tōraro hoki ki te waiora o ngā uri, ko te whakakorenga o ngā kaupapa nui, pērā i Ngā Manu Kōrero me te pō kanikani o te kura. Ko te kore whakanuitanga o ngā manu tāiko tētahi āhuatanga e āwangawanga ana i te kura. E rapu ana ngā kaiārahi i ētahi atu huarahi kē ki te whakanui i te angitu o ngā ākonga. 

Kua piki ake te mānukanuka mō ngā whakamātautau o Te Taumata Mātauranga ā-Motu kua Taea. He āwangawanga nō ngā uri, mō te kore eke pea ki tō rātou e tūmanako ai mō te haere ki te whare wānanga. 

“I have a number of students who are depressed and anxious.” – te reo o te Tumuaki  

Ki tā te tumuaki, nā te nui o ngā mahi i pupū ake i te nohonga rāhui, me āna whai wāhitanga hoki ki ētahi atu rōpū whakahaere, i wherū ia. Ko te ruha o ngā kaiārahi tētahi ariā matua i puta i te rangahau KOWHEORI a Te Tari Arotake Mātauranga, ā, koia nei tonu tētahi wero e āta whakahaerehia ana e ngā poari o ngā kura. 

Ngā kitenga me ngā āheinga anamata

E mōhio ana te tumuaki, ka mauroa tonu te noho o te KOWHEORI-19. Hei āhuatanga tonu o te aro atu ki taua tūāhuatanga noa, kei te panoni te kura nei i tā rātou aronga. Kua whakaritea ētahi awheawhe hangarau, ētahi hōtaka akoranga hoki mō ngā whānau, hei whakatupu ake i ō rātou pūkenga. E whakaarohia ana hoki te whakawhāiti i ngā rā whakaako ki te kura, kia whā noa ngā rā o ia wiki. 

I āta whakanuia e te tumuaki te noho mātuatua o te kano ārai mate ki te hapori, hei tiaki i ngā tamariki. E tino whai whakaaro nui ana te tumuaki ki ngā tamariki nohinohi me ngā kaumātua, kei pāngia e te KOWHEORI-19, me te whai pānga whānui tonu o taua tūāhuatanga ki ngā whānau Māori.

Kua kitea e te tumuaki, ko ngā tōrite me ngā taumahatanga ā-pāpori ētahi āhuatanga hei whakamaurutia, kia pai ake ai ngā putanga ako o ngā uri, ngā putanga waiora o ngā whānau, me te nui hoki o ngā mahi a ngā kaiako. Me whakarato hoki i ngā mea waiwai ki ngā whānau i ngā nohonga rāhui. 

“We need …. support so that Tumuaki can concentrate on learning”– te reo o te Tumuaki  

I whakapātari ia i ngā ratonga o waho ki te mahi ngātahi, hei whakaheke i ngā tōrite i te hapori. E ai ki te tumuaki, me whai wāhi ngā mātanga Māori ki ngā ratonga o waho, kia pupū ake ai ngā rongoā. 

Lynda Pura-Watson
Kairuruku

Poutū-te-rangi 2022

Te Horopaki ā-Rangahau | Research context 

Te Kura Māori o Ngā Tapuwae is situated in Mangere, South Auckland. It provides kaupapa Māori education for Years 1-13. The kura is affiliated to the Ngā Kura ā-Iwi collective and te reo Māori is the principal language of instruction.

The overarching goal of Ngā Kura ā-Iwi kura is that uri are autonomous, confident, influential and intelligent decision makers who contribute to society as lifelong learners. 

The key outcomes for uri are:

  • culturally autonomous and influential
  • intellectually and academically independent 
  • physically, emotionally and socially intelligent 
  • decision makers who contribute to society.

This kura has formed strong relationship with mana whenua, hapū and local marae. This is to ensure the identity of uri is fostered through these meaningful connections. Many whānau have enduring relationships with the kura.

Mana Mokopuna, Mana Wairua, Mana Tangata, Mana Reo, Mana Tikanga, Mana Mātauranga Māori, Mana-ā-Kura are the strategic foci of this kura. The kura culture promotes excellence and ongoing improvement.

Te Kura Māori o Ngā Tapuwae operated within COVID Level 3 and 4 restrictions for approximately 11 weeks in 2021. The kura did not reopen while Auckland was operating at Level 3 restrictions. For many Auckland kura, COVID restrictions placed considerable strain on operations for extended periods of time. ERO acknowledge the unique predicament the kura in Tamaki Makarau are faced with. 

Ngā Kitenga: Findings

Lessons from 2020

Te Kura Māori o Ngā Tapuwae used the lessons learnt from 2020 to support whānau and uri with subsequent COVID restrictions. The major learning for the poumarumaru and tumuaki was the importance of maintaining wellbeing for uri, kaimahi, and whānau.

Roles and responsibilities

The core role of the poumarumaru is one of support for the tumuaki, kaiako and whānau. During the second lockdown the poumarumaru chair strengthened communications by sending fortnightly pānui to all whānau.

The tumuaki provides strategic leadership within the kura and across the wider community. She uses internal evaluation effectively to ensure ongoing and improved outcomes for uri and whānau

“After each lockdown we reviewed what went well, what needed to change because we wanted to improve all the time.” – Tumuaki voice 

Sourcing appropriate resources and support for uri and whānau remained a significant part of the tumuaki’s role within each lockdown. During the 2020 lockdown whānau experienced a range of challenging factors which impacted on the ability of uri to learn online. Some of the challenges ranged from homelessness to limited or no access to devices, through to 35% of whānau having no connectivity at home.

“Kāore i a rātou te rorohiko te Smart phone rānei.” – Tumuaki voice 

In the 2021, lockdown the tumuaki ensured that all homes and whānau were equipped for online learning, including organising wifi for whānau, or mobile data for those who were homeless. Devices were delivered to whānau by kaimahi in the first week of lockdown. 

 We got laptops for all my kids, wifi for all homes, sometimes two because some lived in garages on the property.” – Tumuaki voice

The kaiako produced learning packs for uri where needed. The packs included information for whānau to support in the facilitation of their childs learning.

The tumuaki found alternative methods to source kai for whānau. She spent a significant amount of time contacting different organisations to organise food for whānau.

The kai deliveries were like Christmas it gave them a little bit of joy.” – Tumuaki voice 

The tumuaki holds influential positions within and across external education networks and organisations. This includes the Executive of Ngā Kura ā-Iwi. She was a member of the COVID Urgent Response Fund committee for schools, advocating for equitable access to funding. She supports Māori-medium education across the wider region, for example working with internet providers to make wifi available for all Māori-Medium whānau in Tamaki Makarau. This alongside her passion for uri highlights her deep and unwavering commitment.

There was overwhelming evidence through ERO’s interviews that whānau, tumuaki and kaiako went over and above their roles to support uri in this kura.

This year the kura have gone above and beyond expectations” – Whānau voice 

Transitions

Te Kura Māori o Ngā Tapuwae community experienced smoother transitions for both uri and whānau in 2021 due to their focus on wellbeing. 

The kura clearly communicated with whānau what the expectations were for each transition. The kura did not reopen while Tamaki Makaurau was operating at Level 3 restrictions. 

We discussed what Level 3 would look like and then told the parents we wouldn’t be opening – to reduce the stress on staff and whānau.” – Tumuaki voice 

Wellbeing

The tumuaki was mindful of the lessons learnt in 2020 and wellbeing was a key focus during the 2021 lockdowns. There was a multi-faceted approach to improve wellbeing for whānau and uri. Kaiako wellbeing, clear communication, and resourcing for whānau were prioritised. 

The biggest jewel in my school is my staff” – Tumuaki voice

Ensuring kaiako and whānau were settled and supported meant that eveyone could attend fully to uri learning in an online environment. Kaiako were given time to organise their own whānau before starting online distance learning for uri.

“Save ourselves so we can save others.” – Tumuaki voice

To further support kaiako wellbeing, zoom staff hui were significantly reduced and a messenger group established to share ideas and provide encouragement to kaiako.

Clear communication with whānau was key to kaiako wellbeing in this kura. The tumuaki reported that as a kura they experienced some communication difficulties during first lockdown. These included the struggle to maintain regular contact with whānau and the challenging responses from a few.

During 2021, communication was strengthened, in terms of both method and content. Kaiako maintained a log of whānau communication that tracked contact and discussion.

The tumuaki and staff held parent wellness checks for half an hour every evening via zoom. Discussions during these hui was responsive to whānau and uri circumstances, for example encouraging connection for the younger members of the whānau.

We noticed our little people were over zoom so encouraged whānauto set up zoom play sessions with their friends”Tumuaki voice

There was specific support provided to grandparents who were caring for uri.

“…. more caring about our old people who look after mokopunaTumuaki voice 

Improved communication in 2021 increased the information that whānau shared with the tumuaki. This meant the extent of financial pressure on whānau, and social inequities became more apparent across their kura community.

“Parents started telling their stories.”– Tumuaki voice 

The high cost of housing, debt levels, essential services work pressures, isolation requirements of close contacts, emergency housing changes, and homelessness were all fundamental challenges that whānau were dealing with. 

The tumuaki was able to use the information provided by whānau to respond to whānau needs.

The changes made to how staff communicated with whānau had the intended impact of improving wellbeing for all. 

“The wairua changed…. whānau were much kinder this time aroundTumuaki voice 

There was a continued focus on the wellbeing of uri throughout changes to COVID level restrictions. The kaiako were responsive to uri needs and adapted learning programmes to better support whānau, for example adjusting scheduled online class time and creating packs where uri could conduct their own investigations at home.

The tumuaki explained that the lockdowns have had a cumulative impact on senior students. The majority of senior uri had additional responsibilities during lockdown including working in paid employment or acting as caregivers for siblings as parents worked.

Uri wellbeing has been negatively impacted by the cancellation of key events such as Ngā Manu Kōrero and the school ball. The lack of recognition for graduating students is a particular concern for this school. The leaders are investigating alternative ways to celebrate student success.

Anxiety levels for NCEA examinations have increased. Uri were concerned that they wouldn’t meet their expectation to attend University. 

I have a number of students who are depressed and anxious.” – Tumuaki voice

The tumuaki acknowledged that the additional work created by lockdown together with the contribution she makes to other organisations had ‘worn her out’. Fatigue by leaders has been a key theme in ERO’s COVID research and continues to be a challenge that kura boards manage carefully.

Ngā kitenga me ngā āheinga anamata: Insights and opportunities

The tumuaki acknowledges that COVID-19 is here to stay. As part of the response to the ‘new norm’ this kura is modifying their approach. Growth of whānau skills through technology workshops and learning programmes for whānau are planned. Limiting on-site instruction to four days per week is being considered.

The tumuaki emphasised the importance of vaccination for the community to protect children. The tumuaki has a deep concern for both young children and the elderly catching the COVID-19 virus and the wider impact this could have on Māori whānau.

The tumuaki recognises that inequities and social challenges need to be alleviated to improve learning outcomes for uri, wellbeing outcomes for whānau, and workload for kaiako. Essentials need to be supplied to whānau during lockdowns.

We need …. support so that Tumuaki can concentrate on learning”– Tumuaki voice 

She challenged external agencies to work together to reduce inequities within the community. The tumuaki stated that Māori expertise is required by external agencies to generate solutions.

Lynda Pura-Watson
Deputy Chief Executive Evaluation and Review Māori

March 2022

Te Kura Maori o Nga Tapuwae - 11/12/2015

Ngā Whakaaturanga

Ka whakatinanahia ngā ākonga i te tohu o te kura, arā, ‘Ina te mahi, he Rangatira’. He mana motuhake, he māia, he whakaaweawe, he ihumanea tō ngā ākonga, ā, ka whakatau rātou i ā rātou ake whakaritenga. Ka kōkiri rātou i ā rātou anō, ā-hinengaro, ā-mātauranga hoki. E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau, ā, kua hono atu ki Ngā Kura ā Iwi o Aotearoa. 

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri i roto i te whā ki te rima o ngā tau.

1  Te Horopaki

E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau, ā, kua hono atu ki Ngā Kura ā Iwi o Aotearoa. He tino hononga tauutuutu tā te whānau o te kura ki te mana whenua me te Kīngitanga. Ka whakapūmau rātou i te poipoi i ngā tikanga me ngā kawenga a ngā iwi o tēnei takiwā.

Ko Puketapapa me Te Ara Pueru ngā Maunga 
Ko te Manukanuka a Hoturoa te Moana
Ko Puukaki, ko Makaurau, ko Te Puea ngā marae
Ko Te Waiohua , Te Akitai, ko Te Ahiwaru, Te Kawerau a Maki ngā hapū,
Ko Waikato te Iwi.

Kua waihangatia e te whānau o Ngā Tapuwae ō rātou whare hou, ā, ka tīmata te hanga i aua whare hei te tau 2016. Ko te tūnga o Te Whare Wānanga Pupuri Kōrero o Ngā Tapuwae kei te pūtahi o ngā whare hou kāhore anō kia whakatūngia. Ka noho matua ki te katoa ngā hononga ki te wā o mua, ki tēnei wā, ki ngā wā hoki kei te heke tonu mai. He tini ngā whakatupuranga o ngā whānau, ngā pouako, me ngā kaiārahi e hāpai ana i te kura, i tōna tupu, me tōna aronga mō meāke nei.

He pēhea rawa ngā ākonga e whakaatu mai i tō rātou mana motuhake, tō rātou tūmāia, tō rātou whakaaweawe, me tō rātou ihumanea e whakatau whakaritenga ana, ā, e whai wāhi nui ana ki te hapori whānui?

He mana motuhake, he māia, he whakaaweawe, he ihumanea tō ngā ākonga, ā, ka whakatau rātou i ā rātou ake whakaritenga.

2  Ngā Putanga ki ngā Ākonga

He pakari ngā ākonga i roto i te reo, te ahurea, me te tuakiri ā, he pakari rātou i roto i te ahureatanga. Ko ngā uaratanga o te kura, arā, ko te whakaute, te kawenga, me te atawhai ngā tino pou tohu e whakahāngai ana i ngā taunekeneke, te āhua, me te whanonga o ngā ākonga me te whānau. Ka ako ngā ākonga i a rātou anō, i ō rātou iwi me ngā iwi hoki o te takiwā nei, i a Tainui me te Kīngitanga hoki. Ka taunekeneke ngā ākonga ki ngā kaumātua o ngā marae o tēnei hapori. Ka whai wāhi rātou i ia te wā ki te whakatōmene me te whai māramatanga ki ngā whakahirahiratanga o te tiaki i ō rātou kaumātua. Ka whai wāhi nui, ka tautoko mārika hoki ngā kaumātua me tō rātou mātau i te whakawhanaketanga me te whakahaumanu ake hoki o te reo Māori, ngā tikanga, me ngā reo ā-iwi ki te tāone nui. He nui ngā tūmanako o ngā pouārahi matua kia ū pūmau ai te tuituitanga o tā rātou marau, te kounga o ngā whakaakoranga, te whai wāhi mai o ngā kaumātua, me te hononga ki te hapori i te mana me te whakahirahiratanga o te ahurea, te reo, me te tuakiri. Ka whakarite ngā pouako i ngā whai wāhitanga mō ngā ākonga ki te tūhura i te ao Māori. Ka ākina ngā ākonga kia ako, kia whai whakaaro hoki rātou ki te wā o mua me tēnei wā hoki, i a rātou e whakariterite ana mō te wā kei te heke mai. Ko ‘Te Huarahi Hou’, arā, he huihuinga rōpū iwi, ka arotahi ki te whakarato i ngā rauemi me ngā wheako o te kounga kairangi i roto i ngā whakaakoranga me ngā akoranga a ā rātou tamariki. He mātua kei roto i rōpū, ā, i kuraina ētahi o rātou i tēnei kura. Kei te noho ngākau nui rātou ki tēnei kura me āna tikanga.

He pakari te reo matatini me te pāngarau o ngā ākonga. Ka arotahi te poumarumaru ki te eke angitu o ngā ākonga, ā, ka whakapau kaha rātou ki te whakawhanake i ngā tino kaiārahi, me ngā tino pouako. Ka arahina ngā pouārahi matua e te tumuaki, ā, ka whakatakoto i ngā taumata teitei mō te katoa, ka waihanga hoki i ngā whai wāhitanga me ngā wero kia hōhonu ai te pakirehua ngaio me te whakapai tonutanga. Ka mahi ngātahi ngā pouako mā ngā huarahi auaha e aro nui ana ki te kaupapa, hei whakarato i ngā akoranga e whakahāngaitia ai ki tēnā me tēnā. Ka whakamahia taua aronga whakahāngai ako, kia hāngai ai ngā akoranga ki ia ākonga, mai i te tau 1 ki te 13. Ko ngā huarahi ako, ngā ngākau nuitanga, ngā matea me ngā pūmanawa o ngā ākonga e whai pānga ana ki te kiko o ngā akoranga me ngā rautaki whakaako. Ahakoa kua whakaritea ā-tau, ā-reanga hoki te kura, he rerenga tonu tā ngā akoranga e hāpai ana i te rere pai o te mātauranga mō ngā ākonga katoa. Puta noa i te kura, ka wheako ngā ākonga i ngā whai wāhitanga ki te whakatau i ngā whiringa ako, ki te tautuhi i ā rātou whāinga ako, te tūhura, te whakamātau, te patapatai, me te whakawhanake hoki i te ngākau nui ki te ako. Ka ākina ngā ākonga ki te whakaaro huritao ki tēnā i mahi ai rātou, me te whai whakaaro ki te āhua o ā rātou mahi. Ka eke angitu ngā ākonga, ā-hinengaro, ā-mātauranga hoki.

Ka whakatau ngā ākonga i ngā whakaritenga, ā, he whai wāhitanga hoki mā rātou ki te ārahi. Ka whakatau te poumarumaru, ngā pouārahi matua, me ngā pouako i ngā āhuatanga ka whai pānga ki ngā ākonga, ka whakamārama hoki he aha ai, ā, ka tautuhi i te whai pānga o ā rātou mahi. Ka whakatauirahia aua mahi mā ngā ākonga, ā, ka ākina rātou ki te noho mārama ki ā rātou whakataunga e pā ana ki a rātou anō, ki ā rātou ake akoranga hoki. Ka whakamahi ngā ākonga i ngā tūmomo rautaki pērā i te pakirehua me te hīraurau hopanga, kia tau ai rātou ki ngā whakataunga e tika ana. Ka whakamōhio tēnei i ā rātou whakataunga mō ō rātou hiahia ako, ō rātou matea ako, me ā rātou whiringa ako. Nā te noho mārama o ngā ākonga mō rātou anō, he pakari anō hoki rātou ki te āwhina i te ako a ētahi atu, me te whakapuaki i ō rātou mātanga. I ētahi o ngā wā, i ngā tūmomo taiao akoranga, he kawenga tā te ākonga, ā, ka hāpai tēnei i tōna tū hei kaiārahi. He pakari ngā ākonga hei kaiārahi e manaaki ana i te ao, ā, he hiahia nui ki te whai wāhi atu. Ka kaha whakatinana ngā ākonga i te pepehā o te kura, arā, ‘Inā te mahi, he Rangatira.’ 

3 Te ārahitanga me te aromātai o roto

Kei te mōhio whānuitia te ārahitanga ngaio o te tumuaki, te hihiri hoki me tōna whakaaro nui ki te hapori i tana whakapakari ake i te ārahitanga. Kua whakaritea e ia te kaha o te ngaiotanga me te whakakotahitanga, ā, he nui ngā tūmanako, ka whakamanahia hoki ia mema mō tō rātou mātanga, ō rātou pūkenga hoki puta noa i ngā wāhanga katoa o te whakahaere i te kura. Ka whakarite ia i ngā whai wāhitanga mō ētahi atu ki te eke hei kaiārahi, ki te whakapuaki hoki i ō rātou āheinga, me te hāpai anō hoki i te eke angitu i roto i te mātauranga. Ka kapohia atu te angitu o ngā tini whakatupuranga mai i te kaha o te whanaungatanga i waenganui i te mana whenua, ngā kaumātua, ngā pouako me ngā ākonga.

Ko te kaha o te aromātai o roto e kōkiri ana i te auahatanga me te whakarerekē haere i ngā wā katoa. He kōkiritanga nahanaha ki te whakaaro kaikini, te pakirehua kaikini hoki e ahu mai ana i ngā whakaaturanga. Ko te matawhānui o ngā pakirehua tētahi tino tirohanga ki te āhua o ngā mahi e whakatutukihia ana. Nā tēnei, ka hōhonu ake te tirotiro, ā, ka haere ngātahi tēnei me te aroturuki mārika, te aru mārika. Ko te wā whakaaro nei hei tino whai wāhitanga anō hoki mō te whakatau ngātahi i ngā whakaaro. Ka whakamahia ngā kōrero urupare kia whai wāhi mai ai te tini o ngā whakaaro, ngā whakataunga, me te whakaraupapatanga o ngā kaupapa matua. Ko aua rautaki aromātai o roto, me aua aronga aromātai o roto hoki e hāpai ana i te māramatanga o te whānau, ngā hapū, ngā iwi, ngā pouako me ngā ākonga ki te arotahi ki te whakatutuki i ngā wawata o te kounga kairangi.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kua tāutuhia e te whānau o te kura:

  • kia whakamahi tonu rātou i ngā tino pūnaha o te aromātai mō te haere tonutanga o te auahatanga me te whakarerekē haere.

4  Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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 Poumarumaru
  • 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 arotake, 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 pouako
  • 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.

Te Whakarāpopototanga

Ka whakatinanahia ngā ākonga i te tohu o te kura, arā, ‘Ina te mahi, he Rangatira’. He mana motuhake, he māia, he whakaaweawe, he ihumanea tō ngā ākonga, ā, ka whakatau rātou i ā rātou ake whakaritenga. Ka kōkiri rātou i ā rātou anō, ā-hinengaro, ā-mātauranga hoki. E tū ana Te Kura Māori o Ngā Tapuwae ki Māngere, ki Tāmaki-makau-rau, ā, kua hono atu ki Ngā Kura ā Iwi o Aotearoa. 

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri i roto i te whā ki te rima o ngā tau. 

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

11 Hakihea, 2015

Purpose

The purpose of ERO’s reviews is to give whānau and the wider school community information about the quality of education that the school provides and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO report answers an evaluative question that is developed with the school and whānau. Under the overarching question ERO reports on the quality of education and learning outcomes for children. ERO also reports on self review processes and practices.

Ngā Kōrero e pā ana ki te kura 

Te tūwāhi

Kei Māngere, ki Tāmaki-makau-rau

Te tau a te Tāhuhu o te Mātauranga

630

Te tūmomo kura

He kura hiato Tau 1 ki te 13 

Te tokomaha o ngā ākonga o te kura

255

Te ira tangata

Kōtiro136

Tama tāne 119

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

Kura ā Iwi

Te wā i te kura te rōpū arotake

2 Whiringa-ā-rangi 2015

Te rā o tēnei pūrongo

11 Hakihea, 2015

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga 

Pipiri 2012

Findings

Learners embody the school motto, ‘Inā te mahi, he Rangatira’.  Learners are autonomous, confident, influential, intelligent, decision makers. They are intellectually and academically independent. Te Kura Māori o Ngā Tapuwae is in Mangere, Auckland and is a member of Ngā Kura ā Iwi o Aotearoa Incorporated.

ERO is likely to carry out the next review in four-to-five years.

1 Context

Te Kura Māori o Ngā Tapuwae is in Mangere, Auckland and is a member of Ngā Kura ā Iwi o Aotearoa. The whānau has a significant and reciprocal relationship with mana whenua and the Kīngitanga. They are committed to maintaining the rights and responsibilities of local iwi.

Ko Puketapapa me Te Ara Pueru ngā maunga 
Ko te Manukanuka a Hoturoa te moana
Ko Puukaki, ko Makaurau, ko Te Puea ngā marae
Ko Te Waiohua , Te Akitai, ko Te Ahiwaru, Te Kawerau a Maki ngā hapū,
Ko Waikato te iwi.

The whānau of Ngā Tapuwae has designed its new buildings and construction begins in 2016. The location of Te Whare Wānanga Pupuri Kōrero o Ngā Tapuwae is the centre point for the new buildings. The connection to the past, present and future is important to all. Multiple generations of whānau, teachers and leaders support the school, its ongoing growth and future focus.

How effectively do learners show they are autonomous, confident, influential, intelligent, decision makers who contribute to society?

Learners are autonomous, confident, influential, intelligent, decision makers.

2 Learner Outcomes

Learners are strong in their language, culture and identity, they are culturate.  The school values, respect, responsibility and kindness are touch stones that focus the interactions, manner and behaviour of learners and whānau. Learners learn about themselves, their respective iwi and local iwi, Tainui and Kīngitanga. Learners interact with kaumātua from the local marae. Regular opportunities for learners to engage with and understand the importance of caring for their elders are made. Significant kaumātua with expertise in te reo Māori influence and support language and tikanga development and restoration of iwi dialects in an urban setting.  The senior management team have high expectations that their integrated curriculum, quality teaching, kaumātua involvement and community connectedness will uphold the value and importance of culture language and identity. Teachers include opportunities for learners to explore te ao Māori. Learners are encouraged to learn about and consider the past and present as they plan for their future. The incorporated society ‘Te Huarahi Hou’ focus their contribution on the provision of high quality teaching and learning resources and experiences for their children. This group is made up of parents some of whom are ex-students, all are committed to this school and what it stands for.

Learners are literate and numerate. The board of trustees focus on learners’ success and invest in developing great leaders and great teachers. The senior management team, led by the principal, set high standards for all and create the opportunities and challenge for deep professional inquiry and ongoing improvement. Teachers collaborate in responsive and innovative ways to provide differentiated learning. The differentiated learning approach is used to personalise learning for all ages from year 1 -13. Learning preferences, passions, needs and strengths of learners influence content and teaching strategies. Although the school is divided by years and levels there is a continuum of learning that supports a seamless education for all learners. Throughout the school learners experience opportunities to make choices, define their learning goals, explore, experiment, question and develop a love for learning. Learners are prompted to reflect on what they do and consider how well they have done. Learners are intellectually and academically successful.

Learners make decisions, and have opportunities to lead.  The board of trustees, senior managers and teachers make decisions about what will happen for learners, explain why and define the intended impact of their actions. These techniques are modelled to and for learners who are encouraged to be clear about the decisions they make for themselves and their own learning. Learners use different strategies like inquiry and problem solving, to reach specific conclusions. This in turn informs decisions they make about their learning preferences, needs and choices. As learners have clarity for themselves, they are well equipped to help others to learn and share their expertise. At different times and in the differentiated learning environment, learners take on responsibilities that build their individual competence as leaders. Learners are confident leaders who care about the world and are determined to contribute. Learners embody the school motto, ‘Inā te mahi, he Rangatira’.

3 Leadership and Internal review

The principal is renowned for her professional leadership, acumen and community minded approach to building leadership. She has established a strong professional and inclusive culture where expectations are high and each member is valued for their knowledge expertise and skill throughout all parts of the school operations. She creates opportunities for others to excel as leaders, share their abilities and contribute to educational success. Intergenerational success is captured through the strong relationships between mana whenua, elders, teachers and learners.  

High level internal evaluation provides a continuing impetus for innovation and change. There is a systematic drive for critical thinking and inquiry that is evidence based. Comprehensive inquiry provides considerable insight into what is happening. This leads to additional investigation alongside focused monitoring and tracking. The thinking space provides real opportunity for collaborative sense making. Feedback loops are used to include multiple voices, decision making and prioritising. These internal evaluation strategies and approaches support whānau, hapū, iwi, teachers and learners to understand how to focus on achieving high quality aspirations.

School-identified areas of development

Te School Maori o Nga Tapuwae has identified that:

  • They will continue to utilise effective evaluation systems for ongoing innovation and change. 

4 Board assurance on legal requirements

Before the review, the board of trustees and principal 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:

  • board administration
  • 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 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.

Conclusion

Learners embody the school motto, ‘Inā te mahi, he Rangatira’.  Learners are autonomous, confident, influential, intelligent, decision makers. They are intellectually and academically independent. Te Kura Māori o Ngā Tapuwae is in Mangere, Auckland and is a member of Ngā Kura ā Iwi o Aotearoa Incorporated.

When is ERO likely to review the school again?

ERO is likely to carry out the next review in four-to-five years. 

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

11 December 2015 

Information about the School 

Location

Mangere, Auckland

Ministry of Education profile number

630

School type

Composite Year 1-13

School roll

255

Gender composition

Girls 136

Boys 119

Ethnic composition

Māori

100%

Special features

Kura ā Iwi

Review team on site

2 November 2015

Date of this report

11 December 2015

Most recent ERO report(s)

Education Review

June 2012

Te Kura Maori o Nga Tapuwae - 29/06/2012

1 Te Horopaki

He aha ngā āhuatanga whai take o tēnei kura, e whai pānga ana ki te akoranga a ngā ākonga?

He kura motuhake Te Kura Māori o Ngā Tapuwae, ā, i āta whakamanatia tēnei āhuatanga i te tau 2011, ahakoa i whakahaerehia te kura ki te papa whenua o Southern Cross Campus, mai i te tau 1997. Nō Tainui, nō te Kīngitanga te mana whenua ki te wāhi o te kura, ā, ka whakanuia, ka whakakoia, ka tautokona tēnei āhuatanga e te whānau. Ko te wharenui o te kura, arā, ko Te Whare Wānanga Pupuri Kōrero o Ngā Tapuwae, tētahi tohu nui o te hītori o te kura, me tōna haerenga ki te whakatutuki i ngā wawata o te whānau o mua, o tēnei wā hoki. Ka whai wāhi te whānau ki te whakahou aketanga anō o te taiao o te kura whānui.

Kua roa nei te whānau me ngā kaimahi e whai wāhi atu ana ki te kura, hei ākonga o mua o Te Kura Māori o Ngā Tapuwae. Ka āta whai wāhi atu ki te hapori o Māngere, ā, koia nei te kura matua ki a rātou. He kākanorua te tokomaha o rātou, ā, ka whakamanatia, ka poipoia hoki tēnei āhuatanga hei āta tautoko i te tuakiri me ngā ahurea o ngā ākonga. He kaha te whai wāhi atu, te aronga atu hoki o ngā whānau ki te kura i ngā wā katoa. Ka noho ngātahi te whānau ki te taha o ngā kaimahi me ngā ākonga, ki te oke i ngā paetae ākonga me te eke angitu.

Kua whakatūngia tētahi poari whakariterite i tēnei wā. He tino mātau ētahi o rātou ki ngā mahi a te kaitiaki, nā ā rātou mahi i kura kē, tae atu hoki ki te Southern Cross Campus. He pai tā rātou mahi ngātahi, ā, e mārama ana ki a rātou ō rātou tūranga ake ki te kāwanatanga o te kura, me te whakatairanga i ngā paetae ākonga. He tino pai tā rātou noho tahi ki te tumuaki me ngā kaiārahi matua, ā, ka whakapau kaha rātou katoa i runga i tō rātou ngākau nuitanga ki te whakarato i ngā tino painga mō ngā ākonga katoa. Kua whakaritea tētahi kōwhiringa pōti mō meāke nei.

Ko te hōtaka o ngā Tau 1 ki te 10, he rumaki reo Māori, ā, ko te hōtaka mō ngā Tau 11 ki te 13, he reo rua. Ka tīmatahia tētahi hōtaka ōkawa mō te reo Pākehā hei te Tau 7, hei hāpai i te whakawhitinga o ngā ākonga ki te hōtaka o ngā tuākana. I te wā e whakawhanake tonu ana i te hōtaka o ngā tuākana ki te kura, e whakarato ana te Southern Cross Campus i ētahi whakaakoranga ki ngā wāhanga o te marautanga. Ka pēnei noa te whakaritenga, tae noa ki te whakatūturutanga o te hōtaka mō ngā tuākana. Kua whakamanatia te kura e te Mana Tohu Mātauranga o Aotearoa, ā, kua whakatūngia e rātou te tokomaha o ngā kaiako mātanga mō ngā kaupapa marautanga matua, pērā i te pūtaiao mō ngā tuākana, te pāngarau, te reo Pākehā, me te kori tinana.

Ka mahi te whānau me ngā kaimahi ki te āta whakarite i te noho haumaru, te noho atawhai hoki o ngā ākonga ki te taiao o te kura. Kua whakaritea e rātou ngā tino tukanga, e pā ana ki te aro wawe i ngā wā e tika ana. He tōtōpū te whakamahere ārai whatitata, he mārama hoki. Ka whai wāhi ngā ākonga me te whānau ki ngā mahi whakamahere, ā, ka whakapakari tēnei i tō rātou māia, tō rātou whakawhirinaki anō hoki ki ngā pūnaha kua whakaritea kia noho haumaru ai rātou katoa.

Ko ‘Inā te mahi, he rangatira’ te whakataukī o te kura. Ka whakapuakihia e ngā kaimahi, te whānau, me ngā ākonga, he mea nui te ki te whai whakaaro ki ā rātou mahi. Ka ako ngā ākonga mā te reo me ngā tikanga Māori, ā, e hāpai ana tēnei i tō rātou wawata ki te eke angitu i roto i te mātauranga, hei Māori.

2 Te Ako

He pēhea te kaha o te kura ki te whakatītina kia eke te angitū o te ākonga Māori – kia whai wāhi, kia ahu whakamua, kia whai paetae?

He manawa whakahī tō ngā ākonga ki te tū hei Māori, he pārekareka hoki ki te noho ki te kura, ā, e wheako ana rātou i te angitu i roto i te mātauranga, hei Māori.

He aronga nui tā te kura ki te katoa o te tamaiti, hei whakariterite i ā rātou ngā ākonga ki te ako. Ka hāngai hoki tēnei āhuatanga ki te whakarato mō ngā matea ā-tinana, ā-tangata, ā-waiora, ā-wairua hoki o ngā ākonga. He nui ā rātou tūmanako mō ngā ākonga, kia eke angitu i roto i te mātauranga. E mōhio ana te whānau ka whai pānga nui te tae ā-tinana atu ki te kura, ki te angitu o ngā akoranga a ngā ākonga, ā, e āta aroturukitia ana tēnei āhuatanga e ngā kaiwhakahaere matua o te kura. E kawe ngātahi ana te kura, te whānau, me ngā ākonga i te whakaritenga nei, kia whai wāhi katoa rātou ki ngā akoranga.

He maha ngā whai wāhitanga a ngā ākonga ki te taunekeneke ki waenga i a rātou anō, puta noa i te kura, hei tuakana, hei tēina. Ko tētahi hōtaka tautoko ako mō ngā Tau 7 ki te 13, e hāngai ana ki te whakarōpū ngātahi i ngā tūmomo reanga, me te hui tahi ki te whai wāhi atu ki ngā taumahi. E arahina ana tēnei hōtaka e ngā ākonga tuākana, ā, e hāpai ana tēnei i te whakawhanaungatanga. Kua whakarōpū anō hoki ngā ākonga o te tau 1 ki te 13, hei whare. He whai wāhitanga tēnei mō ngā tamariki o ia whānau ki te mahitahi. Ko ētahi taumahi a ngā whare, ko ngā whakataetae hākinakina, kapa haka hoki.

Ko te nuinga o ngā paetae e pā ana ki te reo matatini, kei te taumata teitei o ngā taumata ā-motu o tēnei wā. E whakatutuki ana te nuinga o ngā ākonga ki te taumata e tika ana, ki tua atu rānei o ngā taumata ā-motu mō te pāngarau. Ko te aru, te aroturuki, me te whakamahi i ngā paetae ākonga, tētahi mahi e noho pūmau ana, puta noa i te kura. Ka whakaemihia ngā hōtuku aromatawai o ngā wāhanga marautanga katoa, ā, ka whiwhi te poari i ngā pūrongo matawhānui e pā ana ki ngā paetae ākonga. Ka whakamahi tōtika te kura i ngā paetae ākonga, hei whakamahere mō ngā matea akoranga o ngā ākonga i taua wā, tae atu hoki ki te whakapai haere puta noa i te kura, hei painga mō te whānuitanga o ngā paetae ākonga. He pai hoki te whakamahinga o ngā hōtuku o mua hei tāutu i ngā wāhanga ki te whakapai ake, hei āta wawao tōtika i ngā tūmomo rōpū ākonga. Kua whai wāhi ngā kaimahi ki te whakawhanaketanga o taumata ā-motu mō te reo matatini o Ngā Whanaketanga Rumaki Māori. E hāpai tōtikatia ana rātou e ngā mātanga o te reo matatini e mahi tahi ana ki te tumuaki tuarua me ngā kaiwhakahaere matua ki te tātari i ngā hōtuku, ki te tāutu hoki i ngā hōtaka whakawhanaketanga ngaio mō ngā kaimahi.

He teitei te taumata o ngā paetae o te Taumata Mātauranga ā-Motu Kua Taea, ā, neke atu i te 90% o ngā ākonga ki ngā Tau 11 ki te 13 e whakatutuki haere ana i ngā taumata 1, 2, me te 3 hoki o te Taumata Mātauranga ā-Motu Kua Taea. He pakari hoki te noho tonu o ngā ākonga ki te kura, i ngā Tau 11 – 13. Ka tautoko te kura i ngā ākonga ki te noho tonu ki te kura, kia haere tonu ai ā rātou mātauranga. He tokomaha ngā ākonga o te Tau 13, kua noho ki te kura, mai i te Tau 1. E akiaki mārika ana ngā ākonga katoa ki te oke i ngā akoranga whare wānanga, ā, ka āta aroturukitia hoki ngā ākonga, whai muri i tā rātou wehenga i te kura. Ka ū tonu te aronga toi whenuatanga o ngā ākonga nei, ki tēnei hapori, tae atu hoki ki te kura. He harikoa tā rātou hokinga atu ki te kura, ka whakanui i ngā āhuatanga angitu, ka whai wāhi ki ngā painga ki te kura. He tino tauira ngā ākonga o mua, ngā tuākana hoki o te kura, mō ō rātou tēina.

Ka whiwhi ngā mātua me ngā ākonga i ngā pūrongo whai hua e pā ana ki ā rātou akoranga, ā rātou whakatutukitanga hoki. Ka āta whakamōhiotia ngā mātua ki ngā paetae ākonga e pā ana ki te Taumata Mātauranga ā-Motu Kua Taea. Ka whiwhi rātou i ngā mōhiohio o te wā mō te ahunga whakamua a ngā ākonga, ā, ka whakawhiti kōrero ki ngā kaiako mō ngā taumata tonu hei whai ake. I te tau 2011, i whakamātauhia e te kura te pūrongo ki ngā mātua i runga i Ngā Whanaketanga Rumaki Māori. Hei tēnei tau, e rua ngā wā ka pūrongo rātou ki te whānau.

3 Te Marautanga

He pēhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

Ka whai hua te marautanga o te kura ki te whakanui me te tautoko i te eke angitu i roto i te mātauranga hei Māori, mō ngā ākonga katoa.

Kua whakawhanakehia te tūtohinga o te kura nā te āta whakawhiti kōrero ki ngā kaimahi, te whānau, me ngā ākonga. He tino pakari te tirohanga me te aronga o roto. Ko ngā mātāpono o Tū Rangatira e whakarato ana i te angamahi mō te marautanga o te kura. E whakapuaki ana te tūtohinga i te whakaaetanga takitoru e mea ana, ka mahi ngātahi te whānau, ngā mokopuna, me ngā kaimahi ki te kura, hei painga mō ngā ākonga.

E wawatahia ana ki te whakaaetanga takitoru, kia eke angitu ngā ākonga katoa ki te taha mātauranga, te taha hākinakina, te taha tangata hoki. Ko te whāinga mā ngā ākonga, kia whai hua ai tā rātou whai wāhi ki tō rātou hapori, inā koa, ki te ao Māori. E ai ki te whānau, “…ka tū te Kura Māori o Ngā Tapuwae hei tino whiringa mō te hapori Māori.” Ka kitea te āhuatanga motuhake o te kura i tana marautanga, me te āhua o te hapori o te kura ki te mahi tahi hei whakatutuki i ō rātou wawata.

Ko te ngākau nui o ngā kaiako, me tā rātou mahi tahi, e whai pānga ana ki ngā putanga hua mō ngā ākonga. He tino ngaio tā rātou aronga atu, ā, ka arotahi ki te angitu o ā rātou ākonga. Ka mahi ngātahi rātou ki te whakamahere me te whakatinana i ngā hōtaka e whakatutuki ana i ngā matea me ngā ngākau nuitanga o ngā ākonga katoa. Ka whai pānga te whakamahere marautanga i te kura, ki te ahunga whakamua o ngā akoranga, mai i te Tau 1 ki te 13. He nui ngā tūmanako o ngā kaiako mō rātou anō, mō ā rātou ākonga hoki. Ka whakamahara te tūtohinga akoranga i ngā ākonga, me ā rātou kawenga hei ākonga. He aronga nui ki te reo matatini me te pāngarau, hei āta whakarite i te whiwhinga o ngā ākonga i ngā pūkenga me ngā mōhiotanga matua e tika ana ki te āta whai wāhi atu ki ngā wāhanga katoa o te marautanga.

Kua whai wāhi ngā kaimahi ki te whakawhanake i tētahi huarahi ako a te kura, ā, e āta whakapuaki ana tēnei i tō rātou tūnga hei kaiako ki te horopaki motuhake o te kura. Ka whai hua tēnei tuhinga hei angamahi ka taea te whakamahi ki te arotake i ngā whakaritenga i ngā akomanga i tēnei wā, ā, ki te aroturuki anō hoki i te kounga o ā rātou whakaritenga, i runga i tō rātou tirohanga. He maha ngā tūmomo whai wāhitanga a ngā kaimahi ki te whakawhanake ngaio ki te taha o ngā tino mātanga o te huarahi ako Māori. Nō rātou anō te hihiri, ā, he pārekareka ki a rātou te whai wāhi ki te taiao o tēnei kura. He nui te tūmanako kia whai whakaaro huritao ngā kaiako. Whiwhi ai rātou i ngā tino kōrero urupare, mai i ngā kaiārahi matua, ā, e hāpai ana ēnei i te whakapai tonutanga o ā rātou mahi.

He maha ngā whai wāhitanga me ngā hōtaka a ngā ākonga, hei whakatutuki i ō rātou ngākau nuitanga, ō rātou matea, ō rātou pūkenga nui hoki. Ka whakarato te kura i ngā kaitautoko me ngā tauira e tika ana mō ngā tūmomo rōpū ākonga. Hei tauira, ko ētahi o ngā hōtaka i tēnei wā, hei whakatutuki i ngā ngākau nuitanga me ngā matea o ngā tama, e hāngai ana ki te hī ika, te whakangau kararehe, me ētahi atu tūmomo mahi.

Kua āta whakaritea ngā hononga ki waho atu i te kura, hei hāpai i te marautanga o te kura. Ko te āta hono atu hoki ki te marae me ngā kaumātua ētahi o ēnei hononga, hei hāpai i te noho pūmau o ngā hononga ki te Kīngitanga me te iwi o Tainui. He tauutuutu ngā hononga ki waenganui i te kura me ētahi ratonga mātauranga. Ka whai hua te kura me ngā ratonga nā ēnei hononga.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

He pai te tūnga o te kura ki te rōnaki me te whakapakari tonu i āna mahi. E mārama ana te katoa ki ngā tūmanako e pā ana ki a rātou, ā, ka mahi ngātahi rātou hei āta whakarite i te eke angitu o ngā ākonga katoa.

“Ko te mokopuna te pūtake o te mātauranga”, e whakapuaki ana i te whakaaro he mokopuna rātou katoa ki te kura, nō reira, ka whai pānga, ka whai wāhi rātou katoa anō hoki ki te kaupapa. Ka whakamanatia te whai wāhitanga o rātou katoa. Ko te whakaaetanga takitoru ki waenga i te whānau, ngā kaimahi, me ngā ākonga e whakaōkawa i te hononga me ngā tūmanako nui kia mahi ngātahi rātou katoa mō te painga o ngā ākonga. Ka whai wāhi rātou katoa ki te whakatau kaupapa.

Ko ngā pūnaha whakahaere, me ngā kaimahi e whai hua ana ki te hāpai i te kura ki te whakatutuki i ōnā wawata.

He mīharo te whakaurutanga mai o te heamana o te poari me te tumuaki, i te whānau, ki ngā āhuatanga o te kura. Ka whai hua te noho ngātahi o ō rāua pūmanawa mahi. Ka ārahi rāua mā te whakatauira, ā, nā runga i tā rāua whakatauira haere, e āhei ana ētahi atu ki te whakawhiti atu ki ēnei tūnga i ngā wā e tika ana. Ka whakatinana rāua i te ārahi mā te mahi ngātahi, te whai wāhitanga a te katoa, me te mahi mō te painga o te katoa.

Ko Te Huarahi Hou tētahi manatōpū, e tautoko mātātoa ana i ngā ākonga kia haere tonu ai tā rātou mātauranga whare wānanga, mā te whakarato i ngā karahipi i runga anō i ētahi tino paearu. Ka whakarato rātou i ngā rauemi hei hāpai i te whakatinanatanga o te marautanga. E tohu ana tēnei rōpū i te pūmautanga ngātahi o te whānau ki te tautoko i te kura.

E hāngai ana te arotake whaiaro ki ngā whakapaitanga mō ngā ākonga. He kaha te aru me te aroturuki i ngā paetae ākonga, ā, ka whakamahia ēnei hei whakamōhio i te whakatau kaupapa puta noa i te kura. Ka kitea te kaha o te whakaaro huritao, whakaaro kaikini hoki ki te kura.

He nui ngā tūmanako kia tae atu ngā mātua ki ngā hui ā-whānau, me te whai wāhi atu ki ngā akoranga a ā rātou tamariki. He pai te tae ā-tinana atu ki ngā hui. He manawa whakahī tō te whānau mō tā rātou angitu ngātahi ki te tautoko i te kura. E mōhio ana, e whakanui ana hoki rātou i ngā mahi angitu a ngā ākonga, me tā rātou pukumahi anō hoki ki te hāpai i a rātou. Ka whakapūmau tēnei i te tino aronga toi whenuatanga, te tino tuakiri hoki e mau ngātahi ana te whānau o Te Kura Māori o Ngā Tapuwae.

Te Whakatau a te Poari ki ngā Tikanga Whai Ture

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki te Tauāki Kupu Tūturu a Te Poari 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 ō rātou herenga ā-ture e pā ana ki:

  • ngā whakahaerenga ā te poari
  • te marautanga
  • ngā whakahaerenga e pā ana ki te hauora, te haumaru me te oranga tinana
  • ngā whakahaerenga e pā ana ki ngā kaimahi
  • ngā whakahaerenga pūtea
  • ngā whakahaerenga e pā ana ki ngā rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te 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;
  • te whakaunu, te aukati, te pana me te whakarerenga;
  • te tae ā-tinana atu o ngā ākonga ki te kura.

Hei ā hea te Tari Arotake Mātauranga arotake anō ai i te kura?

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

1 Context

What are the important features of this school that have an impact on student learning?

Te Kura Māori o Ngā Tapuwae is a special character kura which was formally recognised in 2011, even though it has operated on a shared site with Southern Cross Campus since 1997. Mana whenua of the kura site belongs to Tainui and the Kingitanga and this is recognised, affirmed and supported by the whānau. The kura wharenui, Te Whare Wānanga Pupuri Kōrero o Ngā Tapuwae, is a significant symbol of the kura history and journey towards fulfilling the aspirations of past and present whānau. Whānau are involved in the redesign of the physical environment of the whole kura complex.

Whānau and staff have a long association with the kura as past students of Te Kura Māori o Ngā Tapuwae. They are fully involved in the Mangere community and view the kura as their “school of choice”. Many have dual heritage that is valued and nurtured ensuring that student’s identity and culture is supported. Whānau presence and engagement in the kura is consistently high. Whānau are considered partners with staff and students in the pursuit of student achievement and success.

An establishment board is currently in place. Some have extensive experience as board members at other schools including Southern Cross Campus. They work well together and understand their specific roles in the governance of the school and raising student achievement. They have a very good relationship with the principal and senior leaders with whom they work tirelessly in their commitment to provide for the best for all students. A board election is planned to take place in the near future.

The Year 1 to 10 programme is total immersion Māori and the Year 11 to 13 programme is bilingual. A formal programme of English is introduced at Year 7 to support student’s transition into the secondary programme. While the senior school programme is under development Southern Cross Campus provides teaching in some areas of the curriculum. This arrangement is temporary until the senior school programme is confirmed. The kura has received NZQA accreditation and has employed a number of specialist secondary teachers for core curriculum subjects such as senior science, mathematics, English and physical education.

The whānau and staff work to ensure that students are safe and secure within the kura environment. They have established strong processes to respond appropriately when needed. Risk management planning is thorough and transparent. Students and whānau are included in planning which builds their confidence and trust in the systems for keeping each other safe.

“Inā te mahi, he rangatira” is the kura mantra. Staff, whānau and students speak about the importance of being judged by their actions. Students learn through te reo and tikanga Māori which supports their aspiration for achieving educational success as Māori.

2 Learning

How well are students learning – engaging, progressing and achieving?

Students are proud to be Māori, enjoy being at school and are experiencing educational success as Māori.

The kura promotes a holistic approach to preparing students for learning. This includes providing for students' physical, social, emotional and spiritual needs. They have high expectations for students to succeed academically. Whānau understand the critical part that attendance plays in the success of student learning and this is carefully monitored by kura managers. The kura, whānau and students all take responsibility to ensure full participation in learning can occur.

Students have many opportunities to interact with each other across the kura where tuakana and teina roles are practised. A tutor programme, for Year 7 to 13, is vertical groups that meet regularly to participate in activities. This programme is lead by senior students and it supports whakawhanaungatanga. Whare groups are established for all students from Year 1-13. These are opportunities for siblings to work with each other. Whare activities include sports and cultural competitions.

The overall level of literacy achievement is at the high end of current national benchmarks. Most students are achieving at or above national expectations for numeracy. Tracking, monitoring and using student achievement is an embedded practice across the school. Assessment data is gathered across all curriculum areas and the board receives comprehensive reports about student achievement. The kura uses student achievement data effectively to plan for the immediate learning needs of students as well for making improvements across the kura that will benefit overall student achievement. Historical data is used well to identify areas for improvement and target interventions for cohorts of students. Staff have contributed to the development of Ngā Whanaketanga Rūmaki Māori (NWRM) national benchmarks in literacy. They are well supported by experts in literacy who work with the deputy principal and senior management to analyse data and identify professional development programmes for staff.

NCEA achievement is high where more than 90% of students in Year 11 to 13 achieve NCEA levels 1,2 or 3 respectively. The kura has a goal to increase the number of achievements endorsed with merit or excellence. There is also high retention of students at Year 11-13. The kura supports students to stay in the kura to continue their education. Many year 13 students have been in the kura since Year 1. All students are actively encouraged to pursue tertiary study and there is close monitoring of students once they have left the kura. These students have an enduring sense of belonging to this community, including the kura. They proudly return, celebrate successes and contribute in positive ways to the kura. Past and present (tuakana) students are role models for their teina.

Parents and students receive useful reports about their learning and achievement. Parents are fully informed about student achievement in NCEA. They receive up to date information about student progress and discuss with teachers their next steps. In 2011 the kura trialled reporting to parents against NWRM. This year they are reporting to whānau twice.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The kura curriculum effectively promotes and supports educational success as Māori for all students.

The kura charter has been developed through extensive consultation with staff, whānau and students. It contains a strong vision and direction. The principles of Tū Rangatira provide the framework for the kura curriculum. The charter articulates the tripartite agreement where each stakeholder in the kura; whānau, mokopuna and staff work together for the benefit of students.

The tripartite aspire to excellence in academic, sporting and cultural pursuits for all students. The goal for students is that they are able to contribute to their community and in particular Māori society as an effective citizen. The whānau state that “...Te Kura Māori o Ngā Tapuwae will be the school of choice for the Māori community.” The special character of the kura is demonstrated through its curriculum and the way in which the kura community works to fulfil their aspirations.

Teacher commitment and hard work leads to positive outcomes for students. They are highly professional and focussed on the success of their students. They work collaboratively to plan and implement programmes that meet the needs and interests of all students. Curriculum planning across the kura considers progression for learning from Year 1 to 13. Teachers have high expectations of themselves and their students. The learning charter reminds students about their responsibility as learners. There is a strong focus on literacy and numeracy to ensure that students have the core skills and knowledge that is needed to participate fully in all areas of the curriculum.

Staff have been involved in developing a kura pedagogy that carefully articulates their role as teachers within specialised context of the kura. This document is a useful framework that could be used to undertake a review of current practice in classrooms and to monitor the quality of their practice against their vision. Staff are engaged in extensive professional development opportunities with highly respected practitioners of Māori pedagogy. They are intrinsically motivated and enjoy being members of this kura environment. There is a high expectation for kaiako to be reflective. They receive regular critical feedback from senior leaders that supports ongoing improvement in their practice.

Students have extensive opportunities and programmes to meet their interests, needs and strengths. The kura provides appropriate mentors and role models for particular student groups. For example, programmes in place to meet the interest and needs of boys include fishing, hunting and other activities.

External partnerships are well established to support the kura curriculum. These include strong relationships with marae and kaumātua who help to maintain and strengthen links to the Kingitanga and Tainui iwi. Reciprocal relationships exist between the kura and some educational organisations. Both the kura and the organisations benefit from this relationship.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The kura is well placed to sustain and improve its performance. Everyone understands the expectations of them and they work collectively to ensure all students succeed.

“Ko te mokopuna te pūtake o te mātauranga. ” expresses the notion that everyone in the kura is a mokopuna and therefore belongs and contributes to the kaupapa. Everyone’s contribution is valued. A tripartite agreement between whānau, staff and students is a formal acknowledgement of the partnership and high expectations that all three work together for the best outcomes for students. They are all part of decision making.

Management systems and personnel effectively support the kura to meet their aspirations.

The board chair and principal have a great way of bringing whānau into the kura. Their individual styles are complementary. They lead by example and through their modelling others are able to transition into these roles when needed. They practise collective, distributive and servant hood leadership.

Te Huarahi Hou, a parent incorporated society, actively supports students to continue in tertiary education through their provision of scholarships based on specific criteria. They provide resources to support the implementation of the curriculum. This group reflects the collective commitment of whānau to support the kura.

Self review is focussed on improvements for students. There are high levels of tracking and monitoring of student achievement which is used to inform decision making throughout the kura. A culture of reflective and critical thinking is evident.

There are high expectations for parents to be at whānau hui and to be involved in their child’s learning. Meetings are well attended. Whānau are proud of their collective success in supporting the kura. They recognise and celebrate the success of students as well as their hard work in supporting them. This reinforces the strong sense of belonging and identity that the whānau of Te Kura Māori o Ngā Tapuwae share.

Board assurance on legal requirements

Before the review, the board of trustees and principal 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:

  • board administration
  • 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 student achievement:

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

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in three years.

Ani Rolleston National Manager Review Services Māori (Te Uepū-ā-Motu)

29 June 2012

About the School

Location

Māngere, Tāmaki-makau-rau

Ministry of Education profile number

630

School type

Special Character

Decile

1

School roll

302

Gender composition

Female 159 Male 129

Ethnic composition

Māori

100%

Special Features

Māori Immersion Kura Years 1 to 14

Review team on site

May 2012

Date of this report

29 June 2012

Most recent ERO report(s)