Mangateretere School - 12/01/2015

Ngā Whakaaturanga

While student achievement information is used to define school wide literacy and numeracy targets the board cannot be assured of the validity and reliability of this information or the accuracy of the targets. The data indicates that a large number of students across the school require additional work to be successful with literacy and numeracy.

The school curriculum captures the special character of this kura but needs further refinement and ongoing improvement to effectively promote and support student learning.

The board and whānau are not well placed to improve performance.

1 Te Horopaki

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

E tū ana Te Kura o Mangateretere ki Whakatu, ki waenga i Heretaunga me Ahuriri. Nō ngā tau 1 ki 8 ngā ākonga o tēnei kura, ā, ka whakaakona mā te tini o ngā reanga ki ngā akomanga. Ka ako ngā ākonga i te reo Māori, te reo Pākehā, me te reo Mandarin. Ko te reo Māori te reo o ngā whakawhitinga kōrero, ngā tohutohu, me ngā akoranga.

He kaha te whanaungatanga e whakakotahi ana i te kura me tana hapori. Kua roa nei te kura e tū ana ki te hapori o Whakatū. Ko ngā kaumātua i haere ai ki tēnei kura e whai wāhi tonu ana hei kaitiaki ki te poari, hei hāpai hoki i ngā ākonga mā te whānuitanga o ngā tūmomo huarahi. Ko te whai wāhi i te maha o ngā whakatupuranga o te whānau e hāpai ana i ngā ākonga ki te ako i te hītori o Mangateretere, te kura, tana hapori, me te iwi hoki o Ngāti Kahungunu. Ka taunekeneke ngā ākonga ki te hapori me ngā mema o te whānau.

He harikoa te āhua o ngā ākonga, ā, he pārekareka ki a rātou te noho ki te kura. He pai te mātakitaki i ngā ākonga, ā, ka whāngaihia ngā ākonga ki te parakuihi me ngā huarākau i ia rā. He pakari ngā hononga ki waenga i te tuakana me te teina, me tō rātou mōhiotanga ki a rātou anō.

E mōhio ana ngā ākonga ki ngā marae me ngā wāhi whakahirahira o tō rātou hapori, ā, ka haereere rātou ki aua wāhi. Ka whai wāhi atu rātou ki ngā hui whakanuitanga o te iwi me te hapori, ā, ka kawe hoki i ētahi o aua kaupapa. Ka waiata ngā ākonga i ngā waiata o te hapori, ā, ka mōhio hoki rātou ki te maha o ngā kawa me ngā tikanga o te takiwā. E whakawhanake ana ngā ākonga i tō rātou mōhiotanga ki ō rātou hapū, ō rātou iwi, me ngā pou whenua nui hoki o te iwi.

Ahakoa te pai o ngā pūrongo o mua a Te Tari Arotake Mātauranga mō Te Kura o Mangateretere, ka whai pānga nui tēnei pūrongo ki te maha o ngā āwangawanga hei tirohanga wawe.

2 Te Ako

He pēhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga?

Ahakoa ka whakamahia ngā paetae ākonga hei tāutuhia i ngā taumata ā-kura mō te reo matatini me te pāngarau, kāhore e taea te poari te whakatau te hāngaitanga me te tika o aua mōhiohio, te tika rānei o ngā taumata. E tohu ana ngā paetae he tokomaha ngā ākonga puta noa i te kura hei hāpai ake anō kia angitu ai te reo matatini me te pāngarau. Ka hāngai te āwangawanga ki te tika pea o aua mōhiohio nā te mea, ahakoa e whakamahi ana ngā kaiako i Te Marautanga o Aotearoa ki te whakaako i ngā ākonga, ka whakamahi kē rātou i ngā taumata ā-motu auraki ki te aromatawai i ngā ākonga. Nā tēnei, kāhore i te mārama te āta tohu o ngā paetae ākonga ki tēnā e ākona ana e ngā tamariki, ki tēnā rānei ka whakatutukihia e rātou.

Me whakawhanake tonu te whakaako me te ako. He kairīwhi ētahi o ngā kaiako ki te kura. He rerekē te kounga o ngā mahi whakaako i kitea ai ki tēnei arotake, nā te mea kāhore te nuinga o ngā kaiako e whakamahi ana i te whānuitanga o ngā rautaki whakaako e whai hua ana. Ahakoa ka akiaki ngā kaiako i ngā ākonga ki te whai wāhi atu ki ngā kaupapa me ngā mahi, kāhore i te mārama ngā huarahi ki te whakatutuki i ngā matea ako o ia ākonga. Kei ētahi o ngā akomanga ngā whakaaturanga o ngā mahi a ngā ākonga ki ngā pakitara. I ngā wā ako matua, kāhore i te tino hihiri te āhua o ngā ākonga mō ā rātou akoranga.

Kāhore te whānau e āta whakamōhiotia ana mō te ahunga whakamua me ngā paetae ākonga, i runga i te āhua o Ngā Whanaketanga Rumaki Māori. He tawhito kē te whakatakotoranga o ngā pūrongo ā-kura, ā, kāhore i te rawaka ngā mōhiohio e tohu ana i te āhua o ngā mahi e whakatutukihia ana e ngā ākonga. He hiahia tō te whānau ki te mōhio ki ngā āhuatanga e whai pānga ana ki ā rātou tamariki, ā, he nui ō rātou tūmanako mō rātou.

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 kapo atu te marautanga a te kura i te āhuatanga motuhake o tēnei kura, engari me whakamahine ake, me haere tonu hoki te whakapaitanga kia whai hua ai te whakatairanga, te tautoko hoki i te ako a ngā ākonga.

Kua whakawhanakehia te marautanga a te kura kia hāngai ai tōna āhua ki ngā wawata, ngā uaratanga, me te aronga hoki o te iwi me te hapori i tuituia ai ki ngā tūmanako o Te Marautanga o Aotearoa. Ko te whakatinanatanga o te aronga e kīia nei ko, ‘Te Kura o Mangateretere Tapa Rima’ tētahi tino whakapūmautanga mō te āhua o ngā mahi a te poari, te whānau, me ngā kaimahi ki te kapo atu i ngā āhuatanga motuhake o te hapori, me te whakarato i te mātauranga e pā ana ki te katoa o te tamaiti. He māramatanga tō ngā kaiako ki te whai pānga nui o te whakamahere, te whakatakoto i te wātaka, me ngā mahinga māmā. He aronga ki te tūtohinga o te kura mō ngā tau 2014 ki te 2016, mō te whakatinanatanga o te marautanga a te kura me te arotahi ki te reo matatini me te pāngarau. Kāhore aua tuhinga rautaki e whakarato ana i te tino hāngaitanga ki ngā aromatawai e tika ana, pērā ki Ngā Whanaketanga Rumaki Māori.

Kāhore i ngā kaiako ngā mōhiotanga ngaio e pā ana ki te whakamahinga o Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori, hei tāutu i ngā matea ako, hei tautuhi i ngā whāinga ako e tika ana, ā, hei whakamahere i ngā hōtaka akoranga matawhānui e aro nui ana ki ngā ākonga. Ahakoa i whakawāteahia ētahi kaiako i te kura ki te ako ngaio, kāhore anō kia whakaritea e ngā kaiārahi o te kura tēnei āhuatanga hei kaupapa matua, hei āta whakarite i te whakaratonga o ngā ako ngaio, te whakawhanaketanga ngaio hoki e tika ana, e whai pānga nui ana hoki ki ngā kaiako katoa, hei hāpai ake hoki i te whai wāhi, te ako, me ngā paetae hoki o ngā ākonga.

Kāhore te whakahaere i te āhua o ngā mahi me te arohaehae e whai hua ana. Kāhore ngā take whai taharua i waenga i ngā kaimahi e tino whakahaerehia ana. Kāhore anō te arohaehae i ngā kaiako katoa kia whakatinanahia. Kua whakawāteahia te tumuaki mō tētahi wā, ā, nā runga i tēnā kua pupū ake ētahi atu take i roto i te ārahitanga. Kāhore e kitea ana te aronga ngaio me te arotahi hoki ki te kounga o te whakaako me te ako.

4 Te Rōnakitanga o ngā mahi o te kura

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

Kāhore i te pai te tūnga o te poari me te whānau ki te whakapai i te āhua o ngā mahi.

Kua tino heke iho te arotake whaiaro puta noa i te kura, mai i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2010. Ahakoa kei reira ētahi āhuatanga o te aroturuki, me ētahi whakataunga ki ngā hui a te poari, kāhore i te rawaka te āhua o ngā mahi ki te whakaemi i ia te wā i ngā mōhiohio e tika ana, e whai pānga ana hoki puta noa i ngā whakahaeretanga o te kura, ngā take kaimahi, me te kounga hoki o te mātauranga hei āta whakamōhio i ngā whakataunga. E mōhio ana te poari, te tumuaki, me ngā kaimahi, e tika ana kia arotake, kia whakamahine, kia whakapai ake hoki i te whakahaeretanga me te whakatinanatanga o te marautanga, te kounga o te whakaako, te arohaehae, me te whakarato i te whakawhanaketanga ngaio mō ngā kaiako.

I whakawāteahia ngā kaimahi matua tokorua mō te whakawhanaketanga ngaio, mō te nuinga o te tau 2014. Kāhore hoki te tumuaki i te kura mō tētahi wāhanga o te tau 2014. I pā tōraro aua whakarerekētanga ki ngā mahi mā ngā ākonga me te kura. Me hāpai i te poari, te whānau, me te tumuaki ki te whakatutuki i te whānuitanga o ngā take i tāutuhia ai ki tēnei pūrongo. Ka noho matua te ārahitanga ngaio, hei whakarato i te aronga, i te ngākau tapatahi anō hoki mō ngā kaiako.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he 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 ā 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 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 kaiako
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

I tāutuhia e Te Tari Arotake Mātauranga ngā wāhanga e whai ake nei, kāhore e tutuki ana e ai ki te ture. Me whakarite te poari:

I te whakaemi a ngā kaimahi i te matawhānui o ngā mōhiohio e tika ana mō te aromātai i te ahunga whakamua me ngā paetae o ngā ākonga, me te aro nui tonu ki ngā paetae ākonga e pā ana ki te reo matatini me te pāngarau.

Me āta whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te arohaehae i ngā kaimahi katoa.

Me whakawhanake i tētahi mahere rautaki e whakatinana ana i ngā Aratohu Mātauranga ā-Motu mā ā rātou kaupapa here, ngā mahere me ngā hōtaka, tae atu ki ērā e pā ana ki te marautanga, ki Ngā Whanaketanga Rumaki Māori, me ngā Taumata ā-Motu rānei, ngā aromatawai, me te whakawhanaketanga ngaio o ngā kaimahi.

Me whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro i runga i te āhua o aua kaupapa here, mahere, hōtaka hoki o runga ake nei, tae atu ki te aromātai i ngā mōhiohio e pā ana ki ngā paetae ākonga.

Me tuku pūrongo ki ngā ākonga me ngā mātua mō te ahunga whakamua me ngā paetae ākonga i runga i te āhua o Ngā Whanaketanga Rumaki Māori, i ngā wā e rua, neke atu rānei i ia tau.

Hei whakarāpopoto

Ahakoa ka whakamahia ngā paetae ākonga hei tautuhi i ngā taumata reo matatini, pāngarau hoki puta noa i te kura, kāhore e taea e te poari te noho tau ki te tūturutanga, te pono hoki o aua mōhiohio, te tika rānei o aua taumata. Ka tohu ngā hotuku i te tokomaha o ngā ākonga puta noa i te kura hei āwhina ake kia eke angitu ai rātou i roto i te reo matatini me te pāngarau.

Ka kapo atu te marautanga a te kura i te āhuatanga motuhake o tēnei kura, engari me whakamahine ake, me whakapai tonu ake, hei āta whakatairanga, hei āta hāpai hoki i ngā akoranga a ngā ākonga.

Kāhore i te pai te tūnga o te poari me te whānau ki te whakapai i te āhua o āna mahi.

5 Ngā Taunakitanga ki ētahi atu ratonga

E taunaki ana Te Tari Arotake Mātauranga kia whai whakaaro te Hekeretari mō te Mātauranga i te wawaotanga i raro i te Wāhanga 7A o te Ture Mātauranga 1989 ki te whakarato i te tautoko ki Te Kura o Mangateretere, kia haere tonu ai ngā mahi ki te whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei take āwangawanga.

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

E takune ana te Tari Arotake Mātauranga ki te whakahaere i tētahi atu arotake, i roto i te kotahi ki te rua o ngā tau.

Lynda Pura Watson Āpiha Kaiarotake Matua Tuarua-Māori

12 Kohi-tātea 2015

1 Context

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

Te Kura o Mangateretere is in Whakatu between Hastings and Napier. Students from years 1- 8 attend the school and are taught in multi level classes. Students learn te reo Māori, English and Mandarin. Te reo Māori is the main language of communication, instruction and learning.

Whanaungatanga is strong and unites the school and its community. This school has a long history in the community of Whakatu. Local elders who attended the school remain involved as board member and by supporting students in a variety of ways. Intergenerational whānau involvement supports students to learn about the history of Mangateretere, the school, its community and the local iwi of Ngāti Kahungunu. Students interact with community and whānau members.

Students appear happy and enjoy being at school. There is good supervision and students are provided with breakfast and fruit daily. Tuakana-taina relationships are strong and students know each other well.

Students know about and visit local marae and places of significance. They participate in and take lead roles in iwi and local celebrations. Students sing local waiata and know many of the protocols and practices of the area. Students are developing knowledge about their hapū, iwi and significant iwi landmarks.

Although, Te Kura o Mangateretere has had a good ERO reporting history, this report highlights a number of concerns that require immediate attention.

2 Learning

How well does this kura use achievement information to make positive changes to learners’ engagement, progress and achievement?

While student achievement information is used to define school wide literacy and numeracy targets the board cannot be assured of the validity and reliability of this information or the accuracy of the targets. The data indicates that a large number of students across the school require additional work to be successful with literacy and numeracy. The concern about reliability arises because while teachers use Te Marautanga o Aotearoa to teach students, they then use the mainstream national standards documents to assess students. Consequently it is unclear that student achievement information accurately depicts what children are being taught or what they can actually do.

Teaching and learning requires further development. There are relieving teachers in the school. The quality of teaching observed during this review was variable as most teachers did not use a range of effective teaching strategies. While teachers encourage students to participate in activities and tasks it is not clear how the learning needs of individual students were being met. Some classrooms had displays of students work on the walls. During focused classroom time, students did not seem motivated or excited about their learning.

Whānau are not well informed about student progress and achievement in relation to Ngā Whanaketanga Rūmaki Māori. The school report format is out of date and does not provide sufficient information about how well students are doing. Whānau want to know about their children and have high expectations for them.

3 Curriculum

How effectively does this kura curriculum promote and support student learning?

The school curriculum captures the special character of this kura but needs further refinement and ongoing improvement to effectively promote and support student learning.

The school curriculum has been developed to reflect the local iwi and community aspirations, values and direction blended within the expectations of Te Marautanga o Aotearoa. The embedding of Te Kura o Mangateretere Tapa Rima approach provides a strong commitment to how the board, whānau and staff will capture this community's uniqueness and provide holistic education. Teachers have a basic understanding about the importance of planning, timetabling and simple routines. The school charter provides direction from 2014-2016 about implementing the school curriculum and focusing on literacy and numeracy. Neither of these strategic documents provides sufficient alignment to relevant assessment like Ngā Whānaketanga Rūmaki Māori.

Teachers lack the professional knowledge about how to use Te Marautanga o Aotearoa and Ngā Whānaketanga Rūmaki Māori to identify learning needs, define appropriate learning goals and plan comprehensive and responsive learning programmes. While some teachers have been allowed study leave from the kura, school leaders have not given priority to ensuring that all teachers are provided with suitable and relevant professional learning and development that supports student engagement, learning and achievement.

Performance management and appraisal is ineffective. Conflicts of interest amongst staff members are not well managed. Teacher appraisal has not been implemented for all staff. The principal has also been on leave creating additional concerns about leadership. Professional direction and focus on quality teaching and learning is not evident.

4 Sustainable Performance

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

The board and whānau are not well placed to improve performance.

School wide self review has seen considerable decline since the last ERO review in 2010. While there are some components of monitoring, and some decision making at board meetings, the consistent collection of valid and reliable information across school operations, personnel matters and the quality of education to inform decision making is inadequate. The board, principal and staff recognise the need to review, refine and improve curriculum management and implementation, the quality of teaching, appraisal and the provision of professional development for teachers.

Two key staff members were released for professional development for most of 2014. The principal was also away from school for part of 2014. These changes have impacted negatively on what happens for students and the kura. The board of trustees, whānau and principal need support to address the wide range of issues identified in this report. Professional leadership is essential to provide focus and integrity for teachers.

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.

ERO identified the following areas of non compliance. The board should ensure:

  • Staff gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated, giving priority to student achievement information in literacy and numeracy.
  • Rigorously implement the policies and procedures for the appraisal of all staff.
  • Develop a strategic plan which documents giving effect to the National Education Guidelines through their policies, plans and programmes, including those for curriculum, Ngā Whanaketanga Rumaki Māori and/or National Standards, aromatawai and/or assessment and staff professional development.
  • Maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement.
  • Report to students and parents about the students' progress and achievement in relation to Ngā Whanaketanga Rūmaki Māori at least twice a year.

Conclusion

While student achievement information is used to define school wide literacy and numeracy targets the board cannot be assured of the validity and reliability of this information or the accuracy of the targets. The data indicates that a large number of students across the school require additional work to be successful with literacy and numeracy.

The school curriculum captures the special character of this kura but needs further refinement and ongoing improvement to effectively promote and support student learning.

The board and whānau are not well placed to improve performance.

5 Recommendations to other agencies

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 to provide support to the Te Kura o Mangateretere to continue to address areas of concern identified in this report

When is ERO likely to review the kura again?

ERO intends to carry out another review over the course of one-to-two years.

Lynda Pura-Watson

Deputy Chief Review Officer - Māori

12 January 2015

About the Kura

Location

Whakatu

Ministry of Education profile number

2599

Kura type

Full Primary Years (1-8)

Kura roll

42

Gender composition

Boys 26

Girls 16

Ethnic composition

Māori

100%

Review team on site

November 2014

Date of this report

12 January 2015

Most recent ERO reports

Education Review Report

Education Review Report

Education Review Report

2010

2006

2002