Mangateretere School - 30/06/2017

Ngā Whakaaturanga

E tū ana Te Kura o Mangateretere ki Heretaunga. He nui te ahu whakamua i whakatutukihia ai, whai muri i te arotake o mua. E whai wāhi atu ana ngā ākonga ki ngā akoranga, ā, e tīmata ana rātou ki te whakatinana i ngā uaratanga o te kura. He rōpū ngātahi te poari me ngā kaimahi, ā, e noho ngākau nui ana rātou ki te whakapai ake i ngā putanga mō ngā ākonga. E mōhio ana rātou, kāhore anō rātou kia whakapakari mārikatia ki te whakahaere i te kura, ki te kore te tautoko e whai wāhi tonu mai.

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

1 Ko ngā Whakamāramatanga me te Horopaki

He aha te whakamāramatanga me te horopaki mō te arotake o tēnei kura?

I te wā o te arotake o mua, i te ngoikore te whakahaeretanga o ngā akoranga me ngā paetae o ngā ākonga. Nō te marama o Kohi-tātea, i te tau 2015, i taunaki ai Te Tari Arotake Mātauranga kia whai whakaaro te Hekeretari o te Mātauranga ki te wawaotanga i raro i te Wāhanga 7A o te Ture Mātauranga 1989, hei tautoko ake i Te Kura o Mangateretere. I whakatūngia tētahi Kaiwhakahaere Manatū ā-wā hei whakahaere i ngā pūtea o te kura me te whakawhanaketanga o te marau me ngā mahi aromatawai, ā, hei whakatutuki haere anō hoki i te whakahaeretanga o ngā kaimahi, ina koa, ko te aro nui ki te ārahitanga o te kura. Mai i taua wā, kua ū Te Tari Arotake Mātauranga ki te whakawhitiwhiti kōrero ki te Kaiwhakahaere Manatū ā-wā me te poari, hei aroturuki i ngā whakapaitanga. Nō te tīmatanga o te tau 2017 tētahi tumuaki whakakapi me tētahi kaiako hou i whakatūngia ai, ā, kua piki ake te tatauranga o ngā tamariki e whakauru mai ana ki te kura. I te wā o tēnei arotake, he hiahia tō Te Tari Arotake Mātauranga me te poari ki te mōhio ki te whānuitanga o te whai wāhi mai, te ahu whakamua, me te eke angitu o ngā ākonga.

2 Te Arotake me te Whakawhanaketanga

He pēhea rawa te whai huatanga o te kura ki te whakatutuki i ngā wāhanga hei arotake, hei whakawhanake?

He pai te ahu whakamua a te poari o te kura – mā te tautoko anō hoki o te Kaiwhakahaere Manatū ā-wā – i roto i ngā wāhanga hei arotake, hei whakawhanake ake.

Ngā kaupapa matua i tāutuhia ai hei arotake, hei whakawhanake

I te tau 2015, ko ngā wāhanga hei arotake, hei whakawhanake ake, ko:

  • te ārahitanga
  • te whakahaere i ngā pūtea me ngā kaimahi
  • te kāwanatanga.

Ngā wāhanga e pai ana te whakahaere

Te whai wāhi mai o ngā ākonga

E whai wāhi ana ngā ākonga ki ngā akoranga. He nui te ahu whakamua ki te whakapai ake i te kounga o ngā whakaakoranga me ngā akoranga e whakawhiwhia ana e ngā ākonga. He nui ngā tūmanako o ngā paetae ākonga, ā, ka whakapuakihia ēnei ki waenga i ngā kaimahi, te poari, me te hapori. Kua whakaritea e ngā kaiako te ahurea pai e whakatau ana, e whakamana ana hoki i ngā ākonga me ō rātou whānau. E tae ā-tinana ana ētahi kuia ki te kura i ia rā, hei hāpai i ngā ākonga i roto i ā rātou akoranga, ā, he tino pūmanawa mātauranga ō rātou. Ka whakarite rātou i ngā pūnaha me ngā rauemi hei tautoko i ngā kaiako, ā, ka arotahi ngā kaiako ki te hōtaka o ia rā mā ngā ākonga. He whakaongaonga te taiao o ngā akomanga, ā, he pai te whakaritenga o te hōtaka kia noho hihiri ai ngā ākonga ki ngā mahi. He harikoa, he mauritau hoki te āhua o ngā ākonga ki te kura.

E tīmata ana ngā ākonga ki te whakatinana i ngā uaratanga o te kura. Kua whakawhanakehia e te poari me ngā kaimahi tētahi tino tirohanga mō ngā ākonga, ā, e pou herea ana tēnei ki ngā uaratanga matua, pērā i ngā tikanga Māori, te hiringa, me ngā tūmanako anō hoki e pā ana ki te whanonga ako. E mōhiotia ana, e whakatinanahia ana hoki ēnei e ngā kaimahi me ngā ākonga. Ka whakamahi ngā kaiako i ngā rautaki e whakatairanga ana i te pai, ā, ka akiaki hoki rātou i ngā ākonga ki te whakahaere i ā rātou ake whanonga. Kua tāutuhia ngā tuākana e tū ana hei kaiārahi, ā, e hāpaitia ana tā rātou ārahi i ō rātou hoa me ngā tēina. Ka ngākau nui ngā ākonga ki te tae ā-tinana mai ki te kura.

Te Kāwanatanga

He pakari te noho ngātahi o te poari, ā, e ngākau nui ana rātou ki te whakapai ake i ngā putanga mō ngā ākonga. Nō te tau 2016 rātou e whakahaerehia ana. He nui te tautoko o te hapori whānui mō te heamana o te poari, ā, e whakapuaki ana ia i te hihiri ake, te aronga ake anō hoki ki te whakapai i ngā putanga mō ngā ākonga. He mārama, he nahanaha hoki te tirohanga o te poari mō te kura, me tōna whai wāhi atu ki te hapori whānui. Kua whakapai ake rātou i ngā tukanga i ngā hui, tae atu ki te whakamahere me te pūrongo i ngā tūmanako. Ka āta toro atu te poari ki ngā whai wāhitanga whakawhanaketanga ngaio o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa, hei whakapai ake i tō rātou māramatanga me ā rātou whakaritenga ki te kāwana i te kura.

Te whakahaere i ngā pūtea me ngā kaimahi

Kua āta mahi te Kaiwhakahaere Manatū ā-wā ki te taha o te poari, ki te whakatutuki i ngā take hei tirohanga wawe mā rātou. Kua aro nui te poari ki te tautoko i whakaratohia ai e te Kaiwhakahaere Manatū ā-wā. Nā runga i te āhua o ēnei mahi, kua pai ake te whakahaere i ngā pūtea, ā, e arotahi ana ngā whakataunga ki ngā painga mō ngā ākonga. Kua whakatikaina ngā take i hāngai ai ki te tokomaha rawa o ngā kaimahi me te ngoikore o te ārahitanga, ā, kua whakatutukihia ētahi whakatūnga hou.

Te marautanga me te aromatawai

Kua whakaae te poari – mā te whakawhiti kōrero anō hoki ki te hapori o te kura – ki te whakamahi i te New Zealand Curriculum, hei ārahi i tā rātou marautanga ā-kura. Ka whakapuakihia te ratonga mātauranga mā te taumata tuarua o ngā aratohu e pā ana ki ngā pūtea reo Māori e whakaratohia ai e Te Tāhuhu o te Mātauranga. E whakapuakihia ana te marautanga o te kura ki te hōhonutanga o tētahi taiao kaupapa Māori.

I nāianei, he tōtika ngā mōhiohio aromatawai tīmata a te poari, ā, e tohu ana i te āhua o ngā paetae ākonga i runga anō i ngā Taumata ā-motu. Ka kitea ki aua hōtuku, he tokomaha ngā ākonga kei raro, kei raro rawa atu rānei i ngā tūmanako e pā ana ki te reo matatini me te pāngarau. Kua whakamahia aua hōtuku hei whakahāngai i ngā whakawhanaketanga ngaio o ngā kaimahi, ā, hei whakatinana haere anō hoki i ngā hōtaka whakaako me ngā hōtaka ako mō ngā ākonga.

4 Te rōnakitanga o ngā mahi me te arotake whaiaro

He pēhea rawa te tūnga o te kura ki te rōnaki me te whakapai tonu, te arotake tonu hoki i te āhua o āna mahi?

Ahakoa te nui o te ahu whakamua whai muri i te arotake o mua, kāhore te poari e noho whakapūmau ana ki tō rātou āheinga ki te rōnaki me te whakapai tonu, te arotake tonu hoki i te āhua o āna mahi, ki te kore e whai wāhi mai tonu te tautoko. E arotahi ana te Kaiwhakahaere Manatū ā-wā i nāianei ki te whakapakari ake i te āheinga o te poari me ngā kaiārahi o te kura ki te whakahaere i te kura.

Nō te tīmatanga o te tau 2017 tētahi tumuaki whakakapi i whakatūngia ai. Ahakoa he kaiako mātanga ia, he hou ia ki te ārahi me te whakahaere i tētahi kura. Kua tīmata kē te kōkiri i te whakawhanaketanga ngaio me te tautoko ngaio mōna.

E whanake ana te aromātai o roto. Ahakoa ka kitea ētahi āhuatanga papai ki ngā whakaritenga a te poari i roto i ngā mahere me ngā pūrongo, kāhore anō rātou kia aromātai i te āhua o ā rātou ake mahi, i runga anō i ā rātou whāinga rautaki me ngā taumata rautaki. Kei te tīmata rātou ki te whakaemi me te whakamahi i ngā hōtuku tōtika me ngā kitenga, hei whakarite i ngā whakataunga, ā, hei tāutu anō hoki i ngā whakawhanaketanga ka whāia tonuhia e rātou.

Ngā Whakaritenga Matua ka whai ake

E whakaae ana te poari me te Kaiwhakahaere Manatū ā-wā, e tika ana kia tahuri rātou ki te:

  • aroturuki tonu i te ahu whakamua a ngā ākonga me ō rātou whakatutukitanga
  • whakapiki ake i te whakamahinga o te aromātai ā-roto e whai kitenga ana, hei whakatinana haere i ngā whakataunga, ngā mahere, me ngā mahi aroturuki
  • hāpai i te āheinga o ngā kaimahi, ā, i tō rātou whakawhanaketanga anō hoki ki te ārahi.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari me te tumuaki o te kura 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 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 tukanga ki te whakatū kaimahi
  • 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 whakapai ake i ngā whakaritenga o tēnei wā, me tahuri te poari ki:

  • te tāutu i ngā ākonga me ngā rōpū ākonga:

(i) kāhore e eke angitu ana

(ii) e noho mōrearea ana ki te kore eke angitu

(iii)e mau nei i ngā matea tauwhāiti (tae atu hoki ki ngā ākonga e mau ana i ngā pūmanawa)

(iv)ngā āhuatanga o te marautanga hei āta tirohia

  • te whakawhanake, te whakatinana hoki i ngā rautaki whakaako, ako hoki, hei whakatutuki i ngā matea o ngā ākonga me ngā āhuatanga o te marautanga i tāutuhia ai ki runga ake nei.
    [Ngā Aratohu Whakahaere Mātauranga ā-Motu 1]

5 Te Taunakitanga

Ngā Taunakitanga, tae atu ki ērā kia whai wāhi mai ai te tautoko tonu, te tautoko ake rānei o ētahi atu umanga.

E taunaki ana Te Tari Arotake Mātauranga ki te Hekeretari o te Mātauranga ki te wawaotanga tonu i raro i te Wāhanga 7A o te Ture Mātauranga 1989, hei hāpai ake i Te Kura o Mangateretere ki te whakatutuki tonu i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei āhuatanga e āwangawangatia ana.

Te Whakarāpopototanga

E tū ana Te Kura o Mangateretere ki Heretaunga. He nui te ahu whakamua i whakatutukihia ai, whai muri i te arotake o mua. E whai wāhi atu ana ngā ākonga ki ngā akoranga, ā, e tīmata ana rātou ki te whakatinana i ngā uaratanga o te kura. He rōpū ngātahi te poari me ngā kaimahi, ā, e noho ngākau nui ana rātou ki te whakapai ake i ngā putanga mō ngā ākonga. E mōhio ana rātou, kāhore anō rātou kia whakapakari mārikatia ki te whakahaere i te kura, ki te kore te tautoko e whai wāhi tonu mai.

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

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

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Pipiri, 2017

Ngā kōrero e pā ana ki te kura

Te tūwāhi

Whakatu, Hastings

Te tau a te Tāhuhu o te Mātauranga

2599

Te tūmomo kura

He kura tuatahi Tau (1 – 8)

Te tokomaha o ngā ākonga o te kura

35

Te Ira Tangata

Kōtiro 17

Tama tāne 18

Ngā hononga ā-iwi

Māori

Īnia nō Whītī

33

2

Ngā āhuatanga motuhake

He kura kaupapa Māori

Te wā i te kura te rōpū arotake

Poutū-te-rangi 2015

Te rā o tēnei pūrongo

30 Pipiri, 2017

Ngā pūrongo o mua tata ake nei, a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Kohi-tātea 2015

Hui-tanguru 2010

Findings

Te Kura o Mangateretere is in Hastings. There has been significant progress since the previous review. Students are engaged in learning and are beginning to demonstrate the values of the school. The board and staff are a cohesive team that is committed to improving outcomes for students. They recognise that they are not yet in a position to manage the school without support.

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

1 Background and Context

What is the background and context for this school’s review?

At the time of the previous review student’s learning and achievement was poorly managed. In January 2015, ERO recommended that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 to provide support to the Te Kura o Mangateretere. A Limited Statutory Manager (LSM) was appointed to manage the school’s finances, curriculum and assessment development; and attend to personnel management with particular regard for school leadership. Since then, ERO has maintained communication between the LSM and the board to monitor improvement. At the beginning of 2017 an acting principal and new teacher were appointed and there is an increase in student enrolments. ERO and board were interested in the extent to which students were engage in learning, progressing and achieving during this review.

2 Review and Development

How effectively is the school addressing its areas for review and development?

The school board, with the support of the LSM is making good progress with the areas for review and development.

Priorities identified for review and development

The areas for review and development in 2015 were:

  • leadership
  • financial and personnel management
  • governance.

3 Progress

Student engagement

Students are engaged in learning. Significant progress has been made to improve the quality of teaching and learning that students receive. High expectations for student achievement are shared across the staff, board and community. Teachers have established a positive culture where students and their families feel welcome and valued. Kuia, with significant education experience, are present each day to help students with their learning. They organise systems and resources to support teachers as they focus on the day to day programme for students. Classroom environments are stimulating and the programme is well organised to keep students interested. Students appear happy and content at school.

Students are beginning to demonstrate the values of the kura. The board and staff have developed a clear vision for students that is underpinned by core values such as tikanga Māori, excellence and expectations for learning behaviours. These are known and practiced by staff and students. Teachers use positive strategies and encourage students to manage their own behaviour. Tuākana leaders have been identified and are being supported to lead their peers and tēina. Students enjoy coming to school.

Governance

The board is a cohesive team that is committed to improving outcomes for students. They have been operating since 2016. The board chair has strong support from the wider community and brings a renewed energy and focus on improving outcomes for students. The board has a clear and strategic vision for the school and its contribution to the wider community. They have improved meeting processes including planning and reporting expectations. The board utilises professional development opportunities provided by the School’s Trustees Association to improve their understanding and practices as governors of the school.

Finance and personnel management

The LSM has worked extensively with the board to address matters that needed immediate attention. The board has been responsive to the support provided by the LSM. Consequently, financial management has improved and decisions are focused on outcomes for students. Issues of overstaffing and poor leadership have been resolved and new appointments have been made.

Curriculum and assessment

The board, in consultation with the school’s community, have agreed to use the New Zealand Curriculum to guide their school’s curriculum. Education provision is to be delivered at level two of the Māori language funding guidelines provided by the Ministry of Education. The school’s curriculum is delivered in a kaupapa Māori rich environment.

The board now has reliable baseline assessment information that indicates student achievement in relation to the National Standards. This data shows that a significant number of students are performing below or well below expectations in both literacy and numeracy. This data has been used to target professional development for staff and inform teaching and learning programmes for students.

4 Sustainable Performance and Self Review

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

While there has been significant progress since the previous review, the board is not yet confident that they are in a position to sustain and continue to improve and review its performance without some support. The LSM is now focussed on building the board and school leaders’ capability to manage the school.

An acting principal was appointed at the beginning of 2017. While she is an experienced teacher, she has limited experience leading and managing a school. Professional development and support for her is underway.

Internal evaluation is developing. While the board displays some elements of good practice in planning and reporting, they are yet to evaluate their own performance against their strategic goals and targets. They are at the early stages of gathering and using reliable data and evidence to make judgements and identify their next steps for development.

Key next steps

The board and LSM agree that they need to:

  • continue to monitor student progress and achievement
  • increase the use of evidence based internal evaluation to inform decision making, planning and monitoring
  • support the capability and leadership development of staff.

Board assurance on legal requirements

Before the review, the board of trustees 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:

  • 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.

To improve current practice the board must:

  • identify students and groups of students:

(i) who are not achieving

(ii) who are at risk of not achieving

(iii) who have special needs (including gifted and talented students)

(iv) aspects of the curriculum which require particular attention

  • develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified above.
    [National Administration Guideline, 1] 

5 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Secretary for Education continue 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.

Conclusion

Te Kura o Mangateretere is in Hastings. There has been significant progress since the previous review. Students are engaged in learning and are beginning to demonstrate the values of the school. The board and staff are a cohesive team that is committed to improving outcomes for students. They recognise that they are not yet in a position to manage the school without support.

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

30 June 2017 

About the School 

Location

Whakatu, Hastings

Ministry of Education profile number

2599

School type

Full Primary Years (1 – 8)

School roll

35

Gender composition

Girls 17

Boys 18

Ethnic composition

Māori

Fijian Indian

33

2

Review team on site

March 2017

Date of this report

30 June 2017

Most recent ERO report(s)

Education Review

Education Review

January 2015

February 2010