Te Kura Akonga o Manurewa - 26/05/2015

1 Ko ngā Whakamāramatanga me te Horopaki

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

Ko Te Kura Ākonga o Manurewa tētahi kura rumaki reo Māori ki Tāmaki-makau-rau, mō ngā ākonga tau 1 ki te 8. Nā te whānau me ngā mema o te hapori o te kura i whakatūngia ai, mā te mahi tahi ki Ngā Whare Ākonga Charitable Trust, ā, nō rātou te whenua me ngā whare. I tēnei wā, 75 ngā ākonga i te kura.

Ko tā te kura tirohanga, kia whiwhi ngā ākonga i te mātauranga o te kounga kairangi mā te reo Māori me ngā tikanga Māori. Ka whakahaerehia te kura me tētahi angamahi e hāngai ana ki ngā mātauranga whakaaro Māori e pā ana ki te katoa o te tangata, arā, e hāngai ana ki te taha wairua, te taha hinengaro, te taha whānau, me te taha tinana. Ka wheako ngā ākonga, ngā kaimahi me te whānau i tētahi taiao akoranga e ahu mai ana i te aroha, te manaaki, me te tino rangatiratanga. Ko te whai pānga nui o te whanaungatanga ka āta kitea anō hoki, puta noa i ngā wāhanga katoa o te kura.

I te tau 2013, i tāutu Te Tari Arotake Mātauranga i te maha o ngā wāhanga hei arotake, hei whakawhanake hoki ki te kura. I hāngai aua wāhanga ki ngā paetae ākonga, te kounga o te whakaako, Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori, te kounga o te arotake whaiaro, me ētahi āhuatanga e toru kāhore e tutuki ana i ngā herenga ā-ture. Mai i te tau 2013, kua pukumahi te poari, te tumuaki, ngā kaimahi, me te whānau ki te whakatutuki i aua wāhanga me te whakapai ake i te kounga o te mātauranga mō ngā ākonga katoa.

2 Te Arotake me te Whanaketanga

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

Anā te ahunga whakamua hiranga ki te whakatutuki i ngā wāhanga katoa hei arotake, hei whakawhanake.

Te ahunga whakamua

Te Ako

Ka wheako ngā ākonga i te angitu i roto i ā rātou akoranga.

I roto i te roanga o te tau 2014, i pai ake ngā paetae ākonga e pā ana ki te reo matatini me te pāngarau. Ka tohu ngā hotuku o te reo matatini me te pāngarau i te pikitanga ake o te tokomaha o ngā ākonga e tutuki ana ki ngā taumata e tika ana mō rātou, ki tua atu rānei i aua taumata. Ahakoa kāhore te poari i whakatutuki i te katoa o ā rātou whāinga mō te tau 2014, e mōhio ana rātou ki ngā whakapaitanga ake i whakatutukihia ai, ā, kei te arotahi ki te whakatairanga ake anō i roto i te tau 2015.

Kei te haere tonu ngā mahi a te tumuaki me ngā kaimahi ki te āta whakatairanga ake anō i tētahi taiao mahi ngātahi, mahi ngaio hoki i te kura. He mārama, he koi hoki ngā tukanga e pā ana ki ngā kaimahi, ā, ka whakatauirahia anō hoki e te tumuaki me ētahi atu o ngā kaiwhakahaere matua. Ka hāpai tētahi i tētahi, ā, he whai wāhitanga i ia te wā ki te whakawhanake i te taha whaiaro me te taha ngaio. Ka noho pūmau ngātahi rātou ki te waiora o ngā ākonga, me tā rātou eke angitu, ā rātou whakatutukitanga hoki.

Ka āta aroturukitia te āhua o ngā mahi a ngā kaiako e te tumuaki me te poari. Ka whakatairanga te tumuaki i ngā whakaritenga whakaaro huritao ā ngā kaimahi, ā, he mātātoa tana akiaki hei hāpai ake i te kounga o ngā whakaakoranga mō ngā ākonga. He mārama ngā tūmanako me te ārahi a ngā kaiako, hei āta whakarite i tā rātou noho rite, i ā rātou mahere hoki, kia whai pūtake ai tā rātou whai wāhi atu ki ngā ākonga.

Te aro atu ki ngā matea ako o ngā ākonga

Ka āta aroturukitia, ka āta tautokona hoki ngā matea ako o ngā ākonga.

E āhei ana ngā kaiako ki te tāutu i ngā matea ako o ngā ākonga e pā ana ki te reo matatini me te pāngarau. He matawhānui ngā pūnaha me ngā whakaritenga i whakatakotohia ai hei kōkiri i ngā taumata o ngā paetae ākonga me te ahu whakamua i roto i te reo matatini me te pāngarau. Ka tohu te tātari o ngā paetae ākonga o te tau 2014 i te tino pikitanga ake o te ahu whakamua a ngā ākonga me ngā whakatutukitanga i roto i te reo matatini me te pāngarau.

Kei te pai haere anō hoki te kounga o te whakaako. I roto i ngā tau e rua kua pahure ake nei, kua whakaritea e te tumuaki te whakawhanaketanga ngaio o ngā kaiako, me te hāngai pū o aua mahi ki ngā kaupapa matua i tāutuhia ai ki te reo matatini me te pāngarau. Ka whakapuaki ngātahi, ka whakatinana hoki ngā kaiako i ō rātou mōhiotanga hou, ā rātou akoranga hou i whakatutukihia ai e rātou mā te whakawhanaketanga ngaio.

He pai te āta whakamahinga o te whānuitanga o ngā tūmomo ratonga, hei hāpai i ngā matea o ia ākonga, o ngā rōpū ākonga hoki. Ko ētahi o ēnei, ko ngā kaiāwhina i roto i ngā akomanga, ko ngā mātanga o te mātauranga tauwhāiti e mahi ana ki te taha o ngā ākonga, ko te taetae mai o Tauwhiro ā-Kura o te hapori nei me te Kaiako Takawaenga o te Ako me te Whanonga, me te puna mātauranga o ngā kaiwhakahaere o waho. Kua hāpai hoki Te Tāhuhu o te Mātauranga i ngā whakapaitanga ki te kura.

Te tātari, te whakamārama, me te whakamahi i ngā paetae ākonga

Ka tātarihia, ka āta whakamahia hoki ngā paetae ākonga hei whakapai ake i te kounga o te whakaako me te ako. Ka whiwhi te poari i ia te wā, i ngā mōhiohio e pā ana ki ngā paetae ākonga, ā, ka kōrerohia tēnei āhuatanga ki tēnei reanga kāwana o te kura. Ka whakarato te tumuaki i ngā pūrongo matawhānui i ia marama. Ka tohatoha hoki te poari i ngā rauemi ka hāpai i ngā kaupapa e whakapai ai i ngā paetae ākonga.

Kua whakapiki ake ngā kaiako i ō rātou mōhiotanga, ō rātou māramatanga hoki ki Ngā Whanaketanga Rumaki Māori, ā, ka kitea te pakaritanga ake o tō rātou āheinga ki te whakaemi me te tātari i ngā paetae ākonga e pā ana ki te reo matatini me te pāngarau. Kei te whakatōpū rātou i ā rātou tukanga whakaōrite o roto, hei whakatūturu i te whānuitanga o ā rātou whakataunga ako.

Ka whakarite, ka pūrongo hoki ngā kaiako i ngā paetae ākonga i ia te wā, mā ngā mātua me te whānau. Ka mahi pēnei mā te whakapuaki i ngā kōpaki aromatawai a ngā ākonga, mā ngā hui a te whānau me te poari, ngā pūrongo ōkawa ka tuhia i ngā wā e rua o te tau, me ngā hui ki ngā mātua. E āhei ana ngā mātua me te whānau ki te kōrero i ngā paetae ākonga ka whakaatuhia ki a rātou mō ā rātou tamariki.

Te Marautanga

E haere tonu ana te whakawhanaketanga o tētahi marautanga ā-hapori e hāngai ana ki Te Marautanga o Aotearoa.

I kawe ngā mema o te poari me te whānau i ngā mahi ki te whakaoti i te tīmatanga o ngā whakawhitinga kōrero me ngā mātua, te whānau, me te hapori. E mōhio ana rātou he mea nui te whai whakaaro ki ngā ngākau nuitanga me ngā matea o ngā ākonga i roto i ngā whakawhanaketanga o tā rātou marautanga ā-hapori. Kua whakatau te whakawhanaketanga ngaio mō Te Marautanga o Aotearoa mō te tau 2015, ā, ka hāpai tēnei i ngā kaiako me te poari ki te ahu whakamua i roto i ā rātou mahi.

I roto i ngā akomanga katoa, i hāngai te hōtaka o te ata ki te reo matatini me te pāngarau. Ka kawe ia kaiako i ngā mahi mō te whakamahere me te whakapuaki i ētahi tino wāhanga o te marau i ngā ahiahi, hei wāhanga tonu o tētahi huringa ako mō ngā ākonga. Ka tīmata tētahi hōtaka reo Pākehā hei te Tau 6, hei hāpai i te whakawhiti atu ki te kura tuarua.

Ngā Whakaritenga Matua ka whai ake

Kāhore anō te tumuaki me ngā kaiako kia kōkiri i ngā whakawhitinga kōrero ki ētahi atu kura o tā rātou hapori whānui, mō ngā tukanga whakaōrite ki waenga i ngā kura mō ngā whakataunga whānui a ngā kaiako. Ka whakatairanga tēnei i tō rātou mōhiotanga ngaio ki ngā whakataunga whānui a te kaiako, ā, ka whakatau anō hoki i te kounga o ā rātou mōhiohio e pā ana ki ngā paetae ākonga.

E mōhio ana te poari, te whānau, me ngā kaimahi i te roanga o ngā mahi ka whai ake hei whakawhanake i tētahi marautanga ā-hapori o te kura ka noho pūmau, ka noho rōnaki hoki. Kei te whakapono rātou ki tā rātou tukanga whakawhiti whakaaro me tō rātou āheinga ki te whakatau i tā rātou pūkete raukura, me te whakatinana i tā rātou marautanga. Ka whai pānga hoki pea ki tēnei te aru i ō rātou raukura o mua, hei aromātai i ngā huarahi ā te kura ki te whakapakari ake i ngā whai wāhitanga mō ā rātou ākonga i tēnei wā.

3 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?

Kua whakawhanakehia e te poari, te tumuaki, me ngā kaimahi ngā pūnaha me ngā whakaritenga e hāpai ana i te rōnakitanga o ngā whakapaitanga me te āhua o ngā mahi.

Te Ahunga Whakamua

Te arotake whaiaro me te whakamahere rautaki

Kua whakatinanahia e te poari te pakaritanga o ngā mahi arotake whaiaro e arotahi ana ki te whai huatanga o ngā putanga ākonga me ngā paetae ākonga. He whānui ngā mahere rautaki me ngā mahere ā-tau, ā, ka āta hono atu ki te whakapaitanga ake o ngā paetae ākonga. Kei te poari tētahi mahere mahi e whai kiko ana, ā, ka whakapūmau tēnei i tāna aronga ki te kounga o te kāwanatanga ki te kura, ā, ka whakatau hoki i te pakari o ngā tukanga arotake whaiaro.

Te ārahitanga

Ka whakakotahi, ka whakakoia hoki te ārahitanga i te kura. I tīmata tētahi tumuaki tūturu hou i te tau 2015. Ko ia te tumuaki tuarua i mua, me te tumuaki whakakapi o te kura i te tau 2014. Kei te kura hoki ētahi mātanga kaiako me ētahi mātanga kaiārahi, ā, ka whai pānga hoki rātou ki te pai o te noho ngātahi ki te kura.

Te whai wāhi a ngā mātua me te whānau

He maha ngā mea angitū a ngā mātua me te whānau ki te whai wāhi mātātoa ki ngā kaupapa i te kura i ia rā. Ka manaakitia, ka hāpaitia hoki rātou ki te kura. Tāpiri atu i te poari, e āhei ana ngā mātua ki te whai wāhi atu ki te rōpū ā-whānau e āwhina ana huri noa i te kura. Ka poipoi hoki te tumuaki me ngā kaiako i te whai wāhi mai o te whānau ki ngā Open Days, me ngā kaupapa, ngā whakanuitanga hoki ki te kura.

Te whakatutukitanga i ngā herenga ā-ture

Kua whakatutukihia e te poari me ngā tumuaki ngā wāhanga e toru i tāutuhia ai i te pūrongo o mua a Te Tari Arotake Mātauranga, hei wāhanga kāhore i te tutuki i ngā herenga ā-ture. Ko te ahu whakamua me ngā whakatutukitanga i runga anō i te āhua o Ngā Whanaketanga Rumaki Māori ka pūrongo atu ki ngā mātua me te whānau i nāianei. I te tau 2014 i whakamanatia tētahi tauāki e pā ana ki te whakapuakitanga o te marautanga hauora, ā, he wāhanga o te huringa arotake whaiaro a te poari i nāianei. Arohaehaengia ai te tumuaki i ia tau, i runga anō i ngā taumata ngaio e tika ana.

4 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 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.

Te Whakarāpopototanga

E tū ana te kura ki Manurewa, ki Tāmaki-makau-rau. Anā te ahunga whakamua hiranga ki te whakatutuki i ngā wāhanga katoa hei whakawhanake. Ka āta aroturukihia ngā matea ako o ngā ākonga, me te āta tautokona hoki. Kua whakawhanakehia e te poari, te tumuaki, me ngā kaimahi ngā pūnaha me ngā whakaritenga e hāpai ana i te rōnaki o ngā whakapaitanga me te āhua o ngā mahi.

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 o Te Kura Ākonga o Manurewa, i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

1 Background and Context

What is the background and context for this kura review?

Te Kura Ākonga o Manurewa is a Year 1-8 Māori medium school in Auckland. The kura was established by local whānau and community members in partnership with Ngā Whare Ākonga Charitable Trust who are the proprietors for the land and buildings. There are currently 75 students at the kura.

The kura vision is for students to receive a high quality education through te reo Māori and tikanga Māori. The kura operates within the framework based on the Māori philosophy that is holistic in nature, thus encompassing taha wairua, taha hinengaro, taha whānau and taha tinana. Students, staff and whānau experience a learning environment based on aroha, manaaki and tino rangatiratanga. The importance of whanaungatanga is strongly evident across all areas of the kura.

In 2013, ERO identified several areas for review and development in the kura. These areas included student achievement, the quality of teaching, Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori, the quality of self review and three non-compliance matters. The board, principal, staff and whānau have worked diligently since 2013 to address these areas and improve the quality of education for all students.

2 Review and Development

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

There has been significant progress to address all areas for review and development.

Progress

Learning

Students experience success in their learning.

Student achievement in literacy and numeracy improved over the course of 2014. Literacy and numeracy data showed increases in the number of students achieving at or above their expected levels. Although the board did not meet all of their targets set for 2014, they acknowledge the improvements that were achieved and are focussed on building on those in 2015.

The principal and staff have continued to build a collaborative and professional environment within the kura. Staff procedures are clear and concise, and modelled by the principal and other senior staff members. They support each other and have regular opportunities for personal and professional development. They share a strong commitment to student well-being, success and achievement.

The performance of teachers is carefully monitored by the principal and board of trustees. The principal promotes reflective practice by her staff and actively encourages improvement in the quality of teaching for students. There are clear expectations and guidance for teachers to ensure they are prepared and planned to engage with students in meaningful ways.

Responding to students’ learning needs

Students learning needs are carefully monitored and well supported.

Teachers can identify the learning needs of students in the areas of literacy and numeracy. There are comprehensive systems and practices in place to accelerate the levels of student achievement and progress in literacy and numeracy. The analysis of student achievement data in 2014 shows significant shifts in student progress and achievement in literacy and numeracy.

The quality of teaching is also improving. Over the past two years, the principal has organised professional development for teachers aligned to their identified priorities in literacy and numeracy. Teachers share and apply their new knowledge and learning from professional development.

A range of services are used well to support the needs of individual and groups of students. These include kaiāwhina in classrooms, special education advisors working alongside students, visits by the local Social Worker in Schools and Resource Teacher of Learning and Behaviour, and the expertise of external facilitators. The Ministry of Education has also supported improvements in the kura.

Analysis, interpretation and use of student achievement information

Student achievement information is analysed and used well to make improvements in the quality of teaching and learning. The board receives regular information about student achievement which is discussed at the governance level. The principal provides comprehensive monthly reports. The board also allocates resources to support initiatives that will improve student achievement.

Teachers have increased their knowledge and understanding of Ngā Whanaketanga Rumaki Māori and demonstrate higher levels of confidence to gather and analyse student achievement information in literacy and numeracy. They are consolidating their internal moderation processes to verify their overall teacher judgments.

Teachers prepare and regularly report student achievement information to parents and whānau. This is done through sharing students’ kōpaki aromatawai, at whānau and board meetings, in formal written reports twice a year, and during parent interviews. Parents and whānau can talk about the student achievement information that is presented to them about their children.

Curriculum

The development of a local curriculum based on Te Marautanga o Aotearoa is ongoing.

Members of the board and whānau took responsibility to complete the initial consultation with parents, whānau and community. They acknowledge the importance of student interests and needs in developing their local curriculum. Professional development for Te Marautanga o Aotearoa has been confirmed for 2015 and will aid teachers and the board to progress this work.

In all classrooms, the morning programme focussed on literacy and numeracy. Each teacher takes responsibility for the planning and delivery of particular curriculum areas in the afternoons as part of a learning rotation for students. An English language programme begins from Year 6 to support transition into secondary school.

Areas for development

The principal and teachers have yet to initiate discussions with other kura in their network about inter-school moderation processes for overall teacher judgments. This will enhance their professional knowledge of overall teacher judgments and provide further assurance about the quality of their student achievement information.

The board, whānau and staff acknowledge the long term work required to develop a local curriculum for the kura that will be enduring and sustainable. They have confidence in their consultation process and their capability to confirm their graduate profile and implement their curriculum. This could also include tracking their previous graduates to help evaluate how the kura could strengthen opportunities for their current cohort of students.

3 Sustainable Performance and Self Review

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

The board, principal and staff have developed systems and practices that support sustained improvements and performance.

Progress

Self review and strategic planning

The board of trustees has implemented strong self review practices which are focussed on positive student outcomes and achievement. Strategic and annual plans are extensive and clearly link to improving student achievement. The board has a detailed work plan to maintain its focus on quality kura governance and ensure its self review processes are robust.

Leadership

Leadership in the kura is inclusive and affirming. A new permanent principal began in 2015. She was previously the deputy principal and then the acting principal of the kura in 2014. There are experienced teachers and school leaders in the kura who contribute to the positive, collegial culture in the kura.

Parent and whānau involvement

Parents and whānau have many opportunities to actively participate in the daily life of the kura. They feel welcomed and supported in the kura. In addition to the board of trustees, parents can also be part of the whānau group which helps in and around the kura. The principal and teachers also foster whānau involvement in Open Days, kura events and celebrations.

Compliance with legislative requirements

The board and principal have addressed the three areas of non-compliance identified in the previous ERO report. Progress and achievement in relation to Ngā Whanaketanga Rumaki Māori is now reported to parents and whānau. A statement on the delivery of the health curriculum was ratified in 2014 and is now part of the board’s self review cycle. The principal is appraised annually against the appropriate professional standards.

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

The kura is located in Manurewa, Auckland. There has been significant progress to address all areas for development. Students learning needs are carefully monitored and well supported. The board, principal and staff have developed systems and practices that support sustained improvements and performance.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Ākonga o Manurewa will be in three years

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

Information about the Kura

Location

Manurewa, Auckland

Ministry of Education profile number

1619

Kura type

Full Primary (Year 1 to 8)

Kura roll

75

Gender composition

Boys 39

Girls 36

Ethnic composition

Māori 75 

Special features

Māori medium

Review team on site

25 March 2015

Date of this report

26 May 2015

Most recent ERO report(s)

Education Review November 2012

Education Review November 2009

Education Review November 2007