Te Kura Kaupapa Māori o Mangere - 27/02/2014

1 He Whakamārama

Te Whānuitanga Atu

E aromātai ana te arotake Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te whakahaere a te poari ki te whakarato i ngā ratonga mātauranga.

Ka tino whai hua ki te poari te pūrongo i te aromātai e whakaatu mai ana i ngā painga ake i ngā akoranga o ngā ākonga, i te wā e whakarato ana te poari i ngā tino mōhiohio e pā ana ki ngā putanga hua ki ngā ākonga.

Ngā Kōrero mō te Kura

Te tūwāhi

Kei Māngere, ki Tāmaki-makau-rau

Te tau a te Tāhuhu o te Mātauranga

4208

Te tūmomo kura

Tau 1 ki te 13

Ngā kaiako: mai i te rārangi ingoa ētahi atu te maha o ngā kaiako

16 16

Te rārangi ā-kura

188

Ngā hononga ā-iwi

Māori 188

Te ira tangata

Tama tāne 83 Kōtiro 105

Ngā āhuatanga motuhake

Te Aho Matua

Te wā i te kura te rōpū arotake

Mahuru 2013

Te wā i whakamanahia ai tēnei pūrongo

Hui-tanguru 2014

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Motuhake, Hui-tanguru 2012

Arotake Mātauranga Te Aho Matua, Hui-tanguru 2010

Arotake Mātauranga Te Aho Matua, Pipiri 2008

2 Te Aromātai a Te Tari Arotake Mātauranga

E tū ana Te Kura Kaupapa Māori ā-Rohe o Māngere, ki te hapori o Māngere, ki Tāmaki-makau-rau ki te tonga. Ka hono ngā ākonga me ngā kaiako ki te maha o ngā iwi, mai i Ngāti Hine ki te raki, ki Ngāi Tahu ki te tonga. Ka toro whānui atu te kura ki Onehunga, ki Hillsborough, ā, ki Rāhui Pōkeka hoki.

E tū ana te kura ki te rohe o Tainui. He mātātoa te tautoko o ngā ākonga i te Kīngitanga, nā tā rātou tae ā-tinana atu, tā rātou whai wāhi atu hoki ki ngā hui nui o te Kīngitanga.

Kua tutuki pai i te kura ngā take i te tāutuhia ai ki te pūrongo a te Tari Arotake Mātauranga i te tau 2012. Kua pai ake ngā kaupapa here, ngā tukanga, me ngā whakaritenga ki te whakapuaki amuamu me te āta whakarite i te noho haumaru, te waiora hoki o ngā ākonga. Me whakapai tonu, me whakamahine rānei i ētahi wāhanga o te whakaako me te ako.

  • me whakatutuki ngā matea akoranga o ngā tama tāne hei āta whakarite i tā rātou whai wāhi ki ngā kaupapa mahi, me tā rātou eke angitu ki ō rātou ake tino pūmanawa
  • me whakatutuki ngā kaiako i ngā wā katoa, i ngā tikanga whakariterite e pā ana ki te Mana Tohu Mātauranga o Aotearoa, hei āta whakarite i te eke tonu o ngā ākonga
  • me riterite ake ngā pūrongo a te poari mō ngā mōhiohio e pā ana ki ngā paetae ākonga
  • e tika ana kia arotahi ake ki te whakamahinga o te reo Māori.

E mahi ana te poari ki te taha o te Tāhuhu o te Mātauranga ki te whakahou ake i ngā rauhanga ki ngā whare, me te whakapai ake i ēnei hei whare akoranga kaupapa Māori o ēnei rā. Kua whakatūngia tētahi poari hou. Ka mahi ngātahi ngā kaitiaki mātanga me ngā kaitiaki hou o te poari, hei painga mō ngā ākonga. E mau ana ngā kaitiaki mātanga i te hōhonutanga o ngā mōhio, ngā pūkenga hoki i roto i ō rātou tūranga kāwanatanga.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

3 Ngā Whakaaturanga Aromātai o ngā Kaupapa

Te Tino Uaratanga

Te arotake whaiaro.He aronga rautaki tā te poari ki te whakapai ake i ngā whakaritenga i te kura. Ka arotahi rātou ki te waiora o ngā ākonga me te whakawhanake i ngā tino pūnaha tautoko mō ngā ākonga, ngā kaimahi, me te whānau. Ka whakatutuki rātou ki te āta whakatau i ngā whakaritenga i runga anō i ngā kitenga, ā, ka whakatinana anō hoki i ngā mahi ka whāia tonuhia hei whakapai ake. He mārama ngā mahi ka whai ake, ā, ka tino whai hua te whakatutuki haere i ēnei.

Ko te pūmautanga o ngā whakaritenga me te whakarite hoki mō te tauatanga, tētahi tino aronga hoki mō te poari. Me noho mataara hoki ngā kaitiaki hei āta whakarite i te āta whakawhanaketanga o ngā tukanga, ngā pūnaha, me ngā tūmanako, hei whai atu mā te katoa. Me whakawhanake tonu i ētahi wāhanga o te ako me te whakaako, hei whakapai ake i te whai wāhi mai, te eke angitu hoki o ngā tama tāne. Me ngaio ake te aronga o ngā kaiako ki te whakatutuki i ngā tikanga e pā ana ki te Mana Tohu Mātauranga o Aotearoa.

Te ārahitanga.E whakawhanake ana te poari, te tumuaki, me ngā kaimahi i tētahi tauira e pā ana ki te ārahi ngātahi. Me aroturuki tonu, me whakapiki tonu hoki te poari me te tumuaki i te whai huatanga o tēnei tauira, puta noa i te kura. Me ōkawa anō hoki tā rātou ine i te whai pānga o tēnei tauira ki te ako, te eke angitu, me te waiora hoki o ngā ākonga.

Ngā wāhanga hei whakawhanake ake

Ngā paetae ākonga.Me auau ake, me āta whakapuaki ake hoki te pūrongo i ngā paetae ākonga ki te poari. Me whakaputa ngā hōtuku e pā ana ki ngā paetae ākonga, hei tohu ka hāpai ake i ngā mahi arotake whaiaro me ngā tukanga anō hoki a te poari ki te whakatau i ngā whakaritenga.

Te taiao o te kura.Me whai whakaaro wawe te poari ki te whakapai ake i te kounga o ētahi wāhanga o te taiao o te kura, hei hāpai ake i te oranga ā-wairua, ā-waiora, ā-hinengaro, ā-tinana hoki o ngā ākonga i a rātou e noho ana ki te kura.

Te Ira Tangata

Ka arotahi te whānau o te wharekura ki te whakatō i ngā mātāpono o Te Aho Matua ki ā rātou whakaritenga. Kua whakawhanakehia tētahi mahere Te Aho Matua. Ka whakatūngia ngā wānanga hei whakapiki ake i te whai huatanga, te whakatinanatanga hoki o ngā mātāpono ki ngā āhuatanga o ia rā i te kura. E tika ana, kia haere tonu te ārahi, te whakatauira hoki o ngā pākeke i aua mātāpono, o roto, o waho hoki i ngā akomanga.

Kua whakapuakihia e te poari te māramatanga o ngā aratohu me ngā tūmanako e pā ana ki ngā taunekeneke ki waenga i te whānau, ngā kaimahi, me ngā ākonga. Nā tēnei, he mārama ake hoki ngā pūnaha kawenga takohanga ki waenga i ngā kaiako, te tumuaki, me te poari. Kua tautokona hoki e ngā mātanga o waho hei hāpai i ngā i ngā kaimahi ki te whakawhanake i te māramatanga ake o tā rātou arotahi.

Kua whakaritea e ngā mema katoa o te whānau o te kura te ngātahi ake o te noho, te māramatanga ake hoki o ngā tū hononga. He whakaute ngā hononga ki waenga i ngā kaiako me ngā ākonga. Ka kawe ngā ākonga i ngā mahi ki te āwhina i ō rātou hoa, i ngā kaiako hoki. Ka rongo i te mauritau o te kura. He mātātoa ngā ākonga, ā, ka tino whai hua hei mema o te whānau o te kura.

Kua whai pānga nui Te Ohu Whānau Ora ki te whakawhanake i te mauritau i te kura. Ka tautoko ngā kaimahi i te tirohanga o te kura, ā, ka oke ki te whakapai ake i tā rātou whakaritenga ngaio hei painga mō te waiora o ngā ākonga.

Te wāhanga hei whakaarotanga ake

Te ako takitahi.Me whai whakaaro ngā kaimahi ki te whakawhanake i ngā mahere mātauranga mō ia ākonga. Me whakaemi ngā tino mōhiohio i kohikohi kētia ai mō ngā ākonga, ō rātou waiora, ō rātou huarahi umanga ka whāia, te ahunga whakamua, te whakawhanaketanga i te kura, me ngā taumata ako ka whāia tonuhia. Me whakaemi hoki i ngā kitenga, mai i te whānuitanga o ngā tūmomo puna, tae atu ki ngā ākonga me te whānau. Mā tēnei, ka whakapiki ake te mōhiotanga, te māramatanga hoki o ngā kaimahi, te whānau, me ngā ākonga ki te ahunga whakamua, ngā whakatutukitanga, me ngā wawata hoki o ngā ākonga. Ka taea hoki te whakamahi aua mōhiohio hei whakapiki ake i te whai huatanga o te hōtaka akoranga mō ngā ākonga.

Āhuatanga Ako

Ka ngākau nui ngā ākonga ki ngā akoranga, ā, ka noho whakahihiri ki te ako. Ka kitea te pai o ngā taunekeneke ako ki waenga i ngā kaiako me ngā ākonga. Ka aro ngā ākonga ki ngā kipakipa a ngā kaiako, ā, he pakari tā rātou whai wāhi ki ngā whakawhitinga kōrero e pā ana ki ngā akoranga.

Ka arotahi ngā kaiako ki ngā akoranga, ā, he tokomaha o rātou i whakawhanake ai i ngā rautaki whakaako e tika ana, tae atu ki te whakapuaki i ngā koronga ako, tae atu hoki ki te whakarato i ngā kōrero urupare e whai hua ana ki ngā ākonga.

Ka ākina ngā ākonga ki te whakahaere i a rātou anō, me te whakawhanake i te hōhonutanga ake o ngā pūkenga whakaaro. E whiwhi ana ngā ākonga o te wharekura i ngā tohu mātauranga e tika ana. Ko te nuinga o ngā ākonga i te kura teina e whakatutuki ana – e eke ake ana rānei – i ngā tūmanako e pā ana ki te pānui me te tuhituhi. Kua tāutuhia e ngā kaiako, e tika ana kia arotahi ake ki te whakapiki ake anō i ngā whakatutukitanga i roto i te pāngarau.

Ngā wāhanga hei whakawhanake ake

Ngā paetae o ngā tama tāne.He pai te whakatutuki a te kura i ngā painga o te nuinga o ngā ākonga. Engari, he teitei ake te eke angitu o ngā kōtiro i tēnā o ngā tama tāne. Me whai whakaaro ngā kaiako, me pēhea te hāpai i ngā tama tāne kia hihiri ake ai rātou, kia whai wāhi ake ai rātou, ā, kia eke angitu ake ai rātou hei ākonga.

Ngā tohu i te wharekura.Ko te ngoikore o te aronga ngaio a ētahi o ngā kaiako o te wharekura ki ngā tikanga o te Mana Tohu Mātauranga o Aotearoa, e pā tōraro ana ki ngā tohu mātauranga o ngā ākonga. Me whai ngā kaiako wharekura katoa i ngā tukanga e tika ana ki te āta whakarite i te wā tika, te pono, me te tūturutanga o ngā putanga. He āhuatanga tēnei o tā rātou kawenga mahi ngaio.

Te reo Māori

Ka whakamahere nahanaha te kura hei hāpai i ngā ākonga ki te whakawhanake i tō rātou mātau ki te reo Māori. Kei te mahere rautaki ngā tino whāinga ka whakapiki i te mātau o ngā ākonga ki te reo matatini me te pāngarau. Ka hono ngā taumata ki Ngā Whanaketanga Rumaki Māori. Ka arotahi mārika ngā kaimahi o te wharekura ki te whakapiki ake i te whakamahinga tika, te matatau hoki o te reo kōrero. E wātea ana ki ngā kaimahi katoa te whānuitanga o ngā tūmomo whai wāhitanga ki te whakawhanake ngaio, hei whakapiki i tō rātou mōhiotanga, tō rātou mātanga hoki ki te reo Māori.

Ka kōrero ngā ākonga i te reo Māori i te wā e ākina ana rātou, i a rātou e whakautu ana hoki i ngā kōrero a ngā kaiako. Engari, ka whakamahi ngā ākonga tēina i te reo Pākehā i roto i te maha o ā rātou kōrerorero ki waenga i a rātou anō.

Ka tohu ngā paetae ākonga i te pai o te eke angitu o ngā ākonga ki te kura teina i roto i ētahi āhuatanga o te reo matatini. Engari, kāhore he hōtuku e whakaratohia ana mō te reo kōrero.

He pai ngā putanga i roto i Te Reo Rangatira o Te Taumata Mātauranga ā-Motu Kua Taea, ā, ka riro i te nuinga o ngā ākonga ngā whiwhinga. Ka tae ki te tau 13, kua whakatutukihia e te tino nuinga o ngā ākonga ngā tikanga e pā ana ki te reo matatini me te pāngarau mō te uru ki te whare wānanga.

Te wāhanga hei whakawhanake ake

Te reo Māori.Me tāutu ngā kaiako, te whānau, me ngā ākonga i te auaha ake o ngā rautaki, ā, me whakatinana i ēnei hei whakapiki ake i te whakamahinga o te reo Māori i te kura. Ko te whakatauira o ngā pākeke i ngā whakawhitinga kōrero mā te reo Māori ki mua i ngā ākonga, ka whai hua ki te whakatūturu ake i te reo Māori ki te kura.

Ngā Iwi

Ko te marae o te kura te aronga nui. He tohu tēnei o te mana whenua mō te whānau o te kura. Ka manaakitia te tokomaha o ngā iwi, ngā rōpū hoki o tāwāhi, ā, ka kitea ngā uaratanga o te manaakitanga me te whanaungatanga. He mātātoa te whai wāhi o ngā ākonga ki ngā whakanuitanga o te Kīngitanga.

He maha ngā wheako a ngā ākonga ka whakapiki ake i tō rātou mōhiotanga, tō rātou māramatanga hoki ki ngā iwi o ngā hau e whā. Ko te aronga ki te ako i te takiwā, ka toro atu hoki ki ngā kaupapa ā-rohe, ā-motu hoki. Ka whai wāhi ngā ākonga ki te maha o ngā kaupapa hākinakina, te kapa haka, me ētahi atu kaupapa nui o te ao Māori. Ka whai wāhi matua rātou ki ngā pōwhiri maha ka tū ki te rohe, ā, ka whai wāhi atu ki te whakatau i ngā manuhiri o tāwāhi ki ngā huihuinga whakahirahira. E whakawhanake ana te kura i tā rātou marautanga o te hapori, hei āta whakatakoto, hei āta whakaatu hoki i tētahi aronga i whakamaheretia ai mō ngā akoranga a ngā ākonga, mā te horopaki o te hapori, me ngā hapū, ngā iwi hoki o ia ākonga.

Te Ao

Ka whakaratohia te whānuitanga o ngā tūmomo whai wāhitanga ki ngā ākonga tuākana, kia wheako ai rātou i te taiao o te hapori me te ao whānui, tae atu hoki ki ngā haerenga ki tāwāhi. Ka whai wāhi matua hoki ngā ākonga ki te whakamahere me te whakariterite i te maha o aua tūmomo kaupapa.

He mātātoa te whai wāhi atu o ngā ākonga ki ngā kaupapa i tua atu i ērā o te marau. Ka whakapuaki tonu te wharekura i ngā hōtaka pūtaiao o te hapori, ā, e mahi ana i nāianei ki te taha o Te Whare Wānanga o Awanuiārangi, ki te whakawhānui i aua akoranga. He mātau ngā ākonga ki te tūhura i te ao whānui me te ako ki te tū hei kaitiaki o ngā taonga māori o tō rātou hapori.

4 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki o Te Kura Kaupapa Māori ā-Rohe o Māngere teTauāki Kupu Tūturu a Te Poari mā te Tari Arotake Mātauranga, me tētahiRārangi 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 aroturuki i te tae ā-tinana atu o ngā ākonga ki te kura.

5  Ngā Taunakitanga

Hei whakapai ake i āna mahi, me te tahuri te poari me te whānau ki te:

  • whakaaro huritao ki te pai o ā rātou mahi angitu, whakatutukitanga anō hoki, kia āhei ai rātou ki te arotahi ake ki ngā whakawhanaketanga ka whāia tonuhia
  • whakaōkawa i te marautanga o te hapori
  • whakatō i te ahurea o te whakaaro huritao, o te kōkiritanga hoki ki waenga i ngā mema katoa o te kura
  • whakatutuki i ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake.

6 Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

27 Hui-tanguru 2014

1 Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

About the School

Location

Mangere, Auckland

Ministry of Education profile number

4208

School type

Year 1 - 13

Teaching staff: Roll generated entitlement Other Number of teachers

16 16

Roll number

188

Ethnic composition

100%

Gender composition

Boys 83 Girls 105

Special features

Te Aho Matua

Review team on site

September 2013

Date of this report

February 2014

Previous ERO reports

Special Review Report, February 2012

Te Aho Matua Review, February 2010

Te Aho Matua Review, June 2008

2 The Education Review Office (ERO) Evaluation

Te Kaupapa Māori o Mangere is located in Mangere, South Auckland. Students and kaiako link to various iwi, from Ngāti Hine in the north to Ngai Tahu in the south. The catchment area of the kura includes Onehunga, Hillsborough and Huntly.

The kura is located within Tainui tribal boundaries. Students are active supporters of the Kingitanga through their attendance and participation at important Kingitanga events.

The school has satisfactorily addressed the issues identified in the 2012 ERO report. Policies, procedures and practices have improved for making complaints and ensuring student safety and well being. Some areas of teaching and learning require further improvement or refinement.

  • the learning needs of boys must be addressed to ensure they are engaged and achieving to their full potential

  • teachers must consistently meet the administrative requirements for NZQA to ensure students are not disadvantaged

  • the board requires more consistent reporting of student achievement information

  • a greater focus on the use of te reo Māori is necessary.

The board is working with the Ministry of Education to refurbish the property and make it more suitable as a modern day kaupapa Maori learning institution.A new board has been elected. Both the more experienced board members and the new board members work collaboratively in the interests of the students. The experienced board members bring a wealth of knowledge and skills to their governance roles.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

3 Evaluation KaupapaFindings

Te Tino Uaratanga

Self-Review. The board has taken a strategic approach to improving practices within the kura. They are focused on student wellbeing and developing effective support systems for students, staff and whānau. They carry out robust evidence based decision making and implement the next steps for making improvements. The next steps are clear and effectively followed up.

Sustainability of practice and succession planning is a clear focus for the board. Board members must continue to be vigilant to ensure that the well developed processes, systems and expectations are followed by all. Further development to some areas of learning and teaching is necessary to improve the engagement and achievement of boys. Teachers must also take a more professional approach to meeting the requirements of NZQA.

Leadership.The board, principal and staff are developing a collaborative leadership model. The board and principal should continue monitoring and increasing the effectiveness of this model school wide. They should also formally measure the impact of this model on student learning, achievement and wellbeing

Areas for Development

Student achievement.Reporting student achievement to the board should be more regular and clearly articulated. Student achievement data is required as evidence to further support self review practice and board decision making processes.

Physical environment. The board needs to give urgent consideration to improving, where possible, the quality of the school physical environment to further support the spiritual, emotional, intellectual and physical wellbeing of students during their time at school.

Te Ira Tangata

The wharekura whānau is focused on embedding the principles of Te Aho Matua into their practices. A Te Aho Matua plan has been developed. Wananga are held to increase the effectiveness and application of the principles in the everyday life of the school. It is important that adult leadership and modelling of these principles continues, both outside and inside classrooms.

The board has articulated clear guidelines and expectations about whānau, staff and student interactions. This has resulted in clearer accountability systems between kaiako, the principal and the board. External professionals have provided support to assist staff to develop a greater clarity of focus.

All members of the school whānau have established a more collective, collaborative and transparent relationship. Respectful relationships exist between kaiako and students. Students take responsibility for helping their peers and kaiako. A positive tone and culture in the school is apparent. Students are active and highly effective members of the school whānau.

A whānau well being group (Te Ohu Whānau Ora) has had a major impact on developing a positive tone and culture in the school. Staff members are supportive of the school vision and strive to improve their professional practice to benefit student wellbeing.

Area for consideration

Individualised learning. Staff should consider developing individual education plans (IEP) for each wharekura student. Important information, already collected, should be collated about students; their wellbeing, their future pathways, progress and development in the school and their next steps for learning. Evidence should also be gathered from a number of sources including students and whānau. This would enable staff, whānau and students to increase their knowledge of, and awareness about, student progress and achievement and student aspirations. Such information could also be used to increase the effectiveness of the learning programme for students.

Ahuatanga Ako

Students are interested in learning and are motivated to learn. Positive learning interactions are apparent between kaiako and students. Students are responsive to kaiako prompts and participate in learning discussions confidently.

Kaiako focus on learning and many have developed appropriate teaching strategies including sharing learning intentions as well as providing constructive feedback to students.

Students are encouraged to be self managing and to develop higher order thinking skills. Students in the wharekura are achieving relevant qualifications. The majority of students in the primary school are achieving at or above expectations in reading and writing. Teachers have identified the need for a greater focus on lifting mathematics achievement.

Areas for development

Achievement of boys. The school caters well for the interests of most students. However girls tend to achieve at a higher level than the boys. Teachers need to consider how to support boys to become better motivated, more engaged and more successful learners.

Wharekura qualifications. Student qualifications are being compromised because of poor professional response to NZQA requirements by some wharekura teachers. All wharekura staff should follow the necessary processes to ensure timeliness, reliability and validity of results occurs. This is part of their professional responsibility.

Te Reo Māori

The school strategically plans to support students to develop their competence in te reo Māori. The strategic plan contains clear goals to increase student competency in literacy and mathematics. Targets are linked toNgā Whanaketanga Rūmaki Māori(NWRM). Secondary school staff have a particular focus on increasing the correct use and fluency of spoken language. All staff have access to a wide range of professional development opportunities to increase their knowledge and expertise in te reo Māori.

Students speak te reo Māori when prompted and when responding to kaiako. However, younger students use English in many of their social conversations with others.

Student achievement data shows that students in primary school are achieving well in some literacy areas. However there are no results provided for spoken language.

NCEA Te Reo Rangatira results are positive and the majority of students achieve credits. By year 13 the great majority of students have gained their university entrance literacy and numeracy requirements.

Area for development

Te reo Māori. Kaiako, whānau and students must identify more creative strategies and employ these to increase the use of te reo Māori in the school. Adults modelling conversations in te reo Māori for and to students should have a positive impact on normalising te reo Māori in the school.

Ngā Iwi

The school marae is a focal point. It symbolises mana whenua for the school whānau. Many different iwi and overseas groups are hosted here and the values of manaakitanga and whanaungatanga are evident. Students are actively involved in Kingitanga celebrations.

Students have many experiences that increase their awareness and knowledge. A focus on learning about the local area extends to regional and national events. Students are involved in many sports activities, kapahaka and other events of interest. They are integral to many of the pōwhiri in the region and participate in welcoming overseas visitors to important events. The school is developing their local curriculum to coordinate and present a cohesive and planned approach to student learning about the local context and the hapū and iwi of individual students.

Te Ao

A variety of opportunities is provided for the older students to experience the local environment and the wider world including overseas visits. Students also play a major role in planning and organising many of these events.

Students are active in extra-curricular activities. The wharekura continues to deliver the local environmental science programmes and now works in partnership with Te Whare Wananga o Awanui-ā-rangi to extend this learning. Students are experienced explorers of the wider world and learning to be kaitiaki of their local natural resources.

4 Te Aho Matua Whānau Assurance on Compliance Areas

During the review, the board and principal of Te Kura Kaupapa Māori o Mangere completed theTe Aho Matua Whānau Assurance Statement and Self-Audit Checklist. In this document they attested they had taken all reasonable steps to meet the legislative requirements related to:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • financial management

  • asset management.

ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse, complaints procedures)

  • physical safety (including policies and procedures relating to EOTC, hazard identification, prevention of physical harm, accidents and medication)

  • staff qualifications and organisation

  • stand-downs, suspensions, expulsions and exclusions

  • monitoring of student attendance.

5 Recommendations

In order to improve its performance the board and whānau should:

  • reflect on their positive achievements and accomplishments to enable them to focus more clearly on the next steps for development

  • formalise the local curriculum

  • embed a reflective and proactive culture among all members of the school

  • address the areas for development identified in this report.

6 Future Action

ERO is confident that the board of trustees can manage the school in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the school again as part of the regular review cycle.

Lynda Pura-Watson

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

27/2/2014

To the Parents and Community of Te Kura Kaupapa Māori ā-Rohe o Māngere

Te Kura Kaupapa Māori ā-Rohe o MāngereThese are the findings of the Education Review Office’s latest report on.

Te Kaupapa Māori o Mangere is located in Mangere, South Auckland. Students and kaiako link to various iwi, from Ngāti Hine in the north to Ngai Tahu in the south. The catchment area of the kura includes Onehunga, Hillsborough and Huntly.

The kura is located within Tainui tribal boundaries. Students are active supporters of the Kingitanga through their attendance and participation at important Kingitanga events.

The school has satisfactorily addressed the issues identified in the 2012 ERO report. Policies, procedures and practices have improved for making complaints and ensuring student safety and well being. Some areas of teaching and learning require further improvement or refinement.

  • the learning needs of boys must be addressed to ensure they are engaged and achieving to their full potential

  • teachers must consistently meet the administrative requirements for NZQA to ensure students are not disadvantaged

  • the board requires more consistent reporting of student achievement information

  • a greater focus on the use of te reo Māori is necessary.

The board is working with the Ministry of Education to refurbish the property and make it more suitable as a modern day kaupapa Maori learning institution.A new board has been elected. Both the more experienced board members and the new board members work collaboratively in the interests of the students. The experienced board members bring a wealth of knowledge and skills to their governance roles.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO web page, http://www.ero.govt.nz.

Lynda Pura-Watson

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