Te Kura Mana Māori o Maraenui

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 32 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. March 2023

   51

   Counted while ERO’s review team was at the school. Education Review Office, report of 21 May 2024

2. June 2018

   55

   Counted while ERO’s review team was at the school. Education Review Office, report of 3 August 2018

3. May 2012

   47

   Counted while ERO’s review team was at the school. Education Review Office, report of 30 June 2012

We draw no line between these. Each was counted for its own report, years apart, by a different review team, and a roll moves between reviews for reasons none of these figures record — so the difference between any two of them measures nothing.

What ERO wrote in its latest report

This is ERO’s report of 21 May 2024 — “Te Kura Mana Māori o Maraenui May 2024” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

ERO wrote this report in te reo Māori and in English. Both are here as ERO published them, in ERO’s order, untranslated.

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā whānau, mā ngā hapū, me ngā iwi.

2 Te Horopaki

E tū pā tata ana Te Kura Mana Māori o Maraenui ki te marae o Maraenui, ki te iwi o Te Whānau-a-Apanui. E whakarato ana i te mātauranga kaupapa Māori mō ngā uri o ngā tau 1 ki te 9. Nā te tāokitanga o te tumuaki o mua kua roa nei e mahi ana ki te kura, i whakatūngia i te wāhanga tuatoru o te tau 2023 tētahi tumuaki hou. Ka aro nui ia ki te whakawhanaketanga o ngā uri kia eke angitu ai rātou i roto i te tangongitanga o ngā tūnga ki te kura, ki te hapū, ā, ki te iwi hoki.

3 Te Aronga o te Aromātai

I te tīmatanga o te aromātai, ko te kōkiri takitahi i te taha hinengaro me te taha mātauranga te aronga. Engari, i te taenga atu a Te Tari Arotake Mātauranga ki te kura, i āta kitea te iti noa o ngā whakaaturanga e whai pānga ana ki taua aronga. Nō reira, i whakatau tahi Te Tari Arotake Mātauranga me te tumuaki, kia tīni te aronga ki tēnei, arā:

He pēhea rawa te whakapuaki a ngā uri i a rātou anō mā te reo Māori, he pēhea anō hoki tā rātou whakatinanatanga i ngā tikanga Māori?

He pakari ngā tamariki ki te whakapuaki i a rātou anō mā te reo Māori, ā, ka whakatinana māoriori nei i ngā tikanga Māori i ngā wā katoa.

4 Ngā Whakaaturanga

He whai wāhitanga mō ngā uri ki te whiwhi i ngā mōhiotanga me te whakawhanake i ngā pūkenga i roto i te reo Māori, i ngā tikanga, me ngā kōrero tuku iho. Ka whai wāhi atu rātou ki ngā taumahi katoa ka tū ki tō rātou marae me te hapori. Ka toro atu tā rātou ako ki tua atu i te kura, tae atu hoki ki ngā kaupapa e pā ana ki te taiao māoriori. Ka whai wāhi atu ngā uri ki ngā wheako ako e poipoi ana i ō rātou hononga ki Te Whānau-a-Apanui. Kei te tino mōhio ngā uri ko wai rātou, nō wai rātou. Kei te tūāpapa o ngā hononga katoa, ko te whanaungatanga. Kei te tino mōhio ngā kaiako ki ngā uri, ā, nā tēnā, he manaakitanga, he whakaute hoki tō ngā taunekeneke. Ka whakamahi ngā kaiako i te tangongitanga o ngā rautaki, tae atu ki te noho tahi a te tuakana me te teina, te whakahāngai i ngā tūmomo rōpū, me te arataki whakaakoranga hei hāpai i te ako. E whanake ana ngā uri i ngā tino pūmanawa hei kawau mārō mō ngā taonga tuku iho a Te Whānau-a-Apanui.

Kua tīmatahia te taha wharekura, ā, kei te kura te reanga tuatahi o ngā tau 9. E hia kē nei ngā tau kua wawatatia tēnei tūāhuatanga e te whānau. Me whakawhanake i ngā pūnaha whakahaere me ngā whakaritenga, hei whakapūmau, hei whakauka i tētahi hōtaka wharekura angitu. Ko te haere tonutanga o ngā akoranga a ngā uri, mai i te kura tuatahi ki te kura tuarua, e noho mātua ana kia tutuki ai ngā wawata o te whānau me te kura, mō te eke angitu o ngā uri i roto i te mātauranga.

Ngā Whakaritenga Matua ka whai ake

Me titiro wawe ki ētahi o ngā tūāhuatanga o te kāwana. Kātahi anō te kāwana ka huatau ake i te whānuitanga o ō rātou tūranga, me ā rātou kawenga mahi, nā te whakatū inātata nei o te tumuaki hou. Kāhore anō kia whakatakotohia ngā mahere rautaki. I tēnei wā, e whakahaerehia ana e te poari tētahi tukanga arotake whaiaro, ā, e whakahou ana hoki i te aronga rautaki o te kura. Ko ngā whakangungu hāngai pū me te tautoko hoki o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Ngā Kura ā Iwi o Aotearoa ka hāpai i ngā kaitiaki ki te whai māramatanga ki ngā tūmanako me te whānuitanga hoki o ō rātou tūranga me ā rātou kawenga mahi.

Me titiro wawe ki te whakahaeretanga o ngā pūmanawa tangata. Me tahuri wawe ki te whakatutuki i te arowhai a ngā pirihimana i ngā kaimahi katoa kāhore e whakaako ana. Mō tēnei wā, me āta whakatau ngā kaitiaki kia kore ai te haumaru o ngā uri e whakamōreareatia ana.

Kāhore te ārahitanga marau e whai hua ana. Nā te ngoikore o te ārahitanga ako, kua mahi taratahi ia kaimahi, ā, nā tēnā kāhore e tino māramahia ana, e tino whaitake ana hoki ngā mōhiohio aromatawai. Ahakoa kua tāpae te tumuaki i tētahi tātaritanga o ngā rerekētanga ki te poari, he iti noa ngā whakaaturanga hōtuku hei hāpai i te tātaritanga. He mea nui kia whakatinanahia e te tumuaki ngā tūmanako mārama mō ngā whakaritenga ngaio, hei āta whakatau i te kounga o ngā whakaakoranga me ngā akoranga, me te angitu o te mātauranga.

Kua whakapuakihia tētahi angamahi huringa tupu ngaio. Kua tae ki te wā kia whakaritea tētahi taiao whakaako ngātahi e āta whakapuaki ana i ngā whakaaro huritao, ā, e arotahi ana hoki ki te whakatairanga ake i ngā paetae. E tika ana kia arahina e tētahi tino kaiārahi ako, hei hāpai i te whakapaitanga ake me te toitūtanga hoki o ngā putanga ki ngā uri.

5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua atu i te aromātai i whakatutukihia e Te Poumarumaru me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru mā Te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i aua tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:

ngā whakahaere a te poari

te marautanga

ngā whakahaere mō te hauora, te haumaru, me te oranga tinana

ngā whakahaere o ngā kaimahi

ngā whakahaere o te pūtea

ngā whakahaere o ngā rawa.

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 haumaru me te waiora 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

ngā tukanga ki te whakatū kaimahi

te whakaunu, te aukati, te pana me te whakarerenga

te tae ā-tinana atu a ngā ākonga ki te kura

ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014 .

Hei whakatutuki i ngā herenga ā-ture, me tahuri Te Poumarumaru ki te:

whakawhanake – ki te taha o te tumuaki, ngā kaimahi whakaako, me te hapori o te kura – tētahi mahere rautaki e whakaraupapa ana i te huarahi ka whāia e rātou ki te whakatinana i ngā Aratohu Mātauranga ā-Motu mā roto mai i ā rātou kaupapa here, i ngā mahere, me ngā hōtaka, tae atu ki te marau, te aromatawai, me te whakawhanaketanga ngaio o ngā kaimahi

[s138(1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]

whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga

[s138(1) Te Ture Mātauranga me te Whakangungu 2020]

āta whakatau i te whakatutukitanga o te arowhai a ngā pirihimana i ngā kaimahi kei ngā tūranga kē atu i te mahi whakaako

[s599/600 Te Ture Mātauranga me te Whakangungu 2020]

whakawhanake me te whakatinana i tētahi tukanga pakari e aromatawai ai i te āhua mahi o ngā kaiako, tae atu hoki ki ērā o te tumuaki whakaako

[s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi ]

6 Te Taunakitanga

I whakatau tahi Te Tari Arotake Mātauranga me Te Poumarumaru, he mea nui te tautoko mai o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Ngā Kura ā Iwi o Aotearoa, kia whakatutukihia ngā whakaritenga matua ka whai ake, me ngā wāhanga hoki kāhore e whakatutuki ana i ngā herenga ā-ture, ā, kua whakaraupapahia ki tēnei pūrongo.

Darcy Te Hau Toka ā Nuku Te Uepū-a-Motu – Māori Services

21 Haratua 2024

7 Ngā kōrero e pā ana ki te kura

Te tūwāhi Kei Te Kaha

Te tau a te Tāhuhu o te Mātauranga 1806

Te tūmomo kura He kura tuatahi Tau 1-8

Te tokomaha o ngā ākonga o te kura 51

Ngā hononga ā-iwi Māori 51

Ngā āhuatanga motuhake Ngā Kura ā Iwi

Te wā i te kura te rōpū arotake Poutū-te-rangi 2023

Te wā o tēnei pūrongo 21 Haratua 2024

Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Here-turi-kōkā 2018; Arotake Mātauranga, Pipiri 2012

1 Introduction

The Education Review Office (ERO) in collaboration with whānau , leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi .

2 Context

Te Kura Mana Māori o Maraenui is situated near the Te Marae o Maraenui in the tribal area of Te Whānau ā Apanui . The kura provides kaupapa Māori education for uri in Years 1-9. With the retirement of the previous long standing tumuaki , a new tumuaki was appointed Term 3, 2023. She places an emphasis on developing uri to succeed a range of roles within the kura, hapū and iwi .

3 Evaluation Focus

Intellectual and academic independence was the initial focus of the evaluation. However, once onsite, it became apparent that there was little evidence to support this focus. Therefore. ERO and the tumuaki agreed that the focus will change to:

How well do uri express themselves through te reo Māori and enact tikanga Māori ?

Tamariki express themselves competently in te reo Māori and apply tikanga Māori instinctively at all times.

4 Findings

Uri are provided with opportunities to acquire knowledge and develop skills in te reo Māori, tikanga and kōrero tuku iho . They participate in all activities that occur on their marae and in the community. Their learning is extended beyond the kura including pursuits related to the natural environment. Uri engage in learning experiences that foster their connections to Te Whānau ā Apanui. Uri have a strong sense of who they are and who they belong to. All relationships are based on whanaungatanga. Kaiako know uri very well which results in caring and respectful interactions. Kaiako use a variety of strategies including tuakana-teina , differentiated grouping and guided teaching to support learning. Uri are developing strong traits as advocates for ngā taonga tukuiho o Te Whānau-ā-Apanui .

The wharekura is in the early stages of establishment with its first cohort at Year 9. This has been an aspiration of whānau for many, many years. Systems operations, and practices need developing to secure and sustain a successful wharekura programme. Continuity of learning for uri , from primary into secondary schooling, is essential to achieve the aspirations of whānau , the kura and for uri educational success.

Key Next Steps

Aspects of governance requires urgent attention. With the recent appointment of the new tumuaki , governance have just realised the extent of their roles and responsibilities. Strategic planning is not in place. The board is currently undertaking a process of self- review and an update of the kura strategic direction. Targeted training and support from the New Zealand School’s Trustees Association and Ngā Kura ā-Iwi would benefit trustees to understand expectations and to realise the extent of their roles and responsibilities.

Human resource management requires immediate attention. There is an urgent need for police vetting to be undertaken of all non-teaching staff. In the interim trustees need to ensure uri safety is not compromised.

Curriculum leadership is ineffective. Poor pedagogical leadership has caused staff to work in isolation from each other which has contributed to a lack of clarity and validity of assessment information. Although the tumuaki has submitted an analysis of variance to the board, there is limited evidence of data to support the analysis. It is imperative that the tumuaki implements clear expectations for professional practice to ensure quality teaching and learning, and academic success.

A Professional Growth Cycle framework has been introduced. It is time to establish a highly reflective and collaborative teaching environment which focuses on lifting achievement levels. The guidance of a strong pedagogical leader is necessary to support improved and sustainable outcomes for uri .

5 Te Poumarumaru Assurance on Legal Requirements

Before the evaluation, the board of trustees and tumuaki completed the ERO Te Poumarumaru 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 evaluation, ERO checked at the following items because they have a potentially high impact on student safety and wellbeing:

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

attendanace

school policies in relation to meeting the requirements of the Children’s Act 2014.

Actions for Compliance

To meet compliance requirements, they must:

with the principal, teaching staff, and school’s community develop a strategic plan which documents how they are giving effect to the National Education Learning Priorities through their policies, plans and programmes, including curriculum, assessment and staff professional development [Section 138(1) and (2) Ed & Training Act 2020]

maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement [Section 138(1) Ed & Training Act 2020]

ensure a Police Vet has been carried out for non-teaching positions [Section 599/600 Education and Training Act 2020]

develop and implement a robust process for assessing the performance of teachers, including the teaching tumuaki [Section 599 Education and Training Act 2020; and Collective Employment Agreement]

6 Recommendation

ERO and the Board of Trustees agree that support from NZSTA and Ngā Kura-ā-Iwi is critical to address the key next steps and areas of non-compliance outlined in this report.

Darcy Te Hau Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services

21 May 2024

7 Information about the kura

Location Te Kaha

Ministry of Education profile number 1806

Kura type Full Primary (Years 1-8)

Kura roll 51

Ethnic composition Māori 51

Special features Ngā Kura ā Iwi

Review team on site March 2023

Date of this report Click here to enter a date.

Most recent ERO report(s) Education Review, August 2018; Education Review, June 2012

Read this report on ero.govt.nz →