TKKM o Manawatu

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 117 — 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. November 2022

   109

   Counted while ERO’s review team was at the school. Education Review Office, report of 7 March 2023

2. 10 February 2015

   100

   Counted while ERO’s review team was at the school. Education Review Office, report of 7 April 2015

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 7 March 2023 — “Te Kura Kaupapa Māori o Manawatu March 2023” — 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 hapū me ngā iwi.

2 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Manawatū ki Kelvin Grove, ki Te Papaioea. Nō te tīmatanga o ngā tau ngahuru o 1990 te kura i whakatūngia ai, ā, koia nei te kura kaupapa Māori tuatahi i Te Papaioea. He nui ngā whakarerekētanga, whai muri i te arotake o mua. Kua whakatūngia tētahi tumuaki hou me ētahi pouako hou. Nō nā noa nei te pōtitanga mō te poari kaitiaki, ā, kua whai wāhi atu ētahi mema hou o te whānau hei kaitiaki.

He pēhea rawa te whakapuakitanga mai o ngā ākonga i ō rātou pūmanawa auaha i roto i ā rātou akoranga?

Ka kitea te ngākau titikaha o ngā ākonga i a rātou e whakapuaki ana i ō rātou pūmanawa, puta noa i ā rātou akoranga.

Te Ira Tangata

Ka whakamanahia e ngā ākonga ō rātou tuakiri, he ngākau titikaha ō rātou, ā, ka kitea hoki te pai o ō rātou kiritau. E whakapono ana te whānau o te kura ki ngā mātāpono o Te Aho Matua. Ka rumaki rātou i ngā ākonga ki tētahi taiao e ahu mai ana i ngā whakaaro me ngā tikanga kaupapa Māori, ā, ko te nuinga o ngā pouako he raukura tonu o te mātauranga kura kaupapa Māori. Ka whakatauirahia e ngā raukura ngā uara o te whānau me Te Aho Matua. Ko ngā hononga o te tino whakawhirinakitanga, me ngā taunekeneke whakaute, ka whai pānga katoa ki ngā akoranga o ia rā. Ka kitea te ngākau titikaha o ngā ākonga i a rātou e ārahi ana i te tangongitanga o ngā taumahi, puta noa i te kura. He manawa whakahī ō rātou ki te whakahua ake i ō rātou tātai hono me ō rātou hononga ā-ahurea ki ngā wāhi me ngā tāngata. Ko tā te whakamihi, he whakakoia i te kiritau ake o te ākonga. E ako ana ngā ākonga i tō rātou tuakiritanga.

Te Reo

E rumakina ana ngā ākonga ki te reo me ngā tikanga Māori. Ko ngā tikanga Māori me te kapa haka ētahi āhuatanga matua o ngā akoranga a ngā ākonga. Ka whakatauirahia te reo e ngā raukura, ngā pouako, me te whānau. He mārama ngā kawatau kua whakatakotohia mō te whakamahinga o te reo Māori me ōna tikanga. Kei te mārama ngā tamariki ki te reo i roto i ngā kaupapa, ka kōrero hoki mō te reo i ia rā, ā, ka taea hoki te reo te whakapuaki ki te whānuitanga o ngā tūmomo horopaki tūturu, pērā i ngā whaikōrero, ngā karanga, ngā mōteatea, ngā pao, ngā whakataukī, me ngā kīwaha. Ka whakamahi ngā ākonga i te reo puta noa i te kura, a, hei reo māhorahora hoki i ngā wā ōpaki ake.

Ngā Iwi

Ka whakatinanahia e ngā ākonga ngā hononga e whai hua ana ki te taha o ētahi atu. Ka ako rātou i ngā tikanga o Rangitāne, me ngā kōrero tuku iho e pā ana ki te rohe nei. Ko Rangitāne te tūāpapa o te marautanga, ā, kua āta whakatōngia ngā mōhiotanga e pā ana ki ō rātou ake orokohanga. Kua pou herea ngā hononga ki te aroha, te manaaki, te mahi tahi, me te taurima. Ka whakatauirahia aua tūāhuatanga e te whānau, otirā, e ngā raukura tokomaha hoki e whakapuaki ana i taua aroha i rongo ai rātou hei ākonga. Ka whai pānga te hononga o te tuakana me te teina ki ngā whakahaeretanga o ia rā. Ka kitea te whakaute o ngā hononga, puta noa i te kura. He kainga rua te kura a he wāhi haumaru hoki.Kei te harikoa, kei te mārie, kei te mauritau hoki te āhua o ngā ākonga.

Te Ao

E mōhio ana ngā ākonga ki tō rātou tū ki te ao Māori me te ao whānui. Kei tua atu i te akomanga ngā whai wāhitanga mō ngā akoranga ki te toro atu ki te whakaute o ngā ākonga i a Papatūānuku. Kei te mārama i ngā ākonga tō rātou tū, ā, ka whai pānga nui rātou ki ngā kaupapa ōkawa me ngā tikanga hei kaitiaki mō te ngahere me te moana.. Ka whai wāhi atu hoki rātou ki ngā kaupapa hākinakina i tō rātou hapori, ā, he whai wāhitanga mō rātou ki te uru atu ki ngā kaupapa tūturu, i a rātou e ako ana i ētahi atu iwi. Kei te tu maiaw ngā ākonga I te ao Māori kei te whanake ngā ākonga i tō rātou māramatanga ki te ao whānui.

Āhuatanga Ako

Ahakoa e whai hua ana ngā ākonga ā-tangata, ā-whatumanawa, ā-ahurea hoki, tērā anō hoki ētahi māharahara mō tā rātou ahu whakamua i roto i te mātauranga, me ā rātou paetae. Kāhore he hōtuku aromatawai ā-kura mō Te Reo Matatini e wātea ana i te wā o te arotake. I te wātea ētahi tuhinga whakamahere ki te rōpū aromātai o waho. Kua whakamahia ētahi taputapu aromatawai, hei whakaemi i ngā mōhiohio paetae, ā, i whakaratohia hoki ētahi raraunga taketake. Heoi, kāhore anō aua raraunga kia whakaemihia, kia tātarihia rānei. He āhuatanga mātuatua tēnei kia hāngai ai ngā mahere a ngā pouako ki ngā matea ako o ā rātou ākonga.

Ko tētahi atu āwangawanga, ko te iti noa o te aromātai hōtaka. Tērā ētahi whakaaturanga aromātai, heoi, ki tā ngā pouako hou kei te ako tonu rātou i te aromatawai me te aromātai. Ki tā ngā kaimahi katoa, kua tae ki te wā ki te whakapiki ake i tō rātou māramatanga ki te whakamahere me ngā whakaritenga e pā ana ki te aromatawai me te aromātai. Ko te whakawhanake me te whakamahi i ngā tuhinga hōtuku ā-kura mō te reo matatini, ka hāpai ake i ngā āheinga whakaako ā-kura, ā, ka whakatairanga anō hoki i ngā putanga ki ngā ākonga.

Ngā tūranga o te poari, me ngā kawenga mahi

Ko te kāwana i te kura, kei te tīmatanga noa o te whakawhanaketanga. Nō nā noa nei ngā kaitiaki o te poari i whakatūngia ai, ā, e ako ana rātou i ō rātou tūranga me ā rātou kawenga mahi. Kei te pūkeke rātou ki te whakapau kaha hei painga mō ngā ākonga. Tērā ētahi pūmanawa ō rātou mō te whakahaere pūtea me te arotake kaupapa here. Tokorua ngā kaitiaki o mua kei te poari tonu, whai muri i te tukanga pōtitanga. Kāhore he taunakitanga ki te tātari nō nā noa nei i whakatutukihia ai. He mea nui kia toro wawe atu ngā kaitiaki ki ngā whakangungu, kia whai hua ai tā rātou whakatutuki haere i ā rātou kawenga whakahaere.

Te whakamahere rautaki, te aroturuki rautaki, me te arotake whaiaro

Ahakoa kua whakatakotohia tētahi mahere rautaki, kāhore e aroturuki ana, e pūrongo ana rānei i ngā kaupapa matua o te pae tawhiti mā ngā tuhinga a te poari. Nā taua tūāhuatanga, kāhore pea e whakatutukihia ngā whāinga. Kua tae ki te wā kia arotake te poari kaitiaki hou i ā rātou kaupapa matua o te pae tawhiti, hei āta whakatau i te hāngaitanga o ēnā ki ngā wawata o te whānau nei mō meāke nei. Me whai tautoko ki te whakarite i tētahi mahere mahi e whakatakoto ana i ngā tukanga e pā ana ki te aroturuki me te pūrongo atu.

Te whakahaere i ngā kaimahi

Kāhore i te rawaka te whakahaeretanga kaimahi, ā, me whakapakari ake. He tokomaha ngā pouako kei te whai tōnu i te tiwhikete whakaako tūturu, ā, kāhore anō kia whakataungia te tiwhikete ngaio a te tumuaki. Kīhai i whakatutukihia ngā arohaehae i roto i ngā tau tata kua pahure. Nā tēnā, kāhore ngā whakataunga ako ngaio e ahu mai ana i te kaha o ngā arotakenga ā-tau o ngā whakaritenga a ngā kaimahi. Kāore i te tumuaki tētahi kirimina āhua mahi. Ahakoa kua uru atu te tumuaki ki ngā wānanga whakangungu a ngā tumuaki hou, he mea nui kia whakatakotohia te huarahi e hāpai ai i a ia ki te tae tonu atu, me te whai wāhi nui tonu.

Te Ārahitanga

He hou te ārahitanga o te kura. He maha ngā take hei whakatutukitanga tōnu.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:

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 rātou ki te:

arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki

[s597(3) Te Ture Mātauranga me te Whakangungu 2020]

āta whakarite, kia riro i te tumuaki i ia tau, ko tētahi kirimina āhua mahi i waitohungia ai

[Te Kirimina Tōpūtanga o ngā Tumuaki Kura Tuatahi 2019]

arotake i ngā kaiako i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā kaiako

[s599 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

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)]

aromātai – mā te tātari i ngā mōhiohio aromatawai o te kounga pai – ko te ahu whakamua me ngā paetae o ngā ākonga, me te aro matua tonu ki te reo matatini me te pāngarau

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 1(b) (c)]

pūrongo ki te hapori o te kura te ahu whakamua me ngā paetae o ngā ākonga ā-rōpū kotahi, ā-rōpū tini hoki (i tautuhia ai ki te Aratohu Whakahaere Mātauranga ā-Motu 1(b) (c) o runga ake nei), ā, me ahu mai aua pūrongo i ngā mōhiohio aromatawai o te kounga pai

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(d)]

6 Te Taunakitanga

I whakawhanakehia e Te Kura Kaupapa Māori o Manawatū, e Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, e Te Tari Arotake Mātauranga hoki te taunakitanga e whai ake nei, arā, kia:

mahi Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te taha o te whānau o te kura ki te whakawhanake i tētahi mahere mahi ka whakatutuki i ngā take i tautuhia ai ki tēnei pūrongo. Nā te maha o ngā āhuatanga ki te whakatutuki wawe, kāhore Te Tari Arotake Mātauranga e takaroa i te hokinga atu.

Rita Walker Toka ā Nuku Whakakapi Te Uepū-a-Motu – Māori Services

07 Poutūterangi, 2023

7 Ngā kōrero e pā ana ki te Kura

Te tūwāhi Kei Te Papaioea

Te tau a te Tāhuhu o te Mātauranga 4209

Te tūmomo kura He kura tuatahi, kura kaupapa Māori Te Aho Matua

Te tokomaha o ngā ākonga o te kura 109

Ngā hononga ā-iwi Māori 96%, Pākehā 4%

Ngā āhuatanga motuhake Te Aho Matua

Te wā i te kura te rōpū arotake Whiringa-ā-rangi 2022

Te wā o tēnei pūrongo 07 Poutūterangi , 2023

Ngā pūrongo o mua a Te Tari Arotake Mātauranga Arotake Mātauranga, Paenga-whāwhā 2015; Arotake Te Aho Matua, Poutū-te-rangi 2012; Arotake Kawenga Takohanga, Whiringa-ā-nuku 2011

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 Kaupapa Māori o Manawatu is located in Kelvin Grove, in Palmerston North. It was established in the early 1990’s and was the first Kura Kaupapa Māori in Palmerston North. Since the previous review, there have been a number of changes. A new tumuaki and new pouako have been appointed. The recent board of trustees election has seen new members become trustees.

How well do students use their creative talents in their learning?

Students appear confident as they show their talents through their learning.

Te Ira Tangata

Students value their identity, appear confident and display positive self-esteem. The kura whānau believe in the principles of Te Aho Matua . They immerse students in an environment founded in kaupapa Māori thinking and philosophies where most pouako are kura kaupapa Māori graduates. Raukura exemplify values of the whānau and Te Aho Matua . High trust relationships and respectful interactions are part of daily learning. Students show confidence to lead a variety of kura wide activities. They proudly describe their genealogical and cultural connections to places, spaces and people. Praise affirms student self-esteem. Students are learning about who they are.

Te Reo

Student are immersed in te reo me ngā tikanga Māori . Tikanga Māori and kapahaka are major aspects of student learning. Raukura, pouako and whānau provide te reo models. Clear expectations are in place for the use of te reo Māori me ōna tikanga . Students understand te reo within the kaupapa , reference it daily and can apply it to a range of authentic contexts including whaikōrero, karanga, mōteatea, pao, whakataukī and kīwaha . Students use te reo across the kura as well as during unstructured, less formal times.

Ngā Iwi

Students demonstrate effective relationships with others. They learn tikanga from Rangitāne and stories pertaining to this rohe. Rangitāne provides the tuapapa for the curriculum that is grounded in the knowledge of their own origins. Relationships are underpinned by aroha, manaaki, mahi tahi and taurima . These are modelled by whānau , including several raukura who are returning the aroha they previously experienced as students. Tuakana teina relationships are a regular part of daily operations. Respectful relationships are evident throughout. Students feel a sense of belonging to their kura and regard it as a second home and safe haven. Students appear happy, calm and settled.

Te Ao

Students acknowledge their place in the Māori world and in the wider world. Outside the classroom there are opportunities for student learning to support them to uphold their responsibilities as kaitiaki of Papatūaāuku , the moana and the ngahere . Students understand their place and play an integral role in formal ceremonies and tikanga practices. They engage in sporting activities in their community and have opportunities to experience authentic pursuits whilst learning about other iwi . Students are confident in the Māori world and are developing their understanding of the wider world.

Āhuatanga Ako

While students benefit socially, emotionally and culturally, there are concerns for their academic progress and achievement. No kura wide Te Reo Matatini assessment data was available for the review. Some planning documents were available to the external evaluation team. Some assessment tools had been used to gather achievement information and some raw data was provided. However, this had not been collated nor analysed.

Of further concern, is the lack of programme evaluation. Although, there was some evidence of evaluation, recently registered pouako identified that they are still just learning about assessment and evaluation. The staff acknowledged that there is a need to strengthen their understanding of planning, assessment and evaluation practices. Developing kura wide data literacy and usage will improve kura wide teaching capability and can lead to improved outcomes for students.

Board roles and responsibilities

School governance is in initial stages of development. The board of trustees are learning their roles and responsibilities since being recently elected. They are determined to make a positive difference for students. There are some governance strengths in financial management and policy review. Two members have remained on the board through the election process. The most recent audit had no recommendations. It is important that trustees seek training to effectively execute their whakahaere responsibilities.

Strategic planning, monitoring and self-review

While the strategic plan is in place, there is no monitoring nor reporting of long-term priorities through Board documents. This means it is unlikely that goals will be achieved. It is time for the new board of trustees to review their long-term priorities to ensure they align with present whānau aspirations for the future. Support is required to establish an action plan with monitoring and reporting processes.

Personnel Management

Personnel management is inadequate and needs strengthening. A significant number of pouako are provisionally registered and the tumuaki’s practicing certificate is subject to confirmation. Appraisal has not been completed in recent years. Consequently, professional learning decisions are not founded on rigorous yearly reviews of kaimahi practices. The principal does not have a performance agreement. Although the tumuaki is enrolled in wānanga whakangungu tumuaki hōu , it is important that provision is in place for her continued attendance and engagement.

Leadership

The kura leadership is new. There are several matters that need to be addressed urgently.

5 Board Assurance on Legal Requirements

During the evaluation, ERO checked at the following areas:

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

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

Actions for Compliance

To meet compliance requirements, they must:

annually assess the principal against all professional standards for principals

[section 597(3) Education and training act 2020]

ensure the principal has a signed performance agreement annually

[Primary Principlas Collective Agreement 2019]

annually assess the teachers against all professional standards for teachers

[section 599 of Education and training act 2020]

maintain an ongoing programme of self-review in relation to policies, plans and programmes including evaluation of good quality assessment information on student progress and achievement [National Administration Guideline 2(b)]

through the analysis of good quality assessment information, evaluate the progress and achievement of students, giving priority to te reo matatini and pāngarau

[National Administration Guideline 1(b) (c)]

on the basis of good quality assessment information, report to the school’s community on the progress and achievement of students as a whole and of groups (identified through National Administration Guideline 1(b) (c) above)

[National Administration Guideline 2(d)]

6 Recommendation

Te Kura Kaupapa Māori o Manawatu , TRN and ERO developed the following recommendation:

Te Runanagnui o Ngā Kura Kaupapa Māori o Aotearoa work alongside the kura whānau to develop an action plan to address the matters identified in this report. As there are several areas requiring urgency, it is likely that the ERO will return sooner rather than later.

Rita Walker Acting Toka-ā-Nuku – Director Te Uepū ā-Motu – Māori Review Services

7 March 2023

7 Information about the Kura

Location Palmerston North

Ministry of Education profile number 4209

Kura type Full primary, KKM Te Aho Matua

Kura roll 109

Ethnic composition Māori 96%, NZ European/ Pākehā 4%

Special features Te Aho Matua

Review team on site November 2022

Date of this report 7 March 2023

Most recent ERO report(s) Education Review, April 2015; Te Aho Matua Review, March 2012; Accountability Review, October 2011

Read this report on ero.govt.nz →