Due: 31st October
Governance and reporting shapes the future of New Zealand education by the evaluation and planning done by boards in their governance role. Until 1st August 2020 that governance role, and the reporting accompanying it, functioned against the provisions of the Education Act (1989). However, that act has been replaced and incorporated into the Education and Training Act 2020, which came into effect on 1st August 2020.
The Act, an outcome of the Kōrero Mātauranga (Education Conversation) and the Tomorrow’s Schools Taskforce report, incorporates and replaces the Education Acts of 1964 and 1989, and also incorporates the Education (Pastoral Care) Amendment Act 2019, the Education (Vocational Education and Training Reform) Amendment Act 2020 and parts 7, 7A and 7B of the State Sector Act 1988.
The Act implements a range of changes intended to strengthen school governance and refocus schools on what matters most for learners and their whānau, as well as to encourage the more active involvement of students, parents, families and whānau in education decisions affecting them.
The Act revises the objectives for school boards from one primary objective to four primary objectives that ensure school governance is underpinned by Te Tiriti o Waitangi and relevant student rights. The first three new objectives took effect from August 2020, the fourth, giving effect to Te Tiriti o Waitangi took effect from 1 January 2021, so that boards had time to understand and prepare for the changes they needed to make to their school to give effect to this new objective.
Section 127 of the Act now provides that a board’s primary objectives are to ensure that:
- every student at the school is able to attain their highest possible standard in education achievement; and
- the school:
- is a physically and emotionally safe place for all students and staff; and
- gives effect to relevant student rights; and
- takes all reasonable steps to eliminate racism, stigma, bullying, and any other forms of discrimination within the school.
- the school is inclusive of, and caters for, students with differing needs; and
- the school gives effect to Te Tiriti o Waitangi including by:
- working to ensure its plans, policies and local curriculum reflect local tikanga Māori, mātauranga Māori and te ao Māori,
- taking all reasonable steps to make instruction available in tikanga Māori and te reo Māori,
- achieving equitable outcomes for Māori students.
(An early iteration of these concepts was captured in the work of the Te Kotahitanga and Kia Eke Panuku initiatives out of Waikato University (now Poutama Pounamu), around a central pedagogy):
School boards will need to work with their communities to ensure their plans policies and local curriculum reflect local tikanga Māori, mātauranga Māori and te ao Māori. Ministry staff will be able to provide advice on how to initiate these conversations.
Culturally Responsive and Relational Pedagogy
Educators create contexts for learning within which:
– relationships of care and connectedness are fundamental (whanaungatanga)
– power is shared and learners have the right to equity and self determination (mahi tahi, kotahitanga)
– culture counts, learners’ understandings form the basis of their identity and learning (whakapapa)
– sense-making is dialogic, interactive and ongoing (ako)
– decision-making and practice is responsive to relevant evidence (wānanga)
– our common vision and interdependent roles and responsibilities focus on the potential of learners – Māori students achieving and enjoying educational success as Māori – (kaupapa)
Module 13 Resources (optional):
Please explore the resources most relevant to you.
Background to the Education and Training Act:
Education and Training Act 2020 – Administrative Changes
https://www.education.govt.nz/our-work/legislation/education-and-training-act-2020/
The Education and Training Act 2020: Information for Boards
Education and Training Act 2020: Improving planning and reporting
The Education and Training Act 2020: Te Tiriti o Waitangi
Supports and tools to help engagement with Te Tiriti of Waitangi:
- Rapua Te Ara Tika | the Local Curriculum Design Tool, which helps communities to build a shared marau ā-kura and local curriculum across the education pathway; https://curriculumtool.education.govt.nz/
- Tātaiako cultural competencies for teachers of Māori learners which help teachers personalize learning for, and with, Māori learners; https://teachingcouncil.nz/resource-centre/tataiako-cultural-competencies-for-teachers-of-maori-learners/
- Professional Learning and Development on cultural capability, local curriculum design, and assessment for learning in English medium; https://pld.education.govt.nz/
- Te Hurihanganui to help participating schools and communities build effective partnerships to support learner outcomes.
https://www.education.govt.nz/our-work/overall-strategies-and-policies/te-hurihanganui/
- Poutama Pounamu – Ako, critical contexts for change https://poutamapounamu.org.nz/assets/resources/site/PP-A5-leaflet-Ako-Critical-Contexts-for-Change.pdf
Module 13 Provocation/Task:
Building on the reality that all school boards will have some aspects of good practice in place already to meet objective four, this korero is an opportunity to share those with each other:
Choose a question and share your response in less than 150 words:
– In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
– In what ways does your current reporting reflect engagement with local tikanga Māori, mātauranga Māori and te ao Māori?
– What value does your school place on board documents being bilingual?
– What adjustments do board policies need to be culturally appropriate in delivering equitable outcomes for Māori?
22 Responses
I think Core Education’s poutama is a very helpful resource to reflect on what we would see, hear and feel in our learning communities when honouring Te Tiriti o Waitangi.
Inside our classroom we have equitable representation of things Māori and non-Māori in the physical environment. Most signs and labels are in both English and Te Reo Māori. We ensure that Mātauranga Māori is on our yearly overviews for equitable integration. We have equitable representation of Māori in governance through to our student leadership team. We pōwhiri/whakatau our new learners and new teachers most every term and send our leaving staff with waiata and haka. NZ history is being taught in learning from both a Māori and a non-Māori perspective. We use karakia to open all discussion and learning week. Communication between the learning community, whānau and learners is meaningful, ongoing, reciprocal and transparent.
A visitor to our school would observe that Te Tiriti o Waitangi is central to the school culture and governance through multiple visible practices. The school hosts thriving kapa haka performances that showcase and celebrate Māori culture. At the beginning of each year, whānau meetings are held to build relationships and ensure teachers understand their learners and the unique contributions they bring. Inquiry units are developed with a mātauranga Māori lens, integrating Māori knowledge and perspectives into the learning process. Additionally, termly whaka tau ceremonies are conducted to warmly welcome new students, reinforcing the importance of manaakitanga (hospitality). Classrooms are designed to reflect and celebrate the diverse cultural heritage of the students, creating an inclusive environment that values and upholds Te Tiriti o Waitangi.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
A visitor to our school would see Te Tiriti o Waitangi honoured in various aspects of school life. Art celebrating Māori culture, kapa haka performances, and the daily use of te reo Māori in classrooms all reflect this commitment. Leadership roles exist specifically to guide te reo and tikanga practices school-wide, ensuring these values are woven into our daily routines. Karakia and school waiata are performed daily in each classroom, and staff meetings begin and end with karakia. Each term, we hold a mihi whakatau to warmly welcome new families and staff to our kura. As Janelle Riki describes, in schools that honour their obligations as Treaty partners, you can see, hear, and feel an environment grounded in respect for Te Tiriti o Waitangi, with Māori culture and values at the heart of school governance and culture.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and/ or school governance?
While our school has a very diverse student cohort, a visitor will know that Te Tiriti o Waitangi is central to the school culture. The school signages are in te reo and it is very natural to hear staff and students greeting one another in reo. Every class starts with a karakia and it is apparent that the school acknowledges Te Tiriti o Waitangi through the school values that is prominently displayed all arund the school – these value are: Awhinatanga, Wananga, Ako and Pono. The school is divided into four whānau and the names and narrative of each whānau includes elements of Maori myths and legends and have adopted a whakatauki that unpacks the values. Over the past three years staff PLD emphasis has been on the importance of Te Tiriti o Waitangi, equipping teachers with the knowledge and skills to incorporate Māori perspectives into their teaching practices. These have included PD wih Ann Milne, TupuOra and Evaluation Associates. The start of year hikoi for all new teachers will include the narrative of the Nga Tai iwi and includes a visit to the key sites. We have a strong kapa haka group which has participated in Polyfest (combining the kapa haka with two other local schools). We have recently appointed a “Kaiarataki Maori” to oversee the cultural aspects of our school. This new leadership role has meant that there is someone on staff who can promote and support the development of Matauranga Maori.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
In terms of the day to day, our school day starts with our school karakia; which every class does as part of their morning routine. At school wide and community events, this karakia is also performed to open and close, as it is at BOT meetings. We have a school waiata, written for us, that is performed at school assemblies and events. We have reo greetings displayed around the school, as well as māori artwork and a local story unique to our school displayed centrally.
In recent years we have consulted with local iwi on the history of our school and land. We now have a school pepeha developed and gifted to us by iwi. Our students know the pepeha as well as the history behind it. We are also developing a school house system, which we are referring to as whānau groups. The groups are named after certain aspects of our school karakia and the students will revisit the meaning of the karakia annually through the house system.
To some extent, my school integrates the principles of the Te Tiriti o Waitangi into its culture, by fostering a learning environment that respects and celebrates Māori tikanga and history. Each day begins with a karakia, and weekly Te Reo Māori lessons are held for ākonga and our kapa haka group is thriving. The school curriculum, particularly in literacy, health and pe, and arts incorporates key Māori events and historical contexts, such as Matariki, the Treaty of Waitangi, Parihaka, and Patu. Classes establish their own Treaty at the start of the year and students develop and learn their pepeha. Staff work in partnership with students, whānau, one another and outside agencies and strive for the best outcomes for tamariki. We have introduced the Rock and Water programme that is based on the Whare Tapu Wha model to support a group of boys. We are currently working on Te Reo Māori learning progressions that move students beyond level 1-2.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and/or governance?
Te Tiriti o Waitangi is woven into our culture, evident both in visible markers and in the daily practices of our community. Bilingual signage is gradually becoming more prominent, welcoming visitors with te reo Māori across the school grounds and signaling our commitment to cultural inclusivity. In addition to our karakia at the start of each day, staff meetings and assemblies reinforcing a shared sense of purpose and respect.
While we’ve made meaningful progress, there is potential for deeper integration of Te Tiriti principles into our daily operations and school-wide policies. We are committed to building stronger, reciprocal relationships with mana whenua and local iwi, with plans to incorporate more Māori perspectives across all subjects and policies. We aim to create a learning environment where Te Tiriti is not only honored in values but also reflected in visible actions and governance, fostering a true bicultural foundation for our school community.
What value does your school place on board documents being bilingual?
This has been an interesting for our mostly mono gender+ethnic board. Our board is usually very interested in Pasifika and Màori success, and doing what we can to ensure this. But this year have demonstrated an interest in building their own cultural understanding of our students before approaching the problem with our pàkeha lens. As a result we now start and finish board meetings with karakia, and use a lot more Māori terminology during the course of the meetings. I do think this is just the beginning, and I also think that bilingualism can often lead to just using a language, where we need to focus on developing our understanding of te ao Māori, to deepen our understandings.
Hey Lud, how did this come about? Did your Presiding Member gain an interest in this outside of education as well as his/her role within it or was this driven by your Principal to ensure that your Board were making deliberate steps in this direction?
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and /or school governance?
As signage gets updated, we’re starting to see more te reo around the school, but this is something that needs to be developed further. We begin and end all staff meetings, assemblies, and whole school events (e.g. prize giving) with our school karakia. The pōwhiri at the start of the year, that welcomes new students and staff, has become a significant event in the start up calendar. In Term 4 we teach our junior students our school haka, which they perform in their whanau groups on Picnic Day at the end of the year. Our whole school professional learning focus for this year is the Niho Taniwha framework, which has helped place Te Tiriti o Waitangi and cultural responsiveness at the centre of everything we do.
As a school, we still have a way to go, and staff are at different stages in their journeys, but it’s pleasing to see more effort being made to make honouring Te Tiriti o Waitangi an integral part of school culture.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and/ or school governance?
When you first enter our school admin area, which is the central entrance to our school, you are greeted by a painting of the carvings of the Te Rereatukahia meeting house – the connection to our local marae, and visual pepeha of our students are displayed, celebrating the many cultures within our school.
As you move throughout the school, te reo signs are used on classroom windows, significant rooms are named both in English and Te Reo, a wooden carving celebrating our Bilingual Unit is on display above the classroom doors and murals, painted by local artists and past students that embed our local culture and history, are proudly displayed.
To start and close each school day, waiata and karakia are heard across the classrooms, assemblies, staff/ team meetings and other significant events, are formally opened and correct protocol is followed. Our Kapa Haka group (both Junior and Senior) performing for the wider school and taking part in community events and two Kaiawhina are used throughout the classrooms supporting the planning and teaching of te reo.
Within our Bilingual Unit, at least 50% of daily learning is facilitated in te reo, monthly Hui meetings are held with whānau and teaching staff, trips to our local marae take place and a Hapu representative on our Board of Trustees.
There is always room for continual development in this journey and my Kura are working hard to embrace the support of our local iwi and hapu to ensure that we are following local tikanga as we implement change and move forward together. This is a work in progress but it has been exciting to see the staff embrace this and begin to gain more confidence.
What value does your school place on board documents being bilingual?
An area of board documentation that demonstrates the importance of documents being bilingual is the use of kupu Te reo Māori in all documentation and policy documents. Like we do at a school/operational level, upholding the importance of using kupu Te reo Māori wherever possible is a key focus of our Board. As we review policy, a key step of the process is going through documents to see where kupu can be used in place of English, e.g., kaimahi instead of staff, kaiako instead of teacher, mahi instead of work, tumuaki instead of principal etc. A next step for our board is to have policy translated into other languages to increase the accessibility for all our whānau.
In what ways could a visitor to your school see that Te Tiriti o Waitangi is central to school culture and/or governance?
There are outward signs of our school’s dedication to Te Tiriti o Waitangi. The connection to Māori culture is visible in the display of korowai in the main reception, worn by the head students in formal occasions. Additionally, the school routinely performs waiata in assemblies, staff briefings, and chapel services including our school specific Waiata.
Depending on the day, guests may see haka performed as a whole school with our school specific haka written by a staff member, or the Kapa haka group who often perform in competitions or at talent evenings.
We have a relationship with the local iwi; Ngāti Korokī, Kahukura, Ngāti Hauā, and Maungatautari marae. Often Kaumātua are present at large formal events such as prize givings, one of which being the upcoming senior prizegiving, will end with a poroporoaki haka from the current senior classes to those who are leaving the school. There are also a number of pōwhiri that occur where these guests would also be present upholding the tikanga of the proceedings.
Of course we also have Te reo as a language class, this is taken by all junior students.
While these practices are in place, there is potential for deeper integration of Te Tiriti into everyday school life. Exploring further collaboration with the local iwi and incorporating Māori perspectives across all subjects and school policies beyond professional growth cycle documentation and having a dedicated space for student tikanga could strengthen our school’s commitment to Te Tiriti o Waitangi.
What adjustments do board policies need to be culturally appropriate in delivering equitable outcomes for Māori?
As shared previously all kura in Te tau ihu (Top of the south) was gifted Ngā Kawatau (iwi aspirations) as a guiding document to support this kaupapa. We have been working as a staff to provide feedback to our BOT to inform the development of our Cultural strategy (alongside updated MOU with iwi). Our BOT with SLT can then adjust our board policies to be more culturally appropriate.
This is key for Section 127 of the Act
The school gives effect to Te Tiriti o Waitangi including by:
– working to ensure its plans, policies and local curriculum reflect local tikanga Māori, mātauranga Māori and te ao MāoriI believe this will support us also in the further future development, through our cultural strategy for the other two key parts of the act
– taking all reasonable steps to make instruction available in tikanga Māori and te reo Māori,
– achieving equitable outcomes for Māori students.
Our kura has also moved to School Docs this year, which supports keeping us up to date and offers a function where more Te Reo is evident in your policies. The BOT members also need regular PL in Cultural competencies.
At our school, Te Tiriti o Waitangi is deeply embedded in both our culture and governance. A visitor would immediately notice the prominent use of Te Reo Māori across various settings, particularly in the chapel, where sermons consistently feature Te Reo in karakia and waiata. The Headmaster also integrates Te Reo into his speeches, with the Senior Leadership Team actively following his lead. Māori values are further honoured through pōwhiri ceremonies that welcome new staff, reflecting our respect for tikanga. The stairwell leading to the Māori classroom has been beautifully crafted with Māori artworks, demonstrating the importance of Māori culture. Weekly staff meetings begin with karakia and waiata. Professional development time is provided to enable Kaiako to engage in the Niho Taniwha programme, which strengthens their understanding of Te Ao Māori. This commitment ensures that Te Tiriti principles are not only acknowledged but actively interwoven into our everyday practices deliberately and meaningfully.
Our school, being in the south of South Auckland, has almost 50% of ākonga/learners identifying as Māori, To our school, it is vitally important that our kaimahi, tamariki and whānau see that Te Tiriti o Waitangi is central to our kura/school culture. Kaimahi are encouraged to use Māori kupu such as ākonga, kaiako, kaimahi, whānau and even for our overseas trained teachers, this has become a natural part of conversations and all documents by both kaimahi and the Board reflect this too. The Board and Principal have invested funds in ensuring our school environment reflects Te Tiriti o Waitangi through the addition of a Maara Kai, pātaka, art work, signage and entrance area that reflect Māori culture.
Our school has a kaumatua who is always consulted before appropriate decisions are made. Tamariki also are encouraged to value culture and we have a strong kapa haka group who not only perform within our kura at assemblies, but also outside in the community at events.
Our kaupapa Waka Way which is based on an indigenous learning and behaviour model is based around our OAR values and our kura has a brand story incorporating a waka, on which we are all paddling together using these OAR values (Others, Achieve, Respect). Our House names (Whangaungatanga, Kotahitanga, Wairua, Manaakitanga, Maramatanga and Kaitakitanga) also reflect values that we want to see in our kaimahi and tamariki. Kaupapa Waka Way and our class and individual mana wheels also give us an opportunity to communicate with whānau in a culturally sensitive way and each term we welcome new whānau and tamariki with a pōwhiri, and any school events start with either a pōwhiri or mihi whakatau.
Our Board is very supportive and make an effort to come to events such as our matariki tree planting or cultural events and assemblies. Although some have English as their first language, they make every effort to ensure Te Tiriti o Waitangi is one of their guiding principles and include it in all documents and correspondence.
What value does your school place on board documents being bilingual?
As a state of compliance, our school acknowledged that board documents are bilingual. You see this everywhere, on buildings, road signage, in Government agencies, all over NZ.
As a Kura we value the beauty of tikanga Māori. We love to see our Special Needs students flourish in their own unique way in mihi whakatau, waiata, kapa haka, pepeha.
We realize that when you place a value on those things, why not board documents being bilingual? We started to have a shift in our thinking. We learnt to embrace the beauty of the Kupu and started looking through different lenses.
Much like the mana and beauty that roll off our kids tongues through their display of their Tikanga Māori, we discovered that the mana that rolls off the pages of our board documents through the Kupu, hold significant value.
Over the past two years, our school has been actively involved in the Māori Achievement Collective (MAC), a collaborative initiative dedicated to fostering Māori achievement and understanding. This engagement has been instrumental in immersing our school community in tikanga Māori and forging strong connections within the wider community.
At the heart of our school culture are the four Kotahitanga values: Aroha (Kindness), Manaakitanga (Respect), Māia (Courage), and Pukuahuwhenua (Diligence). These values are prominently displayed throughout our school spaces, and students are encouraged to articulate their understanding and provide examples. We have used these values and framed them as learning behaviours we want to see in the MYs classrooms.
Music and language play a vital role in our school’s cultural identity. We have implemented regular waiata assemblies for Years 0-10. Through our Kāhui Ako funding was made available for one person to champion the waiata assemblies and help build tikanga Māori into our daily routines and general culture. Today we had the whole school in the hall to perform traditional Māori songs in preparation for the end of the year celebrations. Additionally, we are committed to incorporating Te Reo Māori and tikanga Māori into our curriculum, with plans to develop a comprehensive learning pathway from Year 0 to 13. This is a work in progress.
The guidance and expertise of Matua Matt, our school’s kaumātua, have been invaluable in our journey towards understanding and practising Tikanga Māori. His leadership has been evident in events such as our powhiri, where he ensured that the protocol was carried out respectfully and in alignment with our school’s unique character.
Our school has a kapa haka group in Years 0-6, and we are actively developing kapa haka groups for our Middle and Senior Years. To further support and promote our cultural initiatives, we have appointed a dedicated staff member to oversee the cultural aspects of the school. This role focuses on driving and celebrating Te Reo Māori, Tikanga Māori, and the achievements of our Māori students.
As a school, we have been working on improving and normalizing basic cultural practices. This includes learning more waiata, karakia, mihi (greetings), and pepeha (personal introductions).
We believe in fostering strong connections with our Māori families. Because of the success of this initiative, a father of our school and a leader in the Māori community gifted our school its first haka at this morning’s assembly. This is a poignant moment in the history of our school as the haka is a powerful reflection of our school’s special character. Hearing the translation gave me a sense of belonging and oneness.
Through these initiatives, our school is actively demonstrating its commitment to Te Tiriti o Waitangi and its principles. By embracing tikanga Māori, fostering cultural understanding, and providing opportunities for students and families to connect (through regular hui and pono), we are creating a school environment that is inclusive, respectful, and grounded in the rich heritage of Aotearoa.
Our school is consistently working on improving its understanding and actions in relation to making Te Tiriti o Waitangi an important part of our school culture. The past two years we have been a part of the Maori Achievement Collaborative. This has involved regular whole staff meetings with our facilitator who has upskilled us in our understanding of te reo and tikanga Maori. He has shared many useful resources with staff and these are beginning to be used in classrooms. In the future the plan is to work with our facilitator to develop a learning pathway from Year 0 – 13 for Te Reo and Tikanga Maori.
We have also built connection with Matua Matt who is able to guide us in our understanding and practices at school. One example of this was at the beginning of this year Matua Matt ran our powhiri and prepared us for it to ensure we were carrying it out correctly, but also in a way that was applicable to our school’s special character.
We have a strong kapa haka group in Year 0-6 and are developing our Middle Years and Senior Years kapa haka groups. We have recently had a staff member appointed to oversee the cultural aspects of our school. This new leadership role has meant that there is someone on staff focused on driving, promoting and supporting the development and celebration of Te reo, Tikanga Maori and our Maori students. This year we have also had one of our Maori parents offer to come in and support and run activities, help with kapa haka and support staff where needed.
As a school our focus this year has been on improving and normalising the basics. This has meant we have focused on staff and students learning more waiata, karakia, mihi and their pepeha.
We are currently waiting on new welcome and entrance signage to be installed which will be in English and in Te reo. We currently have a temporary display of our values near our school entrance which are called our Kotahitanga values. These are Aroha/Kindness, Diligence/Pukuahuwhenua, Respect/Manaakitanga and Courage/Maia.
We also hold an annual parents hui for our Maori families to come and connect, share their stories, their dreams for their children and their ideas for the school.
I think that these are the ways that a visitor to our school would see that Te Tiriti o Waitangi is central to school culture.
Brieta’s provocation
As a school we have been part of the MAC (Māori Achievement Collective for the past 2 years, this has been a great way to engage with tikanga Māori and build connections within the wider community. Our school is blessed with Matua Matt, who shares the same values and beliefs as our school and is our kaumātua leading some of our important events and meetings.
When coming into our school we display our 4 Kotahitanga focuses- Aroha/Kindness, Manaakitanga / Respect, Māia / Courage and Pukuahuwhenua / Diligence. When coming into our spaces, there are displays featuring our Kotahitanga values and students are able to explain, with examples, each of these values. We are currently working on displaying our greetings on the front office doors to welcome all whānau into our spaces – this will be the first thing visitors see when coming to our school.
We started having waiata assemblies from Years 0 – 10 (Junior Years and Middle Years) together and building our repertoire of waiata. Starting our assemblies with karakia, our Junior Years are fluent in our karakia for starting the week. Parents joining our assemblies and also learning to say karakia and waiata, builds connections within our community as well. It’s a start and we will be building on these initial steps.
A visitor to our school is going to notice a variety of visible and cultural elements reflecting the principles of the Treaty, i.e. partnership, participation, and protection. For a start, we have bilingual signs around the school. We also have a carving, and koru motifs on some buildings, signifying the importance of Māori heritage. All formal school events and visitor welcomes at our school begin with a mihi whakatau or pōwhiri as a way of acknowledging Māori protocols. We have a school song in Te Reo as well as a strong Kapa Haka group. Students at our school participate in language lessons, greetings, and expressions in Māori, via our school’s television program, called “Kaupapa on the Couch”. Lessons are delivered to classrooms three times a week. We have competitions, quizzes and activities in Te Reo which bring the students together. Māori perspectives and histories, including the significance of Te Tiriti o Waitangi, is woven into teaching across subjects. We also have Māori representation on our Board of Trustees. Māori success is prioritized as part of school-wide goals.Our school consult with Māori whanau twice a year to gather their ideas on how we as a school a fulfilling our obligations for our māoristudents. This is a good way to get community participation as we also identify whanau we can count on to help with various activities over the year. We have Māori staff members in leadership roles. Our school celebrates significant events in the Māori calendar, such as Matariki (Māori New Year) and Te Wiki o Te Reo Māori (Māori Language Week). These are important occasions in our school’s annual calendar, involving both students and the community. Finally, we have Māori students in student leadership roles on the student council. By observing these elements, a visitor to our school can gain a sense of how Te Tiriti o Waitangi is integrated into our school’s culture, curriculum, and governance.
While our kura’s current reporting demonstrates some progress in reflecting engagement with local tikanga Māori, mātauranga Māori, and te ao Māori, it is still a work in progress. We have incorporated Māori perspectives into our school’s strategic docs and implementation plans. Additionally, we continue to collect data on Māori student achievement and engagement, which helps us identify areas for improvement. However, we recognize that there is still room to deepen our understanding and integration of Māori knowledge and practices into our reporting processes. We are committed to ongoing learning and collaboration with local iwi and hapū (Te Atiawa and Ngati Kohanga Moa) to ensure that our reporting accurately reflects our school’s commitment to equity and cultural responsiveness.