Summary of Findings - Responses from Schools

Schools were asked a range of questions that focused on the Board of Trustees, staff, school practice, curriculum and delivery, and engagement with whānau.  

A summary of the responses follows:

Curriculum and Delivery

Schools believe that cultural knowledge does improve teaching practice and leads to improved outcomes for Māori students.  Schools provide the opportunity to learn te reo but staff are not confident in accurate pronunciation of Māori words and less than half focus on Ngāti Kahungunu language.  Half of those who responded indicated that local Ngāti Kahungunu content is included in the curriculum but predominantly schools are not confident in basic te reo, tikanga, and local content.  

  1. 85% provide the opportunity to learn basic te reo in the school (17 of 20).
  2. 20% of staff are confident in the accurate pronunciation of Māori words and names (4 of 20).
  3. 40% focus on using Ngāti Kahungunu language (8 of 20).
  4. 55% include local Ngāti Kahungunu content, histories, and stories in the curriculum (11 of 20).
  5. 15% are confident in basic te reo and Ngāti Kahungunu tikanga (3 of 20).
  6. 15% are confident with local Māori history and stories (3 of 20).
  7. 80% state that cultural knowledge does improve teaching practice (16 of 20).

School Practice

Most schools use te reo Māori greetings and incorporate a marae visit in their school programme.  Only a third of respondents hold a pōwhiri or whakatau for new students and staff.

 

  • 65% use te reo Māori greetings to welcome guests, in newsletters, and formal public addresses (13 of 20).
  • 35% hold a mihi whakatau or pōwhiri to welcome new students and staff (7 of 20).
  • 75% include a marae visit in their programme (15 of 20).

 

Whānau

Over half of schools state that the forms of communication used to engage whānau work.  Less than half hold whānau hui. 

 

  1. 60% state that the forms of communication they use are effective and inform whānau of important happenings in the school (12 of 20).
  2. 40% hold whānau hui (8 of 20).

Staff

The greater number of schools indicated that they measure the impact of professional development on the teaching and learning of Māori. 

Over half of the schools have planned staff development to support Māori achievement.  Less than half have undertaken Treaty of Waitangi training and only a quarter have studied the Te Mana videos.

  1. 40% have undertaken Treaty of Waitangi training (8 of 20).
  2. 25% have studied or done workshops on the Te Mana videos (5 of 20).
  3. 65% have staff development planned specifically supporting Māori achievement (13 of 20).
  4. 90% measure the impact of general staff professional development on the teaching and learning of Māori students (18 of 20).

Board of Trustees 

Over half of the BOT’s have members responsible for representing the Māori community.  However, predominantly BOT’s have not undertaken Treaty of Waitangi training or familiarized themselves with the publication ‘Better Relationships for Better Learning’.

  1. 15% have undertaken Treaty of Waitangi training (3 of 20).
  2. 30% are familiar with the publication ‘Better Relationships for Better Learning’ (6 of 20).
  3. 55% have BOT members with responsibility for representing the Māori community (11 of 20).
  4. 70% have sufficient budget allocation for staff training and development and programme resourcing (14 of 20).

 

Professional Development Support for Schools

Responses to the Cultural Standards Review Form identify four areas that primary schools request support in.   Schools have requested support in developing relationships and links to support teaching of local content.  Schools have indicated that they need support to link with local marae/hapū and kaumātua.  65% of respondents also requested a follow-up interview (13 of 20).

 

Schools have requested:

a relationship with Ngāti Kahungunu Iwi Inc. to provide support, advice, and guidance on Māori issues and development initiatives,

support for whānau engagement and building relationships,

professional development for language, culture, and history,

development of resources to support teaching of language, culture, and history.