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We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
We are reviewing this policy for its content and how well the school implements it. To share your comments and rate its implementation, click the "Start your review" button. This policy's subtopics are also under review if they have a review button.
The paramount objective of the poari matua in governing the kura is to ensure that every ākonga is able to attain their highest possible standard in educational achievement. This includes Māori educational achievement, which is supported by specific requirements under the Education and Training Act 2020 (s 127).
Poari matua responsibilities
To ensure that every ākonga is able to attain their highest possible standard in educational achievement, the poari matua must meet a number of supporting objectives, including:
seeking to achieve equitable outcomes for ākonga Māori
ensuring we take all reasonable steps to provide for ākonga to be taught and to learn in te reo Māori when requested by their parents or immediate caregivers
taking reasonable steps to ensure that the policies and practices for the kura reflect New Zealand's cultural diversity
ensuring that the kura gives effect to relevant ākonga rights set out in the Education and Training Act 2020, the New Zealand Bill of Rights Act 1990, and the Human Rights Act 1993
Ākonga rights within the Education and Training Act include:
the right to a physically and emotionally safe place (s 127)
the right to education (s 33)
the right to an education that meets the specific aims set out in s 5.4.
The Bill of Rights Act includes a range of human rights that apply to ākonga and confirms most of the rights of section 127 of the Education and Training Act, and others, including:
the right not to be subjected to cruel, degrading, or disproportionately severe treatment or punishment (s 9)
freedom of thought, conscience, religion, and belief, and freedom of expression, including the freedom to seek, receive, and impart information and opinions of any kind in any form (s 13, 14)
the right to manifest that person's religion or belief in worship (s 15)
freedom of peaceful assembly and freedom of association (s 16, 17)
the right to be secure against unreasonable search or seizure, whether of the person, property, or correspondence or otherwise (s 21) – giving rise to s 105-114 of the Education and Training Act
the right to the observance of the principles of natural justice (s 27)
freedom from discrimination on the grounds of discrimination in the Human Rights Act 1993 (s 19).
The Human Rights Act protects people from discrimination on the grounds of sex, marital status, religious or ethical belief, colour, race, ethnic or national origin, disability, age, political opinion, employment status, family status, and sexual orientation (s 21.1).
These rights are particularly relevant if addressing a behavioural matter or if the kura is considering a stand-down, suspension, or exclusion.
taking all reasonable steps to eliminate racism, stigma, bullying, and any other forms of discrimination within the kura
ensuring the kura is inclusive of, and caters for, ākonga with differing needs.
The Education (School Planning and Reporting) Regulations 2023 also require the strategic plan of a kura poari matua to include:
strategic goals, as developed in consultation with the kura community (including the Māori community associated with the kura)
The Education and Training Act 2020 (s 10) defines the school community as:
the parents, families, and whānau of the school's students
the Māori community associated with the school
any other person, or group of persons, who the board or a sponsor considers is part of the school community for the purposes of the relevant provision.
information relating to the link between the strategic goals and any relevant national education strategies or plans, including Ka Hikitia – Ka Hāpaitia | The Māori Education Strategy
strategies for achieving or making progress towards its strategic goals based on the identities, needs, and aspirations of its kura community, including, without limitation, strategies for identifying and catering to ākonga whose needs have not yet been well met (which may include ākonga Māori).
The Education (School Planning and Reporting) Regulations 2023 define students whose needs have not yet been well met as including, without limitation, the following students:
(a) Māori students:
(b) Pacific students:
(c) disabled students:
(d) students with learning support needs, including gifted and talented students:
(e) students who are, or are at risk of, not progressing towards or achieving against curriculum expectations:
(f) students in respect of whom a care or protection order has been made under the Oranga Tamariki Act 1989:
(g) students in the youth justice system.
School boards must address the needs of students whose needs have not yet been well met in their strategic plans, annual implementation plans, and annual reports.
We seek to empower our ākonga Māori to attain their highest possible standard in educational achievement by:
engaging and consulting with the Māori community associated with the kura
developing and implementing a strategic plan that:
reflects the identities, needs, and aspirations of our Māori community
outlines our strategies towards achieving equitable outcomes for ākonga Māori
addresses how we support any ākonga whose needs have not yet been well met
supporting ākonga Māori to achieve educational success as Māori, in alignment with the guidance of Ka Hikitia – Ka Hāpaitia | The Māori Education Strategy
supporting kaimahi to develop their teaching capabilities, knowledge, and skills to meet the needs of our ākonga Māori (e.g. professional development)
engaging with ākonga and their whānau to identify and reduce barriers that may prevent access, participation, and engagement in school programmes
working with other agencies in support of our strategic goals, including the Ministry of Education, Education Review Office, and Teaching Council of Aotearoa New Zealand
regularly reviewing and reporting on our progress towards our strategic goals.
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ākonga rights set out in the Education and Training Act 2020, the New Zealand Bill of Rights Act 1990, and the Human Rights Act 1993 
