ACHIEVEMENT COLLABORATIVE MĀORI
CONTRACT VARIATION
ANNUAL REPORT 2024
Nā Hoana Pearson - Te Pītau Mātauranga; Drew Manning - Kaihoe Mātauranga; Brenda McPherson - Kaihautu Mātauranga, Te Hiringa Watson – Kaiwhakahaere Mātua (Design, Layout, Data and Statistics); Helen Tkaczyk – Kaitautoko (Data and Statistics) December 2024
TenaKoutoueNga RauRangatirama!Ka nuitemihikia Koutou.
It is my pleasure and privilege to submit The Te Akatea - Te Arahou - MAC Annual Report for 2024
This report is the first of its kind and is a new component of reporting against the outcomes of our Variation Contract PO#WK70024850: 1st January 2024 - 31st December 2025
The writing of this report will be informed by the two quarterly reports up to June 30th 2025, and December 31st 2024 as well as featuring a specific focus on the new aspects of the reporting requirements and aspects that reflect on the year and inform our planning and action for the 2025 year.
We hope that the report does justice to the hard work, determination and achievement of our facilitators but more importantly, to the progress, achievement, confidence and capability of tumuaki, kaiako, BOT members, whanau, and importantly our tamariki/mokopuna as they navigate teaching and learning in environments that enhance for them their progress and achievement as Māori
For our mokopuna
Tihei Mauri ora!
“This was one of the best PD trips I've ever had! Every teacher and principal in Aotearoa should go.”
Introduction
Last year, 2024 saw a myriad of changes to the education landscape increasing demands and expectations on principals and their schools Yet, in spite of this and the increased demands on their time, principals, and their schools, remained committed to participating in this kaupapa I commend them for their courage as they navigate different world views and critically reflect on their practice as school leaders to ensure that they create a culture, environment, authentic and relevant pedagogy and practice for our tamariki/mokopuna to realise their incredible potential, both academically and culturally, as Māori Here, I leave you with the words of an ākonga This statement is profound and the educational and cultural aspirations of this ākonga are what we, on this kaupapa aspire to achieve for all of our ākonga:
“Without
knowledge of my whakapapa, language and identity my existencehasnodepth.”
Year 6 Graduate Student - Thames South School, Ākonga
Māori MAC Survey
“ Memo to Wellington: Our greatest economic asset and potential as a country is our Māori and Polynesian kids We are at risk of squandering that potential because we are not recognising it, let alone nurturing and supporting it ” (Aaron Smale NZ Listener Feb 22, 2025)
SnapshotofDelivery
Over the course of the 2024 year we delivered to 504 schools nationally, a total of 10,969 hours, inclusive of 15 min per hour of delivery for planning and preparation (2,194) This equates to approximately 22 hours per school Of these 7,814 were for facilitation of 1:1 professional learning sessions with principals, senior leaders, staff, Board of Trustees, Whānau and Mana Whenua/Iwi The remaining 3,155 hours were for cluster, regional and national wānanga (collaborative hours).
To achieve this, we travelled a total of 180,481km and spent 3,290 hours travelling. In these facilitation sessions we covered a myriad of kaupapa, determined for each school/cluster/region by their needs. We utilised the knowledge, skill and expertise of our facilitation, leadership and administration team of 20 staff to strengthen, share and support each other to ensure we delivered our kaupapa with mana and integrity. In all, we had 3,623 1:1 interactions and 481 group/cluster engagements which were delivered to 3,309 attendees.
1.NumberofSchoolsParticipatingintheMACKaupapafor2024
We started January 2024 with 491 participating MAC schools across 12 regions. By the end of the year we had grown to 504. A growth of 13 schools and a waiting list of 55 schools. The charts below show the number and percentage of participating MAC schools at both end June and December 2024.
JUNE2024
Auckland 135
PARTICIPATINGMACSCHOOLSASAT31
DECEMBER2024
Otago/Southland 77
Waikato 108
Wellington 45
HawkesBay/Gisbourne 10
Taranaki/Whanganui/Manawatu 76
BoP/Rotorua/Taupō 53
In preparation for 2025, the final year of our contract, we were committed to ensuring that all schools on our waitlist could participate in our Kaupapa To achieve this, we conducted a comprehensive review of our existing schools and their allocated contact hours in December 2024 This review allowed us to identify opportunities to reallocate resources and adjust schedules, ultimately enabling us to accommodate the schools that had been patiently waiting for access to our Kaupapa By undertaking this initiative, we aimed to maximize the reach and impact of our Kaupapa in its concluding year, ensuring that as many schools as possible could benefit from our services before the contract's expiration
SCHOOLS BY REGION, NUMBER OF STUDENTS, NUMBER OF MĀORI STUDENTS AND MĀORISTUDENTSWITHLEARNINGANDSUPPORTNEEDS
We currently have 504 MAC schools participating in the Kaupapa The highest number are in Auckland with 26.8% (135/504), followed by Waikato 21.4% (108/504), Otago/Southland 15.3% (77/504), Taranaki 15.1% (76/504), Bay of Plenty/Rotorua 10.5% (53/504), Wellington 8.9% (45/504), and Hawkes Bay 2.0% (10/504).
In the 504 schools we have a total of 138,320 students of whom 34,480 (24.9%) are Māori. Of these Māori students, 8,544 (24.8%) are identified as having learning support needs. When comparing our current data with our first quarter report, analysis identifies a growth of 13 schools and 1,961 students. Of the 1,046 Māori students in this group, 368 are identified as having learning support needs.
Further analysis of the collective National data for Māori students identified with learning needs (8,544), finds that the highest number of these are in Waikato with 2,504 (29.3%), followed by Auckland 1,805 (21.1%), Taranaki 1,573 (18.4%), Bay of Plenty/Rotorua/Taupo 1,432 (16.7%), Wellington 588 (6.8%), Otago/Southland 436 (5.1%) and finally, Hawkes Bay 206 (2.41%).
However, analysis identifies that as a percentage of the number of Māori students in each of the regions, Waikato (30%) has the highest percentage (of Māori students with identified needs in their region), followed by Taranaki (29 47%), Bay of Plenty/Rotorua/Taupo (26 3%), Wellington (22 65%), Auckland (19 45%), Hawkes Bay (18 32%) and finally, Otago/Southland (18 15%) This identifies that Waikato, has both the highest number of students with needs nationally as well as the highest percentage of their Māori students identified with learning and support needs
The following charts identify total school roll, total Māori roll and identified Māori with learning needs by MOE regions This is followed by a chart with a breakdown of the number of schools supported by facilitators in those same regions
2.
In 2024, we delivered a total of 3,623 1:1 Facilitation Sessions utilising 6,186 hours and 481 Group Sessions utilising 2,522 hours. These Group Sessions were attended by 3,309 participants. These figures are exclusive of the 1:15 mins preparation time.
The majority of our facilitation was conducted as 1:1 sessions with principals alone or with their leadership teams (1,886). However, we also delivered at 620 Staff Meetings, 79 Board of Trustees Hui, 55 Whānau Hui, 53 Hui with Iwi/Hapū/Mana Whenua and undertook 80 Classroom Observation and Feedback sessions.
A breakdown of delivery is identified in the tables below and participant feedback both quantitative and qualitative is featured further in this report.
1:1FACILITATION2024
GROUPFACILITATION2024
3. Summary information of the content covered in these sessions.
The table below captures the number of times each of the context headings were noted as being delivered across all of our facilitation both 1:1 and group. The highest contexts delivered were: Tikanga/Matauranga Māori (1,869); Cultural Sustainable Pedagogy and Practice (1,791); Te reo development and implementation (1,508); Te Whare Tapu o Te Ngākau Māori (multiple contexts) (1,268); and Leadership Development (1,031). This table is followed by qualitative data responses and analysis that expand on these contexts and give additional insights through participant voice.
A summary of combined qualitative responses from our Tumaki Surveys 1 and 2 (330/504 - 66%) gives further insight into content covered in our facilitation sessions over the year starting with identified themes and followed by an expansion for each area. These are all responses to the question: WhichofthefollowingkaupapahaveyouworkedonwithyourMACfacilitator?
The responses identify that the MAC Kaupapa provides a comprehensive framework centered around culturally sustainable pedagogy and practices, particularly in the context of Māori education in New Zealand. Key themes include:
1. Culturally Sustainable Pedagogy: Emphasis on teaching methods that respect and integrate Māori culture, values, and perspectives into the educational framework.
2. Te Tiriti o Waitangi: Frequent references to the Treaty of Waitangi, highlighting its significance in shaping educational policies and practices that honour Māori rights
3. Integration of Local Histories and Mana Whenua: Focus on the importance of local histories and the authority of local iwi (tribes), ensuring education is relevant and contextual.
4. Te Reo Māori Strategy Development: Initiatives aimed at promoting the Māori language, crucial for cultural preservation and revitalisation.
5. Curriculum Review and Integrated Curriculum: Continuous assessment and revision of curricula to ensure they are culturally responsive and inclusive
6. Leadership Development: Commitment to fostering leadership skills within educational institutions to support culturally relevant practices.
7. Student Voice and Agency: Importance placed on empowering students by incorporating their perspectives and voices in the educational process
8. Evaluation and Review: Ongoing reflection and assessment of practices to improve the effectiveness of culturally sustainable pedagogy
9. Strategic Planning: Establishment of structured plans to achieve goals related to culturally responsive education.
These categories summarise the key themes and areas of focus that are reflected across the data. Each line mentioned various combinations of these themes.
Further to this, the data responses reflect a comprehensive engagement with several educational frameworks and principles that emphasise culturally sustainable pedagogy and practices Key themes emerge, highlighting the integration of local histories, mana whenua (the authority of local tribes), and the principles of Te Tiriti o Waitangi (Treaty of Waitangi), which are foundational to the educational approach
1. Culturally Sustainable Pedagogy: This is a recurring theme across the responses, indicating a strong focus on teaching practices that are responsive to the cultural contexts of students. The emphasis is on integrating Māori perspectives and values into the curriculum.
2. Te Tiriti o Waitangi: Many responses reference the Treaty of Waitangi, underscoring its importance in guiding educational practices and ensuring that Māori rights and perspectives are respected and integrated.
3. Integration of Local Histories and Mana Whenua: There is a significant focus on incorporating local histories and recognising the authority of local iwi, which enhances the relevance of education for students in their specific cultural and geographical contexts
4. Te Reo Māori Strategy Development: Responses highlight the development and implementation of strategies to promote Te Reo Māori, which is critical for preserving and revitalising Māori culture.
5. Curriculum Review and Integrated Curriculum: Responses indicate a commitment to reviewing and integrating curricula to ensure they are culturally responsive and relevant to students' identities and communities.
6. Leadership Development: Leadership training and development are emphasised, suggesting a focus on building capacity within educational institutions to effectively implement these culturally responsive practices
7. Student Voice and Agency: The inclusion of student voice and agency in educational practices reflects a commitment to empowering students in their learning journeys
8. Evaluation and Review: Ongoing evaluation and review processes are noted, indicating that there is a reflective practice in place to assess the effectiveness of the culturally sustainable pedagogies being implemented.
9. Strategic Planning: Many responses mention strategic planning, which suggests a structured approach to achieving the educational goals related to culturally sustainable practices.
Overall, the responses illustrate a holistic approach to education that values the cultural heritage of Māori students while striving to create an inclusive and responsive learning environment This is not only about incorporating Māori culture into education but also about recognising and valuing the voices and histories of all students within the educational framework Further in this report we discuss feedback and evaluation data from participants on the quality and impact of these facilitated sessions and their contexts
4. School Demographic information showing school size, type andUgrade.
SCHOOLSIZE-UGRADE
Participating MAC schools range from U Grades 1 – 16. However, the majority of participating MAC schools are in the U5 28.4% (143/504) and U4 25.6% Grades (129/504), followed by U1&2 20.4% (103/504), U3 14.3% (72/504), U6 6.7% (34/504), U7 3% (15/504). The remaining schools are only singularly represented or with 4. These tend to be Secondary Schools.
SCHOOLTYPE-AGE/YEARRAGE
Of our 504 schools, the greatest representation is amongst Primary Schools 209 (41 5%), Full Primary Schools 195 (38.7%), Contributing Schools 36 (7.1%), Intermediate Schools 30 (6.0%), Secondary Schools 17 (3.4%), Area Schools 7 (1.4%), Early Childhood 5 (1.0%), Middle School 3 (0.6%) and Special Schools 2 (0.4%).
SCHOOLTYPE-MEDIUM/CHARACTERISTICS
The data below identifies participating MAC schools by characteristic type. The majority of our schools are English Medium 417/504 (82.7%). However, 47 (9.3%) describe themselves as Dual Medium, 30 (6.0%) as Special Character, Special Schools 6 (1.2%), Kura Kaupapa Māori 2 (0.4%), Pacific Medium 1 (0.2%), and Kura ā Iwi 1 (0.2%).
5. Service delivery foci; including pedagogy design and development.
Te Arahou MAC firmly believes that fostering a strong school culture and environment - grounded in knowledge, understanding, and the vital role of language, culture, and identity - is key to creating an effective learning space By integrating this with high-quality pedagogy, meaningful relationships (including whānau, hapū, mana whenua, and Iwi), high expectations, and an authentic curriculum, we can unlock ākonga potential, progress, and achievement True transformation requires a holistic, system-wide approach - no single factor alone will drive the changes we seek We must also widen our view of ‘what success is ’ Webber and Macfarlane (2017), capture this in their introductory statement:
There is a strong relationship between Māori identity and the educational outcomes of Māori students (Bishop and Glynn 1999; Durie 2001; Macfarlane 2004; Webber 2008). The underpinning assertion is that a positive sense of Māori identity, experienced as cultural competence, cultural efficacy, and ethnic group pride, can improve the educational outcomes of Māori by ameliorating their negative experiences at school. (Webber and Macfarlane 2017 - The Transformative Role of Iwi Knowledge and Genealogy in Māori Student Success)
COREVALUESOF MĀORIACHIEVEMENTCOLLABORATIVE
TeWhānau Relationships and Connections
TePono Truth, Trust and Respect
TeĀwhina
Care, Support and Safety
TeKotahitanga TeWero TeTika TeMāia
Unity and Collaboration
Challenge to Critically Reflect and Change Practice
Moral Purpose
Courage
Our kaupapa and our delivery are deeply embedded in our values, we also draw on and are informed by the work of Russell Bishop, Melinda Webber, Paolo Freire, Melanie Riwai-Couch, The Education Review Office, The School Trustees Association - Hautū, The Ministry of Education Intent, Strategy and Publications, Tū Rangatira, Kiwi Leadership, The Teachers’ Council - Tataiako / Unteach Racism, Angus Macfarlane, The Educultural Wheel and Hikairo Rationale and Ted Glynn’s life partnership analogy (Glynn et al., 2001), to mention just some. Our practice is focused on the implementation and realisation of Māori potential as outlined in the many iterations of Ka Hikitia, of which Ka Hikitia Ka Hāpaitia is the most recent.
Within our kaupapa and practices we work individually and collectively with principals, senior leaders, leaders, teachers, ākonga, board of trustees, whānau, hapū and iwi to grow and develop collaborative learning and support communities within and across individual schools, clusters and as a national extended whānau to realise our vision:
“Maori students engaging in relevant, authentic, and culturally affirming contexts, enjoying and achieving educational and cultural successasMāori.”
We also work with the New Zealand Principals’ Federation and other sector groups and with regional Ministry of Education offices. We currently have staff participating in a number of curriculum development, review and design advisory groups for the Ministry of Education.
We support our school principals in strengthening their knowledge, skills, and leadership to be effective, culturally informed educational leaders. Through experiential, place-based learning, collaboration, wānanga, hui, webinars, and resources, we provide the courage and support they need to lead biculturally with confidence. We expect our principals to practice to the highest standards against the Educational Leadership Capability Framework - Ngā Pūmanawa Kaihautu:
1. Building and sustaining high trust relationships
2 Ensuring culturally responsive practice and understanding of Aotearoa New Zealand’s cultural heritage, using Te Tiriti o Waitangi as the foundation
3. Building and sustaining collective leadership and professional community
4 Strategically thinking and planning
5. Evaluating practices in relation to outcomes
6. Adept management of resources to achieve vision and goals
7 Attending to their own learning as leaders and their own wellbeing
8. Embodying the organisation’s values and showing moral purpose, optimism, agency, and resilience
9 Contributing to the development and wellbeing of education beyond their organisation
Evidence that attest to our leaders, and in fact ourselves as providers, achievement against these indicators is provided across the many threads of this report. The following are the highest occurring contexts and focus of our delivery for 2024 as identified by participants and our own monitoring and recording systems:
Culturally Sustainable Pedagogy
Te Tiriti o Waitangi
Integration of local histories and Mana Whenua
Te Reo Māori Strategy Development
Curriculum Review and Integrated Curriculum
Leadership Development
Student Voice and Agency
Evaluation and Review
Strategic Planning
Across every aspect of these bodies of practice, reading, writing and maths are integrated and woven into the delivery as well as being delivered as single contexts on many occasions
We also developed, as reported in the Q2 Milestone report, our own capability in terms of diversifying our delivery towards sustainability by providing a series of webinars. These will enable repeated access overtime to support the work schools are doing developing their knowledge, skill and understanding of our curriculum framework and graduate profile Te Whare Tapu o Te Ngākau Māori.
In regard to Te Whare Tapu o Te Ngākau Māori we have distributed a further 500 copies in 2024 and have printed a further 1,000 copies to respond to demand. Alongside this we further developed the Te Marae wharenui resource (including the storybook Māmā and Me and the construction script), the Pukapuka Karakia and support document, and undertook further work on the Pukapuka Akoranga, ngākau resource books. These will all be available to schools in 2025.
Further in this report, across the many questions and responses as well as our own data recording and management systems you will become aware of the many and varied contexts that we utilise to achieve our vision and to build the capacity and capability of our education sector to grow, develop and achieve this also
The following section gives a more detailed description and evidence of focus contexts and benefits to our participants through their own voice responding to our National Tumuaki Survey.
6. Workshop or other delivery survey feedback rating questions and comments on how participants have benefitted from engaginginthePLD.
In terms of data gathering we undertook a number of surveys to collect national data on the quality, relevance, effectiveness and impact of the MAC Kaupapa and delivery in 2024 These included: two National Tumuaki surveys May/June 2024 and October/November 2024; two National Wānanga Feedback surveys; Cluster Hui surveys Q1 and Q2; Staff Meeting surveys Q1 and Q2; Student Voice surveys Q1 and Q2 For the purposes of this report we will draw on data from the Q1 and Q2 reports but will fully utilise the data both quantitative and qualitative from the combined responses to the Tumuaki Survey from 330/504 participants We will limit specific participant statements but rather theme and summarise responses Analysis and summaries from the National Tumuaki Survey follow:
NationalTumuaki Survey
PRINCIPALRESPONSESANDCOMMENTS
The following data was collected from our principal participant surveys May and November 2024 In all, both surveys combined contain responses from 330/504 (65%) principal participants It must be considered when reading the data and analysis that 103 (20 4%) of our 504 schools have only commenced with us in January or July this year (2024) and many may have completed the survey without having any degree of time for impact or agreement to be measured
INTRODUCTION
The survey asked for both quantitative and qualitative data under a range of headings:
Content of Delivery – Focus areas
1. Effective Educational Leadership: Culturally Responsive Learning Contexts and Systems 2
Culturally Responsive effective teaching for Māori learners
3. Māori enjoying and achieving educational success as Māori 4 Effective Parent, Families and Whānau Engagement
5. Effective Iwi/Mana Whenua Relationships
6. Summary: 7
a Share one or two BIG success moments as a result of your work with MAC in the past 6 months
b Share one or two BIG success moments you have seen as a result of your Kura’s work with MAC that have been related to you by staff, trustees, whānau, hapū/Iwi or others
c Your level of satisfaction with the facilitation provided for your kaiako/teachers (minimal – exceptional)
d Comments on specific facilitation experiences
e. Final comments to share
1.ContentofDelivery–FocusAreas
Further to the information above in regard to national delivery of our kaupapa, this section gives data from participant feedback in our survey responses as to the contexts they individually perceived being delivered to them We asked respondents to identify delivery focus areas facilitated in 2024 Analysis of the data identified that the most common kaupapa for delivery were (highest to lowest)
The table above aligns with the data on content delivery above in Section 3: Summary Information on Content Covered in these sessions. It affirms that there is consistency in our data recording systems and that the findings in both sections concur In comparison and analysis of both data gathering records, Culturally Sustaining Pedagogy, Te Tiriti/He Whakaputanga, Local Histories, Tikanga and Mātauranga Maori, Te Reo Māori Strategy, Te Whare Tapu o Te Ngākau Māori and Strategic Planning are the most common focus of delivery While there is upward and downward movement in placement in the above table, it may just be in the cycle of delivery provided or prioritised for those participants newer to the overall kaupapa and requiring more emphasis.
A range of other kaupapa were also delivered including but not limited to: Common Practice Model; Literacy and Communications; Mathematics; and Assessment for Learning. It must also be emphasised that in each and every kaupapa delivered there are aspects of written language, reading, and mathematics that are woven into the delivery These areas are also delivered as a specific focus
2. Effective Educational Leadership: Culturally Responsive LearningContextsandSystems
This section evaluates the effectiveness of the MAC Kaupapa in supporting educational leadership, with a focus on Māori learners Survey respondents (330 of 504) provided feedback on various aspects of its impact, including progress and achievement in reading, writing, and maths for Māori learners, leadership effectiveness, co-constructed leadership development, confidence in leadership, and knowledge of Te Ao Māori
KEYFINDINGS
1. ImpactonMāoriLearners'Progress(Reading,Writing,Maths):
87.7% of respondents believe the MAC Kaupapa has a moderate to considerable impact on the progress and achievement of Māori learners
The impact increased from 86.4% in May/June to 91.9% in Oct/Nov, though the latter was based on a smaller group
2.Leadership,Management,andGovernanceEffectiveness:
72.0% of respondents feel the MAC Kaupapa has improved leadership and governance in creating an inclusive culture and systems for Māori learners.
28 0% disagreed or strongly disagreed, indicating a need for further focus in this area.
3.Co-ConstructedLeadershipAreas:
94 8% report the MAC Kaupapa has made a significant to considerable impact on leadership areas developed with facilitators.
4.ConfidenceandCapabilitytoLead:
95.7% believe the program has significantly boosted their confidence and ability to lead effectively
5.IncreasedKnowledgeofTeAoMāori:
96.0% of respondents reported considerable to significant increases in their knowledge and understanding of Te Ao Māori
OVERALLASSESSMENT
The MAC Kaupapa consistently demonstrates a positive impact, with high percentages of respondents reporting improvements in leadership skills, knowledge of Māori culture, and the academic progress of Māori learners. However, leadership and governance effectiveness (72.0%) requires continued focus, as nearly 30% of respondents feel it has not yet been impactful enough in this area.
The tables below show the data across the May/June (Q1), Oct/Nov (Q2) and Combined data used for this report
1.ParticipationintheMACkaupapahasimpactedontheprogressandachievementofMāoriasMāoriin reading,writingandmaths.
2.Theleadership,managementandgovernanceofmyschoolhavebecomemoreeffectiveincreating andmaintainingawelcomingandinclusivelearningculture,andsystemsthatsupportMāorilearners enjoyingandachievingeducationsuccessasMāori.
3.PleaseratetheimpactofMACTeArahouonyourleadershipforareaswhichhavebeencoconstructedwithyourfacilitator.
4.PleaseratetheimpactMAChashadonyourconfidenceandcapabilitytoeffectivelylead.
5.PleaseratetheimpactMAChashadonincreasingyourknowledgeandunderstandingofTeAoMāori.
3.CulturallyResponsiveeffectiveteachingforMāorilearners
This section of the survey asks respondents to identify the impact participation in the MAC Kaupapa has had on growth and capability in delivering Te Reo Māori and in the effective delivery of culturally responsive teaching practices for Māori learners. Likert 5 point rating scale scores were utilised to ask respondents to scale score either the impact or to agree or disagree to statements as follows:
1. My school has become better able to effectively deliver culturally responsive teaching practices for Māori learners. In response to this statement, 65.6% (215/328) moderately tostronglyagreewiththisstatement:
Strongly agree 17.1% (56/328)
Agree 28 7% (94/328)
Moderately agree 19 8% (65/328)
Disagree 19.5% (64/328)
Strongly disagree 14 9% (49/328)
2. How many of your teachers have increased their level/hours of Te Reo Māori teaching intheirclassroom,since2022?
All 36 6% (120/330)
Most 29.0% (95/330)
Half 9 8% (32/330)
Some 24.4% (80/330)
None 0 9% (3/330)
3. Please rate the impact of MAC, in supporting the normalisation of Te Reo Māori me ōna Tikanga in your kura. In response to this question, 95.5% (315/330) respondents identified that the Te Arahou MACKaupapa has made a moderate to considerable impact ontheirknowledgeandunderstandingofTeAoMāori:
Considerable impact 45 1% (148/330)
Notable impact 36.9% (121/330)
Moderate impact 14 0% (46/330)
Some impact 1.8% (6/330)
Minimal impact 2 7% (9/330)
The following is a summary with identified themes from the qualitative responses to the overall combined survey to principals They are a summary and themes emerging in response to the following question:
What progress has your kura made in the delivery of Te Reo Māori over the past 6 months?
SignificantGrowthinTeReoMāoriIntegration
Over the course of 2024, MAC kura made notable progress in embedding Te Reo Māori into all aspects of school life. The transition from Level 5 to Level 4b, with some classes reaching Level 4a, reflects a strengthened focus on structured learning and daily integration. Te Reo Māori is now woven into classroom instruction, assemblies, staff meetings, and school-wide events, reinforcing its status as a natural part of kura culture.
EnhancedTeacherCapabilityandProfessionalLearning
Staff capability and confidence in using Te Reo Māori have increased, supported by participation in Te Ahu o Te Reo Māori and other professional development initiatives. Weekly learning sessions, structured te reo lessons, and mentorship from kaiako leaders ensure new staff are upskilled and progress is sustained. Leadership roles have been established to drive Te Reo Māori initiatives, ensuring long-term commitment and consistency.
StudentEngagementandCulturalInitiatives
Student participation in Te Reo Māori learning has grown, with over 90% of Year 9 students opting into Te Reo Māori classes Kapa haka continues to expand, gaining equal status in curriculum time Many kura have introduced bilingual classes, with plans for further expansion Daily paepae (karakia, waiata, mihi) are now embedded in classroom routines, and Te Whare Tapu o Te Ngākau Māori has been introduced as a strategic framework to strengthen cultural identity
StrengtheningCommunityandWhānauConnections
Stronger relationships with mana whenua have enhanced the use of local pūrākau, histories, and tikanga in teaching Student-led mihi whakatau, school-wide Matariki celebrations, and cultural events such as Polyfest and hāngī have reinforced whānau engagement Increased bilingual signage and school-wide resources support continuity in learning
ChallengesandFutureFocus
While significant progress has been made, challenges such as staff turnover and sustainability remain. Strategic planning is in place to maintain momentum, including differentiated learning tools, structured learning progressions, and professional development pathways. MAC kura remain committed to raising Te Reo Māori proficiency, embedding it meaningfully across the curriculum, and ensuring it continues to thrive as a living language in daily school life.
Further to the above comments on whānau and iwi participation and engagement in schools, the Tumuaki survey also asked respondents to comment specifically on the effectiveness of their engagement with parents, families and whānau as well as the effectiveness of their relationships with iwi and mana whenua
We asked them to rate on a 5-point likert scale using a range from strongly agree (1) to strongly disagree (5) or minimal impact (1) to considerable impact (5). The results are evidenced below:
1. I am confident that my school has become better able to effectively engage parents, familyandwhānauinsupportingoutcomesforākongaMāori.
Analysis of data in response to this question indicates that 67.9 (224/330) of respondents moderately to strongly agree with the above statement in regards to confidence of strengthened and effective relationships as above.
2. Please rate the impact of MAC, to support the growth in relationships with parents, familyandwhānau.
Analysis of this data indicates that 89.7% (296/330) believe that the MAC Kaupapa has had an impact on the growth in relationships with parents, family and whanau.
Specific to Iwi/Mana Whenua/Hapū relationships we asked two questions utilising the strongly agree (1) to strongly disagree (5) 5 point Likert Scale as well as the minimal impact (1) to considerable impact (5) scale score.
In this section we asked two questions in regard to confidence and impact:
1.Iamconfidentthatmyschoolhasbecomebetterabletoworkeffectivelywith marae/hapū/iwi/manawhenuatoimproveoutcomesforākongaandrangatahiMāori.
In response to this question data analysis identifies that 68 5% (226/330) respondents moderately to strongly agreed with this statement
2.PleaseratetheimpactofMAC,insupportingthegrowthinrelationshipswithwhānau, marae,andhapū/Iwi.
In response to this question data analysis identifies that 80 6% (266/330) believe that the MAC Kaupapa has had a moderate to considerable impact on growing relationships with whānau, marae, hapū and Iwi.
The Tumuaki survey asked school principals to rate their confidence in their school's ability to engage with parents and whānau, and to work effectively with iwi and hapū, to improve outcomes for Māori students
65 6% of respondents indicated they were moderately to strongly confident that their school had become better able to engage with parents, family and whānau.
89 7% believed that the MAC Kaupapa had a positive impact on the growth in relationships with parents, family and whānau.
69.4% of respondents were moderately to strongly confident that their school had become better able to work effectively with iwi
80.6% believed that the MAC Kaupapa had a moderate to considerable impact on growing relationships with whānau, marae, hapū and Iwi
The following section of the Tumuaki evaluation survey focuses on Māori enjoying and achieving educational success as Māori.
4.MāorienjoyingandachievingeducationalsuccessasMāori
In this section we wanted to get a picture of the increased confidence of school leaders that ākonga Māori are enjoying and achieving educational success as Māori across curriculum as well as the impact of MAC on this success We asked three questions/statements with this focus The first two are statements asking respondents to scale score 1 (Strongly Agree) to 5 (strongly disagree with the statements. The third question asks respondents to rate 1 (Minimal Impact) to 5 Considerable Impact), the impact MAC has had on Māori achieving success as Māori.
1.IamconfidentthatMāoriareenjoyingandachievingeducationalsuccessasMāoriin myschool.
In response to this statement analysis identifies that 65.7% (216/329) of respondents moderately to strongly agree with this statement. However, 34.3% (113/330) do not have the same level of confidence.
2.IamconfidentthatMāorilearnersatmyschoolareexperiencingthebiglearning gainsneededtoensuretheyareachievingacrossallcurriculumareas-particularlyin theareasofhighpriority/highneed.
In response to this question, analysis identifies that 69.3% (228/329) of respondents believe that they have confidence that Māori learners in their schools are making big learning gains to ensure they are achieving across all curriculum areas. However, 30.7% (101/329) do not have this confidence.
3.TheimpactoftheMACKaupapaonMāoriachievingsuccessasMāori.
In this we asked respondents to identify on a 5-point scale the impact of MAC on Māori students achieving success as Māori (MASAM). Analysis identifies that 93% (307/330) of respondents identify that MAC has had an impact on the success of Māori as Māori in MAC schools Specific analysis of data is:
Considerable impact 26.4% (87/330)
Significant impact 44.5% (146/330)
Moderate impact 22 6% (74/330)
Some impact 4.3% (14/330)
Minimal impact 2 7% (9/330)
The section of the report focused on gauging the confidence of school leaders regarding Māori students' educational success and the role of the MAC kaupapa in this success This was done through three questions or statements, with the first two being statements that respondents were asked to rate on a scale of 1 (Strongly Agree) to 5 (Strongly Disagree)
The first statement, "I am confident that Māori are enjoying and achieving educational success as Māori in my school," received moderate to strong agreement from 65 7% of respondents (216 out of 329) However, a significant minority, 34 3% (113 out of 330), did not share this level of confidence This indicates that while a majority of school leaders believe that Māori students are experiencing success in their schools, there is still a substantial portion who are not as certain
The second statement, "I am confident that Māori learners at my school are experiencing the big learning gains needed to ensure they are achieving across all curriculum areas - particularly in the areas of high priority/high need," showed a slightly higher level of agreement. 69.3% of respondents (228 out of 329) expressed confidence in Māori learners making significant learning gains across all curriculum areas, including high-priority areas. However, 30.7% (101/329) were not confident about this.
The third question asked respondents to rate the impact of the MAC Kaupapa on Māori achieving success as Māori (MASAM) on a 5-point scale ranging from 1 (Minimal Impact) to 5 (Considerable Impact). The results were overwhelmingly positive, with 93% (307/330) of respondents indicating that MAC had at least some impact on Māori students' success. More specifically, 26.4% perceived the impact as considerable, 44.5% as significant, 22.6% as moderate, 4.3% as some impact, and only 2.7% as minimal.
These findings suggest that the MAC initiative is perceived by school leaders to be having a positive impact on Māori students' educational success as Māori However, the results also highlight areas where improvement is needed, particularly in ensuring that all school leaders feel confident that Māori students are enjoying and achieving educational success and making the necessary learning gains across all curriculum areas
5. Summary – Sharing success and others’ perception of success
In this section we asked respondents to share one or two big success moments they have seen as a result of their work with MAC over the past 6 months from both their perspective as well as from the perspective others have shared with them These two questions gave a wealth of data and information that have been themed under the most common responses/response areas The first of two responses follow under the survey prompt for information: Share one or two BIG success moments you have seen as a result of your work with MAC Te Arahou over the past 6/12 months.
StrengtheningCulturalConnectionsandCommunityEngagement
Increased collaboration with local hapū, iwi, and marae, leading to deeper relationships and cultural integration
Improved whānau engagement, with record attendance at events such as Matariki hui, marae visits, and kapa haka performances.
Greater enrolment interest from whānau due to the school's visible commitment to biculturalism and Te Ao Māori.
GrowthinTeReoMāoriandTikangaIntegration
Widespread use of te reo Māori among staff, students, and whānau, with significant confidence growth in its use in daily routines
Increased staff commitment to professional development in te reo, including enrolment in courses for 2025
Students leading mihi whakatau, daily paepae, and pōwhiri with fluency and confidence
LeadershipDevelopmentandCulturalEmpowerment
Senior students stepping up as cultural leaders through kapa haka, whaikorero training, and engagement in school-wide Māori initiatives.
Non-Māori staff gaining confidence in integrating tikanga Māori into teaching and school practices.
School leaders are empowered to challenge cultural misconceptions and advocate for Māori perspectives.
CelebratingMāoriIdentityandSuccess
Kapa haka participation has expanded, with performances now integrated into the school day rather than just lunchtime practices.
Large-scale projects, including the building of a waharoa, localised curriculum development, and engagement with mana whenua, deepening the connection to place and history.
Teachers and students embrace Te Ao Māori as an everyday part of school life, fostering pride and belonging for all learners.
CulturalShiftsandGrowth
Staff have undergone significant mindset shifts, overcoming initial resistance to embrace Te Ao Māori and te reo Māori.
White fragility has been challenged, fostering a school-wide commitment to honoring Te Tiriti o Waitangi.
IntegrationofTeReoandTikanga
Daily practices such as karakia, waiata, and mihi whakatau are now embedded in school life
Increased te reo Māori usage is evident in classrooms, staff meetings, and student interactions
Curriculum changes ensure Māori perspectives are prioritised, leading to improved student engagement and achievement.
WhānauandCommunityEngagement
Stronger relationships with local iwi and whānau have been fostered through successful hui and collaborative projects.
Schools are establishing cultural traditions such as pōwhiri and paepae, reinforcing a sense of belonging and respect for Māori protocols.
StudentImpactandAchievement
Māori students are thriving in environments that recognize and value their identity. Schools report improved student engagement, confidence, and academic success, particularly among students who previously struggled in other settings.
StructuralandStrategicChanges
Cultural responsiveness is embedded into strategic plans, ensuring long-term commitment to Te Ao Māori.
School governance boards are actively upholding Te Tiriti obligations and engaging in ongoing development
Local Te Reo Māori and tikanga curricula are being developed to support the sustainability of cultural initiatives
OngoingProgressandCommitment
While some schools are just beginning their journey, there is a collective determination to continue embedding culturally sustaining education.
Leadership teams, teachers, and governance boards are showing long-term commitment to Te Ao Māori, ensuring ongoing progress and success.
The above section is the tumuaki response to a request to share 1 or 2 big successes they experienced as a result of their involvement with the MAC Kaupapa Following are responses they describe as being other’s perceptions of their success as relayed to them
Share one or two BIG success moments you have seen as a result of your kura's work with MAC Te Arahou that have been related to you by staff, trustees, whānau, hāpū/iwi or others.
The work with MAC Te Arahou has led to significant transformations within the kura, marked by moments of cultural pride, engagement, and growth in Māori language and practices. Some key successes include:
1. Strengthened Cultural Identity and Community Engagement: Māori students feel a stronger connection to their culture, as seen in their active participation in cultural events like kapa haka, Matariki, and Puanga celebrations This has fostered pride and success among students, and whānau are increasingly involved, reconnecting with their whakapapa and local stories The use of Te Reo Māori has become more prevalent, with students gaining confidence in using the language in daily school life Whānau have noted a positive shift in their children’s pride and participation in cultural activities
2. Cultural Integration and Daily Practices: Te Reo Māori and tikanga Māori are now embedded into the fabric of daily school life. This includes the consistent use of Te Reo in both classrooms and administrative areas, the inclusion of mihi whakatau, karakia, and waiata in daily routines, and the celebration of Māori cultural practices through pōwhiri and other events. Teachers have stepped up to lead these practices confidently, and senior students are becoming more proficient in Te Reo Māori, reflecting a strong commitment to Māori language and culture across the kura.
3. Empowered Staff and Board: The school’s staff and Board of Trustees have developed greater confidence in incorporating Te Reo Māori and tikanga into their practice Many staff members are actively engaging in professional development to improve their fluency and teaching strategies in Te Reo, while the Board has shown a growing commitment to Māori education, including incorporating Te Reo into their meetings and resources. This professional development is supported by MAC’s guidance, which has empowered staff to lead with confidence.
4. Positive Impact on Māori Learners: Māori students are thriving academically and culturally Their involvement in kapa haka and leadership roles has led to a sense of accomplishment, while families have noticed increased confidence in their children’s use of Te Reo Māori The school has created a space where Māori students feel valued and connected to their cultural identity, with some families even transitioning to Kura Kaupapa as a result of these positive changes
5. Increased Whānau and Community Involvement: The kura has successfully built stronger relationships with local iwi and marae, with regular hui and a growing sense of community. Whānau involvement has increased, with positive feedback from families who appreciate the school’s commitment to integrating Māori culture and practices. The school’s efforts to welcome whānau, such as giving a kākahu to new students, have further strengthened these relationships.
6. Ongoing Growth and Development: While kura have made great strides, we acknowledge that there is still work to be done The schools plan to continue focusing on professional development for staff, further embedding Te Tiriti o Waitangi principles, and expanding Māori language initiatives The Board and staff are committed to strengthening partnerships with mana whenua and improving consultation with iwi to ensure the longterm sustainability of these cultural practices.
In summary, the collaboration with Te Arahou MAC has resulted in a rich cultural transformation in kura, with a greater sense of pride, belonging, and achievement among students, staff, and whānau. Te Reo Māori and tikanga are increasingly normalised in the school’s daily practices, and Māori students are excelling both academically and culturally This ongoing journey is a testament to the power of cultural integration, community engagement, and collaborative growth
6.SpecificFacilitationImpactandEffectiveness
In this section we asked respondents to identify their level of satisfaction with the facilitation of the Te Arahou MAC Kaupapa and to make any specific comments in regard to facilitation experiences
Analysis of the quantitative data identifies that 97 6% (322/330) are either very satisfied 62 7% (207/330), satisfied 27 3% (90/330), or moderately satisfied 7 6% (25/330) with the quality and effectiveness of the facilitation provided
Following are findings from quantitative data summarised by identified themes resulting from analysis of the 330 qualitative responses to our call for specific comments on facilitation experiences
Any comments on specific facilitation experiences?
The feedback on MAC facilitators as identified in responses from survey respondents reflects overwhelmingly positive experiences, with facilitators praised for their supportive, empowering, and culturally responsive approaches. Key points from the data are:
1.SupportiveandApproachableFacilitators:
Facilitators are recognised for their ability to build strong, trusting relationships, providing personalized support that meets the unique needs of each school. Their approach is described as empathetic, non-judgmental, and inspiring, fostering growth and confidence.
Facilitators are especially praised for their work with Te Ao Māori, embedding Māori cultural practices and Te Tiriti o Waitangi in schools. Their support empowers leaders to integrate Māori values and language more deeply into school life.
Facilitators are appreciated for creating safe, nurturing environments, providing the right balance of challenge and support without overwhelming staff, and helping them grow in their leadership roles
2.ImpactonSchoolCulture:
Facilitators have had a significant impact on transforming school cultures by promoting cultural awareness, supporting the integration of Te Reo Māori and tikanga Māori, and fostering greater community engagement
MAC hui and cluster gatherings are highlighted as key opportunities for networking, shared learning, and deepening cultural understanding, benefiting both school leaders and staff
Many teachers and staff report increased confidence in using Māori language and understanding Te Ao Māori, contributing to the broader cultural shift within schools
3.PersonalisedandTailoredLearning:
Facilitators are highly valued for their flexibility and responsiveness to individual school needs. They adapt their approach to ensure that the learning process is effective and relevant to each school’s context
Facilitators are particularly praised for their ability to tailor support to the specific needs of their schools, whether through workshops, one-on-one guidance, or group sessions
4.EmpowermentandRelationshipBuilding:
Facilitators are noted for their ability to build strong relationships and empower staff to take risks, reflect critically, and improve their practice They provide a safe space for staff to grow and become more culturally responsive. Many participants feel more empowered and confident in their leadership roles, thanks to the facilitators’ ongoing support and guidance
5.ChallengesandAreasforImprovement:
Some schools are still in the early stages of their MAC journey and have limited engagement with facilitators Staff engagement is expected to grow as the process evolves
Time constraints are a common challenge, with some schools expressing the desire for more flexible scheduling for termly catch-ups
Some facilitators' sessions have been noted as occasionally lacking preparation, which can affect the overall effectiveness of certain hui
6.LookingForward:
Despite the challenges, there is a strong sense of optimism Leaders are eager to continue working with MAC facilitators, as they believe that with continued support, they can make even greater progress in embedding cultural practices and improving school leadership.
Schools are optimistic that as they stabilise, they will be able to dedicate more time and effort to their MAC journey, particularly in 2025
CONCLUSION
In summary, the feedback emphasises the critical role that MAC facilitators play in supporting schools’ cultural transformation, fostering trusting relationships, and providing personalized, culturally responsive guidance While some challenges remain, particularly around early engagement and varying levels of facilitator preparation, the overall feedback reflects gratitude, a sense of empowerment, and anticipation for continued growth Facilitators are seen as instrumental in building confidence, transforming school cultures, and strengthening community engagement within the MAC framework
While this section, and others before and following it, have woven in aspects of the following section: participant self-perceptions of their knowledge and understanding of the content of the PLD and how it has supported their learning and consequent shifts in practice, there are some specifics where we have gathered data and voice to discuss these
Informationonparticipantself-perceptionsof:
Their knowledge and understanding of content of the PLD and how the PLD has supported their learning and 1. Any shifts in practice they are making from engaging in the PLD 2.
We asked principals in our National Tumuaki survey to rate how MAC has impacted on their confidence and capability:
In increasing their leadership effectiveness: In response, 95% (314/330) identified that it had had an impact, with 80% ranking it either significant 44.5% or considerable 36.4%. This question was not specific to culturally responsive context but to general leadership confidence and capability
“...More of an understanding of Māori achieving as Māori and what we can do as a kuratosupportthis,thishasbeenasignificantworkwithbothBOTandstaff.”
“MAC is probably the best and most impactful PD I have been involved with in my teaching career, it has such an effect on all involved - it filters through me the tumuaki, to governance, leadership, staff, whānau and ākonga. It is at times very hardmahiandconfronting-butitmakesusthinkandalterwhatwearedoing.”
We also asked how they have become better able in their practice in four specific areas:
1 The schools effective delivery of culturally responsive teaching practice for Māori learners In response, 65 6% (215/328) identified increased effectiveness
2. Effectively engage with parents, family and whānau in supporting outcomes for ākonga. In response, 67 6% (221/327) identified increased effectiveness
3. To work effectively with marae/hapu/iwi/mana whenua to improve outcomes for ākonga. In response, 68 4% (225/329) identified increased effectiveness
4 Growth in building effective relationships with parents, family and whānau In response, 89.7% (296/330) identified increased effectiveness.
To expand further on this section in relation to their knowledge, understanding and changes in practice, one would only need to read this report from start to finish In the above sections there is numerous attestation and evidence of increased knowledge, capability and transformational change in leadership, teaching and school culture and the impact of this on student well-being, sense of worth and value, identity, language, culture and also in achievement
“Wāwahitahā,kōkiriwhakamua-inordertomakechange, wemustdisrupt”
“...We are so excited, humbled and motivated to be a part of the MAC whanau, the uplifting korero and mana enhancing motivation it has generated already is impressive and has the capacity to lift our understanding and practice to the next level. We can't wait to get stuck in and bring the rest of our school community on boardforthebenefitofourakonga.”
- Tumuaki Survey Response, 2024
ĀkongaAchievement
1.Summaryandanalysisofākonga
READING,WRITINGANDMATHEMATICSPROGRESSANDACHIEVEMENTDATAFROM
The following data was included in the Quarter 2 Milestone Report As reported there, we were very disappointed with the response rate to our call for student achievement and attendance data, receiving responses for only 10% of our Māori students. We have since been proactive in developing a strategy to ensure we get the data we require to report with integrity in 2025. We are hopeful that our strategy will be successful and reporting in the final report will be in greater number and detail.
In our Tumuaki survey we asked a number of questions in regards to principal perceptions of the impact of MAC and their belief of the consequent impact on outcomes for ākonga Māori.
Participation in the MAC kaupapa has impacted on the progress and achievement of Māori as Māori in reading, writing and mathematics In response to this question, 87.2% (288/330) believe that the MAC Kaupapa has impacted on student progress and achievement Further, in response to the following question:
I am confident that Māori learners at my school are enjoying and achieving educational success “as Māori,” 65 6% (216/330) felt confident in response to this question. In response to the last question:
I am confident that Māori learners at my school are experiencing the big learning gains needed to ensure they are achieving across all curriculum areas or courses/programmes of study - particularly in areas of high priority, 69 3% (228/329) had confidence in response to the statement. A further statement in relation to the impact on Māori learning as Māori was included:
Please rate the impact of MAC in relation to Māori Achieving Success as Māori (MASAM) In response, 93% (307/330) assert that there has been a moderate, significant or considerable impact of the achievement of Māori as Māori in their schools
Further to principal belief and perceptions of the impact, progress and achievement of ākonga in their schools, the following student achievement data gives a snapshot of the data from 67/330 of MAC schools responding to our call for data
STUDENTPROGRESSDATADISAGGREGATEDBYYEARSWITHMAC2024
The following data was collected from schools working with Te Arahou - MAC facilitators throughout 2024. Feedback was collected from 67 MAC kura. Overall data is included, as well as data disaggregated into those kura working with MAC for 1 to 2 years, 3 to 4 years, and 5 or more years
Questions were put to each school, enquiring as to the number of ākonga Māori who were exceeding, meeting, or not meeting progress expectations in Pānui/Reading, Tuhituhi/Writing and Pāngarau/Mathematics as at 1 March, 2024 We also asked kura to share the percentage of ākonga Māori who attended their school more than 90% of the time in Term 1, 2024
This data represents the progress of the following numbers of ākonga:
In order to track progress, it is our intention to collect this same data again as at 1 March and 1 November, 2025
This data has been synthesised by adding up the number of students in each kaupapa and dividing that by the total number of students.
By taking the average number of students meeting or exceeding expected progress across all schools in each Year group, the following data is produced:
PERCENTAGEOFĀKONGAMĀORIMEETINGOREXCEEDINGEXPECTEDPROGRESS YEAR1-2
Pānui/Reading Tuhituhi/Writing Pāngarau/Mathematics
PERCENTAGEOFĀKONGAMĀORIMEETINGOREXCEEDINGEXPECTEDPROGRESS YEAR3-4
Pānui/Reading Tuhituhi/Writing Pāngarau/Mathematics
As you can see, on average, ākonga Māori in Year 3-4 MAC kura were more likely to meet or exceed expected progress in all three subject areas than those in Year 1-2 MAC kura 8% more likely on average This supports the assertion that the MAC kaupapa has a positive impact on achievement for Māori learners It also lends further support to the other data we have that suggests the kaupapa takes 2 to 3 years to realise this impact
It should be noted that the national average was 47.4%. All MAC kura exceeded this figure, with attendance improving as the schools further implement the kaupapa This is particularly noticeable in Year 3-4 schools, with more than a 5% improvement in attendance rates for ākonga Māori
This chart illustrates the number of MAC kura falling into stanines 1 to 9. Please note that these are not national stanines, but have been calculated based on the data reported by these MAC schools.
Of note here is the positive shift in attendance seen from Year 1-2 schools to Year 3-4 schools. The peaks in stanines 3 and 5 in Year 1-2 kura shift to stanines 4 and 6 in Year 3-4 kura. This shift is maintained in Year 5+ schools, but is smoothed out with a jump in stanine 5 This suggests that the MAC kaupapa may take a year or two to be implemented effectively, but has a significant positive impactonstudentattendanceovertime.
Just out of interest to consider also in the response to my call for data at the end of 2023, those responding (27 schools) identified improvements in attendance data in both 2022 and 2023 See the table below
In 2022 46% of schools reported an improvement in attendance data from the previous year
In 2023 76% of schools reported an improvement in attendance data from the previous year.
Our National data and statistics as at 31st December 2024 identifies that we had a total of 34,480 ākonga Māori in participating schools and that of these, 24 8% were identified as having learning support needs This national data suggests that principals nationally identify 75 2% (25,929/34,480) as either meeting or exceeding expected progress levels
The following is a comparison of data on students' achievement and attendance data from those submitting data from 2023 and 2024. This is followed by a snapshot of achievement data from 2013 - 2015 (National Standards data). In the following data sets it is interesting to note that across almost all years ākonga have the greatest success in mathematics, peaking at 72% in 2024 in schools participating in the MAC kaupapa for 3-4 years. In pānui/reading scores range from 62% in 2013, peaking in 2023 at 68% and for the same cohort, settling at 66% for those participating for 34 years in 2024. For writing, scores peaked in 2015 at 65% and for 3-4 year participating schools in 2024 at 63%. While we can not read a lot into this as we are talking about larger and smaller cohorts, inconsistent cohorts etc it does identify that a difference is being made. At the present time there is no way to get a national average across all schools in Aotearoa. However, we are hopeful that in our next data gathering on student achievement we can get a clear picture of progress and achievement for 2023 and 2024 and undertake comparative analysis for the majority of ākonga Māori in MAC participating schools.
PERCENTAGEOFĀKONGAMĀORIMEETINGOREXCEEDINGEXPECTED
2.Narrativesummary-Analysisofdata:2013-2015
From Te Ara Hōu: Māori Achievement Collaboratives (MACs) - Evaluation Snapshot (Webber, M , University of Auckland, 2017)
READING
Between 2013 and 2015 the Māori student participation grew from 3,859 to 4,510. An increase of 651 Māori students (16.8%). The data identifies that in 2013, 62% (2,396) of all Māori students were achieving at and above the national standards for reading. In 2015 this had increased to 65% (2,949), an overall improvement of 3%. By number the increase over the three-year period was 553 – an additional 23%.
WRITING
Between 2013 and 2015 the Māori student participation grew from 3,778 to 4,306 An increase of 528 Māori students (13 9%) The data identifies that in 2013, 54% (2,038) of all Māori students were achieving at and above the national standards for writing In 2015 this had increased to 65% (2567), an overall improvement of 11% By number the increase over the three-year period was 529 – an additional 25.9%.
MATHEMATICS
Between 2013 and 2015 the Māori student participation grew from 3,821 to 4665. An increase of 844 Māori students (22%). The data identifies that in 2013, 60% (2,291) of all Māori students were achieving at and above the national standards in mathematics. In 2015 this had increased to 62% (2,907), an overall improvement of 2%. By number the increase over the three-year period was 616 –an additional 26.8%.
From our survey of 2024 MAC participants the following 3 comments (of many) attest to the impact that participation in MAC and consequent changes in school culture, practice and curriculum is having on students and their progress and achievement across curriculum:
Students have an understanding of who they are and are more connected to their culture, they are engaged in purposeful learning that they drive Improving attendance and engagement in school of both students and whanau has definitely improved student achievement. We do not have any obvious disparities between cultures or genders in our assessment data
In our recent student survey our Māori students identified that our kura and teachers were strong in their celebration and acceptance of their culture, they felt safe at school and that their culture was valued by staff. They stated that teachers knew how to make learning fun and how to fit them and their way of learning. One piece of evidence to support our kaiako making learning work for our Māori akonga is in our mid year Maths results which show Māori achieving a higher percentage than the whole school, and much improved results in Reading Disparities in achievement for Māori akonga are closing!
SUMMARY
In summary, while challenges in data collection remain, the overall trend is promising, with schools reporting significant improvements in Māori students' academic success and engagement with their education.
This section of the report analyses the positive impact of the Māori Achievement Collaboratives (MAC) on Māori student achievement. Principals report overwhelmingly that MAC positively impacts student progress, cultural identity, and learning gains. Data shows improvement in reading, writing, and mathematics, with a significant increase in achievement for schools involved with MAC for 3-4 years compared to those involved for 1-2 years Attendance rates have also risen The data supports the conclusion that MAC participation significantly improves Māori student achievement and engagement, with a focus on cultural identity and tailored teaching strategies
3. Identifying strengths and areas for improvement in the delivery of services and providing this information to the MinistryofEducation.
Our values, our commitment and our relentless pursuit of improved outcomes for tamariki are the backbone and strength of our Kaupapa and our delivery. Our whanaungatanga (relationships, connections and collectivity) and kotahitanga (unity and collaboration) along with tika (moral purpose) pono (truth, trust, respect) and āwhina (care, support and safety) have enabled us to build an extended whānau of 504 principals and their schools with deeply embedded relational trust, a common purpose, commitment and accountability to and for each other.
Participation in this kaupapa requires te māia (courage) as te wero (challenge, critical reflection, and change to practice) are the taiaha that we hold at the forefront of our mahi In spite of being confronted by this taiaha, our principals are willing participants who show courage in their learning and in the process of transforming their schools We are collaborative coalitions of the willing unified in pursuit of our vision:
“Maoristudentsengaginginrelevant,authentic,and
culturallyaffirmingcontexts,enjoyingandachieving educationalandculturalsuccessasMāori.”
Our individual mana and integrity as having had authentic experience and success as principals is also a critical success factor in our work as are the enduring relationships and engagement over a long period of time, enabling courageous and transformative leadership in our schools and communities, collaborating to improve outcomes, both academic and cultural for ākonga, Maori and non-Māori through planned and deliberate acts of leadership. Following is a brief summary of key points, major successes, challenges and future considerations from the overall responses from the voices of our participants.
School leaders (Tumuaki) provided feedback on the Te Arahou - MAC kaupapa and the consequent impact on ākonga and their schools. The following is a summary of findings.
Key Themes in MAC Facilitation included culturally sustainable pedagogy, Te Tiriti o Waitangi, local histories and mana whenua, Te Reo Māori Strategy, curriculum review and integration, leadership development, student voice and agency, evaluation and review, and strategic planning
Progress in Te Reo Māori Integration included increased teacher confidence, 90% of Year 9 students opting for te reo classes, and strengthened whānau and iwi connections. Growth in the provision of te reo Māori and bilingual classes.
Major Successes included increased cultural identity and engagement, leadership development, improved student outcomes, and community involvement
Challenges and Areas for Growth included staff turnover, time constraints, early-stage schools, and sustainability.
Feedback on MAC Facilitators was overwhelmingly positive, with facilitators being seen as highly supportive, approachable, and empowering
Future Goals and Recommendations included expanding MAC support, strengthening professional learning, ensuring cultural sustainability, and encouraging student leadership
Future Goals and Recommendations included expanding MAC support, strengthening professional learning, ensuring cultural sustainability, and encouraging student leadership.
Conclusion MAC Te Arahou is significantly impacting Māori education. While challenges remain, positive feedback indicates a strong desire for continued expansion and support.
4. Feedback and recommendations to the Ministry of Education forenhancingthequalityandeffectivenessofservices.
We are committed to continuous improvement. Our focus is on enhancing language, culture, and identity, while also improving leadership effectiveness and teacher knowledge, understanding, and capability across curriculum. To this end, we work with schools as we strive to ensure that ākonga receive a culturally relevant, authentic, and well-planned, structured, and deliberate curriculum aligned with Te Mātaiaho - NZC to achieve academic and cultural success as Māori.
We want our ākonga to be successful in reading, writing and maths, as Māori not at the expense of their language, culture and identity but because of it We must ensure that this is held securely as we swim in the sea of change in the current political climate and priority We must ensure that the progress we have made to change ākonga self-perception and confidence as Māori is not unravelled as a result of them
ConcludingComments
We received final comments from 330 principals. Their responses have been organised by theme and summarised below.
Analysis of qualitative responses from the Tumuaki survey reflects widespread appreciation for the MAC programme, highlighting its significant impact on leadership development, Māori cultural practices, and the confidence of school leaders Key themes include:
TransformativeProfessionalDevelopment
Many participants describe MAC as one of the best professional development (PD) experiences, with a strong influence on their leadership, cultural competency, and ability to support Māori students. The programme is credited with fostering both personal and professional growth
InvaluableFacilitatorSupport
Facilitators are highly praised for their expertise, guidance, and ability to challenge schools in a supportive way Their flexibility and responsiveness have been instrumental in helping school leaders navigate cultural challenges and drive change.
CulturalResponsivenessandImpactonMāoriLearners
MAC is recognised as vital in helping schools increase their cultural understanding, particularly regarding Māori learners Many schools report improvements in student engagement, attendance, and behaviour, especially for Māori students, due to the holistic approach of the kaupapa that supports both academic and cultural outcomes
EarlyStagesandAnticipationforGrowth
Many schools are in the early stages of their MAC journey and are excited about the potential for future growth. While they may not yet have seen significant changes, there is optimism that the long-term impact will be substantial as they continue their engagement with MAC.
CallsforExpansionandContinuedSupport
There is a clear desire for MAC’s continued funding and expansion Respondents call for more facilitators, especially in specific regions like Tai Tokerau, and additional resources tailored for secondary schools. Many believe MAC should be a compulsory part of professional learning for all schools in New Zealand
CommitmenttoTeTiritiandCulturalSustainability
MAC plays a crucial role in helping schools embed Te Tiriti o Waitangi and te reo Māori in their practices, contributing to educational equity. Schools recognize MAC’s role in advancing Māori education and building leadership confidence in culturally responsive teaching.
PositiveExperiencesandEvents
Participants highlight specific events like the National Wānanga and regional hui, which have been transformative for cultural learning, networking, and professional growth These events provide opportunities for sharing knowledge and deepening cultural understanding
ChallengesandSpecificNeeds
Some schools have faced challenges due to leadership changes, limited time, or unique local circumstances. While these challenges were acknowledged, they were not seen as flaws of the MAC programme itself However, schools expressed concerns about the sustainability of funding and support for the programme.
Long-TermCommitmentandGrowth
Schools emphasise that MAC’s work is a long-term journey that requires sustained support Many respondents highlight the importance of continued facilitation to ensure lasting change in their schools' cultural practices, leadership, and outcomes for Māori students
In summary, the MAC kaupapa is viewed as an invaluable and transformative resource that is essential for schools' ongoing development in cultural competency and Māori student support The feedback shows a strong desire for the programme to continue and expand, with many expressing gratitude for the support provided by facilitators and the positive impact on their schools and leadership There is a collective hope for continued access to MAC’s resources and expertise in the years to come.
Finally, I leave you with the words of our deeply respected Mātua Wally Penetito in whose vision we believe and aspire to achieve :
“IfthereisanemergingeducationalvisionamongMāori,itis thedesireforaneducationthatenhanceswhatitmeansto beMāori:sosimpleandyetsoprofound”
(Penetito, 2002, p 18)
Nāku noa, nā
HoanaPearsonQSM Te Pītau Mātauranga
DrewManning
Kaihoe Mātauranga Report Data & Analysis Lead
Te Arahou o Aotearoa - Māori Achievement Collaborative (MAC) Te Akatea Inc.