Know me. Believe in me. Kia mārama mai, kia whakapono mai - Knowledge Auckland
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Know me. Believe in me. Kia mārama mai, kia whakapono mai
Kua tawhiti kē to haerenga mai, kia
kore e haere tonu. He nui rawa o mahi,
kia kore e mahi tonu.
Know me.
You have come too far not to go
further, you have done too much not
Believe in me.
to do more.
Kia mārama mai,
Ta Himi Henare (Sir James Henare),
Ngati Hine elder and leader kia whakapono
mai
This report is the outcome A rangatahi, whānau and school perspective on
of a collaboration between supporting attendance, engagement and wellbeing.
the Ministry of Education,
The Southern Initiative, The
Auckland Co-design Lab, He tirohanga tā te rangatahi, tā te whānau, tā te kura
The Middlemore Foundation ki te whakapiki i te tae ā-tīnana, i te manaakitanga,
and rangatahi, schools, whānau i te oranga hoki.
and educators in Manurewa.
It was made possible thanks
to the Department of Internal
Affairs Digital Government
Partnership Innovation Fund.
The team would like to mihi
the staff, rangatahi and whānau
who participated in this process
so far, the contribution of whom
made this project possible. June 2020
Contents
Executive summary p8
Background, issues at play & co-design p12
Manurewa Case Study p26
Rangatahi insights p40
Systems insights p64
Early outcomes p86
Opportunity areas p88
Rotorua Case Study—
Tūhono Tangata ki a Kāhui Ako p90
Development p97
Principles p99
Features, functions & roles p101
Impact & scaling p104
Conclusions p110
References p112
Executive
In late 2018 the Ministry of Education (MOE) with the Innovation Unit (IU) who supported the
approached The Southern Initiative and the Auckland process in the Bay of Plenty. This report outlines
Co-Design Lab (TSI-Lab) to collaborate on an the approach taken in each location—Manurewa
innovation initiative that also built MOE capability. The in South Auckland and Rotorua in the Bay of
MOE was interested in the use of co-design and the Plenty—as well as what was learnt in each place.
summary
upskilling of MOE staff and partners in this approach.
This report describes the first part of an innovation In Auckland a multi-disciplinary design team1 built
process using co-design that began in 2019 which relationships with schools belonging to two different
has looked at attendance, engagement and wellbeing Kāhui Ako in Manurewa. With the help of staff, they
of rangatahi in mainstream education. It has been undertook empathy interviews which surfaced insights
made possible through the commitment of a host of into the lived experience of rangatahi, educators
community educators, community partners, whānau and parent-caregivers about school and learning 2.
and rangatahi and with funding from the Department
of Internal Affairs Partnership Innovation Fund. Some of these insights included:
To begin the design team scanned available • Relationships and empathy are the key to learning
evidence and existing initiatives related to the • Transition, particularly the move to high
complex issues of attendance, wellbeing and school, is hard for a large group of rangatahi
engagement, which is tied up with longstanding • Core subjects need to be culturally grounded to
inequity in Aotearoa particularly for Māori and address racism and to achieve equitable learning
Pasifika ākonga—learner(s). After several decades of experiences for Māori and Pasifika students
research and initiatives there has been no easy fix. • Māori and Pasifika students are
filtered out of key subjects
The benefit of using a co-design approach to look at
this complex issue is to learn from the lived experience The team also framed insights based on their
of rangatahi and also to support them, their educators observations of the system from research, working
and their whānau to shape local solutions to attendance, with schools and the MOE. These have created the
ākonga—learner(s) engagement and wellbeing. Designing alongside basis for opportunity areas for collective innovation
tamariki—child/children members of the community will create a useful feedback
loop into those shaping the education system. At the
and testing with the local community and with schools
e.g. collaboration across the system is still tricky.
rangatahi—youth same time design practitioners are sharing design
practice with MOE staff, educators and the community The Rotorua case study highlights the impactful work
kaiako—teacher building their capability in design approaches that of Tūhono Tangata ki a Kāhui Ako, an achievement
can be applied in their own lives and work. challenge from the Rotorua Central Kāhui Ako and
the intentional activities undertaken in partnership
Two main questions shaped the innovation and co- with the MOE Regional Office to scale this innovation.
design process: Underpinning this impactful work lies the influence
of mana wāhine, powerful leadership practice by
How might we collaborate with young people, Māori women across the Kāhui Ako and MOE.
whānau, schools, the community and each
other to design ways of working that lead to
better attendance, engagement and wellbeing
for all our students now and in the future?
How might we better understand the conditions
and capability needed to share innovation between
schools and foster innovation within the MOE?
1 The team was made up of design practitioners, educators with
The MOE regions of Auckland and Bay of Plenty experience of whānau support with a variety of cultural backgrounds
chose to participate. The TSI-Lab worked with the 2 There is a booklet of stories based on these interviews. See
regional office and schools in Auckland, and partnered resource “Stories of Rangatahi experience of school and learning”
8 Kia mārama mai, kia whakapono mai Know me. Believe in me Executive Summary 9
Background,
In 2018 the MOE applied for funding The Auckland based team reviewed
from the Department of Internal and synthesised existing reports
Affairs’ Digital Innovation Fund. A and quantitative and qualitative data
group of Deputy Secretaries led by about schooling, learning, attendance
the Evaluation Data and Knowledge and related areas. The team found
issues at play and
(EDK) Division approached The that there is a plethora of research
Southern Initiative—Auckland Co- and studies over the last few decades
Design Lab (TSI-Lab) in early 2019 which repeat or build upon many
to discuss using the funding to build of the same concepts and ideas
innovation capability within the MOE. about learning and attendance.
There was an appetite for using
co-design
innovation and the methodology of The following section covers the
co-design to tackle one of the MOE’s main themes which surfaced during
current challenges. The MOE chose the scan of the available evidence.
the complex issue of attendance as We also outline the scope of the
the initial focus for this project with project and the nature of the
a decision to involve two different place-based co-design approach.
regions in the country. There was a
conversation with regional offices
who had an interest in participating
in an innovation process and a
significant challenge with attendance.
The regional offices in Auckland
and the Bay of Plenty took the
opportunity to participate. The
TSI-Lab team in Auckland was the
natural partner for the Auckland
regional MOE office as it is a place-
based innovation lab with existing
local relationships built up over
5 years of community and social
innovation work. The TSI-Lab invited
collaborators, the Innovation Unit
(IU) to support the process in the
Bay of Plenty because of the IU’s
expertise in the fields of innovation
and design and their expertise in
working with education systems.
12 Kia mārama mai, kia whakapono mai Know me. Believe in me Background 13
Key facts about education in Aotearoa
−
TE AO MAORI
High absenteeism Māori who attend Māori medium education schools are more likely to stay
in school until they are 17—compared to those in mainstream schools.3
Aotearoa is the 9th highest in the world out of 35 OECD countries for absentees.1
DIFFERENT NCEA pass rates at Level 2 rose steadily
Recover lost Students from a higher socio-
economic background can recover
ground
more easily from a period of not
from 74% to 83% between 2011 and 2016 but
DECILES, students at lower deciles were more likely to
attending school.
DIFFERENT do unit standards (skills-based), while those at
higher deciles do more achievement standards
PATHWAYS academic).2
i t i o n
a n s EDUCATIONAL
T rucial
r INEQUALITY
Importance UNIVERSITY is c UNICEF’s annual Innocenti Report
of Years INEQUITY Attendance in Year 8 doesn’t
Card, a study of rich countries,
ranked New Zealand 33rd out of 38
countries in terms of educational
7,8 & 9
predict how much a student
equality in 2018.
University entrance is much lower attends school in Year 9.
for Māori and Pasifika students than There is a strong relationship
for other ethnic groups. between students experiencing
Even between two students difficulty following a change from
who turn up to school the same intermediate to high school and
amount of days in Year 10, the their likelihood of dropping out
amount of time they were at from education.
school in 7, 8 and 9 attendance 1 Behavioural Insights Team, 2018, p10
2 Decile ratings reflects the percentage of the school's students
predicts higher NCEA results. that live in low socio-economic or poorer communities. Lower decile
schools have more students living in poorer communities.
3 MOE data that showed 78 percent of students stayed
on in whānau Māori schools until 17 or above, whereas
the number was 68.8 percent in the general roll.
14 Kia mārama mai, kia whakapono mai Know me. Believe in me Issues at play 15
Why is school attendance Regular student attendance is defined Why are tamariki and rangatahi the mind to learning. Negative Behavioural Insights Team study for
not coming to school? What about emotions, such as fear of failure, the MOE, focused on factors linked
an important issue? as attending school more than 90 engagement and wellbeing? anxiety, and self-doubt, reduce the to the home. It concluded unjustified
percent of the time (available half days) capacity of the brain to process absences were driven by a mixture
The Office for the Children’s information and learn. (Flook, 2020) of factors including parental distrust
by the MOE. (Education Counts, 2020) Commissioner’s report Education of the school, the challenges posed
Regular attendance is considered Matters to Me: Key Insights released Poverty, Inequity and Racism by parents’ shift work, addiction; and
extremely important because according in 2018 outlined the perspectives of for students there was disinterest in
children and young people and what It is also clear that poverty and the content of classes and mental
to the MOE’s body of evidence and data, was important to them about learning inequity affect the levels of rangatahi health issues such as anxiety.
there is no safe level of skipping school and education. The report’s findings attendance and engagement (Behavioural Insights Team, 2018, p4)
were based on interviews and surveys with learning and school. In 2018,
and doing so will lower a student’s with as many as 2000 children and chronic absence continued to be The concern with focusing entirely on
achievement. However, the number of young people (Office of the Children's more prevalent in lower socio- disadvantage in this way is that these
Commissioner, 2018a). The tamariki economic schools, with the rate factors are symptoms of a much
students missing school in Aotearoa is and rangatahi said they wanted about four times higher in Decile more complex issue. In New Zealand
on the rise according to the MOE’s own teachers who try to understand their 1 (13.2%) schools than in higher socio-economic disadvantage has
data. The latest OECD's Programme for worldview and their lived experience socio economic Decile 10 (3.2%) a large overlap with ethnicity and
and incorporate this knoweldge into schools (Behavioural Insights absenteeism which affects Māori and
International Student Assessment (PISA) their learning. They also want to learn Team, 2018, p11). The report on Pacific students disproportionately.
survey released in 2019 shows 58% of content that relates to their lives, the 2015 PISA results stated: The absenteeism figures for Māori
and to have better relationships with Socio-economic advantage has a and Pasifika students are consistently
students were regularly going to school, their teachers, a safe and comfortable stronger impact on achievement worse than for other ethnic groups
a decrease from 64% in 2018.1 environment, some decision-making in New Zealand than many OECD between 2011 and 2017 (Behavioural
over their learning, and to be free countries. There is a larger difference Insights Team, 2018, p11). The “long
from racism and discrimination. in achievement between students tail of underachievement” is a term
The relationship between their from advantaged and disadvantaged that was coined by former Secretary
wish for positive, stable and trusted backgrounds in New Zealand of Education Karen Sewell in 2007
relationships, to feeling safe, and compared to the OECD average. to describe the gap between Māori
their capacity to learn is borne and Pasifika and other ethnic groups
out by two recent comprehensive Some academics and educators place in educational achievement. This
reviews (Osher et al, 2020; Cantor more emphasis on the importance concept of underachievement has
et al, 2019) of the science on of the home background in a child’s become normalised in the New
children’s development and learning. success than the school environment. Zealand mainstream education
Some of the relevant findings For example, Twelve Thousand system and the label does not
have been summarised below: Hours: Education and Poverty in accurately depict the history of
Aotearoa New Zealand, Massey racism experienced by Māori and
Brain development is shaped by University academics Ivan Snook Pasifika tamariki and rangatahi.
consistent, supportive relationships; and John O'Neill have concluded For generations, Māori have been
responsive communications; and home background is responsible part of an education system which
modelling of productive behaviors. for up to 80% of a child's school actively denied them the ability to
The brain’s capacity develops most success. (O'Neill & Snook, 2014) learn, express or contribute their
fully when children and youth feel Influencing factors are: frequent worldview, culture or language. They
emotionally and physically safe; changes of school; chronic ill health; were assessed and measured by
and when they feel connected, inadequate food and clothes; lack the dominant Pākehā culture. It was
engaged, and challenged. of good parenting; limited access only recent history that children
to books; and family dysfunction. would receive corporal punishment
Learning is social, emotional, and Poverty affects resources, values, for speaking te reo. The colonial
1 Any unintentional, justified, or authorized, absence from compulsory
education (i.e. illness) Justified absences can include illness, academic. Positive relationships, attitudes and behaviour. The view that Māori were more suited
medical appointments and bereavement. Any intentional, unjustified, including trust in the teacher, associated stress, neglect or trauma to manual pursuits than academic
unauthorized, or illegal absence from compulsory education (i.e. truancy)
Unjustified absences reasons may include unreported illness, family
and positive emotions, such as of deprivation can impact cognitive ones also persists to this day.
holidays during term time, staying home to look after siblings. interest and excitement, open up development. Similarly, a recent
16 Kia mārama mai, kia whakapono mai Know me. Believe in me Issues at play 17
In the late 1980s and 1990s, esteem and other psychological million funding over three years. Success as Māori
government policy reflected responses emanating from an The new initiative builds on the
the attitude that socio- early age awareness of being a former Te Kotahitanga programme In Aotearoa tamariki and rangatahi generally achieve
economic and not ethnic member of a stigmatised group. which had shown some success. better outcomes in Māori Medium Education (MME).
factors were the root cause of (Eriksen, 2018; Voke, 2002) Through a recent comprehensive consultation known
underachievement (not just The MOE has developed an as Kōrero Mātauranga, the MOE in Auckland found
for Māori). This resulted in The MOE has tried to move away equity index which can give that MME settings, in particular, full immersion, were
educators focusing on social from a deficit approach for Māori valuable insights into the impact working well for Māori learners in the Auckland
backgrounds, parenting, and most significantly by working with of disadvantage in early childhood region. However, participants felt that more resources
other societal influences. Te Puni Kokiri to support more education and schooling. were needed for Māori medium settings. It was also
This has been described Māori medium education. For For example, it shows that agreed at these consultation hui that English medium
by the Ministry and other mainstream education, there has concentration of disadvantage settings could benefit from incorporating kaupapa
commentators as “deficit also been a raft of strategies and matters for educational progress Māori pedagogies and MME spaces (Ministry of
thinking”—thinking about Māori programmes for both Māori and and achievement. This is being Education, 2019). This is a similar reflection made in
students in terms of what they Pasifika students. Ka Hikitia— studied further. The September the Office of the Auditor General’s report in 2012.
lack. Researchers have noted Accelerating Success 2013–2017 2019 Cabinet paper, Replacing Whānau
that this can lead to educators was a strategy based on evidence Deciles with the Equity Index, family name Māori can be identified by whānau name, hāpu and
thinking that problems lie with that Māori students do much makes it clear that the Government iwi. Each of these elements of identity have mana and
the student, not the teacher better when education reflects and only intends to shift to the Equity support, and whakapapa gives strength and stability
or the system. (Office of the values their identity, language and Index if that shift is accompanied to individuals. This can be a key source of strength
Auditor General, 2017) culture. Similarly there has been by an increase in the overall level for Māori connected to their whakapapa. However,
a Pasifika Education Plan (PEP), of equity resourcing to ensure all researchers have pointed out that Māori are not a
with four revised versions spanning schools are adequately equipped
More recently the MOE has
17 years1. The Te Kotahitanga to mitigate socio-economic
Child homogeneous group. In Tāmaki Makaurau many ākonga
acknowledged the education are Mataawaka and are less likely to know and be
programme was an evidence- barriers faced by their learners.
system’s failure for Māori students.
based research and professional Engagement with the education
Iwi Hapū connected to their whakapapa, which highlights the
"What is clear from data over tribe sub-tribe importance of understanding the needs of each student
many years is that the education development programme that sector will be used to shape the and supporting their journey on culture and identity.
system has consistently failed supported teachers to improve overall package of investment.
whānau, hapū, and iwi for many Māori students' learning and Collaboration with whānau has the potential to
generations, and this has led to low achievement. According to the Evidence strongly suggests significantly improve the educational experiences
expectations by all of education Office of The Auditor General more investment needs to be
of Māori students. One researcher found that Māori
system performance for Māori and achievement gains for Māori and channelled into achieving lasting
students identified their whānau as having the
of Māori achievement.” (Office of other students were increasingly equity for Māori and Pasifika
strongest influence on them, followed by community
the Auditor General, 2017, p15) significant during the five phases students and achieving equity
and school influences such as teachers, sports coaches
(Officer of the Auditor General, needs to be measured by Māori
and the whānau of the local marae. (Sheriff, 2010)
There is evidence of teachers 2017, p38; Webber & Macfarlane, and Pasifika engagement,
having lower achievement 2018). Meyer et al. (2011) identified achievement and progression in
The Ka Awatea project used a Te Arawa1 view of Māori
expectations (irrespective of actual that Māori students who were learning, education and careers.
success and interviewed successful Māori students
achievement) of Māori in particular, thriving in Te Kotahitanga schools
from across Rotorua. The findings showed that when
but also of Pasifika students. were proud of their Māori culture
whānau, iwi, and the wider community were invested
Stereotype threat happens when and identities, could “be Māori”
in education, positive school behaviours and a Māori
“members of a marginalized group as ākonga, rather than having
student commitment to school completion, success
acknowledge that a negative to leave their culture outside
improves (Webber, 2018, p22). Whānau play the most
stereotype exists in reference to school in order to succeed
important role in terms of socialising their children into
their group, and they demonstrate (Webber & Macfarlane, 2018).
the Māori world and helping them to develop cultural
apprehension about confirming efficacy. Healthy and supportive whānau connections
the negative stereotype” has In 2019 the government
announced a new education are fundamental to positive Māori identity development
been found to have detrimental and for promoting educational advancement. (ibid)
impacts on the ability of pilot called Te Hurihanganui, to
minority students to perform at address racism and bias across
1 Tapasā—Cultural Competency
school because of lower self- the system and support whānau to Framework for Teachers of Pacific 1 Te Arawa is a confederation of Māori iwi and hapū who
better engage in learning with $42 Learners was launched in 2018. are based in the Rotorua and Bay of Plenty area.
18 Kia mārama mai, kia whakapono mai Know me. Believe in me Issues at play 19Can teaching make a difference? In taking on issues of attendance Agreeing a scope for To agree on initial scope TSI-Lab the scope broadened to include
in Aotearoa, this brief overview and IU held a framing workshop engagement and wellbeing as well as
Some education researchers of the literature suggests: the co-design process bringing together staff from a variety attendance. It also became apparent
believe that whilst whānau and of disciplines from the National, that there was no clear picture of
home environments play a key role, • Attendance, wellbeing, Auckland and Bay of Plenty MOE what local innovation was currently
education systems can still have an culture and history are offices. The conversation and happening within schools, or how
impact on the success of children inextricably linked. collective knowledge and experience well innovation across schools was
from a disadvantaged background. in the room shaped the scope of being shared. The opportunity to
• While poverty and toxic
Research from the OECD stated what the design team should explore understand how innovation can be
stress have a negative impact
the highest performing education in the first phase of the process. fostered and shared was identified
on a child’s wellbeing and
systems are those that combine It was also acknowledged that as a parallel project objective.
relationship with education,
equity with quality (OECD, 2012, rangatahi and whānau voice were
learning environments with
p3) and that these systems give not yet in the room and should be As a result the project was shaped
adults fostering positive stable
all children opportunities for a brought in as soon as possible. around two main questions:
relationships with ākonga
good quality education. Education
can make a difference.
expert John Hattie believes that The design team used some of How might we collaborate with
teachers can make a critical • In Aotearoa a strengths-based the themes that surfaced from the young people, whānau, schools,
difference and that a major factor approach and meaningful scan of recent evidence and data the community and each other to
affecting student achievement is cultural intelligence applied at above to pose questions to the design ways of working that lead
the variability between the quality a local level is fundamental to workshop participants and generate to better attendance, engagement
of teachers within schools. A belief address the inherent racism, discussion. It was clear that there and wellbeing for all our students
that we can make a difference for bias and low expectations for were many interconnecting and now and in the future?
children from poorly resourced Māori and Pasifika ākonga contributing factors such as inequity,
families is a critical starting point, in the mainstream system. historic racism, low expectations How might we better understand
and the mantra needs to be “I can and marginalisation in learning the conditions and capability
• The role of whānau is really
make a profound positive difference environments, family income and needed to share innovation
crucial but its potential
to every person who crosses the insecure housing that influence between schools and foster
is not fully realised.
school gate into my class or school how tamariki relate to school and innovation within the MOE?
regardless of their background.” • There is a lot of research learning. It was established that
Poverty and low family resources and data on what works there was no one silver bullet to
are no excuse for not making a yet the issues persist. address a historic and complex issue
major contribution to students, Are we forgetting what is important like attendance in Aotearoa and it
although they certainly make for in the myriad of options? Are needed a holistic and strengths-
a tough start. (Hattie, 2015, p6) learnings and innovation being based approach rather than a
shared across the system? deficit-based approach. And one that
The recent reviews of the science of actively involved those impacted,
What are the challenges in
development and learning also found rangatahi, whānau and educators.
converting this understanding
that educators response to adversity
into implementation and
matters. Poverty, housing and food Participants in the workshop agreed
practice on the ground?
insecurity, abuse, or neglect produce that a focus just on attendance
toxic stress which affects learning, would be too narrow. There was
but when adults have the awareness, also a concern that concentrating
empathy, and cultural competence on attendance might have limited
to understand and listen to children the team to looking only at crisis
they can buffer the effects of even responses such as the attendance
serious adversity. (Flook, 2019) service for a student who has
already disengaged.1 Therefore
1 The MOE was already preparing advice on
potential reform of the attendance service which
had not been achieving the desired outcomes.
20 Kia mārama mai, kia whakapono mai Know me. Believe in me Co-design 21Why a co-design and Co-design is now commonplace in In this attendance, wellbeing and
the design of public services and is engagement project the opportunity
place-based approach? fledgling in policy making circles. of a co-design approach was not only
to learn from rangatahi/ākonga voice,
Co-design focuses on: but also to ensure that rangatahi
and whānau could participate in
• Involving those impacted and have influence over the design
as active participants in the process. The collaborative nature
definition, design and potentially of the approach also resulted in
the delivery of responses. stronger connections between
• Understanding people’s lived those who participated and built
experiences as equivalent to local capability and capacity.
other forms of evidence, and
using these insights together Co-design is a complementary
to generate new perspectives, approach to initiatives based on
opportunities and solutions. evidence that are often designed by
• Iterative cycles of experimentation knowledgeable experts, which may
(prototyping) and mutual not involve students, whānau and
learning by doing. teachers from the community in their
design and implementation. It can
This approach can help governments bridge the gap between evidence
design better public policy and based research and implementation
has the potential to influence on the ground. Using co-design also
positive change in systems. This makes the process more sustainable
is because it brings together a as ākonga, kaiako (teachers) and of more sustainable relationships regional office to identify a set of
diverse set of people in a system whānau are more likely to continue is a key aspect of a place-based design principles and key elements
to get to grips with the complexity with ideas, initiatives and ways of approach. The TSI-Lab introduced that could be shared with and
in which public policy and services working after design team members another innovation partner with adapted by other Kāhui Ako.
are created and operate. with a facilitation role leave. a similar vision, the Middlemore
Foundation, into the process. These two different approaches
In TSI-Lab’s experience Working in place Middlemore Foundation wanted to are explained in the two
co-design can: work with Te Kāhui Ako O Manurewa case studies that follow.
As a first step the design teams as they had previous success
• Bring people of different needed to understand the working with a cluster of schools in
backgrounds and ages—their existing innovation in place. The Papakura. They have accompanied
motivations, perceptions, understanding of what was already the MOE co-design work as a patient
choices and experiences—to happening on the ground shaped the partner so they can eventually play a
the foreground which can help process which unfolded in Auckland role in supporting ideas of rangatahi
develop local solutions that and Rotorua. In Auckland the regional and whānau in the community.
can feedback into the system. MOE office wanted to work with Middlemore Foundation intends to
• Enable those most affected by schools in Manurewa and hoped to remain in the area for at least 5 years.
policy or service or a system— invite more than one Kāhui Ako1 to
in this case education—to participate, as the students move The Bay of Plenty MOE office
participate in its development, between the different Kāhui Ako had already been working with
including citizens, frontline depending on which intermediate or Rotorua Central Kāhui Ako on a
staff and decision-makers. high school they are in zone for. This recent attendance initiative that
• Create a stronger feedback is also because of the high transience was innovative. Therefore the IU
loop between lived experience, of the population due to insecure embarked on a process that aimed
research, policy, implementation housing tenure. The starting point to understand how to scale local
and evaluation, and their effects for any co-design work was not yet innovation. This meant working 1 There are 3 different Kāhui Ako in Manurewa.
They do not all include schools and do not
and interactions on the ground. clear in Auckland’s case. The creation closely with the Bay of Plenty’s include kura kaupapa in Manurewa.
22 Kia mārama mai, kia whakapono mai Know me. Believe in me Co-design 23Case Study—
This case study describes part one The first part of the case study
of a co-design process with schools describes the various processes
and students from Manurewa. and activities that were undertaken
to achieve these goals including:
The goals of the co-design
Co-design
process were to: • Where we started, why
and who was involved
• Build relationships and • An existing innovation
understand the existing partnership with Manurewa
innovation and areas of High School (MH)
common interest; • Building relationships and finding
in Manurewa
• Involve more schools, students areas of shared interest with
and MOE in that process as a Manurewa Intermediate and
capability building activity leaving Te Kāhui Ako O Manurewa
them with the skills to lead their • Building capability and skills
own design and innovation; in the co-design approach
Tamaki-Makaurau
• Explore and understand the • Building a deeper understanding
experiences of a broad selection of rangatahi lived experience
of rangatahi with varied
experiences of learning and The later parts of the case study
school and have rangatahi voice highlight the findings and outcomes
Auckland
at the centre of understanding of this collaborative work including:
the issues and responses;
• Build connections across the • Key insights about enabling
region that could be built upon attendance and innovation
in the future and that would from a rangatahi and
strengthen the collective capital systems perspective
and resources of the schools. • Strategic learnings and
early outcomes
• Opportunity areas for future
co-design work together
26 Kia mārama mai, kia whakapono mai Know me. Believe in me Manurewa case study 27Snapshot of Manurewa, Tamaki Makaurau
Manurewa’s full name was Manurewa has a population 34 schools & kura with 17,000 In 2018, 54.6% students aged
Te Manu rewa o Tamapahore of 82,242 people according students 6–16 in Manurewa attended
(the drifted-away kite of to the last census which school regularly3. This is lower
Tamapahore). Story has it is approximately the same 3 Kāhui Ako than the national average
that two brothers were kite population as New Zealand’s (63.9%) and lower than the
flying—Tamapahore’s flew 8th largest city. Average regular attendance Auckland average (65.3%)
the highest so Tamapahure for the 3 Kāhui Ako is 45%
broke the cord so that the The community is diverse— In 2018, 72.6% of students in
kite drifted toward Hauraki 1. 37% European, 33% Pacific, 2 alternative education Manurewa stayed at school
It is also known as “Rewa” 25% Māori, 20% Asian 2 providers until at least their 17th
to locals and has several birthday. This is lower than
distinctive neighbourhoods. Manurewa borders the Manurewa has one of the national average (82.8%)
Manukau Harbour. Its two the higher rates in South and lower than the Auckland
Mana whenua in this area are: maunga Matukutūruru and Auckland of rangatahi average (86.6%)
Waiohua-Tāmaki Marutūahu Matukutūreia are collectively becoming ‘second chance
Kawerau ā Maki Ngāti Paoa
known as Ngā Matukurua. learners’. However, many of
Ngāti Tamaoho Ngāti Whanaunga The Puhinui stream that them are studying to get the
Ngāti Te Ata-Waiohua Ngāti Maru
Te Akitai-Waiohua Ngāti Tamaterā begins in Totara Park passing sort of qualifications they
Ngāi Tai ki Tāmaki
Te Ahiwaru-Waiohua Waikato-Tainui the Botanic Gardens, and could have completed while at
winds its way across to the school for free.
Most Māori living in Manukau Harbour.
Manurewa are mataawaaka
and some may not know their
whakapapa.
1 Manurewa marae
2 Manurewa Local Board's demographic card
3 At least 90% of the time
28 Kia mārama mai, kia whakapono mai Believe
Know me.in me
Believe in me Manurewa case study 29Left Matukutūruru
Above: Matukureia
30 Kia mārama mai, kia whakapono mai Know me. Believe in me Manurewa case study 31Where & who? Manurewa was selected as the Who was involved? Existing Manurewa High Since 2015 MH had teamed up The team of MH teachers engaged
location of the Tāmaki case study by with the TSI-Lab on various with students and whānau on their
the regional Auckland MOE office. Manurewa High School—member TSI-Lab relationship projects with a future focus. findings and students participated
Te Kāhui Ako O Manurewa and innovation in collective brainstorming and
It was initially thought that all three In 2016, MH’s leadership asked creation sessions that helped inform
Manurewa Kāhui Ako1 might be Manurewa Intermediate—lead the TSI-Lab to facilitate a co- prototypes that could be tested.
involved in the co-design process for Te Kāhui Ako O Manurewa design process with some of The design principles upon which
as the Kāhui Ako is a useful local their teachers to help shape a prototypes were developed were:
organisational structure to work with. Greenmeadows Intermediate— local future-focused curriculum.
However, the three Kāhui Ako were all lead for the Alfriston Kāhui Ako Through this process a group • Meaningful choice and
at different stages on their respective of teachers conducted empathy personalised learning
journeys. It was important to align Alfriston College—member interviews which included themes opportunities
the co-design process with the Alfriston Kāhui Ako of wellbeing and engagement.
• Student-driven learning
interests of the schools and to work
James Cook High School— with mentoring
at their pace so that it reinforced and
supported what they were already member of Te Korowai Kākahu ō • Value positive relationships and
doing rather than creating extra Manurewa and Managing School allow the active involvement
work. The offer of participation and for the Alternative Education of whānau and community
collaboration was made on that basis. Consortium for Counties-Manukau
• The learning honours the Treaty
Te Ara Poutama—alternative of Waitangi and all cultural
Panmure Half Moon Bay identities (Manurewa High
education provider
School Community 2020, p3)
Community Education and
Pakuranga The MH school community tested
Training (CEAT)—alternative
Onehunga education provider these prototypes during 2019 with
the guidance of the school leadership
The Middlemore Foundation, an and the MH teacher-led design team.
community innovation partner, The TSI-Lab team then worked with
East Tamaki was also interested in supporting the MH team to capture key learning
co-design to improve outcomes resulting from the MH prototypes to
1
for rangatahi and whānau both assist MH and to understand
Ōtara innovation already taking place to
inform the MOE co-design process.
20
Māngere
Papatoetoe Information about the prototypes and
lessons learnt from them relevant
to wellbeing and engagement
are summarised overleaf.
Wiri
MATUKUTURURU
MĀTUKUTUREIA
Manurewa
1 The purpose of a Kāhui Ako (also known as
a Community of Learning) is to raise student
achievement by sharing teaching practices
and expertise between schools and teachers
in each community group in a place. Education
providers choose to join a KA. They can include:
early childhood education services me ngā, kōhanga
reo (early learning services), primary, intermediate
and secondary, kura kaupapa, wharekura
post-secondary (MOE website)
32 Kia mārama mai, kia whakapono mai Know me. Believe in me Manurewa case study 33Prototype 1. Hau ora time Prototype 2. Kaitiaki time with a week to get a driving certificate Building relationships and Through the existing relationship Under MI’s leadership Te Kāhui Ako
“vertical” whānau groups • Some “academic” students were with MH the TSI-Lab team and O Manurewa had already designed
challenged by the change and finding areas of shared community innovation partner an achievement challenge1 using
The purpose of hau ora time was MH teachers heard in their empathy concerned about credits. interest with Manurewa Middlemore Foundation were teacher collaborative inquiry2 and
to allow ākonga and kaiako time interviews that ākonga wanted more able to connect with Te Kāhui consultation with students and
dedicated to wellbeing. It happened positive relationships with their These ideas are still being tested by
Intermediate and Te Ako O Manurewa and Manurewa whānau. Three goals had been
at the beginning of the day to set kaiako, more choice and learning MH and are evolving. It is important Kāhui Ako O Manurewa Intermediate (MI). The team established—one of which was to
students up for a learning mindset for that is relevant to “real life”. The MH to highlight the space which has found there was alignment with “improve achievement by increasing
the day and make school a place they design team developed the idea of been created for innovation within the work of the Te Kāhui Ako O student and whānau engagement
wanted to be. Hau ora time replaced “Kaitiaki Time” which is scheduled for the school by the leadership. Manurewa and the MOE project, through effective transition across
tutor time to which students showed four hours a week between a teacher in wanting to understand: Te Kāhui Ako O Manurewa”3.4
poor punctuality and attendance. and a group of around twenty This early work with MH helped to
For hau ora time a wide range of students creating an opportunity make visible the challenges and How we might collaborate with
activities were offered at school. for teachers to form stronger bonds opportunities of implementing young people, whānau, schools,
They included choir, fellowship, band with a smaller ratio of students. attendance and wellbeing the community and each other to 1 Achievement challenges are shared goals
identified and developed by a Kāhui Ako based
practice, yoga, cooking, watching a These groups include students of related initiatives as well as the design ways of working that lead on the needs of its learners. Achievement
popular television show in the hall all year levels (vertical) so that more existing potential for codesign to better attendance, engagement challenges are usually accompanied
and various sporting activities. relationships are created between work across the school. and wellbeing for all students. by an action plan for improvement.
2 Collaborative inquiry—teachers work
older and younger students fostering together to identify common challenges,
Early observations and outcomes Tuakana-Teina relationships1. This analyse relevant data and test out approaches.
3 See Whaia Te Ara Rangatira, Te
from testing hau ora time: time was also an opportunity to Kāhui Ako O Manurewa, Achievement
learn soft skills needed by employers Challenge Document.
• Connections were made 4 Transition describes any move between
encapsulated in MH’s learner profile. education providers—ECE, primary,
with the community as past intermediate and secondary school.
students came to help with Early observations and outcomes
some of the activities. from testing kaitiaki time. 1 The concept of a tuakana–teina
relationship, an integral part of traditional
• Punctuality improved. Students Māori society is that an older or more expert
would take advantage of • There has been some positive tuakana (brother, sister or cousin) helps and
guides a younger or less expert teina.
the flexibility of the time for feedback from students who
sports before school and have enjoyed being mixed with
Building capability As an initial activity together the Subsequently members of the Te
TSI-Lab design team facilitated Kāhui Ako O Manurewa helped
would not go home again to students of different ages. and skills in the co- an introductory workshop in May the design team to organise an
shower which used to occur • Some teachers have been able design approach 2019 on the value of design and ideation and prototyping workshop
• Initially participation in a hau ora to take advantage of this time to of listening to the voice of lived on transition and attendance,
activity was compulsory. However explore learning about soft skills experience with some of the teachers and in particular the move from
staff observed some students • Some teachers have found from the Te Kāhui Ako O Manurewa. intermediate to high school.
were turning up to school on the kaitiaki role and facilitating Some whānau who had participated Manurewa Intermediate had
time but socialising in the those hours harder to adapt to in a whānau-led design process in conducted some anonymous
grounds rather than participating than others even with resources Papakura shared their experience interviews with whānau and
in an activity. They found out and toolkits made available. with the group. The aim of the insights generated through that
students liked socialising in This has raised questions workshop was also to role model a process were incorporated into
a safe space even if they did about the diversity of skill sets, collaborative learning experience the workshops, for example:
not participate in a hau ora capabilities and what support is which could be used in the future for
activity. Staff found there were needed by teachers especially ākonga and whānau and scaffolded • the impact of past generations
no behavioural management when relationship building and the learning for teachers who negative and positive
issues so they chose to make pedagogy are more important were not experienced in human- experience on ākonga today
participation voluntary giving than specialist or content centred design. Only one teacher • whānau benefiting from better
the students agency and choice knowledge. Following this of the 18 participants had had any information and advice about
increased overall wellbeing. learning MH’s leadership team previous exposure to design-led the transition process. When
freed up the time of some leaders thinking or human-centred design. it is done well it supports
to support other teachers. positive engagement in
• Some whānau were using an hour learning and attendance.
34 Kia mārama mai, kia whakapono mai Know me. Believe in me Manurewa case study 35The workshop created an A deeper understanding Building on what was already Through this process MOE
opportunity for a variety of students, Bridging relationships between Manurewa Maara established and being tested, the sponsored the ‘callup’ How do we
teachers and whānau from different Te Kāhui Ako O Manurewa
of student and team concluded there was still a build mana around student learning?
schools to connect, discuss ideas and new community partners MH shared the idea of a multi- whānau experience need to better understand the lived What would make school learning
and work together creatively with (Kootuitui Trust, 2019) purpose community garden experiences of a broader cross more inspiring, engaging and exciting
the participation of the MOE and with its Kāhui Ako during the section of rangatahi from different for years 7–10? As a result, the design
the Middlemore Foundation. Once As part of a place-based introductory design workshop schools and to listen to the often- team received an additional 67 ideas
again ways of working were role approach, the TSI-Lab in May. The Counties Manukau forgotten voices of rangatahi who about mana and learning including
modelled including enough time to intentionally weaves together District Health Board owns land had left mainstream schooling to some raps, images, text and videos
establish whakawhanaungatanga opportunities that can benefit adjacent to MH. MH has entered understand wellbeing, engagement from the young members of the
between the participants and lay community partners. From into an agreement for its use and attendance from their UpSouth digital community platform.
a solid foundation for continuing 2016 TSI-Lab and Middlemore and has been collaborating perspective1. The regional MOE and
more work. This part of the process Foundation has collaborated with a local permaculture TSI reached out to the Alfriston Kāhui The TSI-Lab and MOE team2 then
also informed the key insights on whānau-led design in practitioner. Ideas for the Ako to gauge their interest in the analysed the 86 interview transcripts
found in the next section. neighbouring Papakura among garden have included rongo co-design approach and innovation. and 67 ideas from UpSouth.
a cluster of schools with the (Māori medicinal plants) and Greenmeadows Intermediate and Key themes and insights were
Kootuitui Trust. From that process fruit trees and the DHB has Alfriston College agreed to be part developed from these interviews.
some local whānau developed contributed a worm farm. of the empathy interviews. James
their own healthy homes Cook High as a member of the A combination of the interviews,
prototype “Ko Huiamano”—a peer The Middlemore Foundation and third Kāhui Ako in Manurewa was the collaboration with schools
to peer model of whānau support TSI have supported this process not able to participate. However, as around wellbeing and attendance,
with home performance advice as a prototype in its own right lead of the Alternative Education and an understanding of their
to help homes become warmer within the MOE work. Local iwi Consortium, James Cook High existing interests and efforts
and drier. In 2018 the Middlemore blessed the whenua in August of connected us to the consortium around innovation provided
Foundation approached the 2019. Although new relationships and the team was able to work with two kinds of insights:
TSI-Lab to work with them have been forged, this work is the two AE providers in Manurewa.
as an innovation partner in challenging. The land will require 1. Insight into the lived
Manurewa and to support preparation and some ideas The team held empathy interviews experiences of rangatahi,
whānau-led transformation in are not viable at this time. Over with a total of 70 rangatahi and whānau and educators and
the community. TSI-Lab and time the project wants to bring 16 educators, youth workers and what helps and hinders school
Middlemore Foundation agreed rangatahi and the community into whānau. The students ranged from engagement and attendance.
that Middlemore Foundation the space to test the concepts years 7–13 and had varying levels
could potentially assist the of sharing Matauranga Māori of attendance. Interviewees were 2. Insight into how the system
MOE process by supporting in horticulture, wellbeing as from diverse cultural backgrounds, currently supports or creates
longer-term solutions designed well as real world learning. from four mainstream schools barriers for collaboration, and
by rangatahi and whānau. and two alternative education innovation around issues like
The space is now being activated providers in Manurewa. A selection attendance and wellbeing.
to host activity with the aim of of rangatahi who were not employed,
building relationships with the in training or education living in The following section details both
community for future planting Manurewa were also interviewed rangatahi and systems insights.
and sharing Matauranga Māori. through an Employment Broker
Prior to the COVID-19 lockdown, & Coach who works for TSI.
seedlings were distributed to
community members who were In parallel MOE posted a ‘callup’ on
keen to garden at home. TSI’s UpSouth platform. UpSouth
is a digital community platform
Middlemore Foundation will with over 2000 members that 1 One limitation of the interviews was
rewards rangatahi for their ideas not being able to interview rangatahi
continue working with Te attending Māori medium schools.
Kāhui Ako O Manurewa. and creativity with micropayments. 2 For the empathy interviews and analysis—
the design team included a diverse groups of
interviewers and analysts that included people from
diverse background—Māori, Pasifika and Pākehā
36 Kia mārama mai, kia whakapono mai Know me. Believe in me Manurewa case study 37Consideration of ethics • The team also tested and
and preparation for safe refined resources for the
participation in empathy empathy interviews with a
research with young people group of rangatahi to check
the interview guide with
• Members of the design pastoral support on hand.
team and some school staff
participated in a practical
workshop during which they
learnt the theory behind empathy
interviews and practised how
to do them in a fun way.
• The team collaboratively
designed and developed a
research plan and prepared
bespoke interview questions
and toolkits for whānau,
young people and staff.
• There was careful consideration
of the ethics of working with
rangatahi in this way. Interviews
were done in small groups and
there had to be clear access
to trusted pastoral care and
support within their school
or educational provider.
38 Kia mārama mai, kia whakapono maiInsights into the lived experiences of
rangatahi, whānau and educators and what
helps and hinders school engagement and
E
attendance are provided in this section.
H AT W Each high level insight is unpacked and
W ED I N
supporting evidence provided.
LE A R N A :
U R E W
M A N H I
NG AT A
R A HT S
IN S IG
40 Kia mārama mai, kia whakapono mai Know me. Believe in me Manurewa case study 41Theme 1 When teachers can build Some rangatahi feel like
relationships with students, some of their teachers do
it inspires them and makes not care about them and
it easier for them to learn. only see teaching as a job.
Relationships and “Inspired to learn is when the teacher
is like communicating with me
and I am communicating back
Supporting evidence
Relationships between and among
For rangatahi with more complexity
in their lives, it may only take one
negative experience with a teacher to
empathy are the
and then we just go back and children and adults are a primary derail their formal education journey.
forth like a conversation about process through which biological
my work and what we’re learning and contextual factors influence “My social studies teacher used to
about.” (High school student) and mutually reinforce each other. come to class, and she used
Relationships that are reciprocal, to say to us “I hate kids. I hate
“I like it when the teacher interacts attuned, culturally responsive, children.”” (School leaver living in
key to learning
with you, it makes you like, gets and trustful are a positive Manurewa who attended another
to know you and stuff, so like they developmental force between school outside of Manurewa
don’t just give you work and tell children and their physical and also in South Auckland)
you to do it, they’ll talk to you social contexts. (Osher et al, 2020)
in class, interact with everyone Supporting evidence
...yeah I like it when teachers do The neuroscience is clear. When
that, it actually inspires kids to students are in an environment A recent study of rangatahi who
learn.” (High school student) where they feel safe and have regularly skipped school completed
a sense of belonging, they find in 2019 found that students would
it easier to learn. (Kaufman) start “wagging” with one class by
“I think he has helped us learn... or he
has helped me go to my classes detaching from peers, teachers or
and he has gone out of his way to learning. The students shared that
make me feel comfortable in the they didn’t think their teachers or
classes that I have. There were school cared about them or took
some classes where I didn’t have their problems seriously. They
good relationships with either found a community outside of
teachers or some students, so the classroom with whom they
he pretty much put me in a class could relate and could avoid
that made me feel comfortable the anxiety they felt inside the
and once I went in there, the classroom. (Baskerville, 2019)
teachers were welcoming and
they helped me learn new
stuff.” (High school student)
“We have just focused on listening—
not teaching.” (Staff working
with rangatahi struggling to
engage with school and a
pattern of low attendance)
42 Kia mārama mai, kia whakapono mai Know me. Believe in me Manurewa case study 43Some alternative education Role of a significant adult Building resilience of
spaces have created as a protective factor rangatahi coping with
a sense of belonging trauma and toxic stress.
for students who have
previously struggled in
mainstream education.
“Ever since I have been coming here, A significant adult whether a “They (relatives) made sure that I was Some educators and adults are “He’s now stopping fights growing up as part of a marginalized
it has made me want to learn. parent, coach or mentor has a going to school every day, but supporting rangatahi and tamariki instead of creating them group). This can cause them to feel
Like how they do that one-on- positive impact on outcomes then I moved back to my mum with extra challenges and are and he’s concentrating on threatened in situations that other
one learning and it gives you for family and for students with and everything just dropped building resilience at the same time. school…” (Caregiver) students find harmless. The brain
more understanding of the work.” parents without headspace again, do you know what I mean? MH has created a new programme, learns that the environment is not
(Student in alternative education) this is even more important. I just didn’t like sports anymore.” Te Ara Hou, for students struggling “We have just focused on safe and remains on alert to potential
(Student in alternative education) with attendance as early as year listening— not teaching.” danger... Over time, when students
“Just like at school, I felt I was Rangatahi who have champions in 9 with a supportive teacher that (Staff member working on are surrounded by people they
different to everyone else and their life are more able to overcome Supporting evidence achieves a sense of belonging, new initiative for students trust, their threat detection system
my mentality was older than negative experiences with teachers brotherhood and whānau for struggling with attendance) is less likely to activate, and they’re
everyone. And when I came and with learning. The absence of Toxic stress refers to intense, those students. The focus was better able to learn. (Kaufman)
here, everyone was just like me a significant adult can contribute frequent, and/or prolonged on relationships, creating strong “Something I’m proud of is getting 1
Manurewa High Innovation
and it felt like home.” (Student toward the experiencing of ‘toxic activation of the body’s stress bonds with and between the my attendance up since I’ve
in alternative education) stress’. Children and young people response and autonomic systems students through team activities been term 2 and I’m meeting this
we spoke to notice and respond to in the absence of the buffering like basketball and dance. There fellow and the other boys, both
adults’ hopes or aspirations for them. protection of adult support. (Savaii). was early evidence that these have a stronger bond together
rangatahi were re-engaging with and yeah” (High school student,
“Yeah my dad motivates me and Sustained accumulated and severe learning despite past difficulties. Te Ara Hou programme1) .
will say don’t let this beat you.” stress can significantly affect
(Secondary school student) executive functioning including “Yeah sometimes I feel our kids, some
of my kids when something goes Supporting evidence
how we understand problems;
“...we had a meeting and I fought for the ability to reason clearly, wrong and then they just deflate,
let miss do this. Let miss lead “There are many schools across the
him saying look he’s not with me set goals, navigate challenges;
the way here, no this happened, [US] that are trying to be trauma-
at the moment, these are the how we delay gratification; and
you’ve still got heart, you’ve still sensitive, understanding how to
issues that I’ve seen, I’ll be happy regulate emotions. (Center on the
got this amount of energy, use recognize the symptoms of toxic
to take him under my wing and Developing Child; TSI, 2017)
it and I’ll just boost you a little.” stress, how to differentiate a child
give him strict restrictions. And
(Teacher with pastoral care role) having a fear response from one
we follow those restrictions, so Conditions of extreme stress
who is just being wilful or difficult.
I’ve had him for the last term of reduce family’s and young people’s
There are a lot of kids right now
school and he goes to school bandwidth and capacity to cope or “And he’s actually had two teachers who are being told that they are
well dressed and he’s confident, to move out of poverty. (Growing that he didn’t get along with and bad, who are being suspended or
he’s now stopping fights Up In New Zealand, 2015) now he gets along with them expelled, when really the underlying
instead of creating them and like a house on fire. So the first problem is a biological one, with
he’s concentrating on school.” week was like just go to class, sit the over-reactivity of their stress
(Parent and significant adult) there quietly, second week go to response.” (Burke-Harris, 2018)
class—say “hello I’m here”, then
third start trying to communicate Building psychological safety is
saying “Look miss, I’m sorry I harder with some students than
was really bad back then but others. This behavior may result
I really need a hand or I don’t from trauma or chronic stress in
understand something” that’s the student’s life (such as having
where it opens.” (Caregiver) a learning or thinking difference or
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