Who we are
He aha te mea nui o te ao. He tāngata, he tāngata, he tāngata.
What is the most important thing in the world? It is people, it is people, it is people.
Our children are at the centre of everything we do. They are our most important people.
3500+ children are at the centre of everything we do.
Whānau Investment is the biggest and most important investment into the Manaiakalani programme. Since 2007, in our Tamaki cluster, the investment of whānau represents $3 Million.
“You invest your resources and in return your children receive an education that not only builds their future but also builds your family’s and your community’s future” - Gus (Dad)
"Through the use of Manaiakalani innovative pedagogies we've been able to shift the academic achievement of all our students, this has resulted in students staying longer, because they're successful, and when students leave Tāmaki College they will leave with the minimum of NCEA Level 2 qualification - and that's 100% of the students."
The Manaiakalani Community of Learning had its genesis in the Tāmaki Achievement Pathway that was formed in 2001, the direction from which has provided a clear focus on raising student achievement and a pathway approach to schooling since that time.
Our learning community became known as Manaiakalani in 2006 when the group was approved as an EHSAS Cluster.
Manaiakalani became a Public Good Partnership in 2011 with the foundation of Manaiakalani Education Trust (MET). MET has been the vehicle that has enabled the group to afford on-going education research with Woolf Fisher Research Center, a division of the University of Auckland. This means that the activities resourced by our Public Good Partnership are evidence based, clearly linked to Achievement Challenges, and subject to external scrutiny at all times. MET also enables the micro financing of over 2000 learner owned devices across Manaiakalani schools.
The Manaiakalani Partnership over time has included the Ministry of Education, Foundation North, Spark Foundation, NEXT Foundation, Hāpara Ltd, Fusion Networks Ltd, Cyclone Ltd, Auckland Council, CORE Education, the University of Auckland, Google, the families of the Tāmaki Community, Tāmaki Regeneration Company, and many individual volunteers and philanthropists.
Manaiakalani schools have followed set testing and assessment protocols over many years now, and have gathered summative data from all member schools in March and November of each year. We have analysed this data and used it to supply:
year to year acceleration information to provide whole of pathway knowledge
within year acceleration information to be used within schools and with teachers
knowledge of overall trends to address in the pathway and within schools
evidence for the Ministry of Education and other funding partners
This information has been gathered, analysed and reported on by our education research partner, Woolf Fisher Research Centre, a division of the University of Auckland. These reports have been used across our Community of Learning with Boards, staff, whanau and agencies, in a robust and transparent conversation to identify our across-school and in-school Achievement Challenges and to develop programmes of Professional Learning to focus on learning acceleration.
These data have been collected using the SEA, the 6 Year Survey, STAR, e-asTTle and more latterly PAT up to Year 10 and then NCEA levels 1 -3 to Year 13. Hence we have a connected sequence of data going back some years, over the whole CoL pathway from Y1 - Y13.
Our targets and attendant PLD Plans are a reflection of the analysis of these data over time, including external critique, followed by a community wide engagement to harness partnership around our goals, targets and plans.