Establishing a Māori Immersion Unit at Westlake Boys High School

This webinar with Matua Johnny Waititi focused on the development of a Māori immersion unit, Te Whānau Rūmaki o Te Puna, at Westlake Boys High School in Auckland. The session highlighted the vision, challenges, and successes of the initiative, as well as its impact on students, whānau, and the wider school community.

Establishing the immersion unit

The immersion unit was founded in 2020–21, following government encouragement to expand bilingual and immersion programmes in secondary schools. It began with 30 students and three fluent teachers, supported by a special enrolment amendment that allowed boys from outside the school zone to join. The intention was to provide a Māori-centric environment for learning, one that met the needs of students who had previously been underserved in the area.

Growth and development

Over just four years, the programme expanded significantly. From a modest beginning, it grew into a faculty of 11 teachers by 2025, seven of whom are fluent in te reo Māori. Specialist staff were recruited across subjects, including the rare appointment of a fluent Māori-speaking science teacher. The programme is designed to support both fluent speakers and beginners, with careful strategies developed to ensure that each student progresses while still feeling included in the community. Alongside classroom learning, kapa haka became a cornerstone of the programme, fostering cultural growth, leadership, and student confidence.

Impact on students and whānau

The establishment of the immersion unit has had a profound impact. Students have developed confidence in te ao Māori and te reo Māori, while families have been given opportunities to reconnect with their cultural identity. The unit’s whānau-based approach to pastoral care has ensured that students feel supported not only academically but also culturally and personally. The involvement of parents has grown as the programme has developed, with whānau now deeply engaged in supporting and sustaining the kaupapa. One of the key beliefs driving this kaupapa is that there is no better legacy to offer young people than their reo, and Johnny noted that the students are more confident in engaging with and participating in the Māori world as a result of their time in Te Whānau Rūmaki.

Integration with the wider school

The immersion unit is designed to be both distinct and integrated. Younger students, particularly those in Years 9 to 11, are primarily taught within the unit, while older students move more freely into mainstream classes across the school. Teachers across the wider school have been encouraged to engage with the immersion unit, and this has led to a noticeable increase in the use of te reo Māori and Māori cultural practices across the school environment. This cultural shift has been one of the most significant outcomes of the initiative, contributing to a more inclusive school identity.

Challenges and lessons learned

The journey has not been without challenges. One difficulty has been managing cohorts with varying levels of language fluency, ensuring that advanced speakers are extended while beginners are supported. Balancing Māori pedagogical approaches with mainstream school systems has also required ongoing negotiation. Questions of capacity, particularly the availability of Māori-speaking subject specialists, remain a challenge. Nevertheless, the programme has consistently emphasised care for every individual student and the importance of building strong, relational learning environments.

Future directions

Looking ahead, the immersion unit plans to expand its cultural and academic offerings. A dedicated cultural learning space is envisioned, alongside new pathways in carving, technology, and other areas where Māori-speaking staff can bring specialist expertise. There are also plans to develop dual-medium pathways for fluent speakers and to strengthen professional development opportunities for teachers. The unit’s engagement in global networks, such as the World Indigenous Peoples’ Conference on Education, signals an ambition to connect with other indigenous educators and broaden the scope of its kaupapa.

Advice for other schools

The webinar concluded with reflections on what other schools might learn from this experience. Matua Johnny suggested that schools should first ask whether such an initiative will genuinely make a difference for Māori students. They must also be courageous and persistent, recognising that challenges will arise but can be overcome. Finally, schools were encouraged to prioritise strong whānau engagement and relational trust among staff as the foundation for sustaining a successful immersion programme.