Motatau School - 30/11/2011

1. He Whakamārama

He kupu whakataki

Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā tētahi ō ngā Kaiwhakahaere Matua ā-Rohe o te Tari Arotake Mātauranga.

E aromātai ana te arotake tāpiri i te whānui me te whai hua o ngā mahi kua mahia e te kura, ki te whakatutuki i ngā take motuhake i tāutuhia ai i te arotake mātauranga o mua, i ērā atu take rānei kua kitea, mai i taua arotake.

I whakaritea tēnei pūrongo o te arotake tāpiri, i runga i ngā kawa whakahaere mo ēnei kua whakamanatia e Te Āpiha Arotake Matua.

Ngā Whakataunga mō ngā Whakapuakitanga

I whakaritea tēnei arotake tāpiri i runga i te aromātai i ngā whakahaere a te poari whakahaere o Te Kura o Mōtatau,e pā ana ki ngā wāhanga i tāutuhia e te pūrongo a te Tari Arotake Mātauranga, i tePoutū-te-rangi o te tau 2010,me ngā take rānei kua tāutuhia whai muri o taua arotake. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:

Te Kāwanatanga me te Whakahaere

  • te whakapai ake me te whakapakari ake i ngā tūranga me ngā kawenga kāwanatanga kia tū motuhake ai te whakahaeretanga o te kura, i ngā tautoko o waho
  • te whakarato i tētahi taiao hauora, haumaru hoki ki te kura
  • te whakatū i tētahi māngai mai i ngā kaimahi, ki te poari
  • te whakawhanake i ētahi tukanga mō Ngā Mātauranga ki waho atu o te Akomanga hei āta whakarite i te haumaru ki ngā haerenga o te kura

Ngā Ārahitanga Ngaio

  • te whakapā atu ki te tautoko o waho, ki tētahi kaitohutohu hoki mō te tumuaki

Te Kounga o te Whakaako me te Ako

  • te whakamahi i ngā hōtuku aromatawai ākonga hei ārahi i te whanaketanga o ngā hōtaka whakaako, ako hoki, me te whakatutuki i ngā matea o ngā ākonga takitahi, takirōpū hoki
  • te aromātai me te whakaaro huritao ki te whai huatanga o ngā hōtaka akomanga me ngā mahi whakaako hei whakarewa ake i ngā paetae o ngā ākonga
  • te whakawhanake i ngā tukanga e pā ana ki te whakatau i ngā whāinga a ngā ākonga, me ngā taumata akoranga ka whāia tonuhia
  • te āta whakarite i te tutukitanga tika o te kura, mō ngā mātauranga umanga, me te whakapuakitanga hoki o te marautanga e pā ana ki te hangarau

Kei raro nei ngā kitenga a te Tari Arotake Mātauranga.

2. Te Aromātai a te Tari Arotake Mātauranga

Ko Mōtatau te maunga

Ko Taikirau me Ramarama ngā awa

Ko Manu Koroki te whare tupuna

Ko Mōtatau te marae

He kura iti, tuawhenua hoki, Te Kura Reo Rua o Mōtatau, ā, e toru tekau mā rima kiromita tōna tawhiti atu i te tāone o Kawakawa, i te Pēwhairangi. Nō Ngāti Te Tarawa te whānau me ngā ākonga o te kura, ā, he uri rātou nō Hineāmaru. Ko te tauāki o Te Kura Reo Rua o Mōtatau, ko te whakarato i ngā mātauranga o te kounga kairangi e whakaatu ana i te tuakiri motuhake o ngā hapū ririki o Ngāti Hine. Kei te mahi ngātahi te poari - mā te tautoko hoki o te whānau whānui - ki te whakatutuki i tēnei whāinga.

I tāutu te pūrongo o 2010 a te Tari Arotake Mātauranga, i ngā wāhi maha hei whakapai ake, ā, i tāutu kētia hoki ki te pūrongo a te Tari Arotake Mātauranga i te tau 2008. I hāngai ēnei ki te kāwanatanga me te whakahaere, te ārahi ngaio, me te kounga o te whakaako me te ako, tae atu ana ki te whakamahi i ngā mōhiohio paetae. I whakaatu ngā tirohanga a te Tari Arotake Mātauranga i tēnei wā, he hiranga te ahunga whakamua ki te whakatutuki i ngā āwangawanga i tāutuhia ai ki te pūrongo o Poutū-te-rangi, 2010.

He tino māramatanga tō te poari me te tumuaki, ki ō rātou ake tūranga, ā rātou ake kawenga mahi anō hoki. Arotake ai rātou i ngā mahinga ki te kura, ā, ka āta whakapuaki haere i ngā mōhiohio arotake ki te hāpori o te kura. E arotahi ana te poari ki te whakapai haere.

Ka whakarato te kura i tētahi taiao mahana, maioha hoki ki ngā ākonga me te whānau. Ko te whanaungatanga kei te pūtake o ngā mahinga tahi a te kura, te whānau me te hāpori whānui. He tikanga tō te kura ki te whakatau ngātahi i ngā whakaritenga, ā, kua whai pānga hoki tēnei ki te whakawhanaketanga o te kura. Kei te kura ngā pūnaha me ngā aratohu e tika ana, hei hāpai i te whānau ki te whakapūmau i tētahi taiao haumaru mō ngā ākonga.

Kei te hāngai te ārahitanga ngaio i te kura, hei arotahi ki te whakatairanga i ngā mōhiotanga o ngā ākonga ki ngā tikanga me ngā uaratanga o Ngāti Hine. Ka āta whakapūmau ngā whakaakoranga me ngā akoranga i te Ngāti Te Tarawatanga. Kei te arotahi ngā wawata ki te kōpaki paetahi, ki te ako o te ākonga ko wai rātou, nō hea rātou. He māia ngā ākonga, ā, ka whakaatu rātou i te manawa whakahī i runga i te mōhiotanga, ko rātou ngā maramara a Hineāmaru.

He tauāki mārama te Marautanga o Mōtatau, arā ko Whāia te Mātauranga, o ngā wawata o te whānau mō ngā ākonga nō Ngāti Hine. Ka hāpai te aronga ki te katoa, i ngā akoranga hou, ā, ka whakapūmau anō hoki i ngā akoranga o mua. Ka whakamahia ngā mōhiohio aromatawai, hei hāpai i ngā akoranga a ngā ākonga.

Whakaritenga Whaimuri

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

3. Ngā Whakaaturanga

Te kounga o te kāwanatanga me te whakahaere i te kura

He whakamārama

I tāutu te pūrongo a te Tari Arotake Mātauranga te tau 2010, i te take mō te poari ki te whakapai me te whakakaha ake i te whānui o ā rātou kawenga, ā rātou āhua mahi, ō rātou tūmanako, me tō rātou tautoko mō te tumuaki. Me whai i ētahi kaupapa here e pā ana ki te hauora me te haumaru, hei āta whakarite i te noho haumaru o ngā ākonga ki te kura, ki waho atu hoki i te kura. I te wā o te arotake, kāore he kaimahi i runga i te poari whakahaere.

Ngā wāhanga kua pai ake

Kua pai ake te māramatanga o te poari whakahaere, tae atu ki te tumuaki, ki ngā tūranga me ngā kawenga e pā ana ki te kāwanatanga me te whakahaere. Kua piri ake, kua kotahi ake ā rātou mahi. Ka whakapā atu ngā mema hou o te poari ki ngā whakawhanaketanga ngaio me ngā whakangungu e hāngai pū ana ki te whakapakari ake i tō rātou māramatanga, tō rātou āheinga hoki ki te whai hua hei kaiārahi ā-kura. Ka kāwana te poari i te kura, ā, i naiānei, kei te tū motuhake i te tautoko o waho. Kua whakatūngia tētahi kaimahi ki te poari whakahaere.

Ka aro te poari ki ngā matea o te hāpori, te whānau, te hapū, me te iwi. Kua wānanga rātou me te hāpori ki te whakawhanake i tā rātou tūtohinga, ngā mahere rautaki me te mahere ā-tau, ngā kaupapa here ā te kura, Te Marautanga o Mōtatau, me te kōpaki paetahi o te ākonga.

Ka whiwhi ngā mema o te poari i ngā pūrongo matawhānui e whakarato ana i ngā kōrero e pā ana ki te ahunga whakamua me ngā paetae o ngā ākonga. Ka āwhina ēnei kōrero i te poari ki te whakautu wawe i ngā matea whakaako me te ako.

Kua whakatutukihia ngā take o te hauora me te haumaru i tāutuhia ai ki te pūrongo o mua. Kua whakawhanakehia ngā kaupapa here hei ārahi i ngā whakataunga e pā ana ki te whakamahinga o te puna kaukau o te kura, me ngā kaimahi e mahi ana ki ngā rawa o te kura. I tēnei wā, kei te whakamana haere te poari i ngā kaupapa here nei.

Kua whakaritea, kua whakatinanahia hoki e te poari he kohinga matawhānui o ngā tikanga e pā ana ki te mātauranga i waho atu i te kura, i runga anō i ngā herenga ā-ture me ngā aratohu. Ko te hauora, te haumaru, me te oranga o ngā ākonga, ngā kaimahi, me te whānau, kei te pūtake o ngā tukanga pākaha e pā ana ki te whakamahere, te whakarite, me te whakatutuki i ngā taumahi me ngā hōtaka katoa o te mātauranga o waho atu i te kura.

Kua arotake te poari i āna kaupapa here me ngā tukanga e pā ana ki te whakapuaki i te marautanga, hei whakahāngai i ēnei ki te Marautanga o Mōtatau. Ko ngā aratohu me ngā tūmanako mārama, riterite hoki mō te whakaako me te ako puta noa i te kura, e hāngai pū ana ki te Marautanga ā-Motu me Te Marautanga o Aotearoa. Kei te whakamana haere te poari i ngā kaupapa here me ngā tukanga e pā ana ki te marautanga.

Te wāhanga hei whakapai ake anō

Te kāwanatanga me te whakahaere. Me mahi tonu te poari ki te whakakaha i tōna ārahitanga, hei rōnaki, hei whakapai ake i āna āhua mahi. Me tahuri te poari ki te hanga i ngā āheinga arotake whaiaro, hei hāpai i ngā mema ki te whakatutuki ake i ā rātou kawenga kāwanatanga.

Te kounga o te ārahitanga ngaio

Ngā wāhanga kua pai ake

He tino tōtika te ārahi ngaio. He pukumahi te tumuaki, he pūkākā, he ngākau nui hoki ki te kaupapa o tēnei kura. Nā tōna kaha ki te ārahi i te mātauranga, ka akiaki i ngā taumata teitei o te āhua mahi o ngā kaiako me ngā ākonga. Ka whakatairanga tēnei i ngā mahi ki te whakatutuki i te tirohanga roa me ngā whāinga o te kura e tohutohu ana i ngā mahi a te kura i roto i te marautanga. He takatika te ahurea o te ako ngaio, puta noa i ngā wāhanga katoa o te kura.

Ka whakatutuki ngā kaimahi i te arotake whaiaro, ā, ka whakawhiti kōrero hoki rātou ki a rātou anō i ia te wā, hei eke ki ngā whakaritenga kaimahi e rōnaki ana, ā, e hāngai ana ki te Māori e whakatutuki paetae ana hei Māori. Ka whakamaheretia, ā, he hakune hoki te whakapā atu ki te tautoko me te whakawhanaketanga ārahi ngaio.

He nui ngā mōhiohio ki ngā pūrongo ki te poari, te whānau, me ngā ākonga.

Ngā wāhanga hei whakapai ake anō

Te Marautanga o Mōtatau. Me arotake tonu, me te whakamahine tonu te kura i Te Marautanga o Mōtatau, hei āta whakarite i tōna whakawhanaketanga hei tuhinga ka ārahi i ngā whakaakoranga me ngā akoranga ki te kura.

Te kounga o te whakaako me te ako, tae atu ki te whakamahi i ngā mōhiohio paetae

He whakamārama

I kīia te pūrongo a te Tari Arotake Mātauranga o 2010, kia mahi tahi te tumuaki me ngā kaiako ki te whakapai ake i te kounga o ngā mahi whakamahere, te whakaako, te aromatawai, te aromātai, me te tūhura i ngā take e pā ana ki te kore whakatutukitanga o ētahi ākonga. Kua tino pai te ahunga whakamua ki ēnei wāhanga katoa.

Ngā wāhanga kua pai ake

He tino kairangi ngā mahi whakaako i te kura. He kaimahi āta whakaaro ngā kaiako, ā, ka aro rātou ki ngā matea me ngā ngākau nuitanga o ngā ākonga. Ka mahi ā-pūkenga rātou me ngā ākonga, ā, e whakawerohia ana, e whakawhānuitia ana rātou ngā ākonga. Ka hāpai tōtika ngā kaiako i ngā akoranga a ngā ākonga, mā te whakarato i:

  • te ahurea ako takatika puta noa i te kura
  • te huarahi mō te whakaako me te ako, e whakatōpū ana i ngā uaratanga matua o te Māori me Ngāti Hine
  • te wātaka e whakatūturu ana i ngā wānanga, me te whakatinanatanga o te marautanga kōmitimiti
  • ngā whai wāhitanga akoranga ki ngā wheako tūturu
  • ngā rautaki whakaako tōtika, tae atu ki te tiri i ngā āheinga akoranga me ngā paearu angitu me ngā ākonga
  • ngā pūkenga ki ngā ākonga, ki te whai i ā rātou ahunga whakamua i roto i ngā akoranga, me te tāutu i ngā taumata akoranga ka whāia tonuhia
  • ngā taiao akomanga whakaihiihi.

Kei te kura ngā mōhiohio aromatawai matawhānui kua āta tātarihia, ā, e whakarato ana i ngā hōtuku tūāpapa e hāngai ana ki te ahunga whakamua ki te whakatutuki i ngā taumata o ia tau. Ka whakahiato ngā hōtuku aromatawai, ka tātarihia, kātahi pūrongo ki te poari whakahaere, ngā mātua, me ngā ākonga. Ka whakamahia ngā kōrero nei hei hāpai i ngā mahi whakamahere, hei tāutu i ngā ākonga e tūpono ana, ā, hei whakawhanake i ngā hōtaka ka whakatutuki i ngā matea takitahi, takirōpū hoki, tae atu anō hoki ki ngā matea ngaio o ngā kaiako.

Te mātauranga umanga, me te marautanga hangarau

Ngā wāhanga kua pai ake

Kei te whai te kura i ngā aratohu marautanga. Nā tēnei, he whai wāhitanga mō ngā ākonga ki te uru ki te mātauranga umanga me ngā hōtaka hangarau. Ka rongo rātou ki te angitu hei Māori.

4. Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te poari ki te:

  • whakapakari tonu i ngā mōhiotanga ki ōna tūranga kāwanatanga, āna kawenga mahi hoki, kia nui ake ai te rōnakitanga o ngā whakaritenga o te kounga kairangi ki te kura.
  • arotake tonu, te whakamahine tonu hoki i Te Marautanga o Mōtatau, hei āta whakarite i te pakari o taua tuhinga ki te ārahi i ngā whakaakoranga me ngā akoranga

Whakaritenga Whaimuri

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

Makere SmithKaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

30 Whiringa-ä-rangi 201

1. Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a school has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

This supplementary review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

Terms of Reference

This supplementary review is based on an evaluation of the performance of Te Kura Reo Rua o Motatau Board of Trustees and management in relation to areas identified in the March 2010ERO report or issues identified since that review. The terms of reference for this review are to investigate:

Governance and Management

  • improve and strengthen governance roles and responsibilities to manage the kura independently of external support
  • provide a healthy and safe kura environment
  • elect a staff representative to the board
  • develop Education Outside the Classroom (EoTC) procedures to ensure safety on school trips

Professional Leadership

  • access external support and advisor for principal

Quality of Teaching and Learning

  • use student assessment data to guide the development of teaching and learning programmes and address the needs of individual and groups of students
  • evaluate and reflect on the effectiveness of classroom programmes and teaching practices in raising student achievement
  • develop procedures for student goal setting and next learning steps
  • ensure that the kura caters appropriately for careers education and the delivery of the technology curriculum

ERO’s findings in these areas are set out below.

2. The Education Review Office (ERO) Evaluation

Ko Mōtatau te maunga

Ko Taikirau me Ramarama ngā awa

Ko Manu Koroki te whare tupuna

Ko Mōtatau te marae

Te Kura Reo Rua o Motatau is a small rural kura located 35 kilometres from the township of Kawakawa in the Bay of Islands. The whānau and students affiliate to Ngāti Te Tarawa and trace their ancestral links to Hineāmaru. The mission of Te Kura Reo Rua o Motatau is to provide high quality education that reflects the unique cultural identity of ngā hapū ririki o Ngāti Hine. The board, with the support of the whānau whānui, are working collaboratively towards achieving this goal.

The 2010 ERO report identified several areas for improvement that were also identified in the 2008 ERO report. These related to governance and management, professional leadership and the quality of teaching and learning including the use of achievement information. ERO’s current investigations have revealed that excellent progress has been made to address the concerns identified in the March 2010 report.

The board of trustees and the principal have a clear understanding of their respective roles and responsibilities. They regularly review what is happening in the kura and openly share review information with the kura community. The board is focused on ongoing improvement.

The kura provides a warm, welcoming environment for students and whānau. Whanaungatanga is the basis of partnerships between the kura, whānau and the wider community. There is a culture of inclusive decision making that has contributed effectively to kura development. The kura has appropriate systems and guidelines to support whānau endeavour to maintain a safe environment for students.

Professional leadership in the kura is focused on enhancing student knowledge of Ngāti Hine tikanga and values. Teaching and learning actively reinforces Ngāti Te Tarawatanga. The aspirations in the graduate profile focus on students learning who they are and where they belong. Students are confident and demonstrate pride in knowing that they are ngā maramara a Hineāmaru.

The Marautanga o Motatau, Whāia te Mātauranga, is a clear statement of whānau aspirations for students who belong to Ngāti Hine. A holistic approach supports new learning and reinforces existing learning. Assessment information is used to support student learning.

Future Action

ERO is likely to carry out the next review in three years.

3. Findings

The quality of school governance and management

Background

The 2010 ERO report identified the need for the board to improve and strengthen the scope of their responsibilities, performance, expectations, and support for the principal. Some health and safety policies were required to ensure student safety at, and away from the kura. At the time of the review, there was no staff representation on the board.

Areas of progress

The board, including the principal, has an improved understanding about governance and management roles and responsibilities. They work more cohesively and collaboratively. New board members access targeted professional development and training to build their understanding and capability to be effective kura leaders. The board governs the kura and is now working independently of external support. A staff member has since been elected on to the board of trustees.

The board is responsive to the needs of the community, whānau, hapū and iwi. They have consulted with the community in the development of their charter, strategic and annual plans and kura policies, Te Marautanga o Motatau and the student graduate profile.

Board members receive comprehensive reports that provide information about student’s progress and achievement. This information helps the board to respond to teaching and learning needs in a timely manner.

Health and safety issues, identified in the previous report, have been addressed. Policies have been developed to guide decisions about using the kura pool and workers on the kura property. The board is in the process of ratifying these policies.

The board has developed and implemented a comprehensive set of EOTC requirements based on legislation and guidelines. The health, safety and wellbeing of students, staff and whānau underpin stringent procedures for planning, organising and undertaking of all EOTC activities and programmes.

The board has reviewed its policy and curriculum delivery procedures to align with the Marautanga o Motatau. Clear and consistent guidelines and expectations for teaching and learning across the kura directly relate to the National Curriculum and Te Marautanga o Aotearoa. The board is in the process of ratifying its curriculum policy and procedures.

Area for further improvement

Governance and management. The board should continue to strengthen its leadership role to sustain and improve its performance. The board needs to build self review capability to support members to more effectively carry out their governance responsibilities.

The quality of professional leadership

Areas of progress

Professional leadership is highly effective. The principal is hard working, passionate and committed to the kaupapa of this kura. Her strong educational leadership encourages high levels of performance by both teachers and students. This promotes movement towards achieving the kura vision and goals that dictate what the kura does in terms of the curriculum. There is a positive culture of professional learning across all areas of the kura.

Staff undertake self review and regularly talk to each other to attain sustainable staff practices that focus on Māori achieving as Māori.Access to support and professional leadership development is planned and deliberate.

Reports to the board, whānau and students arehighly informative.

Area for further development

Te Marautanga o Motatau.The kura should continue to review and refine Te Marautanga o Motatau to ensure that it develops as a document to guide teaching and learning in the kura.

The quality of teaching and learning including the use of achievement information

Background

The 2010 ERO report noted that the principal should collaborate with teachers to improve the quality of planning, teaching, assessment and evaluation, and to explore the causes of student underachievement. Very good progress has been made in all these areas.

Areas of progress

Teaching practice is of a high standard in the kura. Teachers are reflective practitioners and are responsive to student’s learning needs and interests. They engage skilfully with students who are challenged and extended. Teachers contribute effectively to student learning by providing:

  • a positive learning culture across the kura
  • an approach to teaching and learning that incorporates Māori and Ngāti Hine core values
  • a time-table that facilitates wānanga and the implementation of an integrated curriculum
  • learning opportunities in real life experiences
  • effective teaching strategies that include sharing learning intentions and success criteria with students
  • students with skills to track their learning progress and identify their next learning steps
  • stimulating classroom environments.

The kura has comprehensive analysed assessment information that provides base-line data about movement towards achieving annual targets. Assessment data is collated, analysed and reported to the board, parents and students. It is used to inform planning, identify students at risk and develop programmes to meet their individual and group needs, as well as the professional needs of teachers.

Careers education and technology curriculum

Areas of progress

The kura follows curriculum guidelines. Consequently students have opportunities to participate in career education and technology programmes. They experience success as Māori.

4. Recommendations

ERO recommends that the board:

  • continues to strengthen knowledge of its governance roles and responsibilities to increase the sustainability of high quality practices in the kura.
  • continue to review and refine Te Marautanga o Motatau to ensure that it provides a strong guiding document for teaching and learning.

Future Action

ERO is likely to carry out the next review in three years.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

30/11/11

About the Kura

Location

Kawakawa, Northland

Ministry of Education profile number

1053

School type

Full Primary (Year 1 – 8)

1Decile rating

2

Teaching staff:

Roll generated entitlement

Other

Number of teachers

2.54

2.4

Kura roll

30

Gender composition

Girls 18 Boys 12

Ethnic composition

100% Māori

Special feature .

Bilingual School

Review team on site

July 2011

Date of this report

November 2011

Previous ERO reports

Supplementary Review, March 2010

Education Review, November 2008

Supplementary Review, November 2005

Education Review, May 2004

Discretionary Review, June 2000

To the Parents and Community of Te Kura Reo Rua o Mōtatau

This supplementary review evaluates the quality of education received by students and the performance of the Board of Trustees in relation to specific terms of reference.

The Education Review Office [ERO] evaluation of Te Kura Reo Rua o Mōtatau follows.

Ko Mōtatau te maunga

Ko Taikirau me Ramarama ngā awa

Ko Manu Koroki te whare tupuna

Ko Mōtatau te marae

Te Kura Reo Rua o Motatau is a small rural kura located 35 kilometres from the township of Kawakawa in the Bay of Islands. The whānau and students affiliate to Ngāti Te Tarawa and trace their ancestral links to Hineāmaru. The mission of Te Kura Reo Rua o Motatau is to provide high quality education that reflects the unique cultural identity of ngā hapū ririki o Ngāti Hine. The board, with the support of the whānau whānui, are working collaboratively towards achieving this goal.

The 2010 ERO report identified several areas for improvement that were also identified in the 2008 ERO report. These related to governance and management, professional leadership and the quality of teaching and learning including the use of achievement information. ERO’s current investigations have revealed that excellent progress has been made to address the concerns identified in the March 2010 report.

The board of trustees and the principal have a clear understanding of their respective roles and responsibilities. They regularly review what is happening in the kura and openly share review information with the kura community. The board is focused on ongoing improvement.

The kura provides a warm, welcoming environment for students and whānau. Whanaungatanga is the basis of partnerships between the kura, whānau and the wider community. There is a culture of inclusive decision making that has contributed effectively to kura development. The kura has appropriate systems and guidelines to support whānau endeavour to maintain a safe environment for students.

Professional leadership in the kura is focused on enhancing student knowledge of Ngāti Hine tikanga and values. Teaching and learning actively reinforces Ngāti Te Tarawatanga. The aspirations in the graduate profile focus on students learning who they are and where they belong. Students are confident and demonstrate pride in knowing that they are ngā maramara a Hineāmaru.

The Marautanga o Motatau, Whāia te Mātauranga, is a clear statement of whānau aspirations for students who belong to Ngāti Hine. A holistic approach supports new learning and reinforces existing learning. Assessment information is used to support student learning.

Future Action

ERO is likely to carry out the next review in three years.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

General Information About Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school’s self-review.

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

  • School Specific Priorities– the quality of education and the impact of school policies and practices on student achievement.
  • Areas of Specific Government Interest– information about how Government policies are working in schools.
  • Compliance with Legal Requirements– assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.

1 Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.