E tū ana Te Kura Kaupapa Māori o Manawatū ki Te Papaioea. Ka poipoi tēnei kura kaupapa Māori o Te Aho Matua i ngā ākonga o ngā tau 1 ki te 8. Ka whakanui, ka ako hoki ngā ākonga me ō rātou whānau i te mana whenua o Rangitāne. Ka ako hoki rātou i ō rātou hononga ki ētahi atu iwi puta noa i Aotearoa. He pakari, he tākare hoki ngā ākonga ki te ako.
He pēhea te āta kite i te tū pakari me te kiritoa o ngā ākonga, me tō rātou pūmanawa ki te ārahi?
He māia ngā ākonga me tō rātou kiritau, ā, e whakawhanake ana rātou i te kiritoa me ngā pūmanawa ki te ārahi.
He tākare, he whakaute hoki ngā ākonga ki te ako.
He tākare ngā ākonga ki te ako, ā, he harikoa, he tau hoki rātou ki tō rātou taiao. Ka whai wāhi katoa rātou ki tētahi taiao e whakanui ana i ngā ariā o te wairua, te mauri, me te mana. Ka māramahia, ka whakatinanahia anō hoki e ngā ākonga te whanaungatanga me te manaakitanga. Ka whai wāhi ngā kaumātua me te whānau ki ngā akoranga a ngā ākonga. Ka whakanuia te taunekeneke ā-whakatupuranga, hei tino taonga. Ko ngā ākonga e mau nei i ngā matea tauwhāiti ka āta whai wāhi atu ki ngā kaupapa katoa i te kura. Ka whai pūtake ngā hononga papai a ngā ākonga ki te whānuitanga o ngā tūmomo tāngata. Ka kitea te whakaute o ngā ākonga mō ētahi atu, ā, he pai tā rātou noho tahi i roto i te akomanga, i te papa tākaro hoki.
He pārekareka ki ngā ākonga te whai wāhi atu ki tō rātou taiao ako. Nō nā tata tonu nei ngā ākonga i kōkiri ai i te mau kākahu kura. He manawa whakahī tō ngā ākonga, tō ngā kaimahi hoki o te kura, ki te mau i ngā kākahu o te kura.
He pai ngā pūkenga o ngā ākonga ki te whakawhiti kōrero mā te reo Māori.
Ka wheako ngā ākonga i te angitu i roto i te reo Māori, mā te tuhituhi, te pānui, me te reo ā-waha. Ka noho whakahihiri, whakaongaonga hoki ngā ākonga ki te ako me te whakamahi i te reo Māori. Ka tautokona rātou e ngā kaiako, ngā kaumātua, me ngā mema o te whānau, kia whanake ai tō rātou māia, tō rātou āheinga, me tō rātou mātau ki te āta whakawhitiwhiti whakaaro mā te reo Māori. Kua āta whakamaheretia ngā taumahi reo whakahihiri ki ngā akomanga. He pakari te whakamahi a ngā ākonga i te reo ōkawa me te reo ōpaki ki te whānuitanga o ngā tūmomo horopaki. E āhei ana ngā ākonga tuākana ki te whakamahi i ngā kīwaha me ngā whakataukī hei whakapuaki i ō rātou whakaaro. E ako ana ngā ākonga ki te āta whakawhiti whakaaro mā te reo Māori, mō te whānuitanga o ngā pūtake.
Ki tā ngā hotuku paetae ākonga mō te reo matatini, ahakoa te tokomaha o ngā ākonga e eke ana, kei runga noa atu rānei i ngā taumata e tika ana mō te tuhituhi, te pānui, me te reo ā-waha, arā anō ētahi ākonga kei raro kē i aua taumata. E mōhio ana te poari, te whānau, me ngā kaiako ki tēnei āhuatanga, ā, he tika ngā tukanga i whakaritea ai. Ka whiwhi rātou i te tautoko e hāngai pū ana ki tā rātou ako, hei āwhina i a rātou ki te ahu whakamua me te eke angitu. Ko te whakaako me te ako o te reo matatini te aronga matua o te ako ngaio me te whakawhanaketanga ngaio hoki o ngā kaiako mō te tau 2014. E whakawhanake ana ngā kaiako i ngā pūkenga e whai hua ana mō te whakaako i te reo matatini. Ka tino tautokona ngā ākonga, ā, ka ākina hoki rātou kia ako, kia whakamahi hoki i te reo Māori.
He manawa whakahī tō ngā ākonga mō rātou anō, ā, he pai hoki ō rātou hononga ki ētahi atu.
E mōhio ana ngā ākonga ko wai rātou, nō hea rātou. E whakawhanake ana te hōhonutanga o tō rātou mōhio, tō rātou maioha anō hoki ki tō rātou tuakiri hei Māori, hei mema hoki o tō rātou iwi, tō rātou hapū, tō rātou whānau hoki. E ako ana ngā ākonga i a Rangitāne, te takiwā, me ngā tino pouwhenua o te iwi, tae atu ki ngā maunga, ngā awa, me te marae. E ako ana ngā ākonga i ngā tūmomo tūnga, kawenga mahi hoki i roto i te whānau me te iwi. Ka whakanuia, ka whakatairangatia hoki ō rātou hononga ā-whānau. He tau, he pakari hoki ngā ākonga ki te taiao o tō rātou kura.
He pai ngā hononga o ngā ākonga me ā rātou taunekeneke ki waenga i a rātou anō, i ngā pākeke hoki. He pai te mahi ngātahi a ngā tuākana me ngā tāina. He pai te tū o ngā ākonga mō tō rātou kura, tō rātou whānau, mō rātou anō hoki ki tō rātou hapori.
He mātātoa te whakatewhatewha, te tūhura hoki o ngā ākonga i te ao Māori me te ao whānui.
He tika te ū pūmau o ngā ākonga i ngā tikanga Māori me ngā taonga tuku iho, me te kawa o te takiwā. Ka ārahi, ka whakatairanga hoki ngā ākonga i ngā tikanga me ngā mahi tuku iho. He pārekareka ki ngā ākonga, puta noa i te kura, te whai wāhi atu ki te kapa haka me te ako i ngā pūkenga e pā ana ki te mau rākau. Kua whakawhanakehia e rātou tētahi māra ki te kura, ā, ka tiaki hoki rātou. He māia ngā ākonga ki te ao Māori.
Ka ako ngā ākonga i te ao whānui mā te whānuitanga o ngā tūmomo hōtaka akoranga i āta waihangatia ai. Ka tino whai hua te whakamahinga o ngā hangarau mōhiohio hei hāpai i te ako a ngā ākonga i te ao whānui. Ka tīmatahia te ako ōkawa mā te reo Pākehā hei te tau 6. Ka āta whakanuia te hōtaka hangarau me te hōtaka reo Pākehā i te whakahirahiratanga o te reo, te ahurea, me te tuakiri o ngā ākonga hei tūāpapa mō te ako i te ao. He pakari te whai wāhi atu a ngā ākonga, ā, he harikoa hoki rātou ki te ako i te ao whānui.
He mātātoa te whai wāhi atu a ngā ākonga ki ngā akoranga.
He ākonga tākare ngā tamariki, ā, he pārekareka ki a rātou te ako ki te taha o ō rātou hoa me tō rātou whānau. Kua whakaritea e ngā kaiako ngā hononga whakaute e manaaki ana, e hāpai ana hoki i ngā ākonga. Kua āta whakaritea ngā tūmanako me ngā mahinga ki ngā akomanga, ā, e māramahia ana e ngā ākonga. He whakaongaonga ngā taiao akoranga i āta waihangatia ai, ā, he pai hoki te whakahaeretanga i aua wāhi.
E tīmata ana ngā ākonga ki te whakahaere i a rātou anō. Ka ū tonu rātou ki ngā mahi, ka whakaoti takitahi rātou i ngā taumahi, ā, he hihiri hoki rātou ki te ako. Ka whakarato ngā kaiako i ngā hōtaka i āta whakamaheretia ai hei hāpai i ngā matea o ia ākonga, o ngā rōpū ākonga, o te akomanga katoa anō hoki. He pai te aro atu a ngā ākonga ki ngā kaiako, ā, ka whai wāhi nui ki ngā mahi me ngā taumahi i whakaratohia ai mā rātou. He pai te ahunga whakamua a ngā ākonga, me tā rātou eke angitu.
He pai ngā mahi whakamahere a ngā kaiako, me tā rātou whakariterite. Ka kitea tō rātou ngākau nui ki ā rātou mahi, he ngaio ā rātou taunekeneke ki waenga i a rātou anō, ā, ka whakatairanga hoki i te kounga kairangi o ngā whakaakoranga me ngā akoranga mō ngā ākonga. Ka noho pūmau ngā kaiako ki te hāpai i te ako a ngā ākonga.
He tokomaha ngā ākonga e eke ana ki te reanga paetae e tika ana mō rātou i roto i te pānui, te pāngarau, te tuhituhi
E mōhio ana ngā kaiārahi o te kura, e tika ana kia whakapai ake i te kounga o te tātari, te whakamārama, me te pūrongo i ngā paetae ākonga.
Ka whai pānga te arotake whaiaro ki te whakapai ake i te whai wāhi atu a ngā ākonga, i ngā whakaritenga a ngā kaiako, ā, i te eke angitu anō hoki o te ākonga. Kua āta mamahi te poari, te whānau, me ngā kaiako ki te whakarite i te ahurea o te whakaaro huritao ngaio e arotahi ana ki te whakapai tonutanga. Ka whakamahia te arotake whaiaro hei āta whakatō mārika i Te Aho Matua ki ngā āhuatanga katoa o te whakahaeretanga, mai i te kāwanatanga, tae atu ki te kounga o te whakaako me ngā paetae ākonga. Ka whakamahi te poari me ngā kaimahi i te arotake whaiaro hei tātari i ngā mahi ka whai ake, hei kōkiri i te ahu whakamua a te ākonga, ā, kia hāngai pū ai anō hoki ngā whakaakoranga me ngā akoranga.
He pai te mahi ngātahi a te rōpū ārahi o te kura, tae atu ki te poari, ki te whakahaere i te kura me te whakatairanga i te angitu o ngā ākonga. E whai hua ana te rōpū ārahi ki te hāpai i ngā kaiako me tā rātou whakatairanga i te angitu o ngā ākonga. Kei te tumuaki, ngā kaiwhakahaere matua, me te poari te māramatanga o te aronga ngātahi ki te ākonga, me te whakatinana i ngā whāinga o te tūtohinga, te oke hoki ki te hiranga.
I whakawhanakehia e Te Tari Arotake Mātauranga me te whānau o te kōhanga reo ngā taunakitanga e whai ake nei, arā:
I mua atu i te whakahaerenga o te arotake i whakatutukihia e poari me te tumuaki he Tauāki Kupu Tūturu a te whānau mā te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae o ngā ākonga:
Kia tutuki ai te whānau i āna herenga ā-ture, me tahuri rātou ki te:
4.1 arohaehae ai i te tumuaki i ia tau. [s77c Te Ture Kaimahi Kāwanatanga 1998, Te Kahiti o Aotearoa]
E taunaki ana te Tari Arotake Mātauranga kia whakapai ake te whānau i te kounga o te tātari, te whakamārama, me te pūrongo i ngā paetae ākonga.
E tū ana Te Kura Kaupapa Māori o Manawatū ki Te Papaioea. He māia ngā ākonga me tō rātou kiritau, ā, e whakawhanake ana rātou i te kiritoa me ngā pūmanawa ki te ārahi. He pai ngā mahi a te rōpū ārahi o te kura, tae atu ki te poari, ki te whakahaere i te kura me te whakatairanga i te angitu o ngā ākonga. Tērā ka hoki mai anō Te Tari Arotake Mātauranga i roto i ngā tau e toru.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Manawatū, i roto i ngā tau e toru – Te Rākeitanga – Te Aromātai Whakawhānui.
Kaiurungi Whakaturuki Arotake Māori
07 Paenga-whāwhā, 2015
Te Kura Kaupapa Māori o Manawatu is in Palmerston North. This Te Aho Matua Kura Kaupapa Māori provides for students from years 1 to 8. Students and their whānau acknowledge and learn about Rangitane as ‘mana whenua’. They also learn about their affiliations to other iwi throughout Aotearoa. Students are confident and enthusiastic about learning.
How well do students show confidence, self discipline and qualities of leadership? Students are confident, have high self esteem, and are developing self discipline and leadership qualities.
Students are enthusiastic and respectful learners.
Students are enthusiastic about learning and are happy and settled in their environment. They participate fully in an environment where the concepts of wairua, mauri, and mana are promoted. Whanaungatanga and manaakitanga, are understood and demonstrated by students. Kaumātua and whānau are involved with students in their learning. This intergenerational interaction is valued and valuable. Students with special needs are included fully in all kura activities. Students have meaningful and positive relationships with a wide variety of people. Students demonstrate respect for others and they engage well with each other in class and in the playground.
Students enjoy contributing to their learning environment. The recent introduction of uniforms was lead by students. The new school uniform is worn with pride by both students and kura staff.
Students have good skills for communicating in te reo Māori.
Students experience success in te reo Māori for writing, reading and oral language. Students are motivated and stimulated to learn and to use te reo Māori. They are supported by teachers, kaumātua and whānau members to develop their confidence, capability and competence to successfully communicate in te reo Māori. There are well planned and interesting classroom language activities. Students use formal and informal language with confidence and for a variety of purposes. Senior students are able to use kīwaha and whakataukī to express their ideas. Students are learning to communicate well in te reo Māori for a variety of purposes.
Student achievement data for literacy shows that while many students achieve at or above the expected level for written language, reading and oral language, there are some students who are below. The board of trustees (board), whānau and teachers are aware of this and have appropriate plans in place. They receive targeted learning support to help them progress and achieve success. Literacy teaching and learning has been the key focus for teacher’s professional learning and development for 2014. Teachers are developing effective skills for teaching literacy. Students are well supported and encouraged to learn and to use te reo Māori.
Students are proud of who they are and have positive relationships with others.
Students know who they are and where they come from. They are developing an in-depth knowledge and appreciation of their identity as Māori, as a member of their iwi, hapū and whānau. Students learn about about Rangitane, the local area and significant iwi landmarks including maunga, awa and marae. Students are learning about the various roles and responsibilities as a member of a whānau and iwi. Their whānau connections are acknowledged and promoted. Students are comfortable and secure in the kura environment.
Students have positive relationships and interactions with each other and with adults. Tuakana and taina work well together. Students represent their kura, whānau and themselves very well in their community.
Students actively investigate and explore the Māori world and the wider world.
Students appropriately uphold Māori customs, traditions and local kawa. Students lead and promote customary practices and traditions. Students across the kura enjoy participating in kapa haka and learning skills for mau rākau. They have developed and care for the kura garden. Students are confident in te ao Māori.
Students learn about the wider world through a range of well designed learning programmes. Information communication technology is used effectively to help students to learn about the wider world. Formal learning in English is introduced at year 6. The ICT and English programmes capitalise on the importance of the students’ language, culture and identity as a foundation for further learning about the world. Students engage confidently and enjoy learning about the wider world.
Students are actively engaged in learning.
Students are enthusiastic learners who enjoy learning with their peers and beside whānau. Teachers have established respectful, caring and supportive relationships with students. Classroom expectations and routines are well established and understood by students. Learning environments are stimulating, well designed and managed.
Students are becoming self managing. They remain on task, complete activities independently and are excited about learning. Teachers provide well planned programmes that support the needs of individuals, groups and the whole class. Students respond well to teachers and engage fully in the tasks and activities provided for them. Students are progressing well and achieving.
Teachers are well planned and prepared. They demonstrate a passion for their work, interact professionally with each other and promote high quality teaching and learning for students. Teachers are committed to supporting students to learn.
Many students achieve at the expected level of achievement for their age group in reading, maths, written and oral language.
Kura leaders recognise the need to improve the quality of student achievement data analysis, interpretation and reporting.
Self review contributes to improving student engagement, improved teacher practice and learner success. The board, whānau and teachers have worked diligently to establish a culture of professional reflection that is focussed on continual improvement. Self review is used to ensure that Te Aho Matua is well embedded in all aspects of operations from governance through to the quality of teaching and student achievement. The board and staff use self review to determine their next steps, to accelerate learner progress and to provide targeted teaching and learning.
The kura leadership team, including the board of trustees, works well together to manage the kura and to promote student success. The leadership team is effectively supporting teachers to promote student success. The principal, senior leaders and the board of trustees have a clear and shared focus on the learner, realising the charter goals and striving for excellence.
Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:
management of health, safety and welfare
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
emotional safety of students (including prevention of bullying and sexual harassment)
physical safety of students
processes for appointing staff
stand-downs, suspensions, expulsions and exclusions
In order for the Whānau to meet compliance requirements they must:
4.1 conduct an appraisal of the principal annually. [s 77c State Sector Act 1988, NZ Gazette]
ERO recommends the whānau improve the quality of student achievement data analysis, interpretation and reporting.
Te Kura Kaupapa Māori o Manawatu is in Palmerston North. Students are confident, have high self esteem, and are developing self discipline and leadership qualities. The kura leadership team, including the board of trustees, works well to manage the kura and to promote student success. ERO is likely to return in three years.
The next ERO review of Te Kura Kaupapa Māori o Manawatū will be in three years – Te Rākeitanga – Expansive Evaluation.
Deputy Chief Review Officer Māori
7 April 2015
Ministry of Education profile number
Full Primary (Year 1-8)
Review team on site
10 February 2015
Date of this report
7 April 2015
Most recent ERO report(s)
Te Aho Matua Review