TKKM o Manawatu

Education institution number:
4209
School type:
Full Primary
School gender:
Co-Educational
Definition:
Kura Kaupapa Maori
Total roll:
104
Website:
http://www.tkkmom.ac.nz
Telephone:
06 354 2900
Address:

88 Rhodes Drive, Kelvin Grove, Palmerston North

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Te Kura Kaupapa Māori o Manawatu

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.

2 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Manawatū ki Kelvin Grove, ki Te Papaioea. Nō te tīmatanga o ngā tau ngahuru o 1990 te kura i whakatūngia ai, ā, koia nei te kura kaupapa Māori tuatahi i Te Papaioea. He nui ngā whakarerekētanga, whai muri i te arotake o mua. Kua whakatūngia tētahi tumuaki hou me ētahi pouako hou. Nō nā noa nei te pōtitanga mō te poari kaitiaki, ā, kua whai wāhi atu ētahi mema hou o te whānau hei kaitiaki.  

3 Te Aronga o te Aromātai

He pēhea rawa te whakapuakitanga mai o ngā ākonga i ō rātou pūmanawa auaha i roto i ā rātou akoranga?

Ka kitea te ngākau titikaha o ngā ākonga i a rātou e whakapuaki ana i ō rātou pūmanawa, puta noa i ā rātou akoranga.

4 Ngā Whakaaturanga

Te Ira Tangata

Ka whakamanahia e ngā ākonga ō rātou tuakiri, he ngākau titikaha ō rātou, ā, ka kitea hoki te pai o ō rātou kiritau. E whakapono ana te whānau o te kura ki ngā mātāpono o Te Aho Matua. Ka rumaki rātou i ngā ākonga ki tētahi taiao e ahu mai ana i ngā whakaaro me ngā tikanga kaupapa Māori, ā, ko te nuinga o ngā pouako he raukura tonu o te mātauranga kura kaupapa Māori. Ka whakatauirahia e ngā raukura ngā uara o te whānau me Te Aho Matua. Ko ngā hononga o te tino whakawhirinakitanga, me ngā taunekeneke whakaute, ka whai pānga katoa ki ngā akoranga o ia rā. Ka kitea te ngākau titikaha o ngā ākonga i a rātou e ārahi ana i te tangongitanga o ngā taumahi, puta noa i te kura. He manawa whakahī ō rātou ki te whakahua ake i ō rātou tātai hono me ō rātou hononga ā-ahurea ki ngā wāhi me ngā tāngata. Ko tā te whakamihi, he whakakoia i te kiritau ake o te ākonga. E ako ana ngā ākonga i tō rātou tuakiritanga.

Te Reo

E rumakina ana ngā ākonga ki te reo me ngā tikanga Māori. Ko ngā tikanga Māori me te kapa haka ētahi āhuatanga matua o ngā akoranga a ngā ākonga. Ka whakatauirahia te reo e ngā raukura, ngā pouako, me te whānau. He mārama ngā kawatau kua whakatakotohia mō te whakamahinga o te reo Māori me ōna tikanga. Kei te mārama ngā tamariki ki te reo i roto i ngā kaupapa, ka kōrero hoki mō te reo i ia rā, ā, ka taea hoki te reo te whakapuaki ki te whānuitanga o ngā tūmomo horopaki tūturu, pērā i ngā whaikōrero, ngā karanga, ngā mōteatea, ngā pao, ngā whakataukī, me ngā kīwaha. Ka whakamahi ngā ākonga i te reo puta noa i te kura, a, hei reo māhorahora hoki i ngā wā ōpaki ake.

Ngā Iwi

Ka whakatinanahia e ngā ākonga ngā hononga e whai hua ana ki te taha o ētahi atu. Ka ako rātou i ngā tikanga o Rangitāne, me ngā kōrero tuku iho e pā ana ki te rohe nei. Ko Rangitāne te tūāpapa o te marautanga, ā, kua āta whakatōngia ngā mōhiotanga e pā ana ki ō rātou ake orokohanga. Kua pou herea ngā hononga ki te aroha, te manaaki, te mahi tahi, me te taurima. Ka whakatauirahia aua tūāhuatanga e te whānau, otirā, e ngā raukura tokomaha hoki e whakapuaki ana i taua aroha i rongo ai rātou hei ākonga. Ka whai pānga te hononga o te tuakana me te teina ki ngā whakahaeretanga o ia rā. Ka kitea te whakaute o ngā hononga, puta noa i te kura.  He kainga rua te kura a he wāhi haumaru hoki.Kei te harikoa, kei te mārie, kei te mauritau hoki te āhua o ngā ākonga.

Te Ao

E mōhio ana ngā ākonga ki tō rātou tū ki te ao Māori me te ao whānui. Kei tua atu i te akomanga ngā whai wāhitanga mō ngā akoranga ki te toro atu ki te whakaute o ngā ākonga i a Papatūānuku. Kei te mārama i ngā ākonga tō rātou tū, ā, ka whai pānga nui rātou ki ngā kaupapa ōkawa me ngā tikanga hei kaitiaki mō te ngahere me te moana.. Ka whai wāhi atu hoki rātou ki ngā kaupapa hākinakina i tō rātou hapori, ā, he whai wāhitanga mō rātou ki te uru atu ki ngā kaupapa tūturu, i a rātou e ako ana i ētahi atu iwi. Kei te tu maiaw ngā ākonga I te ao Māori kei te whanake ngā ākonga i tō rātou māramatanga ki te ao whānui.

Ngā Whakaritenga Matua ka whai ake 

Āhuatanga Ako

Ahakoa e whai hua ana ngā ākonga ā-tangata, ā-whatumanawa, ā-ahurea hoki, tērā anō hoki ētahi māharahara mō tā rātou ahu whakamua i roto i te mātauranga, me ā rātou paetae. Kāhore he hōtuku aromatawai ā-kura mō Te Reo Matatini e wātea ana i te wā o te arotake. I te wātea ētahi tuhinga whakamahere ki te rōpū aromātai o waho. Kua whakamahia ētahi taputapu aromatawai, hei whakaemi i ngā mōhiohio paetae, ā, i whakaratohia hoki ētahi raraunga taketake. Heoi, kāhore anō aua raraunga kia whakaemihia, kia tātarihia rānei. He āhuatanga mātuatua tēnei kia hāngai ai ngā mahere a ngā pouako ki ngā matea ako o ā rātou ākonga.

Ko tētahi atu āwangawanga, ko te iti noa o te aromātai hōtaka. Tērā ētahi whakaaturanga aromātai, heoi, ki tā ngā pouako hou kei te ako tonu rātou i te aromatawai me te aromātai. Ki tā ngā kaimahi katoa, kua tae ki te wā ki te whakapiki ake i tō rātou māramatanga ki te whakamahere me ngā whakaritenga e pā ana ki te aromatawai me te aromātai. Ko te whakawhanake me te whakamahi i ngā tuhinga hōtuku ā-kura mō te reo matatini, ka hāpai ake i ngā āheinga whakaako ā-kura, ā, ka whakatairanga anō hoki i ngā putanga ki ngā ākonga.

Ngā tūranga o te poari, me ngā kawenga mahi

Ko te kāwana i te kura, kei te tīmatanga noa o te whakawhanaketanga. Nō nā noa nei ngā kaitiaki o te poari i whakatūngia ai, ā, e ako ana rātou i ō rātou tūranga me ā rātou kawenga mahi. Kei te pūkeke rātou ki te whakapau kaha hei painga mō ngā ākonga. Tērā ētahi pūmanawa ō rātou mō te whakahaere pūtea me te arotake kaupapa here. Tokorua ngā kaitiaki o mua kei te poari tonu, whai muri i te tukanga pōtitanga. Kāhore he taunakitanga ki te tātari nō nā noa nei i whakatutukihia ai. He mea nui kia toro wawe atu ngā kaitiaki ki ngā whakangungu, kia whai hua ai tā rātou whakatutuki haere i ā rātou kawenga whakahaere.

Te whakamahere rautaki, te aroturuki rautaki, me te arotake whaiaro

Ahakoa kua whakatakotohia tētahi mahere rautaki, kāhore e aroturuki ana, e pūrongo ana rānei i ngā kaupapa matua o te pae tawhiti mā ngā tuhinga a te poari. Nā taua tūāhuatanga, kāhore pea e whakatutukihia ngā whāinga. Kua tae ki te wā kia arotake te poari kaitiaki hou i ā rātou kaupapa matua o te pae tawhiti, hei āta whakatau i te hāngaitanga o ēnā ki ngā wawata o te whānau nei mō meāke nei. Me whai tautoko ki te whakarite i tētahi mahere mahi e whakatakoto ana i ngā tukanga e pā ana ki te aroturuki me te pūrongo atu.

Te whakahaere i ngā kaimahi

Kāhore i te rawaka te whakahaeretanga kaimahi, ā, me whakapakari ake. He tokomaha ngā pouako kei te whai tōnu i te tiwhikete whakaako tūturu, ā, kāhore anō kia whakataungia te tiwhikete ngaio a te tumuaki. Kīhai i whakatutukihia ngā arohaehae i roto i ngā tau tata kua pahure. Nā tēnā, kāhore ngā whakataunga ako ngaio e ahu mai ana i te kaha o ngā arotakenga ā-tau o ngā whakaritenga a ngā kaimahi. Kāore i te tumuaki tētahi kirimina āhua mahi. Ahakoa kua uru atu te tumuaki ki ngā wānanga whakangungu a ngā tumuaki hou, he mea nui kia whakatakotohia te huarahi e hāpai ai i a ia ki te tae tonu atu, me te whai wāhi nui tonu.

Te Ārahitanga

He hou te ārahitanga o te kura. He maha ngā take hei whakatutukitanga tōnu.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)

  • te haumaru ā-tinana o ngā ākonga

  • te rēhitatanga o ngā kaiako

  • ngā tukanga ki te whakatū kaimahi

  • te whakaunu, te aukati, te pana me te whakarerenga

  • te tae ā-tinana atu a ngā ākonga ki te kura

  • ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014.

Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:

  • arotake i te tumuaki i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā tumuaki

[s597(3) Te Ture Mātauranga me te Whakangungu 2020]

  • āta whakarite, kia riro i te tumuaki i ia tau, ko tētahi kirimina āhua mahi i waitohungia ai

[Te Kirimina Tōpūtanga o ngā Tumuaki Kura Tuatahi 2019]

  • arotake i ngā kaiako i ia tau, mā ngā paerewa ngaio katoa e pā ana ki ngā kaiako

[s599 Te Ture Mātauranga me te Whakangungu 2020]

  • whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)]

  • aromātai – mā te tātari i ngā mōhiohio aromatawai o te kounga pai – ko te ahu whakamua me ngā paetae o ngā ākonga, me te aro matua tonu ki te reo matatini me te pāngarau

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 1(b) (c)]

  • pūrongo ki te hapori o te kura te ahu whakamua me ngā paetae o ngā ākonga ā-rōpū kotahi, ā-rōpū tini hoki (i tautuhia ai ki te Aratohu Whakahaere Mātauranga ā-Motu 1(b) (c) o runga ake nei), ā, me ahu mai aua pūrongo i ngā mōhiohio aromatawai o te kounga pai

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(d)]

6 Te Taunakitanga

I whakawhanakehia e Te Kura Kaupapa Māori o Manawatū, e Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, e Te Tari Arotake Mātauranga hoki te taunakitanga e whai ake nei, arā, kia:

  • mahi Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te taha o te whānau o te kura ki te whakawhanake i tētahi mahere mahi ka whakatutuki i ngā take i tautuhia ai ki tēnei pūrongo. Nā te maha o ngā āhuatanga ki te whakatutuki wawe, kāhore Te Tari Arotake Mātauranga e takaroa i te hokinga atu.

Rita Walker
Toka ā Nuku Whakakapi
Te Uepū-a-Motu – Māori Services

07 Poutūterangi, 2023

7 Ngā kōrero e pā ana ki te Kura

Te tūwāhi

Kei Te Papaioea

Te tau a te Tāhuhu o te Mātauranga

4209

Te tūmomo kura

He kura tuatahi, kura kaupapa Māori Te Aho Matua

Te tokomaha o ngā ākonga o te kura

109

Ngā hononga ā-iwi

Māori 96%, Pākehā 4%

Ngā āhuatanga motuhake

Te Aho Matua 

Te wā i te kura te rōpū arotake

Whiringa-ā-rangi 2022

Te wā o tēnei pūrongo

07 Poutūterangi, 2023

Ngā pūrongo o mua a
Te Tari Arotake Mātauranga

Arotake Mātauranga, Paenga-whāwhā 2015; Arotake Te Aho Matua, Poutū-te-rangi 2012; Arotake Kawenga Takohanga, Whiringa-ā-nuku 2011

1 Introduction

The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi.

2 Context

Te Kura Kaupapa Māori o Manawatu is located in Kelvin Grove, in Palmerston North. It was established in the early 1990’s and was the first Kura Kaupapa Māori in Palmerston North. Since the previous review, there have been a number of changes. A new tumuaki and new pouako have been appointed. The recent board of trustees election has seen new members become trustees.    

3 Evaluation Focus

How well do students use their creative talents in their learning?

Students appear confident as they show their talents through their learning.

4 Findings

Te Ira Tangata

Students value their identity, appear confident and display positive self-esteem. The kura whānau believe in the principles of Te Aho Matua. They immerse students in an environment founded in kaupapa Māori thinking and philosophies where most pouako are kura kaupapa Māori graduates. Raukura exemplify values of the whānau and Te Aho Matua. High trust relationships and respectful interactions are part of daily learning. Students show confidence to lead a variety of kura wide activities. They proudly describe their genealogical and cultural connections to places, spaces and people. Praise affirms student self-esteem. Students are learning about who they are.

Te Reo

Student are immersed in te reo me ngā tikanga Māori. Tikanga Māori and kapahaka are major aspects of student learning. Raukura, pouako and whānau provide te reo models. Clear expectations are in place for the use of te reo Māori me ōna tikanga. Students understand te reo within the kaupapa, reference it daily and can apply it to a range of authentic contexts including whaikōrero, karanga, mōteatea, pao, whakataukī and kīwaha. Students use te reo across the kura as well as during unstructured, less formal times.

Ngā Iwi

Students demonstrate effective relationships with others. They learn tikanga from Rangitāne and stories pertaining to this rohe. Rangitāne provides the tuapapa for the curriculum that is grounded in the knowledge of their own origins. Relationships are underpinned by aroha, manaaki, mahi tahi and taurima. These are modelled by whānau, including several raukura who are returning the aroha they previously experienced as students. Tuakana teina relationships are a regular part of daily operations. Respectful relationships are evident throughout. Students feel a sense of belonging to their kura and regard it as a second home and safe haven. Students appear happy, calm and settled.

Te Ao

Students acknowledge their place in the Māori world and in the wider world. Outside the classroom there are opportunities for student learning to support them to uphold their responsibilities as kaitiaki of Papatūaāuku, the moana and the ngahere. Students understand their place and play an integral role in formal ceremonies and tikanga practices. They engage in sporting activities in their community and have opportunities to experience authentic pursuits whilst learning about other iwi. Students are confident in the Māori world and are developing their understanding of the wider world.

Key Next Steps

Āhuatanga Ako

While students benefit socially, emotionally and culturally, there are concerns for their academic progress and achievement. No kura wide Te Reo Matatini assessment data was available for the review. Some planning documents were available to the external evaluation team. Some assessment tools had been used to gather achievement information and some raw data was provided. However, this had not been collated nor analysed.

Of further concern, is the lack of programme evaluation. Although, there was some evidence of evaluation, recently registered pouako identified that they are still just learning about assessment and evaluation. The staff acknowledged that there is a need to strengthen their understanding of planning, assessment and evaluation practices. Developing kura wide data literacy and usage will improve kura wide teaching capability and can lead to improved outcomes for students.

Board roles and responsibilities

School governance is in initial stages of development. The board of trustees are learning their roles and responsibilities since being recently elected. They are determined to make a positive difference for students. There are some governance strengths in financial management and policy review. Two members have remained on the board through the election process. The most recent audit had no recommendations. It is important that trustees seek training to effectively execute their whakahaere responsibilities.

Strategic planning, monitoring and self-review

While the strategic plan is in place, there is no monitoring nor reporting of long-term priorities through Board documents. This means it is unlikely that goals will be achieved. It is time for the new board of trustees to review their long-term priorities to ensure they align with present whānau aspirations for the future. Support is required to establish an action plan with monitoring and reporting processes.

Personnel Management

Personnel management is inadequate and needs strengthening. A significant number of pouako are provisionally registered and the tumuaki’s practicing certificate is subject to confirmation. Appraisal has not been completed in recent years. Consequently, professional learning decisions are not founded on rigorous yearly reviews of kaimahi practices. The principal does not have a performance agreement. Although the tumuaki is enrolled in wānanga whakangungu tumuaki hōu, it is important that provision is in place for her continued attendance and engagement.

Leadership

The kura leadership is new. There are several matters that need to be addressed urgently.

5 Board Assurance on Legal Requirements

During the evaluation, ERO checked at the following areas:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration

  • processes for appointing staff

  • stand-downs, suspensions, expulsions, and exclusions

  • attendance

  • school policies in relation to meeting the requirements of the Children’s Act 2014.

Actions for Compliance

To meet compliance requirements, they must: 

  • annually assess the principal against all professional standards for principals

[section 597(3) Education and training act 2020]

  • ensure the principal has a signed performance agreement annually

[Primary Principlas Collective Agreement 2019]

  • annually assess the teachers against all professional standards for teachers

[section 599 of Education and training act 2020]

  • maintain an ongoing programme of self-review in relation to policies, plans and programmes including evaluation of good quality assessment information on student progress and achievement
    [National Administration Guideline 2(b)]

  • through the analysis of good quality assessment information, evaluate the progress and achievement of students, giving priority to te reo matatini and pāngarau

[National Administration Guideline 1(b) (c)]

  • on the basis of good quality assessment information, report to the school’s community on the progress and achievement of students as a whole and of groups (identified through National Administration Guideline 1(b) (c) above)

[National Administration Guideline 2(d)]

6 Recommendation

Te Kura Kaupapa Māori o Manawatu, TRN and ERO developed the following recommendation:

Te Runanagnui o Ngā Kura Kaupapa Māori o Aotearoa work alongside the kura whānau to develop an action plan to address the matters identified in this report. As there are several areas requiring urgency, it is likely that the ERO will return sooner rather than later.

Rita Walker
Acting Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

7 March 2023

7 Information about the Kura

Location

Palmerston North

Ministry of Education profile number

4209

Kura type

Full primary, KKM Te Aho Matua

Kura roll

109

Ethnic composition

Māori 96%, NZ European/Pākehā 4%

Special features

Te Aho Matua

Review team on site

November 2022

Date of this report

7 March 2023

Most recent ERO report(s)

Education Review, April 2015; Te Aho Matua Review, March 2012; Accountability Review, October 2011

Te Kura Kaupapa Māori o Manawatu - 07/04/2015

Ngā Whakaaturanga

1 Te Horopaki

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.

2 Te Tino Uaratanga

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.

Te Ira Tangata

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.

Te Reo

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.

Ngā Iwi

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.

Te Ao

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.

Āhuatanga Ako

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

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

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.

3 Te arotake whaiaro me te ārahitanga

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.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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:

  • ngā whakahaere a te poari
  • te marautanga
  • ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
  • ngā whakahaere o ngā kaimahi
  • ngā whakahaere o te pūtea
  • ngā whakahaere o ngā rawa me ngā taonga.

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:

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

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]

5 Ngā Taunakitanga

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.

Te Whakarāpopototanga

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.

6 Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te Kura?

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.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

07 Paenga-whāwhā, 2015

1. Context

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.

2. Te Tino Uaratanga

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.

Te Ira Tangata

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.

Te Reo

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.

Ngā Iwi

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.

Te Ao

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.

Āhuatanga Ako

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-identified areas of development

Kura leaders recognise the need to improve the quality of student achievement data analysis, interpretation and reporting.

3. Self Review and leadership

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.

4. Whānau assurance on legal requirements

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:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • financial management

  • asset management.

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

  • teacher registration

  • processes for appointing staff

  • stand-downs, suspensions, expulsions and exclusions

  • attendance.

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]

5. Recommendations

ERO recommends the whānau improve the quality of student achievement data analysis, interpretation and reporting.

Conclusion

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.

6. When is ERO likely to review the Kura again?

The next ERO review of Te Kura Kaupapa Māori o Manawatū will be in three years – Te Rākeitanga – Expansive Evaluation.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

7 April 2015

7.  Information about the Kura

Location

Palmerston North

Ministry of Education profile number

4209

Kura Type

Full Primary (Year 1-8)

Kura roll

100

Gender composition

Girls 54

Boys 46

Ethnic composition

Māori

100%

Review team on site

10 February 2015

Date of this report

7 April 2015

Most recent ERO report(s)

Te Aho Matua Review

Accountability Review

March 2012

October 2011