Te Kura Kaupapa Māori o Hokianga

Education institution number:
3117
School type:
Composite
School gender:
Co-Educational
Definition:
Kura Kaupapa Maori
Total roll:
145
Telephone:
Address:

68 Koutu Point Road, Opononi

View on map

TKKM o Te Tonga o Hokianga

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

E whakarato ana Te Kura Kaupapa Māori o Hokianga i te mātauranga mō ngā ākonga o ngā tau 1 ki te 15. E whai ana te kura i ngā mātāpono o Te Aho Matua. Nō muri mai i te haerenga o mua a Te Tari Arotake Mātauranga ki te kura, kua hūnuku te kura ki ngā whare hou i hangaia ai hei kura. Kua kapi rātou i te rārangi ingoa o te kura, hei āta whakapūmau i te kounga kairangi o te taiao akoranga me ngā tino putanga ki ngā ākonga.

3 Te Aronga o te Aromātai

He pēhea rawa te whai huatanga o ngā ākonga ki te whakaatu i tā rātou mau tūhonohono ki te here o tō rātou ihomatua, ki ō rātou mātua tūpuna, ki ngā Rangi Tūhāhā ki te marae ātea o Io-Matua ?

E tino whai hua ana ngā ākonga ki te whakaatu i tā rātou mau tūhonohono ki te here o tō rātou ihomatua, ki ō rātou mātua tūpuna, ā, e whanake ana tō rātou māramatanga ki ngā Rangi Tūhāhā, ki te marae ātea o Io-Matua.

4 Ngā Whakaaturanga

Te Ira Tangata

E tākare ana ngā ākonga ki te ako ki tētahi taiao e poipoi ana i a rātou, ā, e ahu mai ana i ngā uaratanga, ngā whakapono, me ngā ariā i tuku iho ai i te ao Māori. E pou here ana te whanaungatanga, te manaaki, me te aroha i te katoa o ngā taunekeneke me ngā whakataunga. Ka ako, ka tupu hoki ngā ākonga ki tētahi taiao e poipoia ana rātou hei taonga. Ko tētahi aronga nui o te hōtaka i te kura, ko te āta poipoi i ia ākonga me ō rātou matea e rerekē haere ana. He tino hononga ā-whakapapa ki waenga i ngā whānau katoa. Ka mahi ngātahi rātou, ā, he kaha ki te whakawhirinaki o tētahi ki tētahi. Ko ngā kaimahi o te kura, ko rātou ngā whaea , ngā mātua kēkē, ngā karani hoki o ngā ākonga. Ka tūmāia, ka harikoa hoki ngā ākonga puta noa i te rā. Ko te tamaiti kei te pūtake o ngā āhuatanga katoa i te kura. E arohaina ana rātou, e whakautea ana rātou e te katoa. Ka whakamanahia, ka tiakina hoki te mana āhua ake o ia tangata. Ka kitea te manawa whakahī, te ngākau titikaha hoki ō ngā ākonga mō ō rātou tuakiri tangata, mō ō rātou tūrangawaewae hoki.

Te Reo

E puāwai ana ngā ākonga mā roto mai i te noho rumaki ki te reo me ngā tikanga Māori o Hokianga. Ko te reo Māori tētahi āhuatanga e noho matua ana ki te kura me te whānau. E wawata ana rātou kia tū pakari, kia mātau hoki ngā tamariki ki te reo Māori o Hokianga. He aronga nahanaha, he aronga rautaki tonu ki te whakatairanga ake i te mātau o ngā ākonga, ngā kaiako, me te whānau ki te reo. Ka toro atu ki ngā mātanga o te reo me te ahurea ake o te rohe nei, hei whakatairanga i te māramatanga me te mōhiotanga o te whānau ki te reo ā-iwi me ngā tikanga o te takiwā nei. Ka tahuri wawe ngā kaiako ki te tuitui i aua akoranga ki ngā whakaritenga i te akomanga. He māhorahora, he māoriori hoki te taunekeneke atu a ngā ākonga ki ō rātou hoa me te whānau mā te reo Māori. I roto i ngā reanga katoa o te kura, he mātau rātou ki te ārahi i ngā wāhanga ōkawa me ngā wāhanga ōpaki o te hōtaka. Ka whai wāhi atu ki taua hōtaka, ko ngā karakia o te ata, ngā taumahi i te akomanga, ngā kaupapa a te kura whānui, me te whakatau i ngā manuhiri. Ko ngā whakataukī, ngā mōteatea, ngā karakia, ngā pepeha me ngā kōrero tuku iho o te rohe e whakawhānui ana i te māramatanga o ngā ākonga ki te reo Māori. He ngākau titikaha ō ngā ākonga, he mātau hoki rātou, ki te whakawhitiwhiti whakaaro mā te reo o Hokianga.

Ngā Iwi

E whakaakona ana ngā tātai hono me ngā kawenga ki ngā ākonga mā ngā huarahi e tika ana mō ō rātou nā reanga. Ka whakamahi ngā tamariki nohinohi i ngā nekehanga ā-ringa, ā-tinana hoki hei hāpai i a rātou ki te taki me te maumahara i ngā ingoa whakahirahira me ngā kaupapa whakahirahira. Kua āta tuituia ki te hōtaka o ngā ākonga tuākana, ko ngā ingoa o ngā tūpuna me ngā kaupapa whakahirahira hoki o nehe ki te hōtaka, puta noa i ngā wāhanga katoa o te marau. Ka whakatauira te whānau i te matuatuatanga o ngā tūmomo tūranga me ngā tūmomo kawenga mahi i te kura me te hapori whānui. Ka whai wāhi matua ngā kaumātua ki ngā kaupapa o ia rā me ngā huihuinga motuhake. Ko te Hokiangatanga e noho mātua ana ki te kura. Ka kōrero, ka waiata, ka tuhi hoki ngā ākonga o ngā reanga katoa i ō rātou hononga ki ngā tāngata me te taiao o Hokianga. E ākina ana te ngātahitanga me te kotahitanga o ngā ākonga me te taiao. E whakarato ana i ngā whai wāhitanga mō ngā ākonga katoa ki te hāpai te whakahaumanutanga me te tiaki o tō rātou taiao. Mai i te nohinohitanga tonu o ngā ākonga, he whai wāhitanga mō rātou ki te hāpai i te ao o te kura, i ō rātou hoa hoki. He pakari hoki te noho tahi o te tuakana me te teina. Ka whai wāhi ngā ākonga katoa ki te āwhina, mā ngā mahi e pā ana ki ngā tina i te kura, ā, mā te tiaki hoki i ngā papa o te kura. He manawa whakahī, he ngākau titikaha hoki ō ngā ākonga nā tō rātou mōhio ki ō rātou tuakiri tangata, ki ō rātou tātai hono hoki.

Te Ao

E ākina ana te whakawhanaketanga o ngā ākonga i tō rātou mōhio ki tō rātou tū ki te ao Māori me te ao whānui. Ka whakarato te whānau i te tini, i te whānui hoki o ngā whai wāhitanga, kia whanakehia ngā pūkenga mō te noho whakarawe a te tangata. Ka whai pānga ki taua āhuatanga, ko te whakatupu huawhenua, te kohikohi kai, te whakaiti ake i te para, ngā whakaritenga o te noho whakarawe, me ngā kaupapa taiao. Kua whakahāngaitia ngā kaupapa i whakamaheretia ai ki te kura, ki te maramataka o te hapori. Ka pakeke haere ngā ākonga, ka whakataurite rātou i ngā mahere ā-maramataka nei ki ngā tirohanga a tauiwi ki ngā mahi whakamahere. Ka āta whakamaheretia ngā wheako nō waho atu i te akomanga, hei āta poipoi tika i ngā tūmomo reanga katoa. Ka toro haere ngā ākonga tēina i te takiwā, ā, ka puta whānui atu ngā ākonga tuākana. Ka taea e ngā ākonga katoa te whakapā ā-matihiko atu ki ngā mōhiohio o te ao whānui. Kua āta whakatau mātātoa te whānau i te āheinga o ngā ākonga katoa ki te whakapā atu ki te hangarau i te kura, ā, e rapu huarahi ana hoki kia tūhonohono ā-ipurangi ngā ākonga i ō rātou kāinga. Nā aua tūāhuatanga, e āhei ana ngā ākonga ki te whakapā atu ki ngā rauemi nō waho atu i tō rātou wāhi noho, pērā i ngā pukapuka matihiko me ngā kaiako kaupapa mātanga. Kei te mātau ngā ākonga, kua whakahonoa hoki rātou ki tō rātou taiao ake me te ao whānui tonu.

Āhuatanga Ako

E poipoia ana ngā ākonga ki tētahi taiao e aro nui ana ki te ako. Ko te tūturu o ngā kaupapa i te marau, i ngā wheako ako hoki e āta hāpai ana i te kaha ngana o ngā ākonga ki te ako. E whakanui ana te marau ā-kura i te Hokiangatanga. Ko te taiao e karapoti ana i te hapori nei, ko ngā kaupapa hoki i te rohe, he whakawhānuitanga anō hoki o te taiao ako. He mātātoa te whai wāhi atu a te whānau ki te kiko o tā rātou marau me tōna whakatinanatanga. Ka toro atu ngā kaiako ki te tangongitanga o ngā tūmomo rautaki hei whakatutuki i ngā matea ako o ia ākonga. Ka whai wāhi hoki ki taua tūāhuatanga, ko te tautoko o ngā kaiāwhina me ngā kaumātua, me te whakahāngai i ngā taumahi ki ngā tāera ako ake o ia ākonga. E tino aro nui ana te hōtaka me te taiao kia eke angitu ai ngā ākonga. He aronga ngātahi ki te whakamahere mō te kura whānui. He auau, he riterite hoki ngā tukanga e pā ana ki te aromatawai me te aromātai. I tēnei wā e whakapuakihia ana te whakaako ngātahi hei rautaki ki te āta toro atu ki ngā pūmanawa ake o ia kaiako, ā, ki te kōkiri hoki i te tū takitahi a te ākonga. Kua whakahāngaitia te kōkiritanga o Te Atua Matua ki tā rātou horopaki, kia āhei ai ngā ākonga ki te whakahōhonu ake i ō rātou mōhiotanga me ō rātou hononga ki a rātou anō, ki te taiao, ā, ki a Io Matua hoki.

Te Wharekura

E tohu ana ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea, kei te eke ngā paetae ākonga ki tua atu o ngā toharite ā-motu mō te Taumata 1 ki te 3, tae atu hoki ki ngā Whakamananga. Kei te tūāpapa o ngā paetae, ko te tūmanako kia riro i ngā ākonga Te Whakaurutanga ki te Whare Wānanga. Ahakoa te aronga ki Te Taumata Mātauranga ā-Motu kua Taea, ka aro nui tonu ki te āta whakarite i te tūturutanga, i te whai pānga nui hoki o te kiko o te marau me ngā horopaki ki ngā ākonga. Ka kitea ki ngā ākonga tuākana te whakaute me te manaaki i te katoa o ō rātou hononga. Ka whakatauira rātou ki ngā ākonga tēina, tēnā e tūmanakohia ana mō te whanonga, ngā tikanga, me ngā paetae mātauranga. Kua tīmatahia te mau rākau, hei hāpai i te taha aumangea, i ngā ngākau titikaha, i te kiritoa hoki. He kaupapa tēnei i ara ake hei whakatutuki i ngā akoranga i puta ai i te KOWHEORI-19, me ngā āhuatanga i rangona ai e ngā ākonga tuākana i te wā o te noho whakamohoao.

Te Ārahitanga me te Aromātai o-roto

Ko te pakari, ko te whai huatanga hoki o te ārahitanga e āta whakapūmau ana i te ahurea o te whakapai tonutanga i ia te wā. Ka hiahiatia, ka whakatauirahia hoki e ngā kaiārahi te kairangi o ngā tūmanako me ngā putanga i roto i ngā wāhanga katoa. Ka akiaki rātou i te toro atu ki ngā āhuatanga auaha i roto i ngā hōtaka, puta noa i te kura. E rapu ana i ngā kōkiritanga hou i ngā wā katoa, hei whakapai ake tonu i te kounga o ngā whakaritenga whakaako, me ngā putanga ki ngā ākonga.

Ko te ārahi takirua tētahi aronga auaha e whakapakari ake ana i ngā āheinga. Kua āta tautuhia ngā tūranga, ngā kawenga mahi, me ngā takohanga. I pupū ake i ngā kōrero a te whānau me ngā ākonga i ia te wā, “he kāinga rua te kura.”  Kua āta whakaritea te ahurea o te noho kotahi, ā, e āta whakapūmau ana taua āhuatanga i te kaha ki te whakaute me te tiaki i ngā āheinga āhua ake, i ngā hiahia ake hoki o ia ākonga. He kaha te manaaki, te aroha, me te tiaki o te rōpū ārahi, ā, ka whakawhiti atu i aua uara ki te whānau me ngā ākonga.

He pakari, he riterite hoki te ahurea o te aromātai o roto. E hāpai ana te pakari o ngā tukanga arotake whaiaro ki te whakamōhio i ngā mahi me ngā whakaritenga ka whai ake. Ka āta whakarite te poari i te noho mōhio o te whānau, ā, ka whakanuia te whai wāhi mai o te whānau ki ngā whakahaeretanga o te kura me te aronga rautaki a te katoa. Ko te pakari me te kaikini o ngā whakaaro huritao e whai wāhi atu ana ki te whakapūmau i ngā putanga o te kounga kairangi ki ngā ākonga. Ko ngā ākonga kei te pūtake o ngā whakataunga katoa. 

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te whānau 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 aromātai, 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; me
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu - Māori Review Services

30 Hōngongoi, 2021 

7 Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Hokianga

Te tau a te Tāhuhu o te Mātauranga

3117

Te tūmomo kura

He kura hiato 

Te tokomaha o ngā ākonga o te kura

130

Te ira tangata

Kōtiro    56

Tama     74

Ngā hononga ā-iwi

Māori

130

Ngā āhuatanga motuhake

Te Aho Matua 

Te wā i te kura te rōpū arotake

Haratua 2021

Te wā o tēnei pūrongo

30 Hōngongoi 2021

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga  

Here-turi-kōkā 2014

Whiringa-ā-nuku 2010

Here-turi-kōkā 2007

1 Introduction

The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.

2 Context

Te Kura Kaupapa Māori o Hokianga provides Education for students Years 1-15. Te kura follows the philosophy of Te Aho Matua. Since the previous ERO visit they have moved into their purpose built kura. They have closed their roll to ensure that they can maintain a high-quality learning environment and positive outcomes for students.

3 Evaluation Focus

How effectively do students demonstrate they are secure in the knowledge of their ancestral links to the divine source of all humanity?

Students effectively demonstrate knowledge of their ancestral links and are developing an understanding of their connections to the divine source of all humanity.

4 Findings

Te Ira Tangata

Students are enthusiastic about learning in a nurturing environment based on traditional Māori values, beliefs and concepts. Whanaungatanga, manaaki and aroha underpin all interactions and decision making. Students learn and grow in an environment where they are nurtured as taonga. The kura programme prioritises being responsive to individual students and their evolving needs. There are close whakapapa connections between all the whānau. They function cohesively with a high trust model. Kura staff are the aunties, uncles and nannies of the students. Students appear confident and happy throughout the day. The child is foremost in all aspects of kura way of life. They are loved and respected by all. Uniqueness of individuals is valued and protected. Students demonstrate pride and confidence in who they are and where they come from.

Te Reo

Students thrive being immersed in te reo Māori and tikanga of Hokianga. Te reo Maori is a priority to the kura and whanau. They aspire for tamariki to be both confident and competent with te reo Maori of Hokianga. There is a deliberate and strategic approach to enhancing language competencies for students, kaiako and whānau. Local language and cultural experts are engaged to enhance whānau understanding and knowledge of local dialect and practices. Kaiako immediately integrate their learning into classroom practice. Students comfortably and naturally interact with their peers and with whānau in te reo Māori. At all levels of the kura they competently lead both formal and informal parts of the programme. This includes, morning karakia, class activities, school wide events and welcoming visitors. Local whakatauki, mōteatea, karakia, pepehā and local narratives extend students understanding of te reo Māori. Students confidently and competently communicate in te reo o Hokianga.

Ngā Iwi

Ancestral links and associated responsibilities are taught to students in age-appropriate ways. Younger children use hand and body movement to support them to recite and remember significant names and events. Older students have ancestral names and events integrated into the programme across all curriculum areas. Whānau model the importance attached to different roles and responsibilities within the kura and the community. Kaumatua are an integral part of daily life and special occasions. Hokiangatanga is paramount within the kura. Students of all ages speak, sing and write about their connection to Hokianga people and their environment. They are encouraged to see themselves and the environment as one and the same. Opportunities are provided for all students to contribute to the restoration and preservation of their surroundings.  From an early age, students are provided opportunities to contribute to kura life and one another. Tuakana/teina relationships are strong. All students take turns at helping with school lunches and keeping the school grounds tidy. Students are proud and confident in who they are and who they are connected to.

Te Ao

Students are encouraged to develop knowledge of his or her place in the Māori world and beyond. The whānau provide multiple and varied opportunities to develop skills for self-sustainability. This includes, growing vegetables, food gathering, waste reduction, self-sustainability practices and environmental projects. Kura activities are planned to align to the local maramataka. As students mature, they can compare maramataka planning with western perspectives of planning. Experiences outside of the classroom are planned to respond appropriately to different age groups. Younger children visit locally, and seniors venture further afield. All students can access the world wide information world digitally. Whānau have actively ensured that all students can access technology at kura and are looking at ways to ensure they are able to also connect from home which has enabled students to access resources otherwise not available to them because of their geographical location. This includes digital books and specialist subject teachers. Students are knowledgeable and connected to their immediate environment and the wider world.

Ahuatanga Ako

Students are nurtured in an environment that is highly conducive to learning. Authentic curriculum content and learning experiences ensure a high level of student engagement. The marau a kura celebrates Hokiangatanga. The surrounding environment and local events are an extension of the learning environment. Whānau are proactive in contributing to the content and implementation of their unique curriculum. Kaiako use multiple strategies to cater to individual learning needs. This includes support from kaiāwhina and kaumatua and tailoring activities to suit individual learning styles. The programme and environment are highly responsive to ensure student success. There is a cohesive and collaborative approach to schoolwide planning.  Assessment and evaluation processes are regular and consistent. Team teaching is currently being introduced as a strategy to capitalise on kaiako strengths and foster greater independence in students. The Atua Matua initiative has been adapted to their context as a means by which students can enrich their knowledge and connection to one another, the environment and the divine source of humanity.

Wharekura

NCEA data shows that student achievement is above national averages for Levels 1 – 3, including Endorsements. There is a minimum expectation that students will attain University Entrance. While NCEA is a focus there is priority given to ensuring authentic and relevant curriculum content and contexts. Senior students show respect and care in all their relationships. They model to younger students what is expected in terms of behaviour, tikanga and academic achievement. Mau rākau has been introduced to build resilience, confidence and self-discipline. This initiative was a direct response to the learnings from COVID and the impact of the lockdown on senior students.

Leadership and Internal Evaluation

Strong effective leadership ensures that a culture of continuous improvement is maintained. Leadership expect and role model high expectations and outcomes in all areas.  They encourage the use of innovation in kura wide programmes. New initiatives are constantly sought to further improve the quality of teaching practise and outcomes for students.

The dual leadership model is an innovative approach to building capability. Roles, responsibilities and accountability are clearly defined. Whānau and students mentioned often “he kāinga rua te kura”. There is a well-established inclusive culture which ensures that individual student abilities and preferences are respected and protected. Manaaki, aroha and tiaki are strong features of the leadership team that has transmitted to whānau and students alike.

The culture of internal evaluation is strong and consistent. Rigorous self-review processes help inform future actions and plans. The board ensures that the whānau are kept informed and value their contributions to kura operations and the shared strategic direction. Rigorous and critical reflection contributes to the maintenance of high-quality outcomes for students. Students are at the centre of all decision making.

5 Assurance on Legal Requirement

Actions for Compliance

Before the evaluation, the whānau and Tumuaki 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 evaluation, 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.

Darcy Te Hau
Toka-ā-Nuku
– Director
Te Uepū ā-Motu – Māori Review Services

30 July 2021

6 Information about the Kura

Location

Hokianga

Ministry of Education profile number

3117

Kura type

Composite

Kura roll

130

Gender composition

Boys      56

Girls       74

Ethnic composition

Māori

130

Special features

Te Aho Matua

Review team on site

May 2021

Date of this report

30 July 2021

Most recent ERO report(s)

Education Review

Education Review

Education Review

August 2014

October 2010

August 2007

Te Kura Kaupapa Māori o Te Tonga o Hokianga - 08/12/2014

1. Te Horopaki

He kura kaupapa Te Aho Matua Te Kura Kaupapa Māori o Te Tonga o Hokianga kei Whiranaki, kei Hokianga e tū ana.

Ahakoa ngā piki me ngā heke o te tū motuhake ki te taiwhenua i te rohenga o te tai tokerau, he whai mana tā te whānau whakatakoto i ngā huarahi ako mā ngā tauira me ngā kaiako. He tautoko takitahi nei, ā-rōpū hoki ō ngā tauira e tutuki ai ngā āwhero ako. Ka tautoko te whānau i ngā tauira me ā rātou ara ako, tatū atu ki a rātou anō.

E tino ū ana te whānau me te hāpori ki roto i ngā āhuatanga katoa o te kura. E tino whai wāhi atu ana rātou ki ngā āhuatanga mātauranga o ā rātou tamariki, mokopuna. He pai ngā kōrero a te hāpori mō te kounga o te mātauranga me te manaakitanga o ngā tauira, te kokenga, ngā angitūtanga, me te kounga o ngā putanga mā ngā tauira.

He tino pai te whakahaeretanga o te kura, ā, e arahitia ana e ētehi mātāpono motuhake nei. He pai te mahi ngātahi a ngā tumuaki tokorua nei me ō rāua pūkenga, ō rāua pūmanawa hoki. E mahi ngātahi ana ngā tumuaki me ngā kaiako, tatū atu ki te hāpori whānui. Kei te akiaki, kei te whakatenatena hoki rāua i ngā kaiako me te hāpori kia whakapaua ō rātou kaha ki te tautoko i ia tauira kia puta ai ō rātou ihu hei Māori.

E tākoha ana te whānau i ngā āhuatanga papai ki ngā akoranga a ngā tauira, ki te oranga, ki te kokenga me te putanga o ō rātou ihu. Kua māro te whai wāhi atu a ngā kaumātua me ngā kuia ki te ahurea o te kura. He tauira pai rātou mō ngā tauira me te whānau.

He nui kē atu ngā tūmanako kia tutuki ai, kia koke ai ngā tauira.

2. Te Tino Uaratanga

He pēwhea rawa te angitū o ngā tauira, e whakatauira ana i ngā wawata me ngā moemoeā o te iwi?

He tauira angitū ēnei e whatauira ana i ngā wawata me ngā moemoeā o te iwi.

Te Ira Tangata

He pēwhea tā ngā tauira whanake i roto i tō rātou oranga kikokiko, oranga wairua, oranga-ā-iwi, me tō rātou oranga ngākau?

He pai te whanake o ngā tauira i roto i tō rātou oranga kikokiko, oranga wairua, oranga-ā-iwi, me tō rātou oranga ngākau.

Ko te tikanga te tūāpapa o ngā āhuatanga ako katoa o te tauira. Kua whakakairotia te manaakitanga me te whanaungatanga ki ngā poupou o te ahurea kura. Ka akiaki ngā kaiako i ngā tauira kia tīmatahia te rā ki ngā karakia Māori tūturu. Mā tēnei e arotahi ai ngā tauira mō te rā. Ka tito, ka tū hoki ngā tauira ki te mōteatea me te waiata e ū ai tō rātou tino mārama ki te kaitiakitanga me te taha wairua. Ka whakatinanahia e rātou ēnei mahi i runga i te whakahīhī me te māia.

He māro te hononga o ngā tauira i waenganui i a rātou me te hāpori whānui. He tino māia tā rātou whai wāhi atu ki te whānuitanga o ngā kaupapa o te kāinga, o ngā kaupapa-ā-rohe, ā-motu hoki. Ka haere rātou ki ngā hui nui whakaharahara a te Māori e whai hua ana hei horopaki ako tūturu nei. E mōhio ana ngā tauira ko wai rātou, nō whea hoki rātou.

E tino tautokohia ana ngā tauira kia pakari ai tō rātou oranga kikokiko. Kei te whakatairanga, kei te tautoko, kei te whakamihi hoki te whānau i te hauora, i ngā hākinakina me ngā mahi a te rēhia. E akiaki ana rātou, ā, e whakahau ana hoki kia kounga te whai wāhi atu me te whakatutukitanga. He mea noa iho te whakakanohitanga o ngā tauira ā-rohe, ā-motu i roto i ngā hākinakina takitahi, takitini hoki. E pakari haere ana ngā tauira hei tauira motuhake e manawanui ana ki ngā hākinakina takitahi, takitini hoki.

He rawe ki ngā tauira, ā, e tino ū ana hoki rātou ki te mau rākau i raro i ngā rekereke o tētehi toa, he kirikawa ki te rākau. E whakawhiwhia ana ki ngā tauira tokomaha ngā tohu kairangi mō te mau rākau he whakaāhuatanga tēnei o tā rātou whakapau kaha ki te ako, ki te whai mātauranga me ngā pūkenga o te ika-ā-whiro.

Te Reo

He pēwhea te pai o ngā tauira ki te pānui, ki te tuhi, me te kōrero i te reo Māori me te reo Pākehā?

He mōhio ngā tauira ki te pānui, ki te tuhi, me te kōrero i te reo Māori me te reo Pākehā.

E rumakitia ana ngā tauira i roto i te reo Māori. Ka whai wāhi atu ngā kaumātua ki ngā whakahaere o te kura. Ka whakatauira rātou i ngā tikanga a te iwi me te reo-ā-iwi. Ka whakahuia ngā tauira me ō rātou whānau ki te wānanga i te reo Māori. E whakaūngia ana te reo o te kāinga mā ngā tauira i a rātou ka puta ki ngā hui o te rohe. Kei te puta ngā ihu o ngā tauira i roto i ngā whakataetae manu kōrero a-kāinga, a-rohe, a-motu hoki.

Ko te nuinga o ngā tauira e eke ana ki te taumata, e eke ana rānei ki taumata kē atu. E whakatairanga ana ngā kaiako i te angitū me te koke whakamua mā roto mai i te kounga o te hōtaka ka whakaakona e rātou. He tau ngā kaiako, ā, ka whakahāngaitia e rātou te hōtaka kia whai pānga ki ngā hiahia o ia tauira. He mahea te kite atu i roto i ngā raraunga mō te kura teina, e puta ana ngā ihu i roto i ngā mahi tuhituhi, i ngā mahi pānui, i te pāngarau me ngā reo-ā-waha. E whai wāhi atu ana ngā tauira o te wharekura ki ngā akoranga i waho atu o ngā hāora kura. E eke panuku ana ngā tauira i roto i ngā aromatawai-ā-kura me ngā aromatawai o waho atu, tatū atu ki ngā tohu. E eke Tangaroa ana ngā tauira i roto i te NCEA mō te reo Māori. Ko te nuinga o ngā tauira o te wharekura e whiwhi ana i ō rātou heke Mātauranga Māori me te mana ki te kuhu ki ngā whare wānanga.

Ngā Iwi

He pēwhea tā ngā tauira whakamana i te iwi, i te hapū me te whānau, ā, me te whakatinana i ō rātou pūkenga i roto i ā rātou mahi me ā rātou takohanga?

Kei te whakamana ngā tauira i te iwi, i te hapū me te whānau, ā, kei te whakatinana hoki i ō rātou pūkenga i roto i ā rātou mahi me ā rātou takohanga.

Ka whakatōmene, ka ako hoki ngā tauira mō tō rātou taiao, ō rātou hapū, me ō rātou kōrero-ā-iwi, tae atu ki ngā tūtohu whenua mananui. Ka whai wāhi atu ngā tauira ki ngā hui whakaharahara o te kāinga, tae atu ki ngā hui kereme a te taraipiunara. E hura ana ki a rātou ngā kōrero matatini mō te whakapapa me ō rātou hononga ki te whenua. E ako ana ngā tauira mō tō rātou tūrangawaewae i te ao, ā, e tau ana tā rātou tū hei tangata whenua, hei kaitiaki hoki.

Kei te whakatinana ngā tauira i te manaakitanga, i te whanaungatanga, i te hūmarie me te aroha. E koa ana, e matakuikui ana hoki rātou i roto i ngā taiao ako ā-whānau nei. Kei te whakatinana ngā tauira i ngā pūmanawa me te hiahia ki te tū hei ranagatira.

Te Ao

He pēwhea te pai o ngā tauira ki te whakatōmene i ngā matatini o te ao tūroa me te ao mārama?

He kaha ngā tauira ki te whakatōmene i ngā matatini o te ao tūroa me te ao mārama.

He whai mana te hono atu a ngā tauira ki te ao tūroa me te ao mārama. Ka whakaratotia e te whānau he hōtaka ako whānui e ako ai ngā tauira mō te taiao o te kāinga me te ao hurihuri. Kua tomo ngā tauira ki roto i te rangahau ako mō te moana me te whenua.

Ka ako ngā tauira mō ngā ara e whai mahi ai rātou. E wātea ana ki ngā tauira o te wharekura te hōtaka Tomokanga (Gateway). E mōhio ana ngā tauira ki ō rātou hononga ki a rātou anō, ki tō rātou tūrangawaewae me te ao hurihuri.

Āhuatanga Ako

He pēwhea rawa te māia o ngā tauira ki te ako me te kaha ki te tomo ki roto i ngā akoranga?

He māia ngā tauira ki te ako, he kaha hoki ki te tomo ki roto i ngā akoranga.

He ākonga ū ngā tauira. He āhua pai ake te kounga o te whakaako me ako. He pai te takatū o ngā kaiako me ngā whakaritenga. Kei ngā kaiako ngā retōtanga o te mātanga ako me ngā ara whanawhanake e kounga kē atu ai ō rātou pūkenga ki te whakaako. Ka whakatinanahia e ngā kaiako ngā taumata ikeike o te tohungatanga me te ū ki te tautoko i ngā tauira. Ka whakatinanahia e ngā kaiako me ngā mema o te whānau tētehi hōtaka me tētehi taiao harikoa, whakakori hoki mā ngā tauira. Ka whakatairanga, ka whakatauira hoki ngā kaiako he ahurea o te angitū me te kairangitanga. He māia, he tau hoki ngā tauira i roto i te taiao ako.

Kei te whai wheako angitū ngā tauira. Kei te whakamahi ngā kaiako i ngā āhutanga maha o te aromatawai me te whakahāngai hei whakaāhua i te motuhaketanga o tō rātou horopaki. He whai hua te whakamahinga o ngā raraunga aromatawai ki te whakatairanga i te kokenga me ngā whakatutukitanga. He whai hua te whakamahinga o ngā hangarau puna kōrero, tuku kōrero hoki ki te whakatairanga i te ū o te tauira me te tautoko mō te ara ako.

Ko te putanga o ngā tauira me ō rātou pitomata ngā āwhintanga i te māhere rautaki. He whānui ngā tūmanako o te whānau, ā, he mahea te aro o te rautaki. He māro te pakari o te marau ako e tautoko ana i ngā tauira ki te whai i ngā ara ako huahua. He tauira ū, whakamomori hoki ki te eke ki te ikeiketanga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kei te koke tonu te whānau e tata mai ai ō rātou wawata me ō rātou whakaaro ki te whakatū whare ki tētehi wāhi hou.

3. Te arotake whaiaro me te ārahitanga

He tino whai hua te arotake whaiaro. E whakamahia ana hei waihanga i te huarahi ki te whakanikotanga, haere ake nei. Kua whakaāhuatia e te whānau tō rātou mātau ki te whakatinana tonu i ngā tikanga kounga e kitea ana puta noa i te kura. Kei te kaha tonu te whānau me ngā kaiako ki te kimi i ngā huarahi e tapatahi ai tā rātou aro, e kounga hoki ai ngā ahuatanga ki ngā tauira. E mārama ana ki a rātou te mana o te arotake whaiaro mō te whakaniko me te wāhi ki a rātou. Ko te aronui he whakarato i ngā āhuatanga katoa hei tautoko i te koke o ngā tauira ki te angitū. Tērā tētehi kaimahi tūturu, he whānau hoki e pūmau ana, tatū atu ki tētehi rōpū kaiarahi hei tautoko i ngā tauira. Ko te aronui o te arahitanga he whakatairanga i te angitū o ngā tauira, i te kokenga me te pakaritanga hoki.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā te Tari Arotake Mātauranga, me tētehi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātau herenga ā-ture e pā ana ki:

  • ngā whakahaere a te poari
  • te marautanga
  • ngā whakahaere mō te hauora, te haumaru me te orange 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
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Hei ā hea te Tari Arotake Mātauranga arotake anō a i te kura?

Ka hoki atu pea Te Tari Arotake kia hori te whā ki te rima tau.

Lynda Pura Watson

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

8 Hakihea 2014

1. Context

Te Kura Kaupapa Māori o Te Tonga o Hokianga is a Te Aho Matua kura kaupapa Māori situated in Whirinaki, Hokianga.

Despite the challenges of being in an isolated rural area in the far north, the whānau provide meaningful education pathways for their teachers and students. Students have one to one and small group support to enable them to achieve their learning goals. Whānau support students and their learning and are also there to support each other.

The whānau and community are highly engaged in all aspects of kura operations. They participate effectively in the education of their children and mokopuna. The community reports very positively about the quality of education and care their students receive, the progress made, achievements gained and high quality student outcomes.

The kura is well managed and led by a unique dual principal arrangement. The two principals complement each other well with their respective skills and talents. The principals work collaboratively with teachers and the wider community. They encourage and motivate teachers and the community to make every effort to support each student to succeed as Māori.

Whānau contribute in positive ways to student learning, well being, progress and achievement. Kaumatua and kuia are deeply involved in the life of the kura. They are positive role models for students and whānau members.

There is a strong expectation for students to succeed and excel.

2. Te Tino Uaratanga

To what extent are students high achievers, who exemplify the hopes and aspirations of their people?

Students are high achievers who exemplify the hopes and aspirations of their people.

Te Ira Tangata

How well do students develop in their physical, spiritual, cultural and emotional wellbeing?

Students develop well in their physical, spiritual, cultural and emotional wellbeing.

Tikanga Māori underpins all aspects of students’ education. Manaakitanga and whanaungatanga are deeply embedded in the culture of the kura. Teachers encourage students to begin the day with traditional karakia. This focuses students for the day ahead. Students also compose and perform mōteatea and waiata that reinforce their strong understanding of kaitiakitanga and “te taha wairua”. They undertake these activities with pride and confidence.

Students have a strong sense of connection to each other and the wider community. They confidently participate in a wide range of local, regional and national events. They attend significant Māori gatherings which are valued as authentic learning contexts. Students know who they are and where they come from.

Students are well supported to develop physical wellbeing. Healthy living, sports and recreation are promoted, supported and celebrated by the whānau. They encourage and expect high levels of participation and achievement. Regional and national representation for individual sporting pursuits and team sports is common. Students are developing as individuals who value and enjoy team and individual sports.

Students enjoy and participate fully in mau rākau alongside a highly competent and expert tutor. Many students gain high qualifications in the art of mau rākau that reflects their commitment to learning and their knowledge and skill.

Te Reo

How well do students read, write, and speak in te reo Māori and English?

Students are capable readers, writers and speakers of te reo Māori and English.

Students are immersed in te reo Māori. Kaumātua participate in the daily life of the kura. They model the local tikanga and dialect. Te reo Māori wānanga are held regularly for students and the wider whānau. “Te reo o te kainga” is reinforced for students when they attend local gatherings. Students regularly achieve success at local, regional and national level speech competitions.

Most students are achieving at or above their expected levels of achievement. Teachers provide high quality learning programmes that promote achievement and progress. Teachers are competent and provide tailored programmes that meet the individual needs of students. School data clearly shows achievement in writing, reading, mathematics and oral language in the junior school. Wharekura students are able to access extra teaching and learning outside of school hours. Students achieve high results in internal and external examinations and qualifications. Wharekura students are achieving very well in NCEA te reo Maori. Most senior wharekura students achieve a diploma of Mātauranga Māori and university entrance.

Ngā Iwi

How well do students acknowledge iwi, hapū, and whānau and demonstrate capability across a range of roles and responsibilities?

Students acknowledge iwi, hapū, and whānau and demonstrate capability across a range of roles and responsibilities.

Students explore and learn about their environment, hāpu and iwi histories and places of significance. Students participate in significant local hui including tribunal claims meetings. They are exposed to complex knowledge about their whakapapa and their connections to the land. Students learn about their place in the world and they competently fulfil their role as tangata whenua and kaitiaki.

Students demonstrate manaakitanga, whanaungatanga, hūmarie and aroha. They are happy and joyful in a whānau learning environment. Students show natural talent and willingness to take on leadership roles.

Te Ao

How well do students actively explore the complex natural and physical worlds?

Students actively explore the complex natural and physical worlds.

Students connect to the natural and physical worlds in meaningful ways. The whānau provides a wide range of teaching and learning programmes that enable students to learn about the local environment and wider world. Students have been engaged in research and learning about the sea and land.

Students learn about career pathways for employment. Gateway programmes are available to wharekura students. Students are aware of the connections between themselves, their place and the wider world.

Ᾱhuatanga ako

To what extent are students confident learners who are actively engaged in learning?

Students are confident learners who are actively engaged in learning.

Students are focussed learners. The quality of teaching and learning is generally high. Teachers are well prepared and organised. Teachers have in-depth professional learning and development to enable them to improve their teaching skills. Teachers demonstrate a high level of professionalism and commitment to supporting the students. Teachers and whānau members provide exciting, stimulating programmes and environments for students. Teachers promote and model a culture of success and excellence. Students are confident and secure in their learning environment.

Students experience success. Teachers use a wide range of assessment tools that are refined to reflect their unique context. Assessment data is used to good effect to promote progress and achievement. Information and communication technologies are used effectively to promote student engagement and to support academic pathways.

Student achievement and potential influences strategic planning. The whānau has high expectations and a clear strategic direction. They have a well developed curriculum that supports students to pursue multiple education pathways. Students are conscientious and motivated to achieve success.

Kura-identified areas of development

The whānau is continuing to progress their aspirations and plans to build on a new site.

3. Self Review and leadership

Self review is highly effective. It is used in constructive ways to lead ongoing improvement. The whānau demonstrates the ability to sustain the high quality practices that are evident throughout the kura. Whānau and teachers constantly look at ways to sharpen their focus and to deliver the very best they can for their students. They understand the importance of self review for improvement and accountability. They aim to provide the best to support high levels of student achievement. There is a stable staff, dedicated whānau and a strong senior leadership team to support students. Leadership is focussed on promoting student achievement, progress and development.

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.

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in four-to-five years.

Lynda Pura-Watson

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

8 December 2014

About the Kura

Location

Whirinaki

Ministry of Education profile number

3117

Kura type

Composite (Year 1-15)

Kura roll

106

Gender composition

Girls 58

Boys 48

 

Māori 106

100%

Special features

Te Aho Matua Wharekura

Review team on site

August 2014

Date of this report

8 December 2014

Most recent ERO reports

Te Aho Matua Review

Te Aho Matua Review

October 2010

August 2007