Te Kura Kaupapa Māori o Te Whanau Tahi - 16/12/2014

 

Te Pūrongo Arotake Mātauranga: Te Rākeitanga Te Kura Kaupapa Māori o Te Whānau Tahi

Ko te pūtake o ngā pūrongo a te Tari Arotake Mātauranga, ko te whakamōhio i te whānau me te hāpori whānui i te kounga o te mātauranga e whakaratohia ana e ngā kura, ā, e whakawhiwhia ana e ngā tamariki. E takunetia ana ngā pūrongo a te Tari Arotake Mātauranga, kia mārama, kia hāngai pū, kia mārohirohi, kia aromātai. E whakautu ana tētahi pūrongo a te Tari Arotake Mātauranga, i t e pātai aromātai e pā ana ki te Tino Uaratanga. Nā runga i te whānuitanga a taua pātai, ka pūrongo te Tari Arotake Mātauranga i te kounga o te mātauranga Te Aho Matua me ngā putanga akoranga mō ngā ākonga. Ka pūrongo hoki te Tari Arotake Mātauranga i ngā tukanga e pā ana ki te arotake whaiaro.

Ngā Whakaaturanga

1. Te Horopaki

He aha ngā āhuatanga whakahirahira o te horopaki o te kura?

“Poipoia nei o tātou pūmanawa”

He whakaao mārama i te pitomata

He kura nō te tāone Te Kura Kaupapa Māori o Te Whānau Tahi, ā, e tū ana ki te takiwā o Spreydon, ki Ōtautahi.

E whakahaeretia ana a Te Kura Kaupapa Māori o Te Whānau Tahi e ai ki ngā uara o Te Aho Matua. E whakatina ana te whakahau a te kura “Poipoia ō tātou pūmanawa” i te whakaaro kia tautokona ngā tauira ki te whakapakari i ō rātou ake pūmanawa me te whakatinana i te pitomata. Ko te aroha, te manaakitanga, te tino rangatiratanga me te kaitiakitanga ngā uara ka noho hei tūāpapa mō ngā tikanga mahi.

Kua whakatahunatia e te whānau, e ngā kaimahi me ngā tauira ngā ngaru whatiwhati nō te wā o te arotake i mua. Tāpiri atu ki tēnei ko ngā rū whenua o Ōtautahi i te tau 2010 me te whakaaro ki te whakakotahi i ngā kura e rua o te rohe. Kua oti i te whānau te pupuri ki tō rātou tuakiritanga hei kura motuhake. Kua renarena te taukaia i waenganui i te whānau, ngā kaimahi me ngā tauira i ēnei wheako. He iwi kaha, he iwi māia hoki rātou e whakarato nei i te tautoko ki ngā mahi a te kura, ki a rātou anō hoki. He manawaroa, he māia ō rātou, ā, e whakapakari tonu ana, mō ngā mea whai take, kia kaha kē atu ai.

Ka whakarato ana te tumuaki i ngā pūmanawa o te rangatira, mā te tautoko, te wero hoki i ngā kaimahi me ngā tauira. He pai te mahi ngātahi i waenganui i te whānau me ngā mema o te pōari. Ko te ora o ngā tauira me te kounga o te ako te aronui a ngā rōpū nei.

He tau ngā tamariki ki te whakamahi hāngarau. He tau ki te whakarite pae tukutuku hei whakatairanga i ngā akoranga whakawhitinga kōrero. Kua māro te nohotanga, ā, e whakamahia nuitia ana e ngā tauira. Ka hono atu rātou ki ngā tauira o iwi taketake kē atu puta noa i te ao i te wā o ngā hōtaka huihuinga whitiata. E whai whakaaro ana ngā tauira hei tangata whenua matihiko.

E tino kipakipa ana, e kuhu ana hoki ngā tauira ki te ako. E pakari ake ana hei ākonga motuhake.

2. Te Tino Uaratanga

He pēwhea tā ngā tauira whakatinana i ngā wawata me ngā moemoeā o te iwi?

He pai te whakatinanatanga o ngā tauira i ngā wawata me ngā moemoeā o te iwi.

Te Ira Tangata

Kei te whakapūmau ngā tauira i ō rātou ake akoranga. He mea waihanga te hōtaka hei whakatutuki i ngā matea me ngā hiahia o te takitahi. E māia ana ngā tauira ki te arahi i te kura katoa ki ngā karakia, ngā hīmene me ngā waiata. Ka whai wāhi atu rātou ki ngā mahi a te iwi, ki ngā hākinakina me ngā mahi ako. He kipakipa ngā tauira, ā, he nui o rātou hiahia e tino tautokotia ana e te whānau. E whakamihia ana, e whakangāhautia ana te angitūtanga o ngā tauira.

Te Reo

He māia, he tau hoki ngā tauira ki te kōrero i te reo Māori me te reo Pākehā. E whakatauira ana ngā kaimahi i ō rātou tūmanako nui mō te reo Māori. E whakamahia ana e te nuinga o te whānau te rautaki whakarauora reo a Kaitahu. E takatū ana, e tino rite ana hoki ngā kaimahi ki te whakaako i te reo Māori, ā, he nui ngā akoranga me ngā whakawhanaketanga i te tohungatanga nō roto, nō waho hoki. E whakaatuhia ana e ngā kōrero mō ngā reo i te angitū o ngā tauira. Kua koke noa atu ngā tauira i mate ki te whai tautoko. E whakatutuki ana ngā tauira i ngā āhuatanga reo o te NCEA.

Ngā Iwi

Kua whakahoahoa ngā tauira ki ngā tāngata rite kore. E whakamanahia ana, e whakaute ana mō te mana whenua. E tūhonohono ana rātou ki ngā tāngata o tō rātou ahurea me te ao whānui. Kua whai wāhi atu te rangahau Wai, he mahi ngātahi i waenganui i te iwi me te hāpori, ki te angitūtanga o ngā tauira. He māro ngā here o te whānau ki te hāpori, ā, ki tua.

E mārama ana ki ngā tauira, ā, e whakatinana ana hoki rātou i te whanaungatanga. He mahana, he wairua poipoi, he manaaki hoki ngā hononga puta noa i te whānau o te kura. E mahi tahi ana ngā tauira ki tangata kē atu, ā, he tino wāhi ō rātou ki te kāwaiwhakaheke nō roto i te hāpori. E whakapau kaha ana ki te whakarato i te manaaki ki ngā tauira. E haere ana ngā kōrero tautoko i te toiora o te tauira. E whakamihia ana, e whakangāhautia ana te angitūtanga o ngā tauira. He kaha te tuakiritanga me te tūrangawaewae o ngā tauira.

Te Ao

E tino whakatōmene ana, e mātai ana hoki ngā tauira i tō rātou taiao me te taiao whānui. E ako ana ngā tauira i ngā kīanga, ngā whakatauki, ngā hītori, ngā waiata me ngā karakia o te takiwā. E whai wāhi atu ana rātou ki ngā kaupapa o te takiwā, te hapū me te iwi, ā, kua tū ki ngā hui whakakaupapa. E māro ana ngā hononga o ngā kaimahi me ngā tauira ki te kura. Nā te tūhonohonotanga a ngā kaimahi i ō rātou whakaaro mō te marau me te whakatinanatanga, he wairua manaaki ō te mahi tahi.

He tau ngā tamariki ki te whakamahi hāngarau. He tau ki te whakarite pae tukutuku hei whakatairanga i ngā akoranga whakawhitinga kōrero. Kua māro te nohotanga, ā, e whakamahia nuitia ana e ngā tauira. Ka hono atu rātou ki ngā tauira o iwi taketake kē atu puta noa i te ao i te wā o ngā hōtaka huihuinga whitiata. E whai whakaaro ana ngā tauira hei tangata whenua matihiko.

E kaha pupuri ana ngā tauira ki ngā hononga ki ō rātou ahurea me te ao whānui.

Āhuatanga Ako

E tino kipakipa ana, e kuhu ana hoki ngā tauira ki te ako.

E tino takatū ana ngā kaimahi, e rite ana, ā, e hikaka ana ki te whakaako me te ako. E whakamana ana rātou i te tapu o te māhere e ai ki ngā hiahia o te takitahi, o ngā rōpū tokoiti me te akomanga whānui. Ka whai hua ngā rautaki whakaako me ngā rauemi, pēnei i te ICT, e whakamahia ana e ngā kaimahi.

He harikoa, he rawe hoki ki ngā tauira te ako. He taiao whakakorikori, he taiao tau ō rātou. Ka wero ngā tauira i ngā kaimahi kia hohonu ake ō rātou mōhiotanga. He māhere pai ō rātou hei kōkiri i ngā tautokotanga kaimahi i roto i ngā āhuatanga whakangungu, ako hoki. Ka tūhonoho whakaaro, ka whakamahia hoki e ngā kaimahi ō rātou ake pūkenga, pūmanawa hoki ki te vxtautoko kē atu i ngā tauira i roto i ngā akoranga me te toiora. E tino mārama ana rātou ki te hohonutanga o ngā raraunga aromatawai me ngā tātaritanga e whakamahia ana hei whakarato i ngā tukunga hāngai tonu ki ngā tauira.

E tino tautokotia ana ngā tauira kia whakawhiwhia ki ngā tohu kaiaka, me te kairangi i roto i ngā whakatutukitanga whāinga a NCEA, ā, e mārama ana te pukapukatanga i roto i te māhere-ā-tau. Ka whakamana ngā tauira i te wāhi ki a rātou, ā, e tino hihiko ana ki te whakamau ki ngā taumatama ikeike.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kua oti i te whānau te whiriwhiri i ngā ara atu i kōnei, arā, ko te whakawhanake i te rautakitanga me te arotakenga o ngā kaupapa, e hāngai ana ki te whakakitenga, e mahia ana e rātou.

3. Te arotake whaiaro me te ārahitanga

He kaha ngā aratakinga puta noa i ngā wāhanga o te kura.

He mārama te whakakitenga me ngā tūmanako nui kua whakatapuhia e te pōari kaitiaki. Nō te whakapūmautanga o te tumuaki kua whakamana rātou i a ia ki te arataki i te kura me te whānau. Kua tino tāpae atu rātou ki ngā kaupapa mātauranga me ngā hono whaihua ki ngā tauira. He ara ō rātou kua rautakitia ki te whakatinana i te whakakitenga me ngā āhuatanga whakawhanake o te kura.

E tautoko ana te tumuaki i te whānau me te whakaaro nui. Ka whakaratotia e ia te ara me te āinga mō te panoni me te whakaniko. He kaiwhakatauira ia i te tohungatanga i roto i tāna whakamahi i te arotake whaiaro ki te manaaki i āna whakatau. E arataki ana te tumuaki i ngā whakangungutanga kaimahi me ngā akoranga e aropū ana ki te whakapakari i ngā pūkenga o ērā e karapoti ana i a ia. E mōhio ana ia ki ngā pūkenga me ngā tohungatanga o āna kaimahi, ā, e whakatairanga ana hoki ia i tētehi mahere hāpai i ngā mahi a te rangatira.

He rōpū kaha te rōpū kairahi matua, ā, he pai tā rātou mahi tahi. He tino pai tā rātou whakatinana i ngā kawenga ka tukuna ki a rātou, ā, me tā rātou takoha ki te whakahaeretanga o te kura.

4. 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.

5. Ngā Taunakitanga

Kia mahi tonu te poari kaitiaki, te tumuaki me te whānau ki te whakapakari i ngā pūkenga o roto me te whakarato i ngā mea angitū mā ngā tauira kia ekea ai a tāpuhipuhi.

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

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

 

Lynda Pura-Watson

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

16 Hakihea 2014

Te Aho Matua Education Review Report: Te Rākeitanga Te Kura Kaupapa Māori o Te Whānau Tahi

The purpose of ERO’s reviews is to give whānau and the wider kura community information about the quality of education that kura provide and their children receive. ERO’s reports are intended to be clear, concise, constructive and evaluative. An ERO report answers an evaluative question about Te Tino Uaratanga. Under the overarching question ERO reports on the quality of Te Aho Matua education and learning outcomes for children. ERO also reports on self review processes and practices.

Ngā Whakaaturanga

1. Context

“Poipoia nei o tātou nei pūmanawa”Making our potential a reality.

Te Kura Kaupapa Māori o Te Whānau Tahi is an urban kura located in the suburb of Spreydon, Christchurch.

Te Kura Kaupapa Māori o Te Whānau Tahi operates in accordance with the principles of Te Aho Matua. The kura statement “Poipoia ō tātou nei pūmanawa” clearly reaffirms expectations that students will be supported to develop their individual talents and reach their potential. The kura values of aroha, manaakitanga, tino rangatiratanga and kaitiakitanga underpin their practices.

The whānau, staff and students have overcome some significant challenges since the previous review. These include the Christchurch earthquake in 2010 and the possible merger of the two local kura. The whānau have successfully retained their identity as a standalone kura. These experiences have united the whānau, staff and students. They are a strong and confident group who provide support the kura efforts and each other. They have resilience and courage and continue to grow in strength and with purpose.

Although the principal is a new appointment she provides professional leadership and direction, support and challenge for staff and students. The whānau and board of trustees have good working relationships. Student well being and high quality education is the focus for all groups.

Students are competent users of digital technologies. They confidently manage blogs sites that promote learning conversations. These are well developed and used widely by students. They connect with other indigenous students throughout the world during video conferencing programmes. Students are exploring the notion of digital citizenship.

Student’s are highly motivated and engaged in learning. They are developing as independent learners.

2. Te Tino Uaratanga

How well do students achieve and exemplify the hopes and aspirations of their whānau?

Students achieve and exemplify the hopes and aspirations of their whānau.

Te Ira Tangata

Students take responsibility for their own learning. The curriculum is designed to meet the needs and interests of individuals. Students confidently lead whole kura karakia, hīmene and waiata. They participate in cultural, sporting and academic activities. Students are motivated and have a range of interests that are well supported by the whānau. Student success is acknowledged and celebrated regularly.

Te Reo

Students are competent and confident communicators in te reo Māori and English. Whānau model their high expectations for te reo Māori. The Kaitahu Language Strategy is practiced by most whānau in their homes. Staff are highly prepared and organised for teaching in te reo Māori and they have extensive internal and external professional learning and development. Literacy information shows that students are achieving well. Those students who need support have made accelerated progress. Wharekura students achieve the literacy components in the National Certificate of Education Achievement (NCEA).

Ngā Iwi

Students have developed positive relationships with a wide range of people. They acknowledge and show respect for mana whenua. They interact with people in their immediate and wider environment. The Wai study, a community Iwi partnership has also contributed to student success. The whānau have well established networks in the community and beyond.

Students understand and practice whanaungatanga. There are warm, nurturing and caring relationships across the kura whānau. Students work well alongside others and they are an active part of intergenerational internal community. There is a strong focus on providing pastoral care to students. Staff have regular discussions to support student wellbeing. Student success is acknowledged and celebrated. Students have a strong sense of personal identity and belonging.

Te Ao

Students actively explore and investigate the immediate and wider world. Students learn local sayings and proverbs, history, traditional waiata and karakia. They participate in initiatives of local hapū and iwi and have presented at conferences. Staff and students have close links with other kura. There is a reciprocal professional relationship where staff share ideas about the curriculum and its delivery.

Students are competent users of digital technologies. They confidently manage blogs sites that promote learning conversations. These are well developed and used widely by students. They connect with other indigenous students throughout the world during video conferencing programmes. Students are exploring the notion of digital citizenship.

Students are maintaining strong links with their immediate and the wider world.

Āhuatanga Ako

Students are highly motivated and engaged in learning.

Staff are very well prepared, organised and motivated for learning and teaching. They recognised the importance of planning for the needs of individuals, small groups and the whole class. Staff use a range of effective teaching strategies and resources including ICT.

Students are happy and enjoy learning. The environments are stimulating and attractive. Students challenge staff and seek deeper understandings. There is a well planned approach to supporting staff through professional learning and development. Staff share and utilise each other’s skills and talents to further support students’ learning and wellbeing. They have a good understanding of the extensive assessment data and analysis which is used to provide tailored provision for students.

Students are well supported to gain endorsements such as merit, and excellence in the NCEAs Achievement targets are documented clearly in the annual plan. Students accept responsibility and are highly motivated to attain high levels of achievement.

Kura-identified areas of development

The whānau have identified that their next step is to develop strategic and regular review of all initiatives that the kura is involved in relation to their vision.

3. Self Review and leadership

Leadership is strong across all areas of the school.

The board of trustees set a clear vision as well as high expectations. Since the appointment of the principal they have empowered her to lead the kura and the whānau. They have invested heavily in education initiatives and partnerships that will benefit students. They have a strategic approach to achieving their vision and the overall development of the kura.

The principal supports the whānau and the board vision. She provides the direction and momentum for change and improvement. She is a professional role model who uses self review information to support decision makings. The principal leads professional development and learning and is focussed on building the capacity of those around her. She acknowledges the skill and expertise of her staff and promotes a shared leadership model.

The senior leadership team are a strong team who work effectively together. They undertake their delegated responsibilities well and contribute to sustainable management of the kura.

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.

5. Recommendations

The BOT, principal, staff and whānau continue to grow internal capability, and provide opportunities for students to excel.

When is ERO likely to review the kura again?

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

 

Lynda Pura-Watson

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

16 December 2014

About the Kura

Location

Spreydon, Christchurch

Ministry of Education profile number

1618

Kura type

Composite (Years 1 – 15)

Kura roll

119

Gender composition

Girls 68

Boys 51

Ethnic composition

Māori 119

100%

Special features

Kura Kaupapa Māori, Te Aho Matua

Review team on site

21 October 2014

Date of this report

16 December 2014

Most recent ERO reports

Te Aho Matua Review

Supplementary Review

Supplementary Review

June 2009

March 2007

February 2006