TKK Motuhake o Tawhiuau

Te Kura Kaupapa Motuhake o Tawhiuau

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

Ko Ngāti Manawa te iwi

Ko Ngāti Hui, Ngāti Koro, Moewhare, Ngāi Tokowaru ngā hapū,

Ko Rangitihi, Painoaiho, Moewhare, Tīpapa ngā marae.

E tū ana Te Kura Kaupapa Motuhake o Tawhiuau ki te tāone iti o Murupara. E poipoi ana te kura i ngā uri o ngā tau 1 ki te 13. Nō te tau 2000 te kura i whakatūngia ai hei kura āhuatanga motuhake e whakarato ana i te mātauranga rumaki reo Māori, mā te aro nui ki ngā wawata o Ngāti Manawa. Koia nei te kura ā-iwi tuatahi i Aotearoa, ā, e whakamana nui ana i te whai pānga o te tukuihotanga ki te waiora o ngā uri, ngā whānau, me ngā hapū. He hou te rōpū ārahi, ā, i tū ai nō muri mai i te pūrongo arotake a Te Tari Arotake Mātauranga i te Hakihea o te tau 2015. Kei te ārahi tonuhia, kei te tautoko tonuhia rātou e te Poutohutohu Poutoko, ā, he whānui, he hōhonu hoki ōna mātauranga e pā ana ki a Ngāti Manawa.

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai a ngā uri i tō rātou mana motuhake ā-hinengaro, ā-mātauranga hoki?

Ka tū ngā ākonga hei uri o Ngāti Manawa, ā, he ngākau titikaha ō rātou ki te whakaatu i tō rātou mana motuhake ā-hinengaro, ā-mātauranga hoki mā te whānuitanga o ngā tūmomo horopaki.

4 Ngā Whakaaturanga

E hāngai pū ana te marau ā-kura ki a Ngāti Manawa, ka arotahi hoki ki te tukuihotanga, ā, kua whakahāngaitia ki Te Marautanga o Aotearoa me te New Zealand Curriculum. Ko ‘Mōku te Awatea’ te marau ā-kura, ā, kua whai wāhi nui ki te whakamana i te toro atu a ngā uri ki ngā mātauranga o Ngāti Manawa. Ka noho whakapū te Poutohutohu Poutoko ki te whakawhanaketanga o te marau ā-kura, hei tiaki i te Ngāti Manawatanga me te iwi. E pou here ana te whanaungatanga me te manaakitanga ki ngā hononga katoa, ā, ka whai pānga nui ki te ao o ngā uri i ia rā. Ka whai wāhi atu ngā uri ki tētahi taiao ako tūturu me ngā wheako i whakamaheretia ai hei āta whakarangatira i ngā tūāhuatanga o te Ngāti Manawatanga me te reo Māori. Ko ngā marae e whā o Ngāti Manawa, me ngā taiao e pā tata mai ana, koia hoki ko te taiao ako e whakarato ana i ngā whai wāhitanga mō ngā uri ki te ako mā ngā horopaki tūturu e whai pūtake ana.

Ko ngā kaiārahi me ngā pouako, he mātanga e whai whakaaro nui ana, e mahi urutau ana hoki. Kua whai wāhi atu ngā aronga auaha ki te ako tonu a ngā uri i te wā o mate urutā o te KOWHEORI-19. Kei tēnā uri, kei tēnā uri, tāna ake mahere ako e kīia ana ko Tōku Huarahi Motuhake, ā, kua whakahāngaitia ki ō rātou pūmanawa, ō rātou ngākau nuitanga, me ō rātou matea. Ka hāpai ngā pouako i te uri ki te whakawhanake i ngā pūkenga me ngā rautaki ki te kōkiri i tāna ake ako, mai i tōna tamarikitanga tonu. Kei te kaha haere ngā uri ki te āta whakatau -mā te whai mōhiohio - i ngā tū whakaritenga e hāpai ake ai i tō rātou whakawhanake whaiaro tonu, i tā rātou ako tonu.

Ka whai wāhi atu ngā uri ki tētahi marau e hāpai ana i a rātou ki te puāwai hei uri o Ngāti Manawa e tino mātau ana ki ngā taonga tuku iho. E āta poipoi ana te taiao o te kura i te ako, ā, ka whakariterite i ngā uri mō ngā whai wāhitanga me ngā kawenga o anamata. I te nuinga o te wā, kei te ahu whakamua ngā uri o te kura pōtiki, ā, he pai ā rātou whakatutukitanga o ngā wāhanga matua o te marau. E mōhio ana ngā kaiārahi, e tika ana kia whakapaitia ngā putanga i roto i te pāngarau, ā, kua whakatakotohia ngā rautaki ka hāpai i te angitu o ngā uri. Ka eke panuku ngā uri i roto i Te Taumata Mātauranga ā-Motu kua Taea, ā, ka riro i te tokomaha o rātou ngā whakamanatanga. I tino kitea taua tūāhuatanga i te tau 2020, i te wā o te tauwhatinga ki te ako nā te mate urutā o te KOWHEORI-19. He kawatau kia riro i ngā uri katoa te Tiwhikete Whakauru Whare Wānanga. He tokomaha ngā uri i whiwhi i taua tohu i te tau 2021. Ka whakakanohi ngā uri tuākana i a Ngāti Manawa, puta noa i te rohe me te ao. Kua whai pūkenga rātou ki te kawe atu ā tōna wā i ngā tūranga ārahi o roto i ō rātou whānau, ō rātou hapū, me ō rātou iwi. He ngākau titikaha ō ngā uri tuākana ki te whakariterite i ō rātou pae tata me ō rātou pae tawhiti kei tua atu i te kura.

E hāpai ana te marau ā-kura i ngā uri ki te whai māramatanga, me te toro atu hoki ki te whakahirahiratanga o te tū hei ‘Hononga ā-Iwi Taketake – Indigenous people of the world.’  Mai i te tau 2009, kua whai wāhi atu ngā uri ki ngā hononga ako tauutuutu ki ētahi atu hapori o ngā iwi taketake, puta noa i te ao. Kua ako, kua whai wāhi atu hoki ngā uri ki te whakarauoratanga o te reo me te ahurea o Aynu. I te tau 2020, i whiwhi ētahi i Te Taumata Mātauranga ā-Motu kua Taea Taumata 2 me ngā whakamanatanga mō te reo Hapanihi. Mai i te tau 2015, kua noho tahi ngā whānau o Hapani, arā, i Nibutani, i Biratori, me Tomakomai, ki ngā whānau o te kura. He whai wāhitanga hōhonu, he whai wāhitanga tūturu hoki ki te ako me te tiri i ngā whakapono me ngā tikanga ā-ahurea. Ka noho whakaute ngā uri me ō rātou hoa Hapanihi ki ngā ahurea me ngā whakapono, ā, ka whakawhanake i te ngākau titikaha me te mātau hoki i roto i te reo Māori me te reo Hapanihi.

Ko te whanaungatanga me ngā tikanga a Ngāti Manawa, e pou here ana i te whakawhanaketanga o te kura. Kua āta kōkiri, kua whai rautaki nahanaha hoki te Poutohutohu Poutoko ki te whakarite i tētahi tauira e whakatōpū ana i te tauatanga. E arahina ana te kura e ngā tumuaki tokorua, ā, he nui ō rāua tūmanako, puta noa i ngā wāhanga katoa o te kura. Ko Pouārahi te rōpū ārahi hou, ā, ka whai wāhi ngā tumuaki tokorua me te kaiārahi o te kura pōtiki ki taua rōpū. Ka whakatairanga rātou i te whakaritenga ngaio, i te tū ngaio, ā, nā tēnā ka riro i ngā uri o Ngāti Manawa ngā putanga e whai hua ana. Ko te huarahi me te aronga o ngā rautaki me te marau, kua whakahāngaitia ki ngā wawata o Ngāti Manawa. Ka aro nui ngā whakataunga me ngā mahi ki ngā matea o ngā uri. Ka tino whakaaro huritao ngā pouārahi, ā, ka aro nui ki te whakapai tonutanga. E whai hua ana, he matawhānui hoki ngā pūnaha me ngā tukanga i whakatakotohia ai mō te arotakenga i ia te wā i te kounga o ngā whakaakoranga me ngā akoranga. Ko te waiora o ngā uri o Ngāti Manawa, ko tō rātou whakawhanaketanga hoki hei ākonga pakari i roto i te tukuihotanga, te pāngarau, me te reo matatini, e kōkiri ana i ngā whakataunga.

Ngā Whakaritenga Matua ka whai ake 

Kei te haere tonu te whakapakaritanga o ngā whakaritenga kāwana, i ngā mema hou e ako haere ana i ō rātou hononga me ā rātou kawenga. He manu pīrere rātou, nō reira kei te waia rātou, kei te noho ngākau titikaha hoki rātou ki te motuhaketanga o te kaupapa a Ngāti Manawa. Ka whai pānga nui rātou ki te mahere rautaki a te kura mō te tauatanga. Engari, me whai tonu rātou i te whakangungu me te tautoko e pā ana ki te kāwana, i runga tonu i te āhua e tika ana mō Ngāti Manawa. He tino pakari te tuakiri o ngā uri, me tō rātou hononga hoki ki a Ngāti Manawa.

Ki tā Te Tari Arotake Mātauranga, ahakoa kua tau te tatauranga o ngā ākonga ki te kura i ngā tau tata kua pahure ake nei, ka akiaki tonu mātou i Te Poumarumaru ki te whai whakaaro ki ngā rautaki e hāpai ai i ngā uri katoa o Ngāti Manawa ki te whai i te mātauranga o Ngāti Manawa, ā, kia whakaakona hoki e Ngāti Manawa.

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 pouako

  • 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.

6 Te Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te poari o te kura te taunakitanga e whai ake nei, arā, kia:

  • mahi ngātahi tonu te kura me te whānau kia ū tonu ai ngā putanga e whai hua ana ki te katoa o ngā uri o Ngāti Manawa.

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

4 Whiringa ā-nuku, 2022

7 Ngā kōrero e pā ana ki te Kōhanga

Te tūwāhi

Kei Murupara

Te tau a te Tāhuhu o te Mātauranga

463

Te tūmomo kura

He kura hiato Tau 1-13

Te tokomaha o ngā ākonga o te kura

70

Ngā hononga ā-iwi

Māori 70

Ngā āhuatanga motuhake

He āhuatanga motuhake – Ngāti Manawatanga

Te wā i te kura te rōpū arotake

Pipiri  2022

Te wā o tēnei pūrongo

4 Whiringa ā-nuku, 2022

Ngā pūrongo o mua a
Te Tari Arotake Mātauranga

Arotake Mātauranga, Hakihea 2015; Arotake Mātauranga, Poutū-te-rangi 2010; Arotake Mātauranga, Pipiri 2005

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 reports provide important information for whānau, hapū and iwi.

2 Context

Ko Ngāti Manawa te iwi
Ko Ngāti Hui, Ngāti Koro, Moewhare, Ngāi Tokowaru ngā hapū,
Ko Rangitahi, Painoaiho, Moewhare, Tīpapa ngā marae.

Te Kura Kaupapa Motuhake o Tawhiuau is in the small town of Murupara. The kura caters for uri in Years 1-13. The kura was established in 2000 as a designated character school offering Māori medium education responsive to the aspirations of Ngāti Manawa. It was the first Kura ā Iwi in Aotearoa, emphasising the significance of culturalcy to uri, whānau and hapū wellbeing. A new leadership team is in place since ERO’s December 2015 review report. They continue to be guided and supported by the Poutohutohu Poutoko who has extensive depth of knowledge in and of Ngāti Manawa.

3 Evaluation Focus

How well do uri demonstrate intellectual and academic independence?

Uri, as Ngāti Manawa, confidently demonstrate intellectual and academic independence in a wide range of contexts.

4 Findings

The local curriculum is Ngāti Manawa centric, focused on culturalcy and aligns with Te Mārautanga o Aotearoa and The New Zealand Curriculum. The localised curriculum ‘Mōku te Awatea’ has been instrumental in empowering uri to access the mātauranga of Ngāti Manawa. The Poutohutohu Poutoko was fundamental to the development of the marau ā kura to preserve Ngāti Manawatanga and the people. Whanaungatanga and manaakitanga underpin all relationships and are an integral part of uri daily life. Uri engage in a physical learning environment and planned experiences highly nuanced in Ngāti Manawatanga and te reo Māori. The four marae of Ngāti Manawa and local surroundings are an important extension of the learning environment and provide uri the opportunity to learn in rich meaningful authentic contexts.

Leaders and pouako are considered and adaptive practitioners. Innovative approaches have contributed to continuity of learning for uri during the COVID-19 pandemic. All uri have appropriate individualised learning plans, Tōku Huarahi Motuhake, based on their strengths, interests and needs. Pouako support uri to develop skills and strategies for self-led learning from a very early age. Increasingly, uri can make informed decisions favourable to their ongoing personal development and learning.

Uri experience a curriculum that allows them to flourish as highly culturate descendants of Ngāti Manawa. The kura environment is highly conducive to learning and prepares uri for future opportunities and responsibilities. Uri in the kura pōtiki generally progress and achieve well in core curriculum areas. Leaders recognise the need to improve outcomes in Pāngarau and strategies are in place to support uri success. Uri achieve exceptionally well in National Certificates in Educational Achievement (NCEA), with many gaining endorsements. This was particularly noticeable during 2020 at a time when schooling was disrupted by the COVID-19 pandemic. There is an expectation for all uri to attain University Entrance. Several uri gained this qualification in 2021. Senior uri are Ngāti Manawa ambassadors locally and internationally. They are well equipped to take up future leadership roles within their whānau, hapū and iwi. Senior uri confidently plan for their future beyond kura.

The kura curriculum supports uri to understand and experience the importance of being ‘Hononga ā-Iwi Taketake – Indigenous people of the world’. From as early as 2009 uri have been involved in reciprocal learning relationships with other indigenous communities across the globe. Uri have learnt about and played a part in the revitalisation of the Aynu language and culture. Some gained NCEA Level 2 Japanese with endorsements in 2020. Since 2015 whānau from Nibutani, Biratori and Tomakomai Japan and the kura have engaged in reciprocal exchanges. These have provided rich and authentic opportunities for learning and sharing of cultural beliefs and practices. Uri, and their Japanese peers, are respectful of cultures and beliefs, and develop confidence and competence in te reo Māori and Japanese.

Whanaungatanga and Ngāti Manawa practices underpin the kura evolution. The Poutohutohu Poutoko has been deliberate and strategic in establishing a collaborative succession model. The kura is led by dual tumuaki who hold high expectations across all areas. The new leadership team Pouārahi, consists of both tumuaki and the kura pōtiki leader. They promote professional practice and conduct that result in positive outcomes for uri of Ngāti Manawa. Strategic and curriculum direction and focus is aligned to the aspirations of Ngāti Manawa. Decisions and actions are responsive to uri needs. Pouārahi are highly reflective with an emphasis on continuous improvement. There are efficient comprehensive systems and processes in place for regular review of the quality of teaching and learning. Ngāti Manawa uri wellbeing and their development as confident culturate, numerate and literate learners drive decision making.

Key Next Steps

Governance practice continue to strengthen as new members learn more about their roles and responsibilities. As manu pīrere, they are familiar and confident in the uniqueness of their Ngāti Manawa Kaupapa. They are an integral part of the kura strategic succession plan. However, they will require governance training and support appropriate to Ngāti Manawa. Uri have a strong sense of identity and belonging as Ngāti Manawa.

ERO recognises while the kura roll has remained stable in recent years we encourage the poumarumaru to consider strategies that will support all uri of Ngāti Manawa to be educated in and by Ngāti Manawa.

5 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.

Recommendation

ERO and the kura board developed the following recommendation:

  • the kura and whānau continue to work collaboratively to maintain positive outcomes for all Ngāti Manawa uri.

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

4 October 2022

7 Information about the Kura

Location

Murupara

Ministry of Education profile number

463

Kura type

Composite (Years 1-13)

Kura roll

70

Ethnic composition

Māori 70

Special features

Designated Character – Ngāti Manawatanga

Review team on site

June 2022

Date of this report

4 October 2022

Most recent ERO report(s)

Education Review, December 2015; Education Review, March 2010; Education Review, June 2005

Te Kura Kaupapa Motuhake o Tawhiuau - 01/12/2015

1. Te Horopaki

E tū ana Te Kura Kaupapa Motuhake o Tawhiuau ki Murupara. Kua 15 tau te kura e whakahaerehia ana, ā, he hononga tōna ki Ngā Kura-ā-Iwi o Aotearoa.

Ko Ngāti Manawa te iwi Ko Ngāti Hui, Ngāti Koro, Moewhare, Ngāi Tokowaru ngā hapū, Ko Rangitahi, Painoaiho, Moewhare, Tīpapa ngā marae.

He tino tirohanga tā Te Poumarumaru me ngā kaiārahi o te kura e arotahi ana ki ngā putanga mō ō rātou Uri. Ko tā rātou marautanga e kīia nei, ko “Mōku te Awatea”, e tautuhi ana i tā rātou noho pūmau ki te eke angitu o ngā Uri, i roto i te ahureatanga, te reo matatini, me te pāngarau. Ko te ahureatanga te whakakōkī mō te eke angitu me ngā whakatutukitanga kei tua o kapenga. Ko ngā kōrero tuku iho o Ngāti Manawa me te whakapono e whai ake nei mō te whakaako me te ako, e whai pānga nui ana ki ngā hōtaka me ngā whakaritenga, arā, “Ka tika a whakaako, ka ea ai a ako, ka ora a Uri.”

2. Ngā Putanga ki ngā Uri

He pēhea rawa te āta kite i te tūmāia, te eke angitu, me te whakaaweawe o ngā Uri?

Kei te tūmāia, kei te eke angitu, kei te whakaaweawe hoki ngā Uri.

Mana Motuhake

Ka kitea te māramatanga hōhonu o ngā Uri ki tō rātou reo, tō rātou ahurea, me tō rātou tuakiri hoki hei Ngāti Manawa. He tino tirohanga tā Te Poumarumaru me ngā kaiārahi, ā, e arotahi ana tēnei ki ngā putanga ka tino whai hua ki ngā Uri. Ko te aronga rautaki, te aronga marautanga hoki e whai pānga ana ki te tirohanga a te iwi. Ka whakatauira ngā pākeke katoa i ngā tūmanako nunui mō rātou anō i roto i ō rātou tūranga, ā, ka hāngai mārika te titiro ki te whakarato i te mātauranga o te kounga kairangi, me ngā whai wāhitanga ako i whakatairangatia ai mā ngā Uri. He pakari ngā uaratanga e pou here ana, e whai pānga nui ana hoki ki ngā hononga puta noa i te kura. Ka kōkiri te whānau i te whānuitanga o ngā tūmomo wheako akoranga ki tua atu i ngā akomanga, ā, e noho pūmau ana ēnei ki ngā akoranga a ngā Uri ki tō rātou tū hei Ngāti Manawa. E mōhio ana ngā Uri ki ō rātou hononga ki waenga i te hapū, ki te iwi, ā, ki ētahi atu hoki. Ka whiwhi rātou i ngā akoranga e ahu mai ana i ngā tīpuna, ā, e kōkiri whakamua ana. Ka whakapuaki ngā Uri i te whakahirahiratanga o tō rātou ūkaipōtanga, ā, kei te mārama hoki i ō rātou tūranga, ā rātou kawenga hoki hei uri o Ngāti Manawa.

He mātau ngā Uri ki te reo matatini me te pāngarau, ā, he pūkenga, he mōhiotanga hoki ō rātou kia eke angitu ai anō hoki i roto i ētahi atu wāhanga o te marautanga. He mārama te tirohanga a ngā Pouārahi ki ngā ahunga whakamua o ngā akoranga, nā te āta whakatakoto haere i ngā putanga ki ngā Uri, mai i te Tau 1 ki te Tau 13. Ko te auahatanga te tino arotahi o te whakaako me te akoranga mō ngā Uri. Hei tauira, he tino aronga ki ngā hōtaka o te tau 9 me te tau 10, hei whakatairanga ake i te whakawhitinga ngāwari i te Kura Pōtiki ki te Kura Mātāmua. Ka āta aroturuki i ngā paetae ākonga katoa, ā, ka whakarato i ia te wā i te kiko o ngā pūrongo mā ngā kaimahi, te poari, me te whānau. Kua whakatūngia tētahi kaiārahi mō te eke angitu, hei whakatairanga ake i te pakari o ngā whakawhitinga kōrero ngaio me te whakawero ngaio, nā runga i te āhua o ngā hōtuku paetae me ngā whāinga ako o ia ākonga. Ka kitea, ka aro nui hoki ngā pouako ki ngā matea o ngā Uri ā-ahurea, ā-tangata, ā-whatumanawa, ā-tinana hoki. Ka whakamahi rātou i te haere tonutanga o te arotake whaiaro e ahu mai ana i ngā whakaaturanga, hei whakapai ake i tā rātou aronga nui. Kei ngā taumata katoa o te kura, he pakari, he nahanaha hoki te āta whakatakoto haere o ngā mahere me te aroturuki. He ngana ngā Uri ki te ako.

E whanake ana te kōkiri o ngā Uri i ō rātou ake mōhiotanga, ō rātou ake mātauranga anō hoki. Ka ngākau nui rātou ki te whai wāhi atu ki te ao whānui, ā, he ngāwari tā rātou urutau ki ngā kaupapa e rerekē haere ana. He urutau, he auaha hoki ngā pouako. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki whakaako, rauemi, horopaki hoki e whai hua ana ki te kapo atu me te whakahihiri hoki i ngā ākonga. Ko ētahi o ngā whakatairangatanga ki te hōtaka reo matatini kātahi anō ka puta mai, ko te whakamahi i ngā pukapuka me ngā rauemi pouako o Ngāti Manawa. Ka whai wāhi nui ēnei ki te ako i te ahureatanga, ā, ka hāpai anō hoki te whai wāhi ake, me te eke angitu ake i roto i te reo matatini. Ka tūhura ngā pouako i ngā rangahau o te hapori me te ao ki te whakamōhio me te whakatairanga hoki i ā rātou whakaritenga. Kua piki ake te whakamahinga o ngā mōhiohio, me ngā hangarau whakawhitiwhiti mō ngā akoranga, te whakawhiti kōrero, te aroturuki, me te pūrongo. Ka mahi ngātahi, ka ako ngātahi hoki ngā Uri ki te taha o ētahi atu.

Whakahou Mauri

He pai te waiaro o ngā Uri, ā, ka ū pūmau tonu ki te whakamahi i te reo o Ngāti Manawa. Kei Te Poumarumaru ētahi tino whāinga e pā ana ki te whakarauora o te reo. Ka whai wāhi nui te Mana Whenua ki ngā akoranga a ngā Uri. Ka whakapuaki ngā kaumātua i ō rātou mōhiotanga, ā, ka aroturuki hoki i te kounga o te reo Māori. Ka kōrero ngā pouako katoa i te reo o Ngāti Manawa. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki hopu reo hei whakawhanake, hei whakatairanga, hei whakapai ake hoki i te kounga o te whakaako me te ako. Ka whakamahi ngā Uri i te reo whakakata, ngā kīwaha, me ngā whakataukī. He mātau ngā Uri ki te reo o Ngāti Manawa.

Mana Kōtuitui

He mātau ngā Uri, puta noa i te whānuitanga o ngā tūmomo horopaki ā-mātauranga, ā-tangata hoki. E mōhio ana rātou ki ngā uaratanga me ngā tūmanako o Ngāti Manawa. He tino tauira ngā pouako me ngā kaimahi, ā, ka whakaatu rātou i te whakahirahiratanga o te manaaki, me ngā tino tūnga o te tāne me te wahine. Kei te mārama ki ngā Uri tā rātou whai wāhitanga, te pūtake o tēnei, me te āhua o tā rātou whai wāhi atu i ngā wā katoa. Ka rongo mārika i te hōhonutanga o tō rātou māramatanga. He mātau ngā Uri ā-whatumanawa, ā-tangata hoki.

Ka ahu whakamua te titiro o ngā Uri. Ka whai wāhi atu rātou ki te ao whānui, ā, ka tūmāia ki te ako. Ka ako ngā Uri katoa i te reo Mandarin me te reo Hapanihi. Tāpiri atu ki te ao Māori me te ao Pākehā, he mauminamina hoki rātou ki te ako i ngā reo me ngā ahurea o iwi kē atu. Ka whakamahi rātou i tō rātou mōhiotanga ki te reo me ngā tikanga Māori ki te whakatau haere i ā rātou akoranga hou. Ka whai wāhi nui hoki ngā pouako o te reo Mandarin me te reo Hapanihi ki te hapori o te kura. E whakawhānui ake ana ngā Uri e kōrero ana i te reo Mandarin me te reo Hapanihi i tō rātou āheinga reo.

Whakaūnga te hinengaro Māori

Ka tūhura rātou i te whānuitanga o ngā tino take, horopaki hoki o te ao tōrangapū, ā, ka ākina rātou ki te whakatau i ā rātou ake tirohanga. Ka tautohetohe ngā Uri, ka noho mōhio hoki ki ngā kaupapa tōrangapū o tō rātou hapori, ā, ka taetae atu ki ngā tino hui ā-iwi ki te taha o ō rātou whānau. E whakawhanake ana tō rātou tino māramatanga ki tā rātou tū hei kaiārahi mō ō rātou iwi, ā, hei kaitiaki anō hoki o ā rātou kōrero tuku iho, tō rātou taiao, me ngā huarahi kei mua tonu i a rātou. He mōhiotanga tōrangapū, pāpori hoki tō ngā Uri.

Ka whai wāhi ngā Uri ki te waiora o te katoa. Ka whakatauira ngā kaiārahi me te whānau o te kura i te mahi nui ki te tū tika hei māngai mō Ngāti Manawa. Ka mahi ngātahi, ka whakamana hoki i ētahi atu ki te whakawhanake i ō rātou pūmanawa. Ka poipoi ngā pouako i ngā whai wāhitanga mō ngā Uri ki te whakapuaki whakaaro hei kaiārahi mō ngā rā kei te heke mai. Ka whakamōhio rātou i ngā Uri ki ngā tino kaiārahi whakaaweawe, matakite hoki, e whakaaro nui ana ki te waiora o te iwi. Ka tito ngā Uri i ngā waiata, ngā haka, me ngā mōteatea hei whakapuaki i ō rātou whakaaro me tō rātou tū hei māngai tōrangapū. Ka puāwai ki ngā Uri te kawenga me te whakaaro nui mō tō rātou iwi.

3. Te Ārahitanga me te Aro Mātai o Roto

He whakaaweawe, he kaiārahi aupiki hoki te tumuaki e whakarato ana i tētahi tino tauira ngaio mō te motu. Ko tana āhua tūtoro me tana āhua whakangāwari hoki e tautoko ana i tōna iwi, tōna hapū, tōna whānau me ngā pouako hoki ki ngā kawenga me te tiro arotahi ki ō rātou whāinga kia riro ai ngā tino putanga e āheitia ana. Nātemea he kaiārahi ia mō tōna iwi e taea ai te whakawhiti tēnei āhua ki waenga i ētahi atu. Ko tōna āhua he tino whakaaro huritao, he wairua auaha, he manaakitanga matawhānui, he āhuatanga whakamana hoki. Nā tōna pūmanawa rautaki, tōna hinengaro raka me tōna hāngai pūmau kia puta a ihu , ngā mea e tautoko ana i te tino aro kia kore e mutu ai te whai i te mātauranga. He matawhānui kē atu ngā whāinga o te iwi, te whānau, ngā kaiako me ngā uri mō rātou anō me ētahi atu.

He wāhanga tino whanake te arotake o roto. Ko te āhuatanga o te tiro arotahi ki te kimi he mana kōwhiri kē hei whakatutuki i ngā tino putanga mō ngā uri, he mea tino whakaaro huritao, whakapā nahanaha hoki. Ka ū te aronga ki te pai o ngā mahi kua mahia kētia, te āta tirotiro, te tūhura me te ngākau mōhio ki ngā mea e pupū ake, ā, kātahi ka whakaraupapahia ngā tino mahi hei whai ake. He kaiārahi manawa tītī e akiaki ana ki ngā whakawhanake ngaio mō ngā kaimahi katoa hei tautoko i te ōritetanga me te putuputu o tātaritanga me te mahi hoki hei whakatutuki mā ngā uri. Kei te puāwai tonu te māia me te kaha o te iwi, te hapū, te whānau, ngā pouako me ngā uri hei Ngāti Manawa.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

He mōhiohio ā te kura e pā ana ki ngā paetae ākonga, ā, e whakawhanake ana hoki i tā rātou angamahi aromatawai e pā ana ki te ahureatanga. Kua whakawhanakehia ētahi tūmomo whakamāramatanga hei tīmatanga tonu, ā, e whakamātauhia ēnei i tēnei wā. Ko te āta mātakitaki ako me te pakari hoki o ngā whakawhitinga kōrero ngaio e pā ana ki te ahureatanga, te tūāpapa mō te whakatakotoranga o ngā mahi ka whai ake i roto i tēnei āhuatanga.

4. Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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 Poumarumaru
  • 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 pouako
  • 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.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Motuhake o Tawhiuau ki Murupara. Kua 15 tau te kura e whakahaerehia ana, ā, he hononga tōna ki Ngā Kura-ā-Iwi o Aotearoa. Ka kitea ki ngā Uri te māramatanga hōhonu ki tō rātou reo, tō rātou ahurea, me tō rātou tuakiri hei Ngāti Manawa. He mātau rātou, puta noa i te whānuitanga o ngā tūmomo horopaki mātauranga, pāpori hoki. Kei te puāwai tonu te māia me te kaha o te iwi, te hapū, te whānau, ngā pouako me ngā uri hei Ngāti Manawa.

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 i roto i te whā ki te rima o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

01 Hakihea, 2015

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Murupara

Te tau a te Tāhuhu o te Mātauranga

463

Te tūmomo kura

Tau 1 ki te 15

Te tokomaha o ngā ākonga o te kura

86

Te ira tangata

Kōtiro 51

Tama tāne 35

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

He Āhuatanga Motuhake – Ngāti Manawatanga

Te wā i te kura te rōpū arotake

31 Here-turi-kōkā 2015

Te rā o tēnei pūrongo

01 Hakihea, 2015

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Poutū-te-rangi 2010

Pipiri 2005

1. Context

Te Kura Kaupapa Motuhake o Tawhiuau is in Murupara. The kura has been operating for 15 years and is affiliated to Ngā Kura ā Iwi o Aotearoa (NKAI).

Ko Ngāti Manawa te iwi, Ko Ngāti Hui, Ngāti Koro, Moewhare, Ngai Tokowaru ngā hapū, Ko Rangitahi, Painoaiho, Moewhare, Tipapa ngā marae.

Te Poumarumaru and kura leaders have a clear vision that focuses on outcomes for their Uri. Their curriculum “Mōku te Awatea” defines their commitment to the achievement of Uri in terms of culturalcy, literacy and numeracy. Culturalcy is the catalyst for unparalleled success and achievement.” The history of Ngāti Manawa and the following belief about teaching and learning Ka tika a whakaako, ka ea ai a ako, ka ora a Uri” influences programmes and practices.

2. Uri Outcomes

How effectively do uri show that they are confident, successful and influential?

Uri are confident, successful and influential.

Mana Motuhake

Uri demonstrate a deep understanding of their language, culture and identity as Ngāti Manawa. Te poumarumaru and leaders have a clear vision that focuses on valued outcomes for Uri. Strategic and curriculum direction reflect the iwi vision. All adults model high expectations for themselves in their respective roles and maintain a relentless focus on providing high quality education and enhanced learning opportunities for uri. Strong values underpin and influence relationships throughout the kura. Whānau facilitate a range of learning experiences outside of classrooms that are integral to Uri learning about being Ngāti Manawa. Uri know their connections within the hapū, iwi and with others. They experience learning that is ancestrally driven and future focussed. Uri articulate the importance of their ūkaipotanga and understand their roles and responsibilities as Ngāti Manawa.

Uri are literate, numerate, and have skills and knowledge to be successful in other curriculum areas. Pouārahi have a clear view of learning progressions as uri outcomes are carefully mapped from Year 13 to Year 1. Innovation focuses teaching and learning for Uri. For instance there is a specific focus on the year 9 and 10 programmes to enhance smooth transitions from the Kura Pōtiki to the Kura Mātāmua. There is close monitoring of all student achievement and detailed reports to staff, board and whānau are provided regularly. An achievement leader has been appointed to promote rigorous professional discussion and challenge based on achievement data and individual learning goals. Pouako recognise and respond to the cultural, social, emotional and physical needs of Uri. They use ongoing evidence based internal evaluation to improve their responsiveness. At all levels of the kura, planning and monitoring is robust, systematic and carefully paced. Uri are engaged learners.

Uri are developing intellectual and academic independence. They willingly engage in te ao whānui and adapt easily to changing circumstances. Pouako are adaptive and creative practitioners. They use a range of effective teaching strategies, resources and contexts that engage and motivate. Recent enhancements in the literacy programme include the use of the Ngāti Manawa readers and teacher support materials. These contribute significantly to culturalcy learning and support increased engagement and success in literacy. Teachers explore local and international research to inform and enhance their practice. There is an increased use of information, communication technologies for learning, communicating, monitoring and reporting. Uri collaborate with and learn from others.

Whakahou Mauri

Uri have a positive attitude and make a conscious commitment to using te reo o Ngāti Manawa. Te poumarumaru has specific goals for the revitalisation of te reo. Mana whenua make significant contributions to uri learning. Kaumātua share their knowledge and monitor the quality of te reo Māori. Pouako are all speakers of te reo o Ngāti Manawa. They use a range of language acquisition strategies to develop, enhance and improve the quality of teaching and learning. Uri use humour, kīwaha and whakataukī. Uri are proficient in te reo o Ngāti Manawa.

Mana Kōtuitui

Uri are competent across a wide range of educational and social contexts. They know Ngāti Manawa values and expectations. Pouako and kaimahi are strong role models who demonstrate the importance of manaaki; and the specific roles of tāne and wahine. Uri understand the part they have to play, what this means to them and how they will contribute at all times. They exude a depth of understanding. Uri are emotionally and socially intelligent.

Uri are future focused. They engage in te ao whānui and are confident in learning. All uri learn Mandarin and Japanese. They are receptive learners of languages and cultures other than Māori and English. They use their knowledge of te reo and tikanga Māori to make sense of their new learning. Mandarin and Japanese language teachers are valued members of the kura community. Uri who speak Mandarin and Japanese are expanding their language capability.

Whakaūnga Hinengaro Māori

Uri are independent and creative thinkers. They explore a range of important topics and pertinent political contexts where they are encouraged to form their own opinion. Uri debate, observe political activities in their community and attend important iwi forum with their whānau. They are developing a clear understanding about their role as leaders for their iwi and kaitiaki of their history, environment and their futures. Uri are politically and socially aware.

Uri contribute to collective wellbeing. Kura leaders and whānau model the importance of being responsible advocates for Ngāti Manawa. They collaborate and empower others to develop areas of expertise. Pouako foster opportunities for uri to respond as future leaders. They introduce uri to strong leaders who are inspirational, visionary and concerned with the wellbeing of the iwi. Uri compose waiata, haka and mōteatea to express their ideas as political advocates. Uri acquire a sense of responsibility and commitment to their iwi.

3. Leadership and internal evaluation

The tumuaki is an influential, charismatic leader who provides a strong professional model nationally. His visionary and facilitative style supports his own iwi, hapū, whānau and pouako to take responsibility and focus their endeavours on best possible outcomes. As a leader for Ngā Kura a Iwi he transfers this same approach amongst others. He is highly reflective, creative, inclusive and empowering. His strategic ability, mental agility and stoic resolve for success supports a future focused education provision. Iwi, hapū, whānau, pouako and uri expand their expectations of themselves and others.

Internal evaluation is highly evolved. There is a highly reflective and systematic approach focused on seeking alternatives to achieve best outcomes for uri. Great attention is paid to what is working for uri, looking closely, investigating and understanding what is happening, to then prioritise best next steps. An achievement leader drives professional development for all staff to support consistent and regular analysis and action for uri. Iwi, hapū, whānau, pouako and uri continue to grow their capability and capacity as Ngāti Manawa.

Kura-identified areas of development

There is a range of information about student achievement, and they are developing their assessment framework for culturalcy. Some initial rubrics have been developed and are currently being trialled. Close learning observations and strong professional discussions about culturalcy provide a basis for framing future work in this area.

4. Te Poumarumaru assurance on legal requirements

Before the review, the board of trustees and principal completed the Te Poumarumaru 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:

  • Te Poumarumaru 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.

Conclusion

Te Kura Kaupapa Motuhake o Tawhiuau is in Murupara. The kura has been operating for 15 years and is affiliated to Ngā Kura ā Iwi o Aotearoa. Uri are culturally, intellectually and academically autonomous. Iwi, hapū, whānau, pouako and uri continue to grow their capability and capacity as Ngāti Manawa.

When is ERO likely to review the school again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

1 December 2015

Information about the Kura

Location

Murupara

Ministry of Education profile number

463

Kura type

Year 1-15

Kura roll

86

Gender composition

Girls 51

Boys 35

Ethnic composition

Māori

100%

Special features

Designated Character – Ngāti Manawatanga

Review team on site

31 August 2015

Date of this report

1 December 2015

Most recent ERO report(s)

Education Review Education Review

March, 2010 June 2005

Te Kura Kaupapa Motuhake o Tawhiuau - 15/03/2010

Te Aro Mātai Te Tari Arotake Mātauranga

Ko Tawhiuau te MaungaKo Rangitaiki te awaKo Tangiharuru te tangataKo Ngāti Manawa te iwi

Kei Murupara Te Kura Kaupapa Motuhake o Tawhiuau, ā, i tautapaina hei kura āhuatanga motuhake. Ko tōna āhuatanga motuhake ko tōna Ngāti Manawatanga, arā, tōna ahurea, tōna reo, ngā tikanga me ngā uaratanga. Ko te Ngāti Manawatanga tonu e whakarato ana i ngā tikanga ārahi mō te kawanatanga, ngā whakahaere me te kounga o te mātauranga i roto i te kura.

I whakaae te Poumarumaru me te Tari Arotake Mātauranga ki ngā tino arotahi tauwhāiti, arā, ko te mana motuhake ahurea, te mana motuhake punenga me te hauora, waiora me te oranga. Tāpiri atu, i whakatau te Tari Arotake Mātauranga ki te aro mātai i ngā paetae reo matatini, ina koa te tuhituhi.

E mārama ana ngā tauira, ngā pouako me te hāpori e pā ana ki ngā āhua e tāutu ana ia Ngāti Manawatanga me ngā āhua hei āwhina i a rātou ki te whakapuaki i te mana motuhake ahurea. Mā te aria o te mana motuhake e hopu te ngako o te hōhonutanga o te āhua o Ngāti Manawa, e whakaata mai ai i tōna hiranga matua ki te ako me te tipu i te Kura Kaupapa Motuhake o Tawhiuau. I whakaritea te taiao o te kura ki te ngaringari ki te whakaata kaupapa Māori. Kei te whakaputa ngā tauira i te wairua me te ngako o te hinengaro i roto i ō rātou mōhiohio, ngākaunuitanga me ngā mahi a te āhua Māori ake. Nā reira, e whakaatu mai ana ngā tauira i te tūturu o tō rātou pono, whakahī, ko wai rātou, no hea rātou.

He wāhi hiranga tō te whānau, te hapū me te iwi i roto i te kawanatanga, ngā whakahaere me te matauranga i te kura. Ko ngā mema o te Poumarumaru he māngai mai i ngā marae, te runanga, ngā kaumātua, te whānau, ngā pouako me ngā tauira. Mā tēnei ka whanaketia te mahi tahi o te whānau, te hapū me te iwi mō te matauranga o ngā tauira, arā, he mahi whakakaha, he ranga wairua, he tūtoro. Ka takakawe hoki te whānau ki te pupuri i te tiketike o te kounga o te taiao i raro o ngā uaratanga hei whakatakoto i te kaupapa oranga mō ngā tau ki mua, mō te hauora, waiora hoki.

Pēra noa atu te kipakipa o ngā pouako ki te whakarato wheako ako whai hua mō ngā tauira. He pai tō rātou whakarite, whakatakatū, ā, ki te hiki i ngā mahi āta whakaata me te whakahaere tonu i ngā tikanga aro mātai. Kotahi ana te whakaaro o ngā pouako katoa ki te whakaora i ngā mōhio mō, mai i Ngāti Manawa. Ka tū kaha te katoa o te whanake o ngā tauira, tāpiri atu i ngā wāhanga o te wairua, te whatumanawa, te hinengaro me te tinana i roto i ngā ako mō Ngāti Manawa. E tautokohia ana ngā tauira ki te pupuri, te whakaputa me te whakanui i te mana motuhake ahurea o Ngāti Manawa inaianei ki āmua.

Ka whai wā ngā tauira ki te whakarite i a rātou ake hōtaka ako. Ka whakaritea ēnei hōtaka i waenga o te tauira, ngā mātua, kaitiaki rānei me ngā pouako. He tika ngā hōtaka ako, arā, he hāpai putanga angitū mō ngā tauira. E whai huarahi, koronga me te take mō ngā tauira ki te rata mai ki te kura.

E tū kaha ana ngā tauira i roto i te whanaungatanga, ka whakanui i ngā hononga o a rātou whakapapa. He whai hua a rātou whakawhitiwhiti kōrero me te whanaungatanga hoki i waenga i te katoa. He kaha rātou ki te whakaahua tika mai ki te whakamahi i te reo Māori i ngā wā katoa, ki te whakanui i ngā kākahu o te kura, ki te whakarite i ngā paenga, ki te hiki i ngā whanonga tika. He whakanui hua awe rātou i roto i te hāpori.

He huhua noa atu ngā tukanga hei tuku pūrongo ki ngā mātua me te hapori mō ngā ahu whakamua me ngā paetae o ngā tauira. Ko ngā hua kōruhe mō te tuhituhi mō te wāhanga tuatahi o 2009, i whakaatu mai whitu tekau pai heneti o ngā tauira kua tutuki, kua hipa noa atu rānei i te taumata i whakaritea. Ko ngā tauira kei te toe, kei runga i te huarahi ki te eke ki ngā taumata. He whai take ngā whakawhanake ngaiotanga mō ngā pouako i ia wā, i roto i te kaupapa tuhi hei tautoko i ngā hōtaka ako tuhituhi.

Whai wāhi ai ngā tuakana i te whānui o ngā wheako ako. Kua oti te whanake i ngā pukapuka o ngā tauira mai i te timatatanga, arā, ka whakanuia te whanake o ngā pukenga me ngā mōhiotanga o ngā tauira. Ko te whāriki o ngā kaupapa ko Ngāti Manawa. E tika ana mō te kura kia hopukina e ngā tauira ngā ako mai i te tirohanga o Ngāti Manawa, me te ao whānui. He awe mai i te reo irirangi o te kura, arā, hei tiri i te reo Māori i waenga o ngā tauira me ngā pouako, heoi ki waenga hoki i te hāpori whānui. Ka whakarato hoki i ngā tauira ki te whai wā mō te whakamahine i ngā pukenga toi kai, ki te whanake pukenga kōrero, tuhi mō te pāoho.

Ngā Mahi ā Meake Nei

E whakapono ana te Tari Arotake Mātauranga ka taea e te Poumarumaru te whakahaere i te kura me te wharekura hei painga mō ngā tamariki me te Karauna, ā, me te whakatinana i ngā wāhanga hei whakapai ake kua takoto ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura i roto i ngā tau e wha ki te rima.

He Whakakāhore

E āhei ana te iwi whānau ki ngā ripoata a Te Tari Arotake Mātauranga i runga i ngā kura me ngā kura mo te hunga kōhungahunga, ā, e āhei ana rātou ki te tango he tauira o ēnei, ki te tuku-a-ahiko rānei. Heoi ano, ko ēra anake ka taea e Te Tari Arotake Mātauranga te whakamana, ko ēra i tuku hāngatia atu mai i ngā tari-a-arohe o Te Tari Arotake Mātauranga, mai rānei i te tari matua o Te Tari Arotake Mātauranga kei te Upoko-o-te-Ika. Ko te inoi a te tari ki a koutou, ko te titiro i roto i a koutou pukapuka waea, ki te titiro rānei ki te whārangi o te arahiko a te tari: http//www.ero.govt.nz.

Disclaimer

Individual ERO school and early childhood centre reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO Corporate Office in Wellington. Please consult your telephone book, or see the ERO web page, http://www.ero.govt.nz, for ERO office addresses..

Ngā Kōrero mō te Kura

Kua Whakamanahia Te Pūrongo Arotake Mātauranga:Te Kura Kaupapa Motuhake o Tawhiuau

I whakaritea tēnei pūrongo arotake i runga i ngā paerewa whakahaerenga kua whakamanatia e te Āpiha Kaiarotake Matua.

 

Te tūwāhi

Murupara

 

Te tau a te Tāhuhu o te Mātauranga

463

 

Te tūmomo kura

He kura hononga hiato (Tau1 – 15)

 

Ngā kaiako:Mai i te rārangi ingoa Ētahi atuTe maha o ngā kaiako

13.74

11

 

Te maha o ngā ākonga

103

 

Te Ira Tangata

He Māori te katoa 103

 

Ngā hononga ā-iwi

Nga Kōtiro 55Nga Tama 48

 

Ngā āhuatanga motuhake

E motuhake ana ki Ngāti Manawa Mātauranga Rumaki

 

Te marama me te tau i te kura te rōpū arotake

Hepetema 2009

 

Te wā i whakamanahia tēnei pūrongo

Poutū-te-rangi 2010

 

Ngā pūrongo o mua ā te tari Arotake Mātauranga

Arotake Mātauranga, Hune 2005

       

Ngā mea tūturu, tuatahi o te Kura

I mua o te arotake, i tukua atu he tono ki te Poumarumaru o Te Kura Kupapa Motuhake o Tawhiuau ki te whakaaroaro mō ngā mea tūturu mō te arotake mai i ngā aratohu me ngā rauemi i whakaratohia e ERO. I whakamahia hoki e ERO ngā puka i whakaratohia e te kura hei tāpiri atu ki te hōkai o te arotake.

I whakaritea ngā mea tūturu mō te arotake whai muri ana i te kōrero i waenga o te tīma arotake me te Poumarumaru. I tiro arotahi ngā kōrero i runga i ngā mōhiohio o

taua wā e purihia ana e te kura (tapiri atu i ngā paetae o ngā tauira me ngā mōhiohio arotake whaiaro) me te whānui atu o ngā take maiatanga mō te arotake i whai wā ki ngā paetae o ngā tauira i Te Kura Kaupapa Motuhake o Tawhiuau.

I whakaae a ERO me te Poumarumaru ki ngā wāhanga arotahi e whai ake nei mō te arotake, arā, i puta mai i te anga o te kura mō Ngāti Manawatanga:

  • mana motuhake ahurea;
  • mana motuhake punenga; me te
  • hauora, waiora me te oranga

Tapiri atu, i whakatau a ERO ki te aro mātai:

  • i te paetae reo matatini, arā, te tuhituhi.

Kei raro iho nei ngā kitenga i roto i ēnei wāhanga.

Ngā Kitenga

Mana Motuhake Ahurea

He whakamārama

E mārama ana ngā tauira, ngā kaiako me te hāpori e pā ana ki ngā āhua e tāutu ana ia Ngāti Manawatanga me ngā āhua hei āwhina i a rātou ki te whakapuaki i te mana motuhake ahurea. Ko tā rātou tikanga mō te ahurea e kitea ana te hiranga o te whānau i runga i te ako me te mōhio o te tauira ko wai rātou, no hea rātou. Ko ngā mōhiohio ahurea te ngako o te ako me te tipu i te Kura Kaupapa Motuhake o Tawhiuau.

Ngā wāhanga e pai ana ngā whakahaere

Te mana motuhake ahurea. Ko te tikanga o te ahurea i arotohua e te kura, ka hopukina te ngako o te hōhonutanga o te āhua o Ngāti Manawa mai i ngā tau ki muri, ki naianei, ki āmua. He tino hihiri te tū o ngā kaumātua me ngā kuia ki te tuku i ngā mōhiohio ahurea (tāpiri atu i te reo o Tawhiuau) ki ngā tupuranga o Ngāti Manawa. E whakaatu mai ana ngā tauira i te tūturu o tō rātou pono, whakahī, ko wai rātou, no hea rātou. Kei te mōhio rātou, ā, kei te ārita ki te mau i te wero ki te pupuri, te whakaputa, te whakanui i te mana motuhake ahurea o Ngāti Manawa.

Te whai wāhi a te iwi ki te marau o te kura. Te hihiri o te papakāinga me te mana whenua tētahi wāhanga o te marau o te kura. Kei te kohia e ngā marae a rātou ake pūrākau, ngā rauemi me ngā waiata hei tuku atu ki te kura hei whāriki mō ngā taonga hei whanaketanga mōhiohio mō ngā tauira mō Ngāti Manawatanga.Kotahi ana te whakaaro o ngā pouako katoa ki te whakaora i ngā mōhio mō, mai i Ngāti Manawa. Ka taea tēnei mai i a rātou e tautoko, e whakanui ana i ngā pūrākau, ngā waiata, ngā tikanga, ngā karakia me ngā uaratanga e whakaata mai ana Ngāti Manawatanga. Ka tū kaha te katoa o te whanake o ngā tauira, tāpiri atu i ngā wāhanga o te wairua, te whatumanawa, te hinengaro me te tinana.

Te uara o ngā hononga whakapapa. He kaikini, he tino uara ngā hononga whakapapa i waenga o te whānau, te hapū me te iwi e pā ana ki te kāwanatanga, ngā whakahaere me te mātauranga i te kura. Ka kitea tēnei i te whakaritenga o te Poumarumaru, arā, he māngai mai i ngā marae, te runanga, ngā kaumātua, te whānau, ngā pouako me ngā tauira. Mā tēnei ka whanaketia te mahi tahi o te whānau, te hapū me te iwi mō te matauranga o ngā tauira, arā, he mahi whakakaha, he ranga wairua, he tūtoro.

Te taiao o te kura. I tū māro te hāpori o te kura ki te whakarite i te huarahi mātauranga mō ngā tauira, nā tēna, i āta whakaarohia te āhua o te taiao o te kura. He rerekē, he ahurei te āhua me te kaupapa o te kura. Kei roto i te taiao o te kura ngā whakairo, me ngā raranga. Tāpirihia atu te marae ki ngā horopaki ako, te māra kai me ngā haerērē ki ngā tino wāhi o Ngāti Manawa hei whakarato ako wheako i tua atu. Āta mōhio ngā tauira ki te whakatinana i ngā tikanga o te marae, arā, ki te whakaatu i ngā uara manaaki me te āwhina.

Mana Motuhake Punenga

He whakamārama

Kei roto i ngā ako katoa i te kura a Ngāti Manawatanga, arā, he mātua ki te whanaketanga punenga o ngā tauira. I whakahaeretia he tātari whānui ahurea i te tau 2008, i kitea te takatika o te awe mai i a Ngāti Manawatanga ki te kounga o ngā wheako i whakaratohia mō ngā tauira o te Kura Kaupapa Motuhake o Tawhiuau.

Ngā wāhanga e pai ana ngā whakahaere

Te kounga o te ako. Pēra noa atu te kipakipa o ngā pouako ki te whakarato wheako ako whai hua mō ngā tauira. He pai tō rātou whakarite, whakatakatū, ā, ki te hiki i ngā mahi āta whakaata me te whakahaere tonu i ngā tikanga aro mātai. He ako ā-rōpu iti, te whakawhitiwhiti ako koronga me te pai o te whakamahi i ngā pukenga me ngā mōhio o ia pouako, me ngā taumata kaha ki te tautoko ki te tohu pouako. Ko tetahi o ngā tino āhua o ngā ako i te kura, ko te kaha ki te whakatutuki i ngā hiahia me ngā whakaihiihi o ia tauira. He tika ngā hōtaka, he whakaputa i ngā putanga ako angitū mō ngā tauira. Ahakoa i hea he whakanui i te mana o te tangata, he mahana ngā whakawhitiwhiti kōrero. Kua whakarawea ngā tauira ki te whakarite kowhiri i runga i te huarahi ako.

Kaitātaki. E hihiri ake ana te pono o ngā kaitātaki, e whakatauiratia ana e rātou, te mōhio ka taea e ngā tauira te ū ki ngā taumata teitei noa atu.Ko te whānui o ngā tūranga me ngā whai wā i roto i te āhua kaitātaki e arotohu ana ki te whakaputa, te tautoko me te whakanui i a Ngāti Manawatanga. Me tāpiri atu te whakakaha ake i ngā mōhiohio ahurea, mana motuhake punenga, hauora, waiora me te oranga. Ko te Poutoko me āna Pouārahi e rua e pupuri ana i te kaupapa tirohanga arā, me pēhea te whakatau o Ngāti Manawatanga i te kura. Ma ngā kaitātaki o ngā marau e whakauru atu a Ngāti Manawatanga ki roto o ia marau. Ka whakaatu kaitātaki mai ngā pouako i a rātou e whakamahi mai ana i te marau Ngāti Manawa me ngā hōtaka ako mai i te Kura Pōtiki (tau 0-6), me te Kura Mātaamua (tau 7-15). Ka puta hoki te maiatanga o ngā tūākana i roto i te kaitātaki i ia wā pera i te kaha, me te mōhio, ki te whakahaere i te hui ā-kura ia wiki.

Tōku huarahi motuhake. Ka whai wā ngā tauira ki te whakamahere i o rātou ake hōtaka ako. Ko ēnei huarahi mātauranga ka whakaritea i waenga i te tauira, ōna mātua, kaitiaki rānei me ngā pouako; ka tāpiri atu i ngā whainga me ngā whakawhāiti kua whakaaea hei ako, hei whanake mō te tauira. He whai take ngā whainga me ngā whakawhāiti, i whakaratohia kia whai wero, ki te whakahihiri hoki i ngā tauira. Ka mātakihia te ahu whakamua, ka arotakehia i ia wā.E whai huarahi, koronga me te take mō ngā tauira ki te rata mai ki te kura.

Te whakatakoto pūrongo ki ngā mātua me te hāpori. Tuku ai te Poutoko i ngā pūrongo ahu whakamua i ia wā, e pā ana ki ngā paetae o ngā tauira ki ngā rōpu mātua o te kura. Ko ngā purongo ā-marama ki te Poumarumaru he tino take ki te aro tūruki i ngā whakawhāititanga i roto i te mahere ā-tau a te kura. E rua ngā hui tauwhāiti i te tau i te taha o ngā mātua me te hāpori whānui o Ngāti Manawa hei whakarato mōhiohio e pā ana ki te ahu whakamua o ngā tauira i roto i ngā whakawhāiti ā-tau. He uiui, he tuku pūrongo ā-tuhi hoki, i waenganui o te tau me te mutunga ki ngā whānau; ka whai wā rātou ki te whakawhitiwhiti kōrero i te taha o te pouako e pā ana ki te ahu whakamua o te tamaiti.

Te hauora te waiora me te oranga

He whakamārama

Ka takakawe hoki te whānau ki te pupuri i te tiketike o te kounga o te taiao i raro o ngā uaratanga hei whakatakoto i te kaupapa oranga mō ngā tau ki mua mō te hauora, waiora hoki. He māhorahora ēnei uara e puta ana i te Kura Kaupapa Motuhake o Tawhiuau. Na reira, e whakatutukihia ana ngā oranga ā-tinana, ā-wairua ā-whatumanawa o ngā tauira.

Ngā wāhanga e pai ana ngā whakahaere

Kaitiakitanga. E puta ana te whakahī me te kaha ki te tiaki i te taiao o te kura. I āta whakaritea te āhua o te kura ki te whakaata kaupapa Māori e kitea ana i runga i te pou tohu, te pātaka, te waharoa me ngā rākau Māori. Inā te ataahua me te tiaki pai o te whenua. I āta tapa ngā ingoa o ia akomanga, me te tūnga hoki, kia māmā te whakauru atu. Kei roto i ngā taiao ako te whānui o ngā ngohe ahurea, papori ngohe ā-tinana. Tū pakari, tau ana ngā tauira, ā, e whakaatu mai ana i te tū ā-tangata i roto i a rātou ako i te kura.

Manaakitanga. He whai hua a rātou whakawhitiwhiti kōrero me te whanaungatanga hoki i waenga i te katoa. Tū pakari rātou ki te powhiri manuhiri ki te kura, ki te whakatinana hoki i te kawa me ngā tikanga o Ngāti Manawa. Mai i te whare hui e hono atu ana ki te wharekai ka taea te whakarato āhuatanga ōrite ki te marae; ka whakarato hoki i te horopaki ahurea kia whai wā ngā tauira ki te whakaatu i o rātou mōhiohio manaakitanga. He tika tonu ta rātou whakamana i te tangata, kia rātou ano hoki. He whai āhua manaaki tangata, he mahana, he hoahoa. He mōhio, he tū pakari he whakaatu manawa whakahī me te taunga ki ngā kawa o Ngāti Manawa.

Whanaungatanga. E tū kaha ana ngā tauira i roto i te whanaungatanga, ka whakanui i ngā hononga o a rātou whakapapa. Mai i te tikanga whanaungatanga ka taea te here i te mahitahi whakahaere o te hapori whānui o te kura. Ka whakaputaina te hauora, waiora me te oranga i roto i ngā whakataetae hakinkina me ngā tākaro puangi. Kua whakahokia mai ētahi o ngā hakinakina tūturu o mua. Ko ētahi atu o ngā ngohe e whakaratohia ana i te kura ko ngā kanikani o mua, te mau rākau me te purei i roto i te pēne o te kura. Ma te maara kai ka ako ngā tauira mō te rōnaki, te whakatō me te hauhake kai tika hei oranga mō te whānau. Ka mātanga ngā tauira ki te whanake i te noho hei mema o whānau, te hapū me te iwi.

Wairuatanga. Kei te tipu te kaha o ngā tauira i roto i te wairuatanga mai i te kōrero me te mōhio ki ngā matatinihanga o te reo Māori. Kei te mōhio rātou ki ngā tino tikanga o ngā karakia, ngā waiata tawhito, ngā whakapapa me ngā pēpeha.

Pono. E whakapono ana ngā mātāmua i te kaupapa o te kura. He kaha rātou ki te whakaahua tika mai ki te whakamahi i te reo Māori i ngā wā katoa, ki te whakanui i ngā kākahu o te kura, ki te whakarite i ngā paenga, ki te hiki i ngā whanonga tika. He whakanui hua awe rātou i roto i te hāpori. Kei te mōhio, kei te mārama kua whakaae ki ngā tūmahi, haepapa hei akonga, hei whakatauiratanga hei kaitātaki, hei mema rātou mō te kura, o rātou whānau, hapū, iwi.

Te Ahu Whakamua me ngā Paetae o ngā Tauira

He whakamārama

Tāpiri atu ki ngā wāhanga tiro arotahi i tohua e te Poumarumaru, i whakatau te Tari Arotake Mātauranga ki te aro mātai i ngā paetae reo matatini, ina ko te tuhituhi. Mai i tēnei arotake i kitea te tiketike o te kounga o ngā punaha me ngā mahi whakahaere kua taunga kē ki te kohi, te wetewete me te tuku pūrongo mō te ahu whakamua, me ngā paetae o ngā tauira i te katoa o te kura.

Kura Teina

He mārama ngā whāinga mō te tiketike o te kounga o te ako. He takohanga ngā tauira, he kaha ki te manaaki i aia ano, arā, e mōhio ana ia ki ngā whakahaere o te akomanga. He pai te whakaarite o ngā taiao o ngā akomanga, he ataahua, he whakaaraara i te hinengaro. He nui ngā momo rauemi hei hāpai i ngā ako. Ko ngā whakawhitiwhiti kōrero i waenga o ngā tauira me ngā pouako kei roto i te reo Māori anake.

Ko ngā hua mō te tuhituhi mō te wāhanga tuatahi o 2009, i whakaatu mai whitu tekau pai heneti o ngā tauira kua tutuki, kua hipa noa atu rānei i te taumata i whakaritea. Ko ngā tauira kei te toe, kei runga i te huarahi ki te eke ki ngā taumata. Ko ngā rautaki momoho i whakamahia kia ū ēnei hua ko ngā whakamaherehere arotahi, ko te tuhi ia ra, ko te tika o te whakarōpu i ngā tauira me te tuku pūrongo ki ngā Pouārahi. He whai take ngā whakawhanake ngaiotanga mō ngā pouako i ia wā, i roto i te kaupapa tuhi hei tautoko i ngā hōtaka ako tuhituhi.

Ka whakarato ngā pouako i te tiketike o te kounga o te whakatauira i te reo Māori i roto i te tuhi me te taiao ako. Whakaputa noa ai ngā tauira i te reo Māori.

Kura Mataamua

Whai wāhi ai ngā tuakana i te whānui o ngā wheako ako. Kua oti te whanake i ngā pukapuka o ngā tauira mai i te timatatanga, arā, ka whakanuia te whanake o ngā pukenga me ngā mōhiotanga o ngā tauira. Ko te whāriki o ngā kaupapa ko Ngāti Manawa. E tika ana mō te kura kia hopukina e ngā tauira ngā ako mai i te tirohanga o Ngāti Manawa, me te ao whānui. Tokorua ngā kaitito rongonui, e whai hononga ana ki Ngāti Manawa, kua oti i a rāua te tuhi pukapuka mō ngā tauira o te wharekura. E tino arotahi ana ngā tauira me te whai hua i roto i a rātou mahi me ngā pukapuka nei.

Ko ēnei ngā paetae mātauranga o ētahi o ngā tauira kua puta i te kura, arā, tokorua kei roto i te hōtaka Diploma of Teaching, kotahi kei te Whare Wānanga o Waikato, tokorua kei te whakaoti i te Diploma of Māori Studies i te Wānanga o Raukawa. Ko ngā pouako i roto i hōtaka NCEA kei te kapi i Te Reo Māori, Kapa Haka, Tikanga ā Iwi, Pāngarau, Ingarihi me te Mau Rākau. A te tau 2010 ka uru atu te reo Hapanīhi me te Puoro-te āria me nga whakatutukitanga.

He wahanga hei whakawhanake anō

Te whakatikatika tonu i ngā hōtaka o te Kura Mātaamua. Me kaha ngā Pouārahi me ngā pouako o te Kura Mātaamua ki te pupuri i ngā mahi whakatikatika kia pai ake te kounga o ngā hōtaka mō aua tauira. Ka taea te tāpiri atu i ēnei:

  • ki te whakawhānui atu i ngā Kaupapa Ako mō ngā tauira;
  • kia haere tonu te whanake i ngā mahere mō ngā Kaupapa Ako; me
  • haere tonu ngā mahi arotake, whakatikatika i ngā anga kauhou whakangūngū.

Ngā Wāhanga-ā-Motu e Ngākaunuitia ana

Titiro Whānui

Whakarato mōhiohio ai a ERO mō te pūnaha mātauranga ki te Kawana hei whakapuaki i ngā āhua mō te hiki ake ā-pūnaha mātauranga mō āmua. I tua atu, whakarato mōhiohio ai a ERO mō te wāhanga mātauranga ki ngā mātua o ngā kura me te hāpori mai i ngā purongo ā-motu.

Ki te whakatū i tēnei, ka whakatau a ERO i ngā kaupapa, ka tirohia mō te wā kua tohua i waenga o ngā kura ā-motu.

I te wā o te arotake o Te Kura Kaupapa Motuhake o Tawhiuau i tirohia, i whakaritea he pūrongo i raro i ngā wāhanga ā-motu e whai ake nei. Kei roto ngā kitenga i tenei pūrongo, nā, ka āta kitea, ka taea te nanao atu i ngā mōhiohio mō te kura.

Whakangūngū Poumarumaru/Whānau

Ko tētahi wāhanga o tēnei arotake, i aro mātaingia e ERO te tino mauritau o te whakangūngū i whakaratohia mō te Poumarumaru me te whānau me te pāpātanga ki te kounga o te kawanatanga i roto i te kura. Ka tāpiri atu i ngā tirohanga mō ngā whakataunga ko ēhea o ngā whakangūngū hei whakahaere, te whānui me te whakauru atu, arā, he painga ka puta ki te hiki i ngā mahi kawanatanga me ngā putanga mō ngā tauira.

Pēna noa atu te pāpātanga o ngā whakangūngū mō te poari/whānau i ngā mahi kawanatanga i tēnei kura.

Ngā Kupu Tūturu a Te Poari mō Ngā Wāhanga Tautukunga

Te Titiro Whānui

I mua atu i te whakahaerenga o te arotake, i whakatutukitia e te poari whakahaere me te poutoko o Te Kura Kaupapa Motuhake o Tawhiuau heTauāki Kupu Tūturu a Te Rōpu Whakahaere me tētahi Rārangi Arowhai Tātari Whaiaroma ERO. I roto i ēnei tuhituhinga i oati rātou, i kaha rātou ki te whakatutuki i ngā hanganga ture e pā ana ki:

  • ngā whakahaere a te poari;
  • te marautanga;
  • ngā whakahaere o te hauora, te waiora me te oranga tinana;
  • ngā whakahaere o ngā pouako;
  • ngā whakahaere o te pūtea; me
  • ngā whakahaere o ngā hua pūmau.

I te wā o te arotake i titiro a ERO ki ēnei e whai ake nei, notemea e whai wāhi nui ana rātou i runga i ngā putanga e whai hua ana e ngā ākonga:

  • te āhuru o te aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaāito);
  • te oranga tinana o ngā ākonga;
  • te rēhitatanga o ngā pouako;
  • te aukati, te whakatārewa, te pananga me te whakarerenga; me
  • te haeremai a te ākonga ki te kura.

I roto i ngā whakahaerenga o tēnei arotake, kaore i kitea e ERO he wāhanga o ngā hanganga ture kaore ano kia whakatutukitia e te kura.

Nga Tūtohutanga

E tūtohu ana a ERO:

1.1 me arotake me whakatikatika ngā mahi whakahaere ki te aro tūruki i ngā whainga me ngā taumata kua whakaritea i roto i ngā pukapuka Tōku Huarahi Motuhake – Individual Learning Pathway.

Ngā Mahi Hei Mahi ā Meake Nei

E whakapono ana te Tari Arotake Mātauranga ka taea e te Poumarumaru te whakahaere i te kura me te wharekura hei painga mō ngā tamariki me te Karauna, ā, me te whakatinana i ngā wāhanga hei whakapai ake kua takoto ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura i roto i ngā tau e wha ki te rima.

Makere Smith

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

15 March 2010

1. About the Kura

Confirmed Education Review Report:Te Kura Kaupapa Motuhake o Tawhiuau

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Location

Murupara

Ministry of Education profile number

463

School type

Year 1-15

Teaching staff:Roll generated entitlement OtherNumber of teachers

13.7411

School roll

103

Gender composition

Boys 48Girls 55

Ethnic composition

Māori 103

Special features

Designated Character – Ngāti ManawatangaImmersion Education

Review team on site

September 2009

Date of this report

15 March 2010

Previous ERO reports

Education Review, June 2005

2. The Education Review Office (ERO) Evaluation

Ko Tawhiuau te maunga

Ko Rangitaiki te awa

Ko Tangiharuru te tangata

Ko Ngāti Manawa te iwi

Te Kura Kaupapa Motuhake o Tawhiuau is located in Murupara. Its designated character is Ngāti Manawatanga which describes Ngāti Manawa culture, te reo māori, traditions and values. Ngāti Manawatanga underpins and influences the guiding principles for governance, management and education in the kura.

The board of trustees (Poumarumaru) and ERO agreed on specific focus areas for this review. These are;cultural autonomy, intellectual autonomy and health and well-being.In addition, ERO and the Poumarumaru agreed to evaluate literacy achievement, particularly in writing.

Students, staff and the community are clear about the characteristics that define Ngāti Manawatanga and these characteristics assist them to assert their cultural autonomy. The concept of culture captures the essence of what it means to be Ngāti Manawa, and reflects its importance as a key component of learning and growth at Te Kura Kaupapa Motuhake o Tawhiuau. The kura environment is designed to project and reflect kaupapa Māori.Students exhibit spirit and intellect in their knowledge, commitment and practice of being uniquely Māori.Consequently students display an unwavering belief and pride in who they are and where they come from.

Whānau, hapū and iwi play a critical role in the governance, management and education at the kura. The Poumarumaru includes representatives from the marae, the rūnanga, kaumātua, whānau, staff and students. This approach to developing seamless involvement of whānau, hapū and iwi in the education of the students is empowering, inspirational and visionary. The whānau also strives to maintain a high quality learning environment where core values underpin and set a life-long philosophy for good health and well-being.

Teachers are highly motivated and provide effective learning experiences for students. They are well organised and prepared, and maintain high levels of critical reflection and ongoing evaluation practices. All staff are committed to restoring knowledge of and from Ngāti Manawa. Learning about Ngāti Manawa strengthens the holistic development of students, including the dimensions of wairua, whatumanawa, hinengaro and tinana. Students are well supported to maintain, promote and celebrate the cultural autonomy of Ngāti Manawa in the present and into the future.

Students are involved in planning their individual programmes of learning. These programmes are negotiated between the student, their parents or caregivers and teachers. Learning programmes are relevant and promote successful outcomes for students. Students have direction, purpose and reason to enjoy being at school.

Students display a strong sense of whanaungatanga and acknowledge their whakapapa connections. They interact effectively and have good relationships with others. They also model good practices in their consistent use of te reo Māori, having pride in their school uniform, setting boundaries and standards of behaviour. They promote a positive influence in the community.

There are comprehensive process for reporting to parents and the community about student achievement and progress. Exemplary results for writing for the first half of 2009 showed that 70% of students had already met or exceeded the defined target, with the remaining students on track to meet targets. Ongoing professional development for staff in writing through support programmes for teaching and learning in writing has been valuable.

Senior students participate in a wide range of learning experiences. Student booklets have been developed over time and highlight the development of students’ writing skills and knowledge. The content is based on Ngāti Manawa. It is important for the kura that students capture and learn within the view of Ngāti Manawa and the wider world. The kura radio station has been an influential medium for not only sharing te reo Māori with students and staff in the kura, but with the wider community as well. It also provides students with opportunities to refine technical skills, and to develop oral and written language skills for broadcasting.

Future Action

ERO is very confident that the board of trustees can govern the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

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

3. Kura Specific Priorities

The Focus of the Review

Te Kura Kaupapa Motuhake o TawhiuauBefore the review, the board ofwas invited to consider its priorities for review using guidelines and resources provided by ERO. ERO also used documentation provided by the kura to contribute to the scope of the review.

Te Kura Kaupapa Motuhake o TawhiuauThe detailed priorities for review were then determined following a discussion between the ERO review team and the board of trustees. This discussion focused on existing information held by the kura (including student achievement and self-review information) and the extent to which potential issues for review contributed to the achievement of the students at.

ERO and the board agreed on the following focus areas for the review which are drawn from the kura framework for Ngāti Manawatanga:

  • cultural autonomy;
  • intellectual autonomy; and
  • good health and well-being.

In addition, ERO decided to evaluate:

  • literacy achievement in writing.

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

4. Findings

Cultural Autonomy

Background

Students, staff and the community are clear about the characteristics that define Ngāti Manawatanga and these characteristics assist them to assert their own cultural autonomy. Their concept of culture recognises the significance placed by the whānau on students learning about who they are and where they come from. Cultural knowledge is a key component of learning and growth at Te Kura Kaupapa Motuhake o Tawhiuau.

Areas of good performance

Cultural autonomyThe concept of culture as defined by the kura, captures the essence of what it means to be Ngāti Manawa, from the past to the present and into the future. Kaumātua and kuia play an integral role in the transmission of cultural knowledge (including te reo o Tawhiuau) to the next generation of descendants from Ngāti Manawa. Students display an unwavering belief and pride in who they are and where they come from. They are aware of and willing to take up the challenge and responsibility for maintaining, promoting and celebrating the cultural autonomy of Ngāti Manawa.

Iwi contribution to kura curriculumPapakāinga and the importance of mana whenua are part of the kura curriculum. Local marae are gathering their unique stories, resources and waiata to contribute to the kura as core curriculum material for the students to further develop their knowledge of Ngāti Manawatanga. All staff are committed to restoring knowledge of and from Ngāti Manawa. This is achieved through their active support and celebration of stories, waiata, tikanga, karakia and values that reflect Ngāti Manawatanga. Learning about Ngāti Manawa strengthens students’ development including wairua, whatumanawa, hinengaro and tinana.

Valuing whakapapa connectionsWhakapapa connections within whānau, hapū and iwi are critical and valued elements of governance, management and education in the kura. This is reflected in the composition of the Poumarumaru which includes representatives from the marae, the rūnanga, kaumātua, whānau, staff and students. This approach to developing seamless involvement of whānau, hapū and iwi in the education of their students is empowering, inspirational and visionary.

Physical environmentThe kura community hastaken a firm stance to determine theeducational pathway for its students and as such has been deliberate and considered in the decisions made about the development of the physical environment of the kura. The kura is distinctive and unique in both its character and kaupapa. The physical environment of the kura includes whakairo and raranga. Contexts for learning include marae, māra kai and outings to significant sites, which provide further learning experiences about Ngāti Manawa. Students are well informed and competently practise traditional tikanga on marae as well as displaying values such as manaaki and āwhina.

Intellectual Autonomy

Background

Ngāti Manawatanga permeates teaching and learning in the kura and is essential to the intellectual development of students. A comprehensive cultural audit in 2008 affirmed that Ngāti Manawatanga positively influences the quality of experiences provided for students at Te Kura Kaupapa Motuhake o Tawhiuau.

Areas of good performance

Quality of teaching. Teachers are highly motivated and provide effective learning experiences for students. In addition to being well organised and prepared, teachers maintain high levels of critical reflection and ongoing evaluation practices. There is small group teaching, sharing of learning intentions, good use of individual staff skills and strengths, and strong levels of support and direction for teachers. Catering for the needs and interests of individual students is a particular feature of teaching in the kura. Programmes are relevant and promote successful outcomes for students. Relationships and interactions at all levels are warm and respectful. Students are well equipped and able to make informed choices throughout their learning journey.

Leadership.The innovative leadership team share and model a passionate belief that students will succeed.A range of leadership roles and opportunities is focussed on promoting, supporting and celebrating Ngāti Manawatanga. This includes strengthening cultural knowledge, intellectual autonomy, good health and well-being. The principal and two senior managers maintain an overarching perspective of how Ngāti Manawatanga is being addressed across the kura. Curriculum leaders are responsible for incorporating Ngāti Manawatanga into their respective curriculum areas. Teachers display leadership through the implementation of the Ngāti Manawa curriculum and learning programmes across both the Kura Pōtiki (Years 0-6) and Kura Mataamua (Years 7-15). Senior students also show leadership potential in various ways such as competently and confidently leading the weekly kura hui.

Tōku Huarahi MotuhakeStudents are involved in planning their individual programmes of learning. These educational pathways are negotiated between the student, their parents or caregivers and teachers, and include agreed goals and targets for students’ learning and development. Goals and targets are realistic and are intended to provide challenge and motivation for students. Progress is monitored and reviewed regularly. Students have direction, purpose and reason to enjoy being at school.

Reporting to parents and the communityThe principal presents regular progress reports about student achievement information to key groups associated with the kura. Monthly reports to the board are integral to monitoring targets set in the kura annual plan. Two specific hui with parents and the wider Ngāti Manawa community are held during the year to provide detailed information about student progress in relation to annual targets. There are also mid-year and end of year interviews where formal written reports are distributed and whānau are given the opportunity discuss their child’s progress with the teachers.

Health and well-being

Background

The whānau strives to maintain a high quality learning environment where core values underpin and set a life-long philosophy for good health and well-being. These values are a natural part of what happens at Te Kura Kaupapa Motuhake o Tawhiuau. Consequently students’ physical, spiritual and emotional wellbeing is catered for.

Areas of good performance

KaitiakitangaStudents show great pride and take care of their kura environment. The physical environment of the kura is designed to reflect kaupapa Māori, as seen in the bold carved signage, the pātaka, the waharoa, and the native shrubbery. The immaculate and well-maintained landscape is aesthetically appealing. The different buildings are aptly named and strategically placed for easy access. The learning environments accommodate a wide range of cultural, social and physical activities. Students are confident, settled and exhibit pride in their learning and their kura.

ManaakitangaStudents interact effectively and have positive relationships with others. They confidently welcome visitors to their kura and practise the appropriate Ngāti Manawa kawa and tikanga. The whare hui and adjoining wharekai provide similar functions to marae, providing an appropriate cultural context for students to demonstrate their knowledge of manaakitanga. They show genuine respect and regard for people and for each other. They are welcoming, warm and friendly. Students are capable, confident, and display pride and familiarity with protocols of Ngāti Manawa.

WhanaungatangaStudents have a strong sense of whanaungatanga and acknowledge their whakapapa connections to others. The concept of whanaungatanga reinforces the collective responsibilities of the wider kura community. Health and wellbeing are promoted through competitive sport and recreation. Traditional games and pastimes have been revived.Other examples of activities provided in the kura include ballroom dancing, mau rākau and participating in the kura band.The garden is used to teach students about sustainability, growing and harvesting healthy food for the good of the whānau. Students experience social development as members of their whānau, hapū and iwi.

WairuatangaStudents are gaining a strong sense of wairuatanga through the use and understanding of the complexities of te reo Māori. They are aware of the significance of karakia, waiata tawhito, whakapapa and pepeha.

PonoSenior students have faith and belief in the kaupapa of their kura. They model good practices through the consistent use of te reo Māori, taking pride in their school uniform, setting boundaries and displaying high standards of behaviour. They are a positive influence in the community. They know, understand and accept their roles and responsibilities as learners, role models, leaders and members of the kura, their whānau, hapū and iwi.

Student progress and achievement

Background

In addition to the review focus areas chosen by the board, ERO also decided to evaluate literacy achievement in writing. This review identified that high quality systems and practices are well established to gather, analyse and report student progress and achievement across the kura.

Kura Teina

There are clear expectations for high quality teaching and learning. Students are responsible and self-managing and familiar with classroom routines. Classroom environments are well organised, attractive and stimulating. A wide range of resources is available to assist teaching and learning. All interactions between teachers and students are in te reo Māori.

Results for writing for the first half of 2009 showed that 70% of students had already met or exceeded the defined target, with the remaining students on track to meet targets. Successful strategies used to achieve these results include focussed planning, regular daily writing, appropriate grouping of students and reporting to senior managers. Ongoing professional development for staff in writing through support programmes for teaching and learning in writing has been valuable.

Teachers provide high quality modelling of te reo Māori in both written and oral forms. There are clear expectations to use only te reo Māori in the learning environment. Te reo Māori is used spontaneously by students.

Kura Mataamua

Senior students participate in a wide range of learning experiences. Student booklets have been developed over time and highlight the development of students’ writing skills and knowledge. The content is based on Ngāti Manawa. It is important for the kura that students capture and learn within the world view of Ngāti Manawa and the wider world. Two prominent authors with links to Ngāti Manawa have produced texts specifically for wharekura students. Students are focussed and fully participate in their work with the novels.

Academic achievement of recent kura graduates includes two students enrolled in the Diploma of Teaching programme, one attending Waikato University, and two students now completing a Diploma of Māori Studies at Te Wānanga o Raukawa. Staff involved in the NCEA programme cover Te reo Māori, Kapa Haka, Tikanga ā Iwi, Mathematics, English, and Mau Rākau. They will offer Japanese and Music theory and performance in 2010.

Areas for improvement

Ongoing refinements to programmes in Kura MataamuaThe senior staff and teachers in the Kura Mataamua should maintain ongoing refinements to sustainthe quality of programmes for those students. These could include:

  • increasing the range of Kaupapa Ako available for students;
  • continuing to develop schemes of work for all Kaupapa Ako; and
  • continuing to review and refine course outlines.

5. Areas of National Interest

Overview

ERO provides information about the education system as a whole to Government to be used as the basis for long-term and systemic educational improvement. ERO also provides information about the education sector for kura parents and the community through its national reports.

To do this ERO decides on topics and investigates them for a specific period in all applicable kura nationally.

Te Kura Kaupapa Motuhake o TawhiuauDuring the review ofERO investigated and reported on the following areas of national interest. The findings are included in this report so that information about the kura is transparent and widely available.

Board of Trustees/Whānau Training

As part of this review, ERO evaluated the effectiveness of training provided for the board of trustees and whānau and its impact on the quality of governance in kura. This includes looking at how decisions were made about what training was needed, the range and access to training and how the training has contributed to improvements in governance practices and outcomes for students.

Board/whānau training has had significant impact on governance practices in this kura.

6. Board Assurance on Compliance Areas

Overview

Te Kura Kaupapa Motuhake o Tawhiuau Before the review, the board of trustees and principal ofcompleted an EROBoard Assurance StatementandSelf-Audit Checklist. 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; and
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on students’ achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment);
  • physical safety of students;
  • teacher registration;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

ERO’s investigations did not identify any areas of concern.

7. Recommendation

ERO recommends:

7.1 that staff review and refine practices for monitoring student goals and targets set out in students’Tōku Huarahi Motuhake - Individual Learning Pathwaydocuments.

8. Future Action

ERO is very confident that the board of trustees can govern the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

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

Makere Smith

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

Community Page

To the Parents and Community of Te Kura Kaupapa Motuhake O Tawhiuau.

These are the findings of the Education Review Office’s latest report onTe Kura Kaupapa Motuhake o Tawhiuau.

Ko Tawhiuau te maunga

Ko Rangitaiki te awa

Ko Tangiharuru te tangata

Ko Ngāti Manawa te iwi

Te Kura Kaupapa Motuhake o Tawhiuau is located in Murupara. Its designated character is Ngāti Manawatanga which describes Ngāti Manawa culture, reo, traditions and values. Ngāti Manawatanga underpins and influences the guiding principles for governance, management and education in the

The board of trustees (Poumarumaru) and ERO agreed on specific focus areas for this review:cultural autonomy, intellectual autonomy and health and well-being.In addition, ERO and the Poumarumaru agreed to evaluate literacy achievement, particularly in writing.

Students, staff and the community are clear about the characteristics that define Ngāti Manawatanga and these characteristics assist them to assert their cultural autonomy. The concept of culture captures the essence of what it means to be Ngāti Manawa, and reflects its importance as a key component of learning and growth at Te Kura Kaupapa Motuhake o Tawhiuau. The kura environment is designed to project and reflect kaupapa Māori.Students exhibit spirit and intellect in their knowledge, commitment and practice of being uniquely Māori.Consequently students display an unwavering belief and pride in who they are and where they come from.

Whānau, hapū and iwi play a critical role in the governance, management and education at the kura. The Poumarumaru includes representatives from the marae, the rūnanga, kaumātua, whānau, staff and students. This approach to developing seamless involvement of whānau, hapū and iwi in the education of the students is empowering, inspirational and visionary. The whānau also strives to maintain a high quality learning environment where core values underpin and set a life-long philosophy for good health and well-being.

Teachers are highly motivated and provide effective learning experiences for students. They are well organised and prepared, and maintain high levels of critical reflection and ongoing evaluation practices. All staff are committed to restoring knowledge of and from Ngāti Manawa. Learning about Ngāti Manawa strengthens the holistic development of students, including the dimensions of wairua, whatumanawa, hinengaro and tinana. Students are well supported to maintain, promote and celebrate the cultural autonomy of Ngāti Manawa in the present and into the future.

Students are involved in planning their individual programmes of learning. These programmes are negotiated between the student, their parents or caregivers and teachers. Learning programmes are relevant and promote successful outcomes for students. Students have direction, purpose and reason to enjoy being at school.

Students display a strong sense of whanaungatanga and acknowledge their whakapapa connections. They interact effectively and have good relationships with others. They also model good practices in their consistent use of te reo Māori, having pride in their school uniform, setting boundaries and standards of behaviour. They promote a positive influence in the community.

There are comprehensive process for reporting to parents and the community about student achievement and progress. Exemplary results for writing for the first half of 2009 showed that 70% of students had already met or exceeded the defined target, with the remaining students on track to meet targets. Ongoing professional development for staff in writing through support programmes for teaching and learning in writing has been valuable.

Senior students participate in a wide range of learning experiences. Student booklets have been developed over time and highlight the development of students’ writing skills and knowledge. The content is based on Ngāti Manawa. It is important for the kura that students capture and learn within the view of Ngāti Manawa and the wider world. The kura radio station has been an influential medium for not only sharing te reo Māori with students and staff in the kura, but with the wider community as well. It also provides students with opportunities to refine technical skills, and to develop oral and written language skills for broadcasting.

Future Action

ERO is very confident that the board of trustees can govern the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

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

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Review Coverage

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

If you would like a copy of the full report, please contact the kura or see the ERO web page, http://www.ero.govt.nz.

Makere Smith

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

GENERAL INFORMATION ABOUT REVIEWS

About ERO

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

About ERO Reviews

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

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

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

Review Focus

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

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

Review Coverage

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

Review Recommendations

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