Te Kura Mana Māori o Whangaparaoa

1 Te Horopaki

Ko Tihirau te maunga Ko Whangaparāoa te awa Ko Tauira mai Tawhiti te waka Ko Kauaetangohia te hapū Ko Te Whānau-ā-Apanui te iwi E whai ana i ngā tapuwae o ngā mātua tīpuna kia tū rangatira ai ngā mokopuna

Ko Te Kura Mana Māori o Whangaparāoa tētahi kura hiato e noho tuawhenua ana ki Whangaparāoa, ki te rāwhiti o Ōpōtiki. E whakarato ana te kura i te mātauranga rumaki reo Māori mō ngā ākonga o ngā tau 1 ki te 15, kei raro i te maru o Ngā Kura ā-Iwi o Aotearoa. Ko Kauaetangohia te hapū, ko Te Whānau-ā-Apanui te iwi. Ka whai wāhi te kura ki te pūtake o ngā tūmomo kaupapa taumahi a te whānau, te marae, me tōna hapori whānui.

Ko tā te whānau tirohanga, he whakawhanake i te mana motuhake, te ngākau titikaha, te whakaaweawe, te ihumanea, me te whakatakotoranga whakaaro hoki o ō rātou uri, kia whai wāhi nui rātou ki te ao whānui, kia tūroa hoki tā rātou whai i te mātauranga. Whai muri i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2012, kua whakatuwheratia ētahi whare ako moroki, kua whakaurua ngā rauemi hangarau ki roto i ngā hōtaka akoranga, ā, kua whakawhanakehia tētahi mahere tauatanga, hei āhuatanga tonu o tā rātou whakawhanaketanga rautaki.

Ngā Whakaaturanga

2 Ngā Putaputa ki ngā Uri

He pēhea rawa ngā uri e whakaatu i tō rātou ngākau titikaha me tō rātou manawa whakahī hei uri o Te Whānau-a-Apanui?

He ngākau titikaha, he manawa whakahī hoki tō ngā uri mō ō rātou hononga hei uri o Te Whānau-ā-Apanui.

Kei te mārama ki ngā uri te whakahirahiratanga o te ūkaipōtanga. He mārama te tirohanga me te mahere rautaki a Te Poumarumaru, ā, e arotahi ana ki te poipoi i te tuakiri, te reo, me te ahurea o Te Whānau-ā-Apanui. Kua tāngia tā rātou tirohanga ki roto i te arā takahanga, hei tohu e whakamaumahara ana i tōna whakahirahiratanga ki ngā uri me te whānau. E whakapūmau ana te taiao i Te Whānau-ā-Apanuitanga, hei tino āhuatanga matua tonu o ngā akoranga a ngā uri. Hei tauira, kei ngā kūaha karaehe o te whare rahi rawa o ngā whare katoa te moki e whakaatuhia ana, hei tohu i te whakahirahiratanga o te moki ki Te Whānau-ā-Apanui. E tū tangata ana ngā ākonga hei uri o Te Whānau-ā-Apanui.

Ka ako ngā uri i ō rātou tātai whakapapa. Ka ārahi ngā kuia me ngā kaumātua i ngā tikanga, hei āta whakarite i te hāngaitanga o ngā whakahaeretanga o te kura ki te āhua o ngā whakaaro, te tū, te whai oranga, me te ako o Te Whānau-ā-Apanui. Ka toro atu ngā wheako ako o ngā uri ki ngā marae katoa, huri noa i te takutai o Te Whānau-ā-Apanui, ā, ki tua atu hoki. Ka hāngai ngā kaupapa ako ki tēnā e noho whakahirahira ana ki te whānau, te hapū, me te iwi. Ko tētahi o aua kaupapa ako, ko te whai i ngā kōrero tuku iho e pā ana ki ō rātou tīpuna, hei tūhonohono atu ki ngā whānau, ngā hapū me te iwi. He whai wāhitanga mō ngā uri ki te ārahi i ngā kaupapa ahurea, me te ako mai i ētahi atu. Ka whakakoia, ka whakapūmautia, ka whakanuia hoki ā rātou whakamātau e te whānau. Ka whakatinana ngā uri i ngā uaratanga me ngā tikanga o Te Whānau-ā-Apanui.

E whakawhanake ana ngā uri i tō rātou māramatanga ki tō rātou whai wāhi nui ki a Whangaparāoa. Ko te tauutuutu o ngā hononga tētahi āhuatanga matua o te noho ki Whangaparāoa. E ahu mai ana ngā hononga i te whakaute o tēnā me tēnā ki te mana whenua, ā, i te noho maioha anō hoki ki te taiao me tō rātou hapori iti. E noho tuwhera ana te kura, ā, nā tēnei ka tūtaki ngā uri ki ngā tūmomo tira haere ka taetae mai ki Whangaparāoa. He whānui ngā tūmomo kaupapa e whakarauika ana i ngā tira ki te kura – mai i ngā haerenga ka pupū noa ake, ki ērā i āta whakaritea ai i mua. E ākina ana te kawe a ngā uri i ngā tira ki ngā tūmomo pouwhenua o te hapori, ā, ka whakapuaki rātou i ngā hītori me ngā kōrero e pā ana ki te hapū. He mātātoa tā rātou whai wāhi atu ki ngā kaupapa ahurea, kaupapa hākinakina a te hapū, te iwi, me te hapori. He whai wāhitanga mō rātou ki te haereere hei kanohi mō te kura, otirā, mō ō rātou whānau, ō rātou hapū, me tō rātou iwi. He tau ngā uri ki ō rātou tūranga me ā rātou kawenga mahi hei tangata whenua.

E whakawhanake ana ngā uri i tō rātou mātau ki tō rātou reo ā-iwi. He nui ngā tūmanako o Te Poumarumaru, kia whanake te mātau o ngā uri ki te kōrero me te pānui i te reo Māori. Whai wāhi ai ngā kaumātua me ngā kuia ki ngā kaupapa o te kura whānui, hei whakatauira i te mita o Kauaetangohia me Te Whānau-ā-Apanui. Ka kōrero, ka whakatauira hoki ngā kaiako i te reo Māori. Haere ai ngā uri ki ngā kaupapa ōkawa a te hapū me te iwi i ia te wā, ā, ka rongo rātou i te reo ki te whānuitanga o ngā tūmomo horopaki ako. Ka ako ngā tamariki tēina i te reo ōkawa o te mihi, te pepeha, me te whakapapa, hei whakawhanake i ngā hanganga reo papai. Ka rongo rātou i te mita o te hapū me te iwi ki te marae, ā, ki ngā kaupapa me ngā huihuinga hoki o te hapori me te kura. E taea ana e ngā uri tokomaha te ako mā te rumaki reo Māori, ā, ka tautokona tā rātou whakatōpū, tā rātou whakawhānui hoki i tō rātou reo. Me whiwhi ētahi o ngā uri i te tautoko e āta hāngai pū ana ki a rātou, kia eke angitu ai tā rātou ako mā te rumaki reo Māori.

E whai wāhi ana ngā uri ki tētahi marautanga whānui. He pakari ngā uri i te kura tuatahi me te wharekura ki te āta whakamahi i te hangarau matihiko, hei āhuatanga tonu o ā rātou akoranga. Kua āta whakaritea ngā wāhi ako mō ngā reanga o te kura tuatahi me te wharekura, ā, ka whakarato anō hoki mō ngā uri e mau ana i ētahi atu matea ako. He whānui ngā tūmomo huarahi tautoko i roto i ngā whakaakoranga me ngā akoranga. He kaiāwhina mātanga e hāpai ana i ngā matea ako o ngā uri. Kei aua uri ā rātou ake mahere mātauranga i whakatakotohia ai ki te taha o te whānau, ngā kaiako, me te Kaiako Takawaenga o te Ako me te Whanonga. Kua whakaritea e ngā kaiako ngā mahinga ako, a, ka whakaako rātou i ngā rōpū iti o ngā uri, i te toenga o ngā tamariki e ako takitahi ana. E hāpaitia ana te ako a ngā uri.

Ka kitea te tino tūmāia o ngā uri ki te whānuitanga o ngā tūmomo horopaki. E mōhiotia ana, e ākina ana hoki e te whānau ō rātou uri, ā, ka āta whakawhanake i ngā taunekeneke manaaki, ka tautoko hoki rātou i ngā uri ki te āta whakatutuki i ō rātou pūmanawa. Ka whakanuia ngā mahi angitu, ā, ka āta whakaatuhia ngā whakatutukitanga ki ngā pakitara o ngā akomanga me te tari matua. Ka whakaatuhia e ngā uri ā rātou akoranga ki te hapori i ngā hui e tū ai i te mutunga o ia wāhanga. Ko ngā uri e mau ana i ngā matea ako whānui ka tautokona e ngā mātanga, pērā i ngā kaiāwhina me ngā ratonga tautoko mātauranga o waho e hāpai ana i ngā whakaakoranga me ngā akoranga. E whanake ana ngā uri i tō rātou whakapono ki a rātou anō, ā, e noho hihiri ana hei ākonga.

E whiwhi ana ngā uri i ngā painga e ahu mai ana i ngā pūkenga me te matatau o ō rātou kaiako me tō rātou whānau. He kaiako tautōhito ētahi, he kaiako hou ētahi. Ka whakaaro huritao ngā kaiako, ā, ka kitea tō rātou āheinga ki te whakawhānui tonu i ō rātou pūkenga me ō rātou mōhiotanga. Ka whakamahi ētahi o ngā kaiako i ngā taiao ako moroki, ā, e tūhura ana rātou me pēhea rawa te whakatōpū me te whakapuaki i ngā aronga auaha ki te whakaako. Nā te āhua o te whakawhanaketanga ngaio, e āhei ana ētahi o ngā kaiako ki te whai whakaaro ki ngā huarahi ka whakatōpū ake i ngā aronga ki ngā whakaakoranga me ngā akoranga, i runga anō i te ahu whakamua o te kura ā meāke nei. Kei te harikoa ngā uri, ā, e whai wāhi nui ana rātou ki ngā akoranga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Tērā ētahi uri kāhore anō kia riro ngā pūkenga reo ka hāpai i tā rātou āta whai wāhi nui ki te ako mā te rumaki reo Māori. Ki ētahi o ngā akomanga, ka kōrero ngā uri i te reo Pākehā i te nuinga o te wā, ā, e pā tōraro ana taua āhuatanga ki ētahi atu e ako ana, e kōrero ana hoki mā te reo Māori. I tohu ki ngā tātari ka puta i ngā hōtuku reo matatini o te tau 2016, kāhore ētahi o ngā uri e eke ana i ngā taumata kia pērā ki ō rātou hoa, ā, me whiwhi rātou i te tautoko ki te āta whakawhiti atu ki te taiao rumaki reo Māori. E mōhio ana ngā kaiako, ko te whakarerekē haere i te hōtaka, ka hāpai ake i aua uri. E tūhura ana rātou i ngā aronga auaha ki te waihanga i te marautanga, me ngā tikanga ako ka aro nui ki ngā tūmomo matea o ngā uri. Ka hāngai hoki tēnei ki te whakamahi i ngā wheako ako ngaio, me te rangahau i ngā aronga hou ki te whakatairanga i te whakawhanaketanga reo me ngā whanonga ako.

Kua piki ake te tokomaha o ngā uri e whakauru mai ana ki te kura i roto i ngā tau tata kua pahure ake nei. I te tatauranga o ngā ākonga e tupu haere ana ki te wharekura, he mea nui anō hoki te whai whakaaro me pēhea te whakawhānui ake i ngā huarahi umanga, huarahi mātauranga hoki e wātea ana ki ngā ākonga tuākana, i runga anō i ō rātou ake ngākau nuitanga me ō rātou ake pūmanawa. E whakamātau ana ngā kaiako i ētahi tūmomo aronga ka hāpai ake i ngā huarahi ka whāia tonuhia e ngā uri.

3 Te Ārahitanga me te Aromātai o roto

E hāngai ana te ārahitanga o te kura ki te tirohanga e pā ana ki te eke angitu o ngā uri. E arotahi ana Te Poumarumaru me te rōpū ārahi ki te whakapakari i te āheinga ki te ārahi. Ahakoa e ako ana ētahi o ngā mema o Te Poumarumaru i tō rātou tū ki te kāwana, ka tautoko tonuhia rātou hei whakapakari i tō rātou māramatanga ki ngā tūranga me ngā kawenga mahi e pā ana ki ngā mahi kāwana.

Ka mahi ngātahi ngā kaiārahi matua me Te Poumarumaru ki te aroturuki me te pūrongo i ngā paetae ākonga o te kura. Kua tāutuhia ki tā rātou tātari ngā wāhanga ka whai pānga ki ngā paetae a ngā uri, tae atu hoki ki:

• te āta whakawhiti o ngā uri hou kia rumakina ki te reo Māori
• te whakarite i te aro nui o ngā hōtaka reo matatini, pāngarau hoki ki ngā matea i tāutuhia ai ki ngā uri
• te whakarato i ngā rauemi ki te whakatinana i te tautoko ake o ngā uri i tāutuhia ai
• te whakapiki ake i te tatauranga o ngā uri e whakatutuki ana i ngā tohu o te Taumata 2 me te Taumata 3 o Te Taumata Mātauranga ā-Motu kua Taea, me te whiwhi i ngā whakamanatanga o te kaiaka me te kairangi.

E whakatinana ana te aromātai o roto i ngā whakataunga. Hui ai Te Poumarumaru i ia te wā ki te arotake i ngā kaupapa here, ngā whakaritenga, me ētahi atu kawenga mahi e pā ana ki te kāwana i te kura. Mahi ngātahi ai Te Poumarumaru me ngā kaiwhakahaere matua i ia te wā, ki te tātari me te whakawhiti kōrero mō ngā hōtuku ā-kura, hei whakatairanga i ngā paetae uri mā te tāutu i ngā matea ako me ngā mahere, ā, hei piki ake i te kounga o ngā putanga ki ngā uri. Ka hui ngā kaiako ki te arotake i ā rātou whakaritenga whakaako, ngā taumahi, me ngā kaupapa, me te whakamahere anō hoki ki te whakapai ake.

4 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e Te Poumarumaru me te tumuaki tētahi 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 whakatutukitanga o ngā herenga e pā ana ki Te Ture Oranga Tamariki o 2014.

5 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me Te Poumarumaru ngā taunakitanga e whai ake nei, arā:

• kia whai whakaaro me pēhea te tautoko i ngā uri katoa ki te āta whakatutuki i ngā taumata teitei o te mātau ki te reo, i runga i te āhua o ngā wawata me ngā tirohanga o te kura
• kia tūhura, kia whakatinana hoki i te whānuitanga o ngā aronga ka hāpai tonu ki te whakapakari i te āheinga o ngā kaiako, me te whakatairanga i te whakatōpūtanga ake o te kura whānui ki ngā mahi whakaako me te ako.

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

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Mana Māori o Whangaparāoa i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

12 Kohitātea, 2018

Ngā Kōrero e pā ana ki te kura

1 Context

Ko Tihirau te maunga Ko Whangaparāoa te awa Ko Tauira mai Tawhiti te waka Ko Kauaetangohia te hapū Ko Te Whānau-ā-Apanui te iwi E whai ana i ngā tapuwae o ngā mātua tīpuna kia tū rangatira ai ngā mokopuna

Te Kura Mana Māori o Whangaparāoa is a rural composite school located at Cape Runaway, east of Ōpōtiki. The kura provides Māori medium education for Year 1-15 students and affiliates to Ngā Kura ā Iwi o Aotearoa. The local hapū is Kauaetangohia and the iwi is Te Whānau-ā-Apanui. The kura is central to the activities of the whānau, the marae and its community.

The whānau vision is to develop their uri as autonomous, confident, influential, intelligent, decision makers who contribute to society as lifelong learners. Since the previous ERO review in 2012, new modern learning buildings were opened, technological resources have been implemented into learning programmes, and a succession plan has been developed as part of their strategic

Findings

2 Uri Outcomes

How well do uri demonstrate confidence and pride in their connection to Te Whānau-ā-Apanui?

Uri are confident and proud of their connections to Te Whānau-ā-Apanui.

Uri understand the importance of ūkaipōtanga. The Poumarumaru has a clear vision and strategic plan focussed on fostering Te Whānau-ā-Apanui identity, language and culture. This vision is also etched into the pavement reminding uri and whānau of its importance. The physical environment reinforces Te Whānau-ā-Apanuitanga as an integral part of the learning for uri. The moki, for example, is displayed on the glass doors of the largest whare signifying its prominence to Te Whānau-ā-Apanui. Uri identify as descendants of Te Whānau-ā-Apanui.

Uri learn about their ancestral connections. Kuia and kaumātua lead tikanga ensuring that kura operations align with Te Whānau-ā-Apanui ways of thinking, being, living and learning. Learning experiences for uri extend across all of the marae along the coast of Te Whānau-ā-Apanui and beyond. Kaupapa ako reflect what is important to whānau, hapū and iwi. This includes retracing the history of their ancestors to make connections with whānau, hapū and iwi. Uri have opportunities to lead cultural activities and learn from others. Their efforts are affirmed, reinforced and celebrated by whānau. Uri practice the values and tikanga of Te Whānau-ā-Apanui.

Uri are developing an understanding about their place in Whangaparāoa. Reciprocal relationships are an integral part of living in Whangaparāoa. The relationships are based on mutual respect for mana whenua, appreciation of the environment and their small community. The kura has an open door policy, which enables uri to meet different groups and organisations visiting Whangaparāoa. These vary from spontaneous to pre-organised occasions. Uri are encouraged to take groups to local landmarks where they share the histories and stories of the hapū. They actively participate in hapū, iwi and community cultural and sporting activities. They have opportunities to travel as ambassadors of the kura, representing their whānau, hapū and iwi. Uri are comfortable with their roles and responsibilities as tangata whenua.

Uri are developing proficiency in their local dialect. The Poumarumaru has high expectations for uri to develop as competent speakers and readers of te reo Māori. Kaumātua and kuia regularly participate in school wide activities to model the dialect of Kauaetangohia and Te Whānau-ā-Apanui. Kaiako are speakers and role models of te reo Māori. Uri regularly attend formal hapū and iwi events to hear the language in a variety of learning contexts. Younger uri learn the formal language of mihi, pepeha and whakapapa to develop good language structure. They hear hapū and iwi specific dialect on the marae, at community events and school functions. Many uri with the ability to learn in a Māori medium pathway are supported to consolidate and extend their language. Some uri require focussed support to experience success in a Māori medium setting.

Uri experience a broad curriculum. Uri in both the kura tuatahi and wharekura confidently use digital technology as part of their learning. There are dedicated learning areas for primary and secondary aged uri as well as provision for uri with additional learning needs. There are a range of supports for teaching and learning. Specialist kaiāwhina provide support for uri with learning needs. These uri have their own individual education plans (IEP), created in consultation with whānau, kaiako and the resource teacher of learning and behaviour (RTLB). Kaiako have established learning routines and teach small groups while other uri are learning independently. Uri are supported in their learning.

Uri show high levels of confidence in a wide range of contexts. Whānau know and encourage their uri, develop caring interactions and support them to realise their potential. Successes are praised and achievements are proudly displayed on classroom walls and in the main office. Uri showcase their learning to the community in a hui at the end of each term. Uri with diverse learning needs are supported by specialists such as kaiāwhina and external education support for teaching and learning. Uri are developing self-belief as excited learners.

Uri benefit from the skills and experience of their kaiako and whānau. There are a mix of experienced and new teachers. Kaiako are reflective and demonstrate capability to continue extending their skills and knowledge. Some kaiako use modern learning environments and are exploring how best to collaborate and share innovative teaching approaches. Professional development is enabling some kaiako to consider more collaborative approaches of teaching and learning in line with future direction of the kura. Uri are happy and engaged learners.

Kura-identified areas of development

There are a number of uri who do not yet have the language skills to participate fully in an immersion learning environment. In some classes, uri speak English for most of the time which is impacting on other learners and speakers of te reo Māori. Analysis of literacy data from 2016 highlighted that some uri are not achieving as well as their peers, and required support to transition successfully into an immersion setting. Kaiako acknowledge changes to the programme will better support these uri. They are exploring innovative approaches to curriculum design and pedagogy to respond to the different needs of uri. This includes using professional learning experiences and researching new approaches to enhance language development and learning behaviours.

There has been an increase of uri enrolling in the kura over recent years. As the number of uri in the wharekura grows, it is also important to consider how to extend the range of vocational and academic pathways available to senior students in line with their particular interests and talents. Kaiako are trialling different approaches to better support the future pathways of uri.

3 Leadership and Internal Evaluation

Leadership in the kura aligns with the vision for uri success. The Poumarumaru and leadership team are focussed on building leadership capability. Although some Poumarumaru members are learning about their governance role, ongoing support is provided to strengthen their understanding about governance roles and responsibilities.

Senior leadership work collaboratively with the Poumarumaru to monitor and report school-wide achievement data. Their analysis has identified areas that will contribute to uri achievement including:

• the effective transition of new uri into an immersion setting
• ensuring literacy and numeracy programmes respond to the identified needs of uri
• providing resources to implement additional support for identified uri
• increasing the number of uri completing NCEA Level 2 and 3 qualifications and receiving merit and excellence endorsements.

Internal evaluation informs decision making. The Poumarumaru meet regularly to review policies, practices and other governance responsiblities. The Poumarumaru regularly work in partnership with senior leaders to analyse and discuss school-wide data to raise uri achievement by idenitfying learning needs and planning accordingly to lift the quality of outcomes for uri. Kaiako meet to review their teaching practices, activities, events and plan for improvement.

4 Board assurance on legal requirements

Before the evaluation, the Poumarumaru and principal completed the ERO 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:

• board administration

• curriculum

• management of health, safety and welfare

• personnel management

• financial management

• asset management.

During the evaluation, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

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

• physical safety of students

• teacher registration and certification

• processes for appointing staff

• stand-downs, suspensions, expulsions and exclusions

• attendance

• compliance with the Vulnerable Children’s Act 2014.

5 Recommendations

ERO and Poumarumaru developed the following recommendations:

• consider how best to support all uri to achieve high levels of language competence in line with the aspirations and vision for the kura

• explore and implement a range of approaches that continue to build kaiako capability and promote greater kura-wide collaboration in teaching and learning.

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Te Kura Mana Māori o Whangaparāoa will be within 3 years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

12 January 2018

About the Kura

1 Te Horopaki

He aha ngā āhuatanga whai take o tēnei kura, e whai pānga ana ki te akoranga a ngā ākonga?

Ko Tihirau te maunga

Ko Whangaparāoa te awa

Ko Kauaetangohia te hapū

Ko Te Whānau-ā-Apanui te iwi

He kura noho tuawhenua Te Kura Mana Māori o Whangaparāoa, e tū ana ki Ōpōtiki. E noho pū ana te kura ki ngā taumahi a te whānau, te marae, me tōna hapori. Ka whakawhirinaki rātou ki a rātou anō i roto i ngā tini āhuatanga. He mea nui te tautoko me te atawhai ki tēnei wāhi taratahi. Ko te reo taketake o Te Whānau-ā-Apanui e pou here ana i ngā āhuatanga katoa o tēnei wāhi. E mōhio ana te whānau, ko te rōnakitanga e kōkiri ana i te kura.

Kua whakawhanakehia tētahi tirohanga rautaki whakamua e arotake ana ki te angitu o te katoa o ia ākonga. Kua pupū ake tēnei nā te ū tonutanga ki te ngātahi o ngā whakaaro rautaki. Ka tino poipoia ngā matea o ngā ākonga katoa ki tēnei kura. Ko tētahi puna reo, me tētahi kōhanga reo e āta whakatau ana i te tupu haere o te tatauranga ākonga i te kura. Kua whakaritea ngā tino hononga ki ngā ratonga whare wānanga, hei hāpai i ngā ākonga o te tau 13. E haere ana rātou ki tētahi kura mahi ā-rehe, ā, e whakatutuki ana rātou i ngā kaupapa i whiriwhirihia ai e rātou, hei wāhanga tonu o tā rātou hōtaka Gateway.

Ka riro i ngā ākonga ngā whiwhinga kia tutuki ai Te Taumata Mātauranga ā-Motu Kua Taea. Nā aua whiwhinga, ka pupū ake te hiahia ki te ako tonu, whai muri i te wehenga i te kura. Nā te angitu o ngā ākonga, tae noa mai ki tēnei wā, ka whakaaro anō te whānau ki ngā āhuatanga e wātea ana ki ngā ākonga o te tau 12, hei te tau 2013. E whakawhiti kōrero ana te whānau mō ngā huarahi ki te hoko i ētahi kāinga e pā tata atu ana ki ngā whare wānanga, hei hāpai ake i ngā ākonga ki te ū tonu ki te huarahi mātauranga. He tino hua tēnei ka hiahiatia e ngā ākonga o te tau 9, tau 10 hoki. Ko te hoki mai o ngā ākonga ki tō rātou hapori, me ā rātou tohu mātauranga, tētahi whāinga roa o te whānau.

Ko te tauutuutu tētahi aronga o ngā taumahi ki tēnei hapori. Kua hono atu te kura ki ētahi atu kura i te rohe. Ka whai wāhi rātou ki ngā kaupapa hākinakina, ahurea hoki, ā, ko ngā pūtea ka puta i aua kaupapa, ka koha atu ki ngā ratonga ohorere, ratonga hauora hoki.

Kua tīmata ngā kōrero ki te whakatinana i tētahi rautaki mātauranga o Apanui. Ka whakarato tēnei i tētahi angamahi hei ārahi i te aronga whakamua o te mātauranga ki ngā kura katoa i te rohe o Te Whānau-ā-Apanui. Kua whai wāhi nui te tumuaki me te whānau ki aua whakawhitinga kōrero.

He nui te whai pānga pai o te tirohanga rautaki o te kura, mō ngā ākonga. Ko te whanaungatanga, te manaakitanga, te tautoko, me te aroha ētahi tino uaratanga e whakatauirahia ana, e whakatinanahia ana hoki. Ka hāngai, ka whakanui hoki aua uaratanga i ngā tino hononga ahurea.

2 Te Ako

Pēhea te pai o tēnei kura ki te whakamahi i ngā mōhiohio paetae, kia whai hua ai ngā whakarerekētanga mō te ngana, te ahunga whakamua, me ngā whakatutukitanga o ngā ākonga?

He pai te ahunga whakamua o ngā ākonga katoa. E eke ana ngā ākonga teina katoa ki ngā reanga ahu whakamua e tika ana ki te pāngarau me te reo matatini. Ko te tātari matawhānui i ngā paetae ākonga i whakahāngaitia ai ki Ngā Whanaketanga Rumaki Māori, e tāutu ana i ngā wāhanga hei whakawhanake ake, ā, ka taunaki ngā kaiārahi i te kura hei hāpai ake i ngā matea akoranga. He pai te aroturukitanga o ngā paetae ākonga. He pai te whakamahinga o te pūnaha KAMAR hei whakarato i ngā tino mōhiohio ki ngā ākonga me te whānau mō tā rātou ahunga whakamua, ā rātou whakatutukitanga hoki ki Te Taumata Mātauranga ā-Motu Kua Taea.

Kua āta tuhia te tātari o ngā ekenga i ia kaupapa o Te Taumata Mātauranga ā-Motu Kua Taea. E mōhio ana ngā mātua ki ngā reanga e tutukihia ana e ā rātou tamariki, i roto i ngā taumata ā-motu. Ka kitea ngā taumata akoranga ka whāia tonuhia, me ngā huarahi hoki mō ngā mātua ki te tautoko i ā rātou tamariki. He tau, he harikoa hoki ngā ākonga.

Whiwhi ai ngā kaiako i ngā kōrero urupare ngaio, matawhānui hoki i roto i ā rātou arohaehae. Kua haere rātou ki ngā whakangungu whakawhanaketanga ngaio, puta noa i te tau. Ka tino hono te nuinga o ngā whakawhanaketanga ngaio ki ngā whāinga arohaehae me ngā kōrero urupare.

Ka whakapuaki ngā kaiako i ngā kōrero urupare me ngā kōrero whakamua e tika ana ki ngā ākonga. Ka whakarato ngā pūkete ākonga i ngā mōhiohio o te wā e tika ana. E āhei ana ngā ākonga ki te whakamahi i ēnei hei aroturuki i tā rātou ake ahunga whakamua. Ka arotahi ngā mahere a ngā kaiako ki te hāpai i te ahu whakamua o ngā akoranga a ngā ākonga. Ko ngā whakaaro huritao i ia te wā, ka whai pānga nui hei rautaki e whakamahia e ngā kaiako ki te whakapai i ā rātou mahi, me te aroturuki i te ako o ngā ākonga takitahi, takirōpū hoki. He pai ngā rauemi i ngā akomanga. Ka whakarato ngā kaiako i ngā taiao akoranga ātaahua mō ā rātou ākonga.

3 Te Marautanga

He pēhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

Ko te marautanga motuhake o te takiwā nei, me te Marautanga o Aotearoa, e whakarato ana i te whānuitanga o ngā wheako papai mō ngā ākonga. Kāhore ēnei e hāngai noa ana ki te taha mātauranga. Ka whakapakari anō hoki ēnei i te mōhiotanga o ngā ākonga ki a rātou anō, tae atu ki tō rātou tūrangawaewae, me te āhua o te noho, te whai hua hoki ki tētahi taiao taratahi.

Ko te ngahere, ngā awa, te whenua, me te moana ētahi tino taonga ki tēnei wāhi. Ko te ako i te taiao tētahi āhuatanga e noho matua ana ki ngā akoranga. E ako ana ngā ākonga ki te mahi hei kaitiaki o tā rātou pātaka kai. He nui ngā kōrero tuku iho ā Whangaparāoa, tae atu ki te whakanuitanga o te Moki. E mōhio whānuitia ana ētahi kaiārahi, whānau hoki nō te iwi, mō ā rātou whakatutukitanga, mahi angitu hoki. He tino tauira rātou mō ngā ākonga me te whānau. He whakaiti ngā ākonga, ā, he manawa whakahī tō rātou mō tō rātou tū Whānau-ā-Apanui. Ka whakaaro huritao rātou. Ka tiaki rātou i ō rātou tāina, ā, he pai tā rātou mahi ngātahi hei whānau.

He pēhea rawa te kura e whakanui i te angitu mātauranga mō te Māori, hei Māori?

Kua tapaina te kura hei kura motuhake, ā, ka whai wāhi ngā ākonga katoa ki tētahi taiao akoranga e rumaki ana i a rātou. Ka whakamahia te reo taketake o Te Whānau-ā-Apanui. Kua waia ngā ākonga ki ngā whakapapa, ngā pepeha, ngā karakia, ngā waiata tawhito, ngā waiata ā-ringa, me ngā āhuatanga motuhake e whai pānga nui ana ki a rātou, ki ō rātou whānau, ki te hapū, ki te iwi hoki. Kua waia rātou ki ngā tikanga me ngā taonga tuku iho o te rohe, ā, ka tū pakari rātou ki tō rātou marae. Kei te kounga kairangi te mātau o ngā ākonga ki te reo. E āhei ana ngā mātua me te whānau ki te whakapā atu ki te tautoko mō te ako i te reo Māori. Nā te tautoko o te Whare Wānanga o Waikato, kua tino whakatinanahia e te kura te hōtaka o te Whakapiki i te Reo mō te whānau.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

Ka whakamahi te kura i te arotake whaiaro tino kaha i roto i ngā āhuatanga katoa o te whakahaeretanga o te kura. Ka whakawhanake rātou i ngā pātai, ka whakarite i ngā whakautu, ā, ka pūrongo hoki ki te poari.

I tāutuhia te pāngarau hei wāhanga hei whakapakari ake mō ngā ākonga. E rapu ana te tumuaki i tētahi kaiako mātanga, e mātau ana ki te pāngarau. Kua rite ia ki te tuku hoki i te kaiako nei ki tētahi atu kura, kia wā-kikī ai te tūnga mahi.

Kua whakaritea ki te whakatū i ētahi whare hou hei te tau 2013. Mā tēnei, ka pai ake ngā rauhanga mō ngā ākonga i te wharekura, ā, he rūma rahi anō hoki mō ngā kaupapa katoa, he whakahou ake anō hoki i ngā rauhanga mō te kura katoa.

He pakari ngā mema o te poari ki te kōkiri i te whakataunga pai o ngā whakaritenga, hei painga mō ngā ākonga. Kua whakaritea hoki e rātou tētahi tūtohinga kē kia āhei ai ngā kaitiaki ki te noho ki te poari mō ngā tau e rima, kāhore mō ngā tau noa e toru. Ka hāpai tēnei i te kura ki te whakawhanake i ngā tino āheinga o te whānau ki te kāwana, me te whakanui hoki i te rōnakitanga mō te wā roa.

Me tīmata te whānau ki te whai whakaaro ki te ārahitanga, me te whakarite i tētahi mahere tauatanga.

He pakari ngā whakaritenga ā te whānau ki te whakarato i ngā tino whai wāhitanga mātauranga mō ā rātou ākonga, me te whakahihiri i a rātou, te ū hoki i tā rātou noho ki te kura.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki te Tauāki Kupu Tūturu a Te Poari 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 ō rātou herenga ā-ture e pā ana ki:

• ngā whakahaerenga ā te poari
• te marautanga
• ngā whakahaerenga e pā ana ki te hauora, te haumaru me te oranga tinana
• ngā whakahaerenga e pā ana ki ngā kaimahi
• ngā whakahaerenga pūtea
• ngā whakahaerenga e pā ana ki ngā rawa.

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 te paetae o ngā ākonga:

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

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 ngā tau e toru.

1 Context

What are the important features of this kura that have an impact on student learning?

Ko Tihirau te maunga

Ko Whangaparāoa te awa

Ko Kauaetangohia te hapū

Ko Te Whānau-ā-Apanui te iwi

Te Kura Mana Māori o Whangaparāoa is a rural kura located at Cape Runaway, Opotiki. The kura is central to the activities of the whānau, the marae and its community. They are dependent on each other in various ways. Support and care in their isolated environment is vital. Te reo taketake o Te Whānau-ā-Apanui is the underpinning feature of all aspects of this area. The whānau acknowledges that sustainability is the driving force of the kura.

A progressive strategic vision that focuses on the holistic success for all students has been developed. This has come about through ongoing collaborative strategic thinking. All students’ needs are catered for in this kura well. A puna reo and kōhanga reo ensure a steady roll growth is sustained. Strong links with tertiary providers have been established to support year 13 students. They are attending a trade's academy and undertake courses they have selected as part of their Gateway programme.

Students earn credits for the New Zealand Certificates of Educational Achievement (NZCEA). These serve as an incentive to continue study following graduation. Student success to this point has prompted the whānau to consider what would be available for Year 12 students in 2013. The whānau is discussing ways to purchase homes in areas near tertiary institutions in order to support students to sustain study commitments. This process will be an incentive for the years 9 to10 students. Students returning as graduates into their community are the long term goal of the whānau.

Reciprocity is a focus on activities in this community. The kura has established links with other kura in the area. They participate in sports and cultural events where funds raised are donated to their emergency and health services.

Discussions have begun about implementing an Apanui education strategy. This will provide a framework to guide the future direction for education in all schools of Te Whānau ā Apanui hapū and iwi. The principal and whānau have made significant contributions to these discussions.

The strategic vision of the kura whānau has far reaching potential for students. Whanaungatanga, manaakitanga, tautoko and aroha are important values that are modelled and practised. These values reflect and promote strong cultural ties.

2 Learning

How well does this kura use achievement information to make positive changes to learners’ engagement, progress and achievement?

All students are making good progress. All the junior students are achieving at the required progression levels in both pangarau and te reo matatini. Comprehensive analysis of student achievement data that is aligned to Ngā Whanaketanga Rūmaki Māori (NWRM) identifies areas for further development and school leaders make recommendations to follow up learning needs. Student achievement is monitored well. The KAMAR system is used well to provide timely information to students and whānau about their progress and achievement in NCEA.

The pass rate analysis for each NCEA subject is documented well. Student achievement information over the previous three years provides good information for teachers and the Board of Trustees about how well students are progressing.

The kura reports to parents against NWRM. Parents know what levels their children are achieving at in terms of the national standards. Next steps for learning and how parents can support their children are highlighted. Students are settled and happy.

Teachers receive professional and constructive feedback through their appraisals. They have attended professional development courses throughout the year. Most professional development is clearly linked to appraisal goals and feedback.

Teachers provide appropriate feedback and feed forward to students. Student profile books provide relevant and up to date information. Students are able use these to monitor their own progress. Teacher planning is focussed on supporting progressive learning for students. Consistent reflections feature highly as a strategy that teachers use to improve their practice and to monitor the learning of individuals and groups of students. Classrooms are well resourced. Teachers provide attractive learning environments for their students.

3 Curriculum

How effectively does this kura curriculum promote and support student learning?

The unique local curriculum along with Te Marautanga o Aotearoa provides a range of positive experiences for students. These are not only academic. They build on student’s knowledge about themselves, including where they belong and how they can live and prosper in an isolated environment.

The forest, rivers, the land and sea are essential resources in this area. Environmental studies feature prominently in learning. Students are learning how to be kaitiaki of their pātaka kai. Whangaparāoa has unique traditional stories which include the Moki festival. Well known leaders and families from within the iwi continue to be recognised for their achievements and successes. They are significant role models for students and whānau to aspire to. Students are humble and proud of their identity as Te Whānau ā Apanui. They are reflective thinkers. They look after their taina and work well together as a whānau.

How effectively does the school promote educational success for Māori, as Māori?

The kura is a designated special character kura where all students participate in a total immersion learning environment. Te reo taketake o Te Whānau- ā-Apanui dialect is used. The students are familiar with whakapapa, pepeha, karakia, waiata tawhito, waiata-ā-ringa and special icons that are of significance to them, their whānau, hapū and iwi. They are familiar with the customs and traditions specific to the area and participate on their marae confidently. The quality of student’s language competency is high. Te reo Māori learning support is accessible to parents and whānau. The kura, with the support of the Waikato University, has successfully implemented a Whakapiki i te Reo programme for whānau.

4 Sustainable Performance and Self Review

How well placed is the kura to sustain and continue to improve and review its performance?

The kura uses rigorous self review in all aspects of kura operations. They develop questions, prepare answers and report back to the board.

Mathematics was identified as an area requiring more support for students. The principal is seeking a skilled and specialist mathematics teacher. She is prepared to share this teacher with other kura in order to sustain a full time position.

A new building programme is planned to start in 2013. This will provide improved facilities for wharekura students and includes a large multipurpose room and a total refurbishment for the whole kura.

The members of the board of trustees are proactive and make good decisions that benefit students. They have also established an alternative constitution which enables trustees to remain on the board for five years rather than three. This will support the kura to develop high levels of whānau capability in governance and promote long term sustainability.

The whānau must begin to think about leadership and establish a succession plan.

The whānau has firm plans to provide the best possible educational opportunities for their students and to keep them motivated and in school.

Board assurance on legal requirements

Before the review, the board of trustees and principal completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

• board administration
• curriculum
• management of health, safety and welfare
• personnel management
• financial management
• asset management.

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

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

When is ERO likely to review the kura again?

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

Makere Smith

National Manager Review Services

Māori (Te Uepū-ā-Motu)

1 January 2013

About the Kura