Te Kura o Te Paroa

1 Ngā Putanga ki ngā Ākonga

Mauri Tū

E whanake ana ngā tamariki ki te tū hei kaiārahi. He aronga nahanaha ki te whakawhanake i ō rātou pūkenga me ō rātou pūmanawa ake, hei kaiārahi ā tōna wā i te kura, i ō rātou ake whānau, ā, i te hapū, te iwi, me te hapori whānui tonu. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā tamariki ki te hono atu ki ngā tino tauira o te ārahitanga, mai i te whānuitanga o ngā tūmomo horopaki. He whai wāhitanga mō ngā tamariki ki te tū māia hei māngai mō te kura i ngā kaupapa i te hapori, me ngā kaupapa ahurea, hākinakina hoki. Ka hāpai anō hoki aua wheako i tā rātou whai wāhi atu ki ngā kaupapa i te takiwā, te rohe, me te motu whānui. Ka whakatauira ngā kaiako i te manaaki me te aroha ki ngā tamariki, puta noa i te whānuitanga o ā rātou tūmomo hōtaka akoranga. Ka ārahi anō hoki aua uaratanga i ngā tūmanako o te kura whānui, mō te āhua o ngā taunekeneke, inā koa, mō te noho hei tuakana, hei teina. Ka kitea te manawa whakahī me te whakaute o ngā tamariki.

He mātātoa te whai wāhi atu a ngā tamariki ki te whānuitanga o ngā tūmomo horopaki ako e whakanuia ai e rātou ngā whakatutukitanga o te hapū, te iwi, me te hapori. Ka pupū ake i ngā hōtaka akoranga, ko ngā whai wāhitanga ki te whakawhanake me te whakawhānui ake i te māramatanga o ngā ākonga ki ō rātou tūranga me ā rātou kawenga hei tangata whenua, ā, hei manuhiri hoki. Ka whakarite ngā kaiako i ngā huihuinga kia āhei ai ngā tamariki ki te tūhonohono ki ētahi atu iwi, me ētahi atu ahurea taketake o te ao. Nā aua wheako akoranga, ka whakanui, ka whakamana anō hoki ngā tamariki i ngā āhuatanga ake o ia tangata, o ia ahurea hoki. Ka kitea ki ngā tamariki tō rātou tautoko i ētahi atu, ā, i tō rātou whai whakaaro nui hoki ki ētahi atu.

Mauri Tangata

Ka tūhonohono ngā tamariki ki ētahi atu. Kua whakaritea e te kura ngā whāinga rautaki kia noho matua ai te reo Māori me ngā tikanga o Ngāti Awa, me ngā hononga anō hoki ki te hapori whānui. Ko te pai o ngā hononga ki waenga i te poari, te tumuaki, ngā kaumātua, ngā kuia, me ētahi atu tāngata, e hāpai ana i a rātou ki te āta toro atu ki ngā tino tāngata, ngā tino rauemi hoki i roto i ngā hapū o Ngāti Awa. Ahakoa e whanake tonuhia ana te marau ā-kura, ka whakapuakihia e ngā kaiako ō rātou mātauranga nō roto o Ngāti Awa, hei ārahi i ā rātou hōtaka akoranga. Ka whakapakari ake anō rātou i ngā hononga Ngāti Awa, mā te whakauru i ngā horopaki ā-iwi ki te hōtaka ako, puta noa i te kura. Ka haereere ki ngā tino pou whenua, ā, he whai wāhitanga anō hoki ki te whakarongo ki ngā kōrero tuku iho me ngā whakapapa o ngā hapū, te iwi, me ngā marae, kia hōhonu ake ai ngā māramatanga. Ko te whai wāhi mai o te whānau tētahi aronga matua o ngā kaiako. Ahakoa he kaha te whai whakaaro nui o ētahi o ngā whānau ki ngā akoranga o ā rātou tamariki, ka arotahi anō hoki ngā kaimahi ki te whakapakari ake i te whai wāhi mai o ngā mātua ki te hōtaka akoranga. Ka mahi ngātahi ngā kaiako me te whānau ki te hāpai i ngā hōtaka mō te whakawhiti atu a ngā ākonga ki ngā kura tuarua. Ka kitea te tino aronga toi whenuatanga o ngā tamariki ki a Ngāti Awa, ā, ki te hapori whānui hoki.

Mauri Mātauranga

Ko ngā putanga ki ngā tamariki tētahi kaupapa matua. He mārama ngā tūmanako mō ngā kaiako puta noa i te kura, i roto i ngā mahi e pā ana ki te whakamahere, te aromātai hōtaka, me te pūrongo i ngā paetae ākonga. Ka hui auau ngā kaiako me ngā kaiārahi matua, ā, e akiaki ana aua hui i ngā kaiako ki te whakapuaki i ngā rautaki ka whakapai ake i te kounga o te whakaako me te ako. Ka whakamahi ngā kaiako i tētahi tūāpapa ā-ipurangi ki te whakapuaki i ā rātou mahere me ō rātou whakaaro huritao mō te hōtaka. E hāpai ana tētahi hōtaka whakawhanaketanga ngaio i te whakapakaritanga ake o ngā kaiako i ō rātou mōhiotanga me ō rātou pūkenga. Ka whakapuaki ngā kaiako i ngā pūrongo ōkawa me ngā pūrongo ōpaki ki te taha o ngā mātua. Pūrongo ai ngā kaiārahi matua ia wā ki te poari, mō ngā whakawhanaketanga ki te marautanga, me te ahunga mai o ēnā i ngā paetae ākonga. Ko ngā tamariki kei te pūtake o ngā hōtaka akoranga.

Ka tāutuhia ngā matea ako o ngā tamariki. E whakamahi ana ngā kaiako i te whānuitanga o ngā tūmomo hōtuku ki te whakamahere i ngā hōtaka e aro ana ki ngā matea o ngā tamariki, ā, ka whakaaro nui ēnei ki ngā kaupapa papai, ngā ngākau nuitanga, me ngā pūmanawa ake o ia tamaiti. Nā te whakahāngaitanga o ngā hōtaka, ka hāpai, ka whakatōpū, ka whakawhānui hoki ngā kaiako i ngā akoranga. Ka akiaki ngā kaiako i te whakatinanatanga o ngā tamariki i ō rātou pūkenga ki horopaki ako kē atu. E whakarato ana rātou i tētahi hōtaka ngohengohe, ā, nā tēnei e āhei ana rātou ki te kapo atu i ngā whai wāhitanga ako ka pupū ake. He pārekareka ki ngā tamariki ā rātou akoranga / mahi, ā, e eke angitu ana.

E arotahi ana ngā kaiako me ngā kaiārahi ki te whakatairanga ake i ngā paetae ākonga i roto i te reo matatini me te pāngarau. E mōhio ana rātou, me tika te aromatawai i te ako me te ahu whakamua o te ākonga, i ngā akomanga rumaki reo Māori, me ngā akomanga auraki e whakaako ana mā te reo Pākehā. E haere tonu ana tētahi arotake ki te whakamahine i ngā pūnaha, me te whakapakari i te kounga o ngā paetae ākonga puta noa i ngā huarahi ako e rua. Ka aro taua arotake ki:

• te tāutu i ngā huarahi aromatawai e tika ake ana mō ia huarahi ako
• te whakawhanake i ngā hōtaka mō ētahi tino rōpū ākonga i tāutuhia ai, hei āta whakatutuki i ō rātou huarahi ako ake
• te whakatairanga i ngā tukanga ka aru, ka aroturuki hoki i ngā paetae ākonga, i runga anō i te āhua o Ngā Whanaketanga Rumaki Māori me National Standards
• te haere tonu i te whakawhanaketanga ngaio ka whakapakari ake i te āheinga o ngā kaiako ki te kohikohi, te whakaemi, me te tātari i ngā mōhiohio aromatawai.

Mauri Ora

Ka kitea e ngā tamariki ngā waiaro papai ki te ako me te oranga tangata. E pou herea ana ngā akoranga katoa ki ngā uaratanga o te kura, ā, ka whai whakaaro nui anō hoki ki te waiora ā-ahurea, ā-tangata, ā-mātauranga, ā-hinengaro hoki o ngā ākonga me ngā kaimahi. Ka whakapūmau te whānau me te poari i tētahi taiao haumaru, mauritau anō hoki, kia harikoa ai, kia hāneanea ai hoki ngā tamariki i a rātou e ako ana. Nā tēnei, he aronga ngātahi ki te whakapuaki i ngā āhuatanga katoa o ngā whakahaeretanga o te kura, tae atu ki te āta whakawhitiwhiti whakaaro, te whakamahinga o ngā whakaritenga whakatōpū, te whakatupu i ō rātou pūmanawa, te whakawhānui ake i ō rātou hononga, me te āta whakapūmau i te whai wāhi mai o te reo Māori me ngā tikanga. He mauritau ngā tamariki ki tō rātou taiao ako.

Te ārahitanga

He whakakotahitanga tō te ārahitanga, ā, ka arotahi ki ngā paetae ākonga me te eke angitu o te ākonga. Ko te tohatoha i ngā kawenga ārahi e hāpai ana i te whakatōpū ake me te hīraurau hopanga ki waenga i te rōpū ārahi matua me ngā kaimahi. He pai te āhua o ngā kōrero a ngā mātua me ngā whānau mō ngā whakawhanaketanga i te kura, ā, kei te pūmau tō rātou aro nui ki te ārahitanga o te kura. He aronga rautaki ki te hāpai i te whakawhanaketanga o te ārahitanga i te kura, me te whakapā atu ki te tautoko o waho hei whakatairanga ake i te kounga o te mātauranga mō ngā tamariki katoa. He kawenga ngātahi ki te whakapai ake i ngā putanga ki ngā ākonga.

Te Aromātai o Roto

E whakatō ana te poari, te tumuaki, me ngā kaimahi i te tū auau o te aromātai o roto e arotahi ana ki te whakapai ake i ngā putanga ākonga. He whānui ngā tūmomo whakaritenga arotake whaiaro puta noa i ngā reanga katoa i te kura, mai i ngā akomanga, ki ngā aronga rautaki. Ko te pūrongo a te rōpū ārahi ki te poari ia wā e whakarato ana i ngā mōhiohio e hāpai ai i tā rātou whakatau i ngā whakaritenga e whai hua ana. Nā tēnei, ko ngā whakataunga e pā ana ki te ako ngaio me te whakawhanaketanga ngaio o ngā kaimahi, e aro nui ana ki ngā matea i tāutuhia ai. Kua tāutuhia hoki ngā rōpū tamariki hei āta hāpai ake, ā, ka tautokona ō rātou huarahi ako.

Ngā Wāhanga i tāutuhia ai e te kura hei whakawhanake ake

• Kua tāutuhia e ngā kaimahi me te poari, ngā wāhanga matua hei whakawhanake tonu:
• kia whakapūmau tonu i te pai o ngā hononga ki ngā mātua me ngā whānau, hei whakatairanga i ngā huarahi ako o ngā ākonga
• kia arotake, kia whakamahine hoki ngā tukanga kura ka whakaōrite, ka tātari, ā, ka whakapuaki hoki i ngā paetae ākonga, puta noa i ngā akomanga rumaki reo Māori me ngā akomanga auraki
• kia whakapakari i te whakatinanatanga o tā rātou marau ā-kura ki te kura, hei whakatairanga i ngā hononga ki waenga i te whānau, ngā hapū, me te hapori whānui.

2 Te Whakatau a te Poari 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 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 ā rātou herenga ā-ture e pā ana ki:

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

I te wā o te arotake, i whakamātauhia e Te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki ngā paetae o ngā ākonga:

• te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
• te haumaru ā-tinana o ngā ākonga
• te rēhitatanga o ngā 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 i te Ture Oranga Tamariki 2014.

3 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia tahuri te poari me te tumuaki ki te:

• whakatairanga tonu i ngā whakaritenga e pā ana ki te arotake whaiaro, i a rātou e whakapakari tonu ana i ngā āhuatanga whakawhanaketanga i tāutuhia ai e rātou.

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

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te aromātai whai muri o Te Kura o Te Pāroa i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

21 Mahuru, 2017 

Ngā Kōrero e pā ana ki te kura 

Te tūwāhi	Kei Whakatāne
Te tau a te Tāhuhu o te Mātauranga	1888
Te tūmomo kura	He kura rumaki reo Māori
Te tokomaha o ngā ākonga o te kura	240
Te ira tangata	Kōtiro 130 Tama tāne 110
Ngā hononga ā-iwi	Māori Iwi kē	98% 2%
Ngā āhuatanga motuhake	Kua tapaina hei Kura Āhuatanga Motuhake 156 E ono ngā akomanga Auraki (Reo Pākehā), e ono ngā akomanga Rumaki Reo Māori
Te ratonga reo māori	Taumata 2 – 51-80%
Te wā i te kura te rōpū arotake	31 Hōngongoi 2017
Te wā o tēnei pūrongo	21 Mahuru, 2017
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga Arotake Mātauranga Arotake Tāpiri Arotake Mātauranga	Kohi-tātea 2013 Mahuru 2009 Pipiri 2006 Pipiri 2005

1 Learner Outcomes

Mauri Tū

Children are developing as leaders. There is a planned approach to develop their skills and personal qualities to be future leaders in the school, within their whānau, and across hapū, iwi and the wider community. Teachers provide opportunities for children to meet leadership models from a range of different contexts. Children are given opportunities to be confident school representatives in community, cultural and sporting events. These experiences also support their participation at local, regional and national events. Teachers model manaaki and aroha for children throughout their different learning programmes. These values also guide school wide expectations for interacting with others and in particular as tuakana to their teina. Children show that they are proud and respectful.

Children actively participate in a range of learning contexts where they acknowledge and celebrate hapū, iwi and community achievements. Learning programmes provide opportunities to develop and extend students’ understanding about their roles and responsibilities as tangata whenua and manuhiri. Teachers plan exchanges for children to interact with other iwi and other indigenous cultures. These learning experiences allow children to value and appreciate individual and cultural differences. Children display that they are supportive and considerate of others.

Mauri Tangata

Children create connections with others. The school has in place strategic goals that prioritise te reo Māori and tikanga of Ngāti Awa, and connections to the wider community. The positive relationships between the board, tumuaki, kaumātua and kuia and others, support them to gain access to key people and resources within the hapū of Ngāti Awa. Although the marau-ā-kura is still developing, teachers use their specific Ngāti Awa understanding, to guide their programmes of learning. They extend Ngāti Awa connections by including iwi contexts into the programme across the school. There are visits to significant landmarks and opportunities to hear the histories and whakapapa of the hapū, iwi and marae to strengthen understanding. Whānau engagement is a priority for teachers. While some whānau are actively interested in their children’s learning, staff also focus on strengthening the role of parents in the learning programme. Teachers and whānau work together to support transition programmes into secondary schools. Children display a strong sense of belonging to Ngāti Awa and the wider community.

Mauri Mātauranga

Children’s outcomes are a priority. There are clear, school-wide teacher expectations for planning, programme evaluation and reporting student achievement. Regular meetings with senior leaders encourage teachers to share strategies to improve the quality of teaching and learning. Teachers use an online platform to share their planning and programme reflections. A programme of professional development helps teachers to build their knowledge and skills. Teachers share formal and informal reports with parents. Senior leaders regularly report to the board about curriculum developments based on student achievement. Children are the focus of learning programmes.

Children’s learning needs are identified. Teachers use a range of data to plan programmes that respond to children’s needs considering individual interests, passion and talents. Tailored programmes allow teachers to support, consolidate and extend learning. Teachers encourage children to apply their skills in other learning contexts. They provide a flexible programme which allows them to capture the unplanned learning opportunities as these arise. Children enjoy their leaning and are successful.

Teachers and leaders are focussed on raising student achievement in literacy and numeracy. They recognise the need to accurately assess student learning and progress across Māori and English medium classrooms. There is ongoing review to refine systems and strengthen the quality of student achievement data across the two medium. This includes:

• identifying the most appropriate assessment tools for each medium of learning
• developing programmes for target groups of students that best responds to their medium of learning
• enhancing processes to track and monitor student achievement in relation to both Ngā Whanaketanga Rumaki Māori and National Standards
• continuing professional development to build teacher capability about the gathering, collation and analysing assessment information.

Mauri Ora

Children display positive attitudes towards learning and wellbeing. All learning is underpinned by the values of the school, and considers the cultural, social, academic and spiritual well-being of students and staff. The whānau and board promote a safe, secure environment where children are able to be happy and comfortable as they learn. Consequently, there is a shared commitment to strengthen all aspects of school operations, including maintaining open communication, using collaborative practices, growing their capability, extending their networks, and embedding te reo Māori and tikanga. Children are secure in their learning environment.

Leadership

Leadership in the school is inclusive, and focussed on student achievement and learner success. A distributive leadership approach supports greater collaboration and problem solving among the senior leadership team and staff. Parents and whānau speak positively about developments in the school and demonstrate confidence in school leadership. There is a strategic approach to support leadership development in the school and access to external support where appropriate to enhance the quality of education for all children. There is shared responsibility for improving learner outcomes.

Internal Evaluation

The board, tumuaki and staff are embedding a culture of regular internal evaluation focussed on improving student outcomes. There is a range of self review practices across all levels in the school from the classrooms through to strategic directions. Regular reporting from the leadership team to the board of trustees provides useful information to support them with effective decision making. This has meant that decisions about professional learning and development for staff is responsive to identified needs. Target groups of children are identified and supported with their learning.

Kura-identified areas of development

The staff and board of trustees have identified key areas for ongoing development:

• maintain effective partnerships with parents and whānau to enhance students’ learning pathways

• review and refine school processes to moderate, analyse and share student achievement data across both Māori and English medium classrooms

• strengthen the school-wide implementation of their marau-ā-kura to enhance relationships with whānau, hapū and wider communities.

2 Board assurance on legal requirements

Before the evaluation, the board of trustees and tumuaki 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 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 Act 2014.

3 Recommendation

ERO recommends that the board of trustees and tumuaki:

• continue to enhance internal evaluation practices as they strengthen their self-identified areas for development.

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Te Kura o Te Pāroa will be within 3 years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

21 September 2017 

About the Kura 

Location	Whakatāne
Ministry of Education profile number	1888
Kura type	Māori medium kura
Kura roll	240
Gender composition	Boys 110 Girls 130
Ethnic composition	Maori Non-Māori		98% 2%
Special Features	Special Character Designation Kura 156 6 English Medium (Auraki), 6 Māori Medium(Rūmaki)
Māori language provision	Level 2 – 51-80%
Review team on site	31 July 2017
Date of this report	21 September 2017
Most recent ERO report(s)	Education Review Education Review Supplementary Review Education Review	January 2013 September 2009 June 2006 June 2005

1 Context

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

Te Kura o Te Pāroa is a Years 1 to 8 primary school located in a rural setting close to Whakatane. The school has six Auraki or English medium classes and six Rūmaki or Māori medium classes to cater for parents who want this option. The school has a positive reporting history with ERO.

All students at the school are of Māori descent, most of whom whakapapa to Ngāti Awa. The school is proud of its strong links to Ngāti Awa and delivers its programmes in the context of Te Reo Māori me ona tikanga from a Ngāti Awa perspective, in order to actively reinforce and enhance students' identity as Ngāti Awa.

The school’s vision statement is, ‘Turukihia Tōu Taumata Tiketike, Pursue Personal Excellence.’

This vision is actively promoted throughout the school, is displayed on classroom walls, in school documentation, and is reflected in teacher expectations for students’ learning and behaviour.

A current focus is on the holistic health needs of the students. The school has recently been awarded Bronze level accreditation from the Health Promoting Schools organisation because of its strong health initiatives catering for the physical, social, academic and spiritual needs of students.

Recently, staff have focussed on strengthening their assessment practices and developing students’ ability to be responsible for their own learning.

The school is also pursuing a change in designation from full State Primary School, to a Designated Character School under Section 156 of the Education Act 1989.

2 Learning

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

Areas of Strength

Teachers are developing strong assessment practices utilising a range of appropriate, nationally recognised tests combined with their own classroom observations. The Board has a robust process for the collection and analysis of achievement data which is used to set useful Charter targets for continuing to improve students’ achievement. They also use this information to determine the effectiveness of initiatives for improving student achievement.

The achievement data indicates that at the end of 2011 a clear majority of students were at or above National Standards and Ngā Whanaketanga Rūmaki Māori. The 2012 interim data, collected halfway through the assessment year, shows that many students are still working towards the National Standards and Ngā Whanaketanga Rūmaki Māori. However, the school is able to show good progress because of the initiatives they have put in place.

In classrooms teachers make good use of student achievement data. They use it to inform planning, group students for instruction and identify next steps for learning. They are beginning to share the information with students to encourage them to take more responsibility for their own learning.

The school also uses the information to identify students who have high needs or special talents and abilities, and to plan appropriate programmes for them. A range of strategies are utilised to support these students including the provision of specialist literacy/te reo matatini teachers in both the English and Māori medium.

Parents receive written reports twice a year, followed by interviews. The reports provide good information about the progress and achievement of their students. However, these reports need to also state explicitly that students are being measured against the National Standards or Ngā Whanaketanga Rūmaki Māori.

Areas for development and review

The school has identified and ERO agrees that the use of achievement data could be further improved by:

• strengthening assessment and reporting practices
• strengthening teaching practices
• working more collaboratively to promote student achievement
• linking student achievement and teacher appraisal.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Areas of strength

Te Kura o Te Pāroa curriculum effectively promotes and supports student learning. Te reo matatini/literacy and pāngarau /mathematics are strongly evident in all classroom programmes. An inquiry-based approach is used to explore other areas of the curriculum in an integrated way. The school sets out clear expectations around planning, teaching and assessment through its programme implementation documents. Teachers meet these expectations, which are effectively monitored by the senior leadership team.

ERO observed high levels of student engagement and motivation in the majority of classrooms. Teachers support student learning in a number of ways:

• respectful relationships with students
• teacher reflection
• encouraging students to talk about their learning and progress
• older students assisting younger students (tuakana/teina)
• displaying students’ work
• boys only and girls only classes in Years 7 and 8 English medium.

Areas for development and review

The school has identified and ERO agrees that the curriculum could be further enhanced by:

• ensuring that learning areas such as science and social studies receive a balanced coverage
• completing the development of the school’s marau-ā-kura (curriculum statement) in a way that retains the integrity of both The New Zealand Curriculum and the Marautanga o Aotearoa
• formalising and documenting the school’s career education programme
• integrating a formal and sequential Māori language programme for the English medium classrooms to complement the incidental use of Māori already evident.

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

A strength of the school is the way it affirms and strengthens students’ identity as Ngāti Awa while still being inclusive of students from other iwi and other ethnic groups. It does this through the waiata it teaches, the teaching of Ngāti Awa history and landmarks, the close links with other Ngāti Awa organisations and Ngāti Awa elders who support school functions and events.

Te reo Māori is commonly heard in the school and in both the Rūmaki and Auraki classrooms.

Māori knowledge is well planned for in classroom programmes, including ngā atua Māori, karakia Ringatū and Māori gardening practices. As well as this, teachers regularly incorporate Māori contexts for teaching subjects such as pāngarau /maths, pānui /reading and tuhituhi/ writing.

Māori preferred ways of teaching and learning are evident in the school. ERO observed:

• an acknowledgement of students’ wairua
• a range of hands on, visual and oral ways of teaching, in order to cater for the different learning styles of students
• students working cooperatively in groups as well as individually.

Students had many opportunities to experience success and provide leadership in uniquely Māori ways:

• kapa haka
• hākinakina Māori
• toi ataata Māori
• taki karakia.

The impact of such practices is reflected in student achievement data and the overall positive tone of the school.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

Areas of strength

The school is well placed to sustain and improve its performance because:

• the schools’ vision and values are clearly articulated, understood and agreed to by the community and staff
• trustees are truly representative of the school community
• the Board works hard to maintain and strengthen a partnership with parents and whānau
• there are thorough processes of self review
• leadership, while relatively new, is effective
• there is a high-quality school tone and learning culture developing.

Areas for development and review

ERO and the Board agree that it would be beneficial for the Board to continue to access training opportunities so that members can further strengthen understanding of their roles and responsibilities.

The Board must also complete a Performance Agreement for the principal as part of their annual appraisal process.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school 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 school again?

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

Dale Bailey National Manager Review Services Northern Region

15 January 2013

About the School

Location	Whakatane
Ministry of Education profile number	1888
School type	Full Primary (Years 1 to 8)
School roll	238
Gender composition	Girls 53% Boys 47%
Ethnic composition	Māori	100%
Special Features	6 Auraki (English medium) classes, 6 Rūmaki (Māori medium) classes
Review team on site	November 2012
Date of this report	15 January 2013
Most recent ERO report(s)	Education Review Supplementary Review Education Review	September 2009 June 2006 June 2005