Te Kura o Waikaremoana

Te Kura o Waikaremoana - 18/01/2021

1 He Kupu Arataki

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

2 Te Horopaki

E tū ana Te Kura o Waikaremoana ki Tūai, ki Waikaremoana. I tohua ki te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2017, ngā take āwangawanga i hāngai ai ki te kāwanatanga i te kura, ki te whakaako me te ako, ā, ki te arotake whaiaro hoki. Kua hāngai atu te titiro a te whānau ki te whakatutuki i aua take, ā, ko tētahi kaikōmihana i whakatūngia ai e Te Tāhuhu o te Mātauranga i whai wāhi atu hoki ki te tautoko i a rātou. Nō nā noa nei tētahi Kaiwhakahaere Manatū ā-wā i tautoko atu ai i te kura i roto i ētahi tino wāhanga tonu o te whakawhanaketanga o te kura. Kua whakatūngia tētahi tumuaki whakaako, ā, koia nei tana wā tuatahi hei tumuaki. Nō te mutunga o te tau 2019 tētahi poari kaitiaki i whakatūngia ai.

3 Te Aronga o te Aromātai

He pēhea rawa te whai wāhi atu a ngā ākonga ki ngā putanga ako i whakatairangatia ai?

E whai wāhi atu ana ngā ākonga ki ngā akoranga e hāngai pū ana, e aro matua ana hoki ki ō rātou matea.

4 Ngā Whakaaturanga

Kua whiwhi ngā kaiako i te tautoko nui me ngā akoranga ngaio, mai i ngā ratonga o waho, hei hāpai ake i ō rātou mōhiotanga mō te whakamahinga o ngā paetae ākonga. I nāianei, ka whakaemihia, ka tātarihia hoki ngā mōhiohio e pā ana ki ngā ia me ngā tauira o ngā paetae, ā, ka pūrongotia hoki i ia te wā ki ngā kaitiaki. E whakaatu ana ngā kaiako i te tino ngākau nuitanga ki te whakatairanga ake i ngā paetae ākonga. He pai tā rātou whakamahi i ngā mōhiohio paetae hei whakatinana i ā rātou whakaritenga. Ko te ārahitanga me te tautoko o ngā ratonga o waho e hāpai ana i te whai huatanga ake o te aro atu o ngā kaiako ki ngā ākonga me te tangongitanga o ō rātou matea ako. Nā tēnei, kua piki ake ngā taumata paetae, ā, e whakatutukihia ana ngā matea ako ake o ia ākonga.

E āta tautokona ana te tumuaki e tētahi pou tuarā o waho me te Kaiwhakahaere Manatū ā-wā. Kei te pakari haere tōna ngākau titikaha me tōna māramatanga ki tōna tūnga hei kaiārahi ngaio. E ū ana te tumuaki ki te whakapakari ake i ngā hononga me te mahi ngātahi ki te taha o te hapori me te kōhanga reo. Pūrongo atu ai ia ki ngā kaitiaki i ia te wā mō ngā akoranga, te ahu whakamua, me ngā whakatutukitanga o ngā ākonga, ā, e āta whakamahi ana ia i ngā hōtuku ki te whakatau haere i ngā whakaritenga. Kei tana pūrongo tangongitanga ētahi tino tirohanga ki te whai pānga o ngā whakaakoranga me ngā akoranga ki ngā putanga o ngā ākonga.

Kei ngā kaitiaki o te poari hou te whānuitanga o ngā tūmomo pūkenga. E hāpaitia ana rātou e te Whakarōpūtanga Kaitiaki Kura o Aotearoa, e te Kaiwhakahaere Manatū ā-wā hoki ki te whakapiki ake i ō rātou mōhiotanga ki ō rātou tūranga me ā rātou kawenga mahi. Ka tautokona hoki tā rātou whakamahinga i te arotake whaiaro me ngā paetae ākonga ki te whakatau i ngā whakaritenga. I tēnei wā, kei te whakatinana rātou i ngā pūnaha mō te arotake i ngā kaupapa here me te aromātai o roto.

Ngā Whakaritenga Matua ka whai ake

Ahakoa kua ahu whakamua ngā whakawhanaketanga i te kura, tērā anō te maha tonu o ngā pūnaha me ngā tukanga kei te tīmatanga tonu o te whakatinanatanga. Ko te haere tonutanga o te aromātai o roto hei tātari i te whai pānga o ngā pūnaha me ngā tukanga, ka whai wāhi atu pea ki te hāpai ake i ngā painga ki ngā ākonga.

He tuhinga hukihuki tonu te marau ā-kura e hāngai pū ana ki te horopaki motuhake o te kura. E tika ana kia whakatūturuhia taua tuhinga, hei whakatairanga ake i te riterite o ngā whakaakoranga me ngā akoranga, ā, hei āta whakatau i te papai o ngā putanga whai hua mō ngā ākonga.

He tokomaha ngā kaitiaki o te poari e noho tauhou ana ki tēnei tūmomo mahi. Ahakoa e tautokona ana rātou, e tika ana kia whakaraupapahia tētahi hōtaka kia whakangungu tonuhia, hei hāpai i te whakawhanaketanga o ō rātou mōhiotanga me ō rātou māramatanga ki te āta kāwana i te kura. Ka āta whakarite tēnei i te whakatutukitanga o ngā kaitiaki i ā rātou kawenga mahi kia whai hua ai hei tino painga mō ngā ākonga.

5 Te Whakatau ki ngā Wāhanga Tautukunga

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

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

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

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

6 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te poari kaitiaki o te kura ngā taunakitanga e whai ake nei kia mahi tonu te kura me te poari kaitiaki ki te taha o ngā ratonga e tautoko ana i a rātou i tēnei wā, ki te:

  • whakapakari tonu i tō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga mahi

  • whakapūmau ake i ngā tukanga me ngā pūnaha, hei whakatairanga tonu i ngā paetae ākonga

  • whakaoti me te whakatinana i te marau ā-kura hou

  • whakapūmau ake i ngā tukanga me ngā pūnaha kia haere tonu ai te aromātai o roto i ia te wā.

Darcy Te Hau

Toku ā-nuku - Director

Te Uepū ā-Motu - Māori Review Services

18 Kohitātea, 2021

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Waikaremoana

Te tau a te Tāhuhu o te Mātauranga

1678

Te tūmomo kura

He kura motuhake

Te tokomaha o ngā ākonga o te kura

31

Te ira tangata

Kōtiro 8

Tama 23

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

Te mātauranga reo rua

Te wā i te kura te rōpū arotake

Whiringa-ā-rangi 2020

Te wā o tēnei pūrongo

18 Kohitātea 2021

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Pipiri 2017

Pipiri 2014

Hui-tanguru 2012

1 Introduction

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

2 Context

Te Kura o Waikaremoana is in Tuai, Waikaremoana. The previous ERO report of 2017 highlighted areas of concern around governance, teaching and learning and self review. The whānau have worked toward addressing these issues, supported by a commissioner appointed by the Ministry of Education. More recently, a Limited Statutory Manager (LSM) has supported the school with specific areas of school development. A first-time teaching tumuaki has been appointed. A board of trustees (BoT) was established at the end of 2019. 

3 Evaluation Focus

To what extent do students experience improved learning outcomes?

Students enjoy learning that is targeted and responsive to their needs.

4 Findings

Kaiako have received extensive support and professional learning from external providers to improve their knowledge about the use of achievement data. Information about trends and patterns of achievement is now collated, analysed and regularly reported to trustees. Kaiako demonstrate a strong commitment to lifting student achievement. They use achievement information well to inform their practice. Guidance and support from external agencies are supporting teachers to more effectively respond to students with diverse learning needs. As a result, student achievement levels have increased, and students’ specific learning needs are being catered for.

The tumuaki is well supported by an external mentor and the LSM. He is growing in confidence and understanding of his role as the professional leader. The tumuaki is committed to building relationships and working collaboratively with the local community and kōhanga reo. He reports regularly to trustees on student learning, progress and achievement and makes good use of data to inform decision-making. His variance report provides useful insights into the impact of teaching and learning on outcomes for students.

The new board of trustee members bring a range of experience to the board. They are being supported by the New Zealand School Trustees Association (NZSTA) and the LSM to increase their knowledge of their roles and responsibilities. This includes support for using self review and student achievement to inform decision-making. Currently, they are implementing systems for policy review and internal evaluation.

Key Next Steps

While there has been progress in kura development, many of the systems and processes that have been put in place are in the early stages of implementation. An ongoing process of internal evaluation to determine the impact of systems and processes is likely to contribute to better outcomes for students.

A localised curriculum to reflect the unique context of the kura is still in draft form. Finalising this document is necessary to promote consistency of teaching and learning and ensure positive outcomes for students.

Many trustees are new to the role. While support is being provided, a planned programme of ongoing training is needed to help develop their knowledge and understanding of sound governance. This should ensure trustees effectively undertake their roles responsibilities in the best interests of students.

5 Assurance on Legal Requirement

Before the evaluation, the whānau and tumuaki completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • financial management

  • asset management.

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

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

  • physical safety of students

  • teacher registration

  • processes for appointing staff

  • stand-downs, suspensions, expulsions and exclusions

  • attendance.

6 Recommendations

ERO and the kura board developed the following recommendations that the kura and BoT continue to work with the providers that they currently receive support from to further:

  • strengthen their understanding of their roles and responsibilities
  • embed processes and systems to continue to lift student achievement
  • complete and implement the new kura curriculum
  • embed processes and systems for ongoing internal evaluation.

Darcy Te Hau

Tokā ā Nuku – Director

Te Uepū ā-Motu – Māori Review Servces

18 January 2021

Information about the Kura

Location

Kei Waikaremoana

Ministry of Education profile number

1678

Kura type

Kura Motuhake

Kura roll

31

Gender composition

Girls 8

Boys 23

Ethnic composition

Māori

100%

Special features

Bi-lingual education

Review team on site

November 2020

Date of this report

18 January 2021

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2017

June 2014

February 2012

Te Kura o Waikaremoana - 27/06/2017

Findings

Te Kura O Waikaremoana has made some progress since the June 2014 ERO report. Trustees have developed their knowledge and understanding of their governance roles and responsibilities. Leadership is an area for further development. The school is not yet in a position where it has the capacity to continue to improve and review its performance.

ERO intends to carry out another review over the course of one-to-two years.

1 Background and Context

What is the background and context for this school’s review?

Te Kura o Waikaremoana is a small, remote school for Years 1 to 8 students situated in Tuai. Most students who attend are Māori.

Students are respectful and support each other to learn. They are nurtured through positive and affirming interactions with their peers and adults.

There are two classes. One offers students mainstream education, the other Māori immersion. Since the June 2014 ERO report, the school has experienced changes in personnel. There is a new teacher in the rumaki class. This class is guided by Te Marautanga o Aotearoa (the national curriculum for Māori-medium) and assessment is based on Ngā Whanaketanga Rumaki Māori (Ngā Whanaketanga).

The teaching principal and students are supported in the other classroom by teacher aides. Teaching for this class is based on The New Zealand Curriculum and uses National Standards to gauge the progress and achievement of students.

There is a mixture of experienced and new trustees.

2 Review and Development

How effectively is the school addressing its priorities for review and development?

Priorities identified for review and development

In response to the June 2014 ERO report, the board of trustees and principal in conjunction with the Ministry of Education (MoE) developed a plan with three key goals. These were to: 

  • develop governance and management capability
  • ensure student achievement data is analysed and used effectively to support effective teaching and continuous improvement in raising student achievement
  • ensure all staff are appraised through a process that supports effective teaching and continuous improvement. 

The principal was to provide reports to the MoE on progress made against the agreed goals. Some progress was evident. However, significant work is still needed.

Progress

The school has yet to fully respond to ERO’s 2014 report. Further development in leadership and management is required.

School reported data in December 2016, shows most students are achieving at or above in relation to National Standards in reading and writing and Ngā Whanaketanga in all areas. Progress and achievement in mathematics is significantly lower. Currently, there are not robust processes to support the validity and reliability of student achievement data. Developing robust moderation and teacher judgement processes to ensure reported student achievement data is dependable, is an essential next step.

Systems have been developed to track student progress throughout the year. However, the plans developed to support this process and to improve student achievement are not specific and are unlikely to drive acceleration of progress. Schoolwide achievement targets should be improved to focus on those groups of learners who are underachieving.

Trustees are clear in their intent to raise student achievement. However, the principal’s reports are very general and do not include: 

  • information and analysis about groups of students
  • progress made by underachieving students
  • targeted or specific recommendations. 

Ongoing curriculum design has continued since ERO’s previous review. Progress has been made to develop teaching programmes to incorporate all learning areas. There is a focus on providing authentic and purposeful contexts for learning. Community expertise has contributed to the development of a school ‘Graduate Profile’. Developing guidelines to support effective teaching is a key next step.

A policy and procedure to guide the principal’s appraisal has been developed. Ensuring a process is in place to support teachers' appraisal is an urgent next step. This should be aligned to the Practising Teacher Criteria.

3 Sustainable performance and self review

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

Overall, the school is not well placed to continue to improve and review its performance without considerable external support.

Some board members have undertaken significant training for their governance roles. A few trustees, including the board chair have increased their understanding of their stewardship responsibilities. ERO’s external evaluation identifies leadership as an area for further development. 

Development is needed in: 

  • the principal's knowledge and understanding of her leadership role to lead and sustain improvement for promoting student progress and achievement
  • the analysis and clarity of reports to the board on student progress
  • using assessment data effectively to set targets, monitor and accelerate student progress
  • evaluation of the impact of programmes and interventions on outcomes for students
  • appraisal and inquiry to drive ongoing teacher improvement and raise student achievement
  • regular review of policies and procedures to guide school operation and support student health, safety and wellbeing. 

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.  

During the review the following non-compliances were identified. The board must:

  • annually appraise the principal against all of the professional standards for principals and the Practising Teacher Criteria; the school was unable to provide evidence that the appraisal of the principal has occurred at the time of this ERO review
    [s77C State Sector Act 1998]
  • maintain an on-going programme of self review in relation to policies, procedures, plans and programmes, including evaluation of information on student achievement
    [National Administration Guidelines 2b]
  • ensure policies and procedures for appraisal of staff are implemented
    [s 77C State Sector Act 1988]
  • ensure the very recently developed policies and procedures, in-line with Health and Safety and Vulnerable Children Acts, are implemented.
    [Vulnerable Children Act 2014 and Health and Safety at Work Act 2015]

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

ERO recommends that the Secretary for Education consider continuing the intervention under Part 7A of the Education Act 1989 in order to bring about the improvements identified in this report.

Conclusion

Te Kura O Waikaremoana has made some progress since the June 2014 ERO report. Trustees have developed their knowledge and understanding of their governance roles and responsibilities. Leadership is an area for further development. The school is not yet in a position where it has the capacity to continue to improve and review its performance.

ERO intends to carry out another review over the course of one-to-two years.

Alan Wynyard

Deputy Chief Review Officer Central (Acting)

27 June 2017

About the School

Location

Tuai

Ministry of Education profile number

1678

School type

Full Primary (Years 1 to 8)

School roll

22

Gender composition

Female 14, Male 8

Ethnic composition

Māori

Pākehā

21

1

Special Features

An immersion class

Review team on site

May 2017

Date of this report

27 June 2017

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2014

February 2012

August 2006

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