Te Pi'ipi'inga Kakano Mai Rangiatea - 01/03/2013

1. Te Horopaki

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

I whakarewa te kura i te tīmatanga o te tau 1992 ki runga o Rangiātea. He hiahia nui nō te whānau kia tū tētahi kura kaupapa Māori e ū ana ki te reo o Taranaki me ōna tikanga. Mō te rua tau ko te kohi pūtea te mahi kia tū te kura. Kātahi i te tau 1994 ka whiwhi pūtea nō te Tāhuhu o te Mātauranga ka nuku te kura ki ētahi kopa hou. I te tau 2003 ka hanga he kura motuhake, kei konei tonu te kura e tū ana. I te tau 2000 i tuwhera hoki te wharekura.

Ahakoa ōna piki, ōna heke ka ū tonu te whānau ki Te Aho Matua. Ko te poipoi i te reo o Taranaki ko te poipoi te tauira i roto i tōna ao. Ka ngana te whānau kia tutuki aua wawata ka kaha uru ngā mātua ki roto i ngā wānanga reo. Kātahi ka kite atu i te whanaungatanga, te manaakitanga ki waenga i ngā whānau o tēnei kura.

Ko Te Kura Kaupapa Māori o Te Pi’ipi’inga Kākano mai i Rangiātea ka kore rawa e ngaro ‘he kākano i ruia mai i Rangiātea.

Nā Huirangi Waikerepuru te ingoa i tapa. Ko te pihipihi te tipuranga tuatahi o te kākano ka puta i te whenua. He pihipihi hoki ā tātou tamariki i puta i te kōhanga reo ka eke ki te kura kaupapa. Ko te ingoa o tō tātou wharenui ko Te Parekereke nā Huirangi anō i tapa. Ko te pārekereke te wāhanga o te māra ka whakatōngia ngā kākano, kia rite mō te wā e whakatōngia ai ki te māra nui.

Ko te kaupapa o te kura nei, e hāngai ana ki te māra. Kia tika te tipu o te kākano o te pihipihi, kia pakari tōna tipu kia pakari anō hoki tōna tū hei kai mā te whānau whānui. Mā te whānau whānui anō taua kākano, taua pihipihi e akiaki, e poipoi kia tipu pai ai. Koirā te āhuatanga o tō tātou kura. Mā te whānau whānui ā tātou tamariki, mokopuna e akiaki, e poipoi. Tauheke mai, kuia mai, mātua mai, whaene mai, kaiako mai.

Ko ērā tūmanakotanga mō te reo me te mātauranga i whakatōngia i tōna rewatanga mai kua ū tonu hei kaupapa matua mō tō tātou kura. Ko te tūmanako anō hoki ka ū tonu ēnei tūmanakotanga ki te rua tekau tau kei mua i te aroaro. Kia ea ake ai te whakawai e kīia nei:

E kore au e ngaro he kākano i ruia mai i Rangiātea.”

2. Te Tino Uaratanga

Kei te whakatinana te ākonga i ngā manako me ngā awhero o tōna iwi.”

Te Ira Tangata

Ko te mauritau i te kura e whakapūmau ana i te whanaungatanga ki reira. He harikoa, he tau hoki te āhua o ngā ākonga. He manawa whakahī tō rātou mō tō rātou tuakiri hei uri o te iwi o Taranaki. I ngā karakia me ngā mihimihi o ia rā, ka whakatinana ngā ākonga i ngā tikanga o tō rātou rohe. He pakari rātou ki te ārahi i aua wā. Ka mārama, ka maioha hoki ngā ākonga ki ō rātou hononga ā-whakapapa e whakakoia ana ki ngā waiata e waiatatia ana e rātou. Ka whakaatu ngā ākonga i te manaaki me te aroha ki waenga i a rātou anō. Ka noho whakaute rātou, ā, ka akiaki hoki i ō rātou hoa.

Ko ngā uaratanga i whakapuakihia ai e te whānau, e hāngai ana ki te whanaungatanga, te tuakana me te teina, te aroha, te manaaki, me te mahi tahi. Ka aro te whānau ki ngā matea o ā rātou tamariki, o ō rātou hapū, o tō rātou iwi hoki. E pūmau ana rātou ki te whakahaumanu ake me te rōnakitanga hoki o te reo me ngā tikanga o Taranaki, me te whai pānga o te kura ki tēnei āhuatanga. Ko tō rātou titiro, ko te whakatū ki te paepae o ngā marae o Taranaki, ko ngā kaikōrero o te kounga kairangi o te reo o Taranaki, e mātau ana hoki ki ngā mātauranga, ngā kōrero tuku iho, me ngā tikanga hoki o ō rātou tīpuna. He nui ngā tūmanako o te whānau, ā, ka whai rātou i te iti kahurangi hei painga mō ā rātou tamariki.

Kua āta whakatōngia ngā uaratanga o te whānau ki ngā mahi i te kura. Ka mahi ngātahi te whānau me ngā ākonga ki te whakatutuki i ā rātou whāinga. Ka tino whakanuia te mahi tahi, ā, ka tautoko, ka ārahi hoki tēnā whakatupuranga, i tēnā whakatupuranga. E hāpai tōtikatia ana ngā ākonga e mau ana i ngā matea tauwhāiti. Arotake ai te whānau i ia te wā, i te whai huatanga o tā rātou whakatinana i ā rātou uaratanga ki ā rātou mahi.

Te Reo

E piki haere ana te whakamahinga a ngā ākonga i te reo o Taranaki. Ka whakamahi tōtika rātou i te reo i roto i te whānuitanga o ngā horopaki ōkawa, ōpaki hoki. He mātau hoki tā rātou taki i ngā karakia, ngā mōteatea, me ngā waiata e whakapuaki ana i ngā whakapapa me ngā kōrero tuku iho o ō rātou tīpuna.

Ka whakamahi ngā kaiako i te whānuitanga o ngā tūmomo rautaki e whai hua ana ki te whakapiki i te mātau o ngā ākonga ki te reo. Ka whakamahi ngā kaiako i ngā taumahi ako reo e hāngai pū ana ki te whakapiki i ngā kupu me te whakawhānui, te whakapakari hoki i ngā hanganga reo hōhonu. Ka whakarite, ka whakataurite hoki ngā ākonga i tō rātou reo, i ō rātou tikanga, ki ērā o ētahi atu iwi.

Ka whai hua te whānau ki te whakatauira i tā rātou noho pūmau ki te whakahaumanu me te tiaki i ngā wā katoa, i te reo o Taranaki. He tokomaha o rātou e mātau ana ki te kōrero, ā, e ako ana ētahi atu i te reo Māori. Ka whakapuaki rātou katoa i te noho pūmau me te wawata kia kōrero ā rātou tamariki i te reo o Taranaki. E pūmau ana rātou ki te whakamahi i te reo Māori i roto i te whānuitanga o ngā tūmomo horopaki.

Ko ētahi o ngā rautaki ki te whakapiki i te mātau o ngā kaikōrero o te reo o Taranaki, ko te whakatū i ngā kaiako nō ngā iwi me ngā hapū o Taranaki, ko te tautoko i te whānau ki te whakapai ake i tā rātou reo, me te whakapakari haere i ngā ākonga o te kura, kia tū ai anō hoki ētahi o rātou hei kaiako ā tōna wā.

Ngā Iwi

Ka kitea te manawa whakahī o ngā ākonga mō tō rātou whānau, ō rātou hapū, tō rātou iwi hoki. E mōhio ana rātou ko wai rātou, nō hea rātou, ā, nō wai hoki. He pakari tā rātou taki i ō rātou pepeha, ā, ka whakamahi i aua mōhiohio hei whakahonohono ki ngā tāngata hou. Ka kite hoki rātou i ngā tikanga, ngā kawa, me ngā reo o ētahi atu iwi, ki waho atu i tō rātou rohe. Ka whakawhiti kōrero ngā ākonga mō ngā tūmomo rerekētanga ka kitea e rātou. He hapori ākonga tō rātou e arotahi ana ki tū hei uri o ngā hapū me ngā iwi o Taranaki whānui.

Nā te marautanga o te kura, he maha ngā whai wāhitanga a ngā ākonga ki te ako i ō rātou hononga ā-whakapapa. Ko ētahi o aua whai wāhitanga, ko:

  • ngā haerenga ki ngā marae ki te ako me te wheako i ngā tūmomo kawa, tikanga hoki
  • te whakaemi i ngā mōhiotanga o ngā kaumātua, me te rangahau i te hītori o Ngāti Whiti, Te Ātiawa, me Tokomaru
  • ngā haerenga ki waenganui i ngā whānau o ētahi atu kura o Taranaki.

Ka mahi ngātahi ngā kaiako me te whānau ki te whakamahere me te whakatinana i ngā hōtaka akoranga e hāngai ana ki tā rātou tirohanga. He mātātoa te whai wāhi atu a te whānau ki ngā whakahaeretanga o te kura me te tari, me te tautoko hoki i te hōtaka. Ka hāpai te poari i te whakahaeretanga me te whakaritenga o te kura nā ō rātou tūranga kāwanatanga, ā rātou kawenga kāwanatanga hoki.

E ngākau nui ana te whānau ki te whakatinana i ngā mātāpono o Te Aho Matua. He pai te tae ā-tinana atu ki ngā hui. Ka whakawhiti kōrero te whānau mō te whānuitanga o ngā tūmomo kaupapa, tae atu ki te marautanga, ngā paetae ākonga, me ngā take o te rohe, o te motu hoki. Ka hāpai, ka whai wāhi hoki rātou ki te whakamahere me te whakariterite i te maha o ngā kaupapa i te kura. He mārama ngā whakawhitinga kōrero me ngā whakataunga ki te katoa.

Te Ao

He mātātoa te whakatewhatewha me te tūhura o ngā ākonga i te ao Māori me te ao whānui. Ka whakaaro kaikini ngā ākonga mō te ao e noho nei rātou, i a rātou e whakawhanake ana i ngā pūkenga whakatewhatewha. Ka ako rātou i ngā mahi a te kaitiaki o te taiao māori. E ākina ana ngā ākonga “kia Māori te titiro ki te ao.”

E hāpai tōtikatia ana ngā kaiako e te whānau, ki te tuitui ngātahi i ngā akoranga tuku iho, me ngā akoranga hou. Ko ngā horopaki ako a ngā ākonga, ko te marae, ko ngā wāhi motuhake, ko te ngahere, ko te moana, ā, ko te whenua anō hoki puta noa i Taranaki. Ko te tirohanga nui ki te mātauranga taiao e tino whakapūmau ana i ngā kawenga a ngā ākonga ki te tiaki i a Taranaki maunga.

Ka whai wāhi ngā kaiako ki te whakawhanaketanga ngaio e arotahi ana ki te whakawhānui i tō rātou mōhiotanga ki a Taranaki me te reo o Taranaki. Ka whakamahi rātou i te whakatewhatewha, hei huarahi mō ngā ākonga ki te ako i tō rātou ao ake, me te ao whānui hoki. Ka whakanui hoki taua rautaki i ngā pūkenga ako takitahi o ngā ākonga. He tirohanga ā-tau anō hoki ki te hōtaka pāngarau.

Āhuatanga Ako

E ako ana, e whakatutuki ana hoki ngā ākonga i ngā pūkenga me ngā mōhiotanga matua o Te Aho Matua, te reo matatini, me te pāngarau, kia āhei ai rātou ki te āta whai wāhi atu ki ngā akoranga. He harikoa, he hihiri hoki ngā ākonga ki te ako i ngā whakaaro hou me ngā ariā hou.

He pai te whakamahinga o ngā paetae ākonga hei aroturuki i te ahunga whakamua me ngā whakatutukitanga ki ia akomanga, ki te kura whānui hoki. He mahere mātauranga motuhake tā ia ākonga e whai ana i tētahi hōtaka e hāngai pū ana ki ōna matea. He nui ngā tūmanako o te whānau me te poari mō ngā paetae ākonga.

Ka kitea ētahi tauira o te whakaako pai, puta noa i te kura. E tino hāpaitia ana ngā kaiako ki te āta whakawhanake i ō rātou tino pūkenga hei kaiako. Ka whai hua tā rātou mahi ngātahi ki te whakamahere, te whakatinana, me te aromātai i ngā hōtaka whakaako, ako hoki. E arotahi ana rātou ki te whakarite i ngā tino painga mō ngā ākonga. He whānui tō rātou titiro, whakaaro hoki, ā, ka whakaatu i te ngākau nui me te pūmau ki ngā ākonga me tō rātou whānau. He pai te whanaungatanga ki waenga i ngā kaiako me ngā ākonga. He hononga ā-whakapapa tō te nuinga o rātou.

He mātau te tumuaki ki te ārahi i te whakawhanaketanga ngaio. E tino hāpai tōtikatia ia e te Kaitakawaenga Reo Māori. Ka whakarato rāua tahi i ngā kōrero urupare ki ngā kaiako mō ā rātou mahi. Ka whakarato hoki rāua i ngā whai wāhitanga o te whakawhanaketanga ngaio e whai pānga nui ana, inā koa ki te reo matatini. Ka whai hua ki ngā ākonga te arotahi o ngā whakawhanaketanga kaiako.

Ka maioha te whānau ki te noho puare o te kura ki a rātou. Ka tino whakamōhiotia rātou, ā, ka whai wāhi ki ngā whakataunga katoa e pā ana ki te kura.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kua tāutuhia e te whānau ngā wāhanga e whai ake nei, hei whakawhanake ake:

  • kia whakawhanakehia tētahi mahere rautaki mō te whakawhanaketanga o tētahi wharekura e hāngai ana, e aro ana hoki ki ngā matea o ngā ākonga
  • kia whakarite tonu i te whakahāngaitanga o ngā wawata o te whānau me Te Aho Matua.

3. Te arotake whaiaro

He pai te noho mōhio o te whānau, te poari, ngā kaiako, me ngā ākonga ki te āta whakatau i ngā whakaritenga e pā ana ki tō rātou kura, nā te arotake whaiaro ōkawa, ōpaki hoki. Ka aro nui rātou ki ngā mōhiohio ka whakaemihia, ā, ka whakamahi i aua mōhiohio ki te whakatau i ngā whakaritenga.

Ko te whakamahere rautaki, ā-tau hoki e whakarato ana i te angamahi mō te arotake rautaki. Ka aroturuki te whānau – mā te poari – i te ahunga whakamua i runga i ngā whāinga ā-tau, taumata ā-tau hoki e hāngai ana ki te tūtohinga o te kura me Te Aho Matua. He tau te tātari i te rerekētanga, ā, ka tāutu i te whai hua o te kura ki te whakatutuki i ngā whāinga ā-tau.

Ka whai hua te arotake i ia te wā, puta noa i ngā taumata katoa o te kura. He pai te whakaritenga o te arotake i ngā kaupapa here me ngā tukanga. Ka whakawhiti kōrero ki te whānau, ā, ka whakapuaki rātou i ō rātou whakaaro mō te arotake. Ka whiwhi te poari i ngā pūrongo i ia te wā, mai i ngā kaiako me te tumuaki, mō te hōtaka whakaako, ako hoki, tae atu ki te ahunga whakamua me ngā paetae hoki o ngā ākonga. Ka whakamahi rātou i aua mōhiohio ki te whakatau i ngā whakaritenga e pā ana ki ngā rauemi. He wā anō hoki i ngā hui ā-kaiako mō te āta arotake, te āta aromātai i te hōtaka. Ka tino noho tahi ngā kaiako ki te whakawhiti kōrero mō ā rātou hōtaka whakaako, akomanga hoki, hei āta whakarite i te whakatutukitanga o ngā matea takitahi, takirōpū hoki o ā rātou ākonga.

Ka kitea te puāwai mai o te arotake, puta noa i te kura. Kua whakatū te whānau i tētahi rōpū Ira Tangata e whakaaro nui ana ki te matea o te katoa o te ākonga. He pakari te hōtaka mō ngā kaiako tiwhikete whaiaro. E whakatutuki ana tēnei i tētahi whāinga o te kura, ki te whakawhanake i te āheinga o ngā kaiako nō Taranaki. Ka whiwhi aua kaiako i ngā kōrero urupare i ia te wā, mai i te Kaitakawaenga Reo Māori, ā, e ākina ana hoki kia whakawhanake i ngā tino taumata o te whakaaro huritao mō ā rātou whakaakoranga. Ka whakatau ngā paetae ākonga i te reo matatini me te pāngarau. Ka hāpai tēnei i ngā kaiako ki te titiro kaikini ki ā rātou hōtaka whakaako me ngā rautaki, me te whakamahine i ēnei ki te whakatutuki i ngā matea o ā rātou ākonga.

4. Ngā Āhuatanga

He aha ngā āhuatanga matua ka kitea, puta noa i te kura?

Te noho pūmau mutunga kore ki Te Aho Matua. Ka whakaatu te whānau i te tino whakapūmautanga ki Te Aho Matua, ā, ka arotahi ki te whakarite i te hāngaitanga o ā rātou mahi i ia rā, ki ngā mātāpono o Te Aho Matua.

Te ngātahi, te tupu haere, te aro nui, me te whakaaro huritao i roto i te ārahitanga. Ka ārahi ngātahi. Ka whakamahi te whānau i ā rātou ake pūkenga ki te mahi ngātahi. Ka hāngai tētahi mahere tauatanga ki te rōnakitanga o te whai wāhi a te whānau.

Te haere tonutanga o te ngākau nui ki te reo Māori. Ko te whāinga matua ā te whānau, ko te whakahaumanu me te whakapūmau i te reo o Taranaki. Ka kitea tēnei ki te whakatūnga o ngā kaimahi me te whai wāhitanga o te whānau me ngā kaiako ki ngā wānanga, hei whakawhanake i te reo o Taranaki.

E pou here ana ngā whakaakoranga me ngā akoranga i ngā mātāpono Māori. Ka kitea ki ngā rautaki whakaako, ako hoki, ngā āhuatanga motuhake o ngā iwi o Taranaki. Ka whakamanatia te tuakiri me te hononga o ngā ākonga ki ngā iwi o Taranaki.

Ngā whāinga mō ngā ākonga katoa ka puta i te kura, kia eke angitu ai. E whakapuaki ana te whānau i ngā tūmanako kia eke angitu ngā ākonga. He nui tō rātou wawata kia noho ngā ākonga ki ngā paepae o ngā marae ā tōna wā, me tō rātou mātau hoki ki te reo o Taranaki, me ngā mātauranga tuku iho, ngā tikanga hoki.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā te Tari Arotake Mātauranga, me 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 kaiako
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a 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 school’s context?

I whakarewa te kura i te Tīmatanga o te tau 1992 ki runga o Rangiātea. He hiahia nui nō te whānau kia tū tētahi kura kaupapa Māori e ū ana ki te reo o Taranaki me ōna tikanga. Mō te rua tau ko te kohi pūtea te mahi kia tū te kura. Kātahi i te tau 1994 ka whiwhi pūtea nō te Tāhuhu o te Mātauranga ka nuku te kura ki ētahi kopa hou. I te tau 2003 ka hanga he kura motuhake, kei konei tonu te kura e tū ana. I te tau 2000 i tuwhera hoki te wharekura.

Ahakoa ōna piki, ōna heke ka ū tonu te whānau ki Te Aho Matua. Ko te poipoi i te reo o Taranaki ko te poipoi te tauira i roto i tōna ao. Ka ngana te whānau kia tutuki aua wawata ka kaha uru ngā mātua ki roto i ngā wānanga reo. Kātahi ka kite atu i te whanaungatanga, te manaakitanga ki waenga i ngā whānau o tēnei kura.

Ko Te Kura Kaupapa Māori o Te Pi’ipi’ingā Kākano mai i Rangiātea ka kore rawa e ngaro ‘he kākano i ruia mai i Rangiātea.’

Nā Huirangi Waikerepuru te ingoa i tapa. Ko te pihipihi te tipuranga tuatahi o te kākano ka puta i te whenua. He pihipihi hoki ā tātou tamariki i puta i te kōhanga reo ka eke ki te kura kaupapa. Ko te ingoa o tō tātou wharenui ki Te Parekereke nā Huirangi anō i tapa. Ko te pārekereke te wāhanga o te māra ka whakatōngia ngā kākano, kia rite mō te wā e whakatōngia ai ki te māra nui.

Ko te kaupapa o te kura nei, e hāngai ana ki te māra. Kia tika te tipu o te kākano o te pihipihi, kia pakari tōna tipu kia pakari anō hoki tōna tū hei kai mā te whānau whānui. Mā te whānau whānui anō taua kākano, taua pihipihi e akiaki, e poipoi kia tipu pai ai. Koirā te āhuatanga o tō tātou kura. Mā te whānau whānui a tātou tamariki, mokopuna e akiaki, e poipoi. Tauheke mai, kuia mai, mātua mai, whaene mai, kaiako mai.

Ko ērā tūmanakotanga mō te reo me te mātauranga i whakatōngia i tōna rewatanga mai kua ū tonu kei kaupapa Matua mō tō tātou kura. Ko te tūmanako anō hoki ka ū tonu ēnei tūmanakotanga ki te rua tekau tau kei mua i te aroaro. Kia ea ake ai te whakawai e kīia nei.

“E kore au e ngaro he kākano i ruia mai i Rangiātea.”

2. Te Tino Uaratanga

“Kei te whakatinana te ākonga i ngā manako me ngā awhero a tōna iwi.” Students exemplify the hopes and aspirations of their people.

Te Ira Tangata

A settled and calm tone in the kura reinforces the presence of whanaungatanga. Students appear happy and content. They take pride in their identity as members of Taranaki iwi. During daily karakia and mihimihi students practise tikanga specific to their area. They are confident leaders in these activities. Students understand and appreciate their whakapapa connections affirmed in waiata they sing. Students show manaaki and aroha toward each other. They are respectful and encouraging of their peers.

Expressed whānau values include whanaungatanga, tuakana and teina, aroha, manaaki and mahi tahi. Whānau are responsive to the needs of their children, hapū and iwi. They are committed to the revitalisation and sustainability of the language and tikanga of Taranaki and see the kura role in this. Their vision is to replenish the paepae of Taranaki marae with high quality speakers of te reo o Taranaki, steeped in the knowledge, history and customs of their tipuna. Whānau have high expectations and aspire for excellence for their children.

Whānau values are well embedded in kura practice. Whānau and students work together to achieve their collective goals. Working together is highly valued where generations support and guide each other. Special needs students receive appropriate support. Whānau regularly review the effectiveness of how they implement their values in their practice.

Te Reo

Students increasingly use te reo o Taranaki. They use it appropriately in a range of formal and informal contexts. Karakia, mōteatea and waiata containing whakapapa and history of their tipuna are recited with proficiency.

Teachers use a range of effective strategies to increase language competence among students. They use specific language learning activities that increase vocabulary and extend and build more complex language structures. Students also compare and contrast their language and tikanga with that of other iwi.

Whānau effectively model their commitment to the revitalisation and long term maintenance of te reo o Taranaki. Many are competent speakers and others are learning te reo Māori. All express a commitment and desire for their children to become speakers of te reo o Taranaki. They are committed to using te reo Māori in different contexts.

Strategies to increase the proficiency of speakers of te reo o Taranaki include employing only kaimahi from Taranaki iwi and hapū, support for whānau to improve their reo and cultivating future teachers from kura students.

Ngā Iwi

Students exhibit personal pride in their whānau, hapū and iwi. They know who they are, where they are from and to whom they belong. Students proudly recite their pepehā and use this information to make connections with new people. They are exposed to tikanga, kawa and the language of other iwi through visits outside of their area. Students discuss the differences that they observe. Students are members of a community of learners that focus on being descendants of hapū and iwi from the Taranaki area.

Through the kura curriculum students have many opportunities to learn about their ancestral links. Opportunities include:

  • visits to local marae to learn about and experience different kawa and tikanga

  • collating information from kaumātua and researching the history of Ngāti Whiti, Te Atiawa and Tokomaru

  • exchanges with other Taranaki kura whānau.

Teachers and whānau work together to plan and implement programmes of learning that reflect their vision. Whānau are actively involved in school operations, administration and programme support. The board of trustees supports managing and operating the kura through their governance roles and responsibilities.

Whānau are committed to implementing the principles of Te Aho Matua. Hui are well attended. Whānau discuss a wide range of topics including curriculum, student achievement and local and national issues. They support and participate in planning and organising many kura events. Discussions and decisions are open and transparent.

Te Ao

Students actively investigate and explore the Māori world and the wider world. Students think critically about the world around them as they develop investigative skills. They learn about kaitiaki roles of the natural environment. Students are encouraged to take a Māori view of the wider world, “kia Māori te titiro ki te ao.”

Teachers, supported by whānau, successfully combine traditional learning with contemporary learning. Student learning contexts include marae, historical sites, the bush, the sea and land throughout Taranaki. A strong focus on environmental education appropriately reinforces students’ responsibilities to care for Mount Taranaki.

Teachers participate in professional development with a focus on extending their knowledge about Taranaki and te reo o Taranaki. They use investigation as a way for students to learn about their immediate and wider world. This strategy also promotes independent learning skills for students. There is an annual focus on the mathematics programme.

Āhuatanga Ako

Students are learning and achieving the necessary skills and knowledge of Te Aho Matua and literacy and numeracy to enable them to engage fully in learning. Students are happy and motivated to learn new ideas and concepts.

Student achievement information is used well to monitor progress and achievement at class and kura level. Students who require specialised programmes have Individual Education Plans. The whānau and board of trustees have high expectations for student achievement.

There are some models of good teaching practice across the kura. Teachers are being well supported to develop as high performing educators. They work effectively as a team to plan, implement and evaluate teaching and learning programmes. Their focus is on ensuring the best outcomes for students. They are forward thinkers who demonstrate passion and commitment to students and their whānau. Teachers have positive relationships with students. They are connected to many of them through whakapapa.

The principal competently leads teacher development. She is well supported by the resource teacher of Māori (RTM). Together they provide critical feedback to teachers about their practice. They provide targeted professional development opportunities, particularly in Te Reo Matatini. Students benefit from focused teacher development.

Whānau appreciate the open door policy at the kura. They are kept well informed and are included in all decisions about the kura.

Kura-identified areas for development

The whānau has identified the following areas for development:

  • to develop a strategic plan for the development of a wharekura that reflects and responds to the needs of students
  • to continue to ensure there is alignment between whānau aspirations and Te Aho Matua.

3. Self review

The whānau, board of trustees, teachers and students are well placed to make informed decisions about their kura as a result of formal and informal self review. They are responsive to information that is gathered and use this to inform decision making.

Strategic and annual planning provides the framework for strategic review. The whānau, through the board of trustees, monitors progress against annual goals and targets that are aligned to the kura charter and Te Aho Matua. The analysis of variance is sound and identifies how well the kura has addressed the annual goals.

Regular review is effective across all levels of the kura. Policy and procedure review is well organised. Whānau are consulted and contribute their ideas to the review. The board of trustees receives regular reports from teachers and the principal about the teaching and learning programme including student progress and achievement. They use this information to make decisions about resourcing. Staff meetings include indepth review and evaluation of the programme. Teachers spend significant time together discussing their teaching and class room programmes to ensure that they are meeting the individual and collective needs of their students.

Emergent review is evident throughout the kura. The whānau has established an Ira Tangata group that responds to the holistic needs of students, whānau and teachers. A robust programme for the provisionally registered teachers is in place. This is responding to a kura goal, to develop the capability of teachers who are from Taranaki. These teachers receive regular feedback from the RTM and are encouraged to develop high levels of reflection about their teaching. Moderation of student achievement in te reo Matatini and mathematics is moderated. This supports teachers to critically examine their teaching programmes and strategies and to refine these to meet the needs of their students.

4. Attributes

What key attributes are evident throughout the kura?

Unwavering commitment to Te Aho Matua. Whānau demonstrate a strong commitment to Te Aho Matua and are focussed on ensuring their daily practice aligns with the principles expressed in it.

Collective, evolving, responsive and reflective leadership. Leadership is shared. Whānau utilise their individual strengths to work collaboratively. A succession plan focuses on sustaining whānau input.

Ongoing commitment to te reo Māori. The predominant goal for the whānau is the revitalisation and sustainability of Te reo o Taranaki. This is reflected in the appointment of staff and the participation of whānau and teachers in wānanga for the development of te reo o Taranaki.

Teaching and learning underpinned by Māori principles. Teaching and learning strategies reflect the unique character of Taranaki iwi. Students’ identity and connection to Taranaki iwi is affirmed.

Aspirational goals for all graduates as high achievers. The whānau expresses expectations that students will achieve high levels of success. They have a strong desire to fill the paepae of local marae with speakers of te reo o Taranaki who are also steeped in traditional knowledge and tikanga.

Whānau assurance on legal requirements

Before the review, the board of trustees and principal of the school completed an ERO Whānau Assurance Statement and Self-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
  • 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
  • attendance.

When is ERO likely to review the school 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 March 2013

About the Kura

Location

Ngāmotu

Ministry of Education profile number

4145

School type

Full Primary (Years 1 to 8)

School roll

58

Gender composition

Girls 28 Boys 30

Ethnic composition

Māori 95% Pākehā 5%

 

Special Features

Te Aho Matua Kura Kaupapa Māori

Review team on site

November 2012

Date of this report

1 March 2013

Most recent ERO report(s)

Education Review

Supplementary Review

May 2008

June 2006