Ngā Whakaaturanga
E tū ana Te Kura Kaupapa Māori o Te Ara Rima ki Kirikiriroa. Kāhore te kura i whakatutuki i ngā wāhanga hei arotake, hei whakawhanake hoki i tāutuhia ai ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2013. Ahakoa kua rerekē te ārahitanga nā tētahi poari hou me tētahi tumuaki kātahi anō ka whakatūngia, he iti tonu te ahu whakamua, puta noa i ngā wāhanga matua. Kāhore tonu ngā ākonga e whiwhi ana i te mātauranga o te kounga kairangi.
1 Ko ngā Whakamāramatanga me te Horopaki
He aha te whakamāramatanga me te horopaki mō te arotake o tēnei kura?
E tū ana Te Kura Kaupapa Māori o Te Ara Rima ki Kirikiriroa. Ka whakaratohia te mātauranga rumaki reo Māori mā ngā ākonga o ngā tau 1 ki te 8, ā, ka whakapuakihia te reo Pākehā i te tau tuaono.
Mai i te tau 2008, kua pupū ake ngā māharahara nui mō Te Kura Kaupapa Māori o Te Ara Rima. Kua hāngai aua āwangawanga ki te whakariuka me te whakaahunga a te whānau, te takarepa o te ārahitanga me te kāwanatanga i te kura, me te kounga ngoikore o te mātauranga e whakaratohia ana mā ngā ākonga. Nā tēnei, kua whakaratohia e Te Tāhuhu o te Mātauranga ngā wawaotanga o waho, mai i tētahi kaikōmihana i whakatūngia ai i te tau 2010, tae atu ki tētahi kaiwhakahaere manatū ā-wā i whakatūngia ai i te tau 2013. I tēnei wā, kei te haere tonu te tūnga a te kaiwhakahaere manatū ā-wā.
Kei te whakawhiti haere ngā kaitiaki i roto i ō rātou tūranga kāwanatanga me ā rātou kawenga mahi hoki. Nō nā tata tonu nei te tumuaki i whakatūngia ai, ā, he hou tonu ia ki tōna tūranga ārahi hou. Kua arotahi ia ki te tūhonohono me te whakapakari anō hoki i te tūmāia me ngā hononga ki waenga i te whānau, ngā kaimahi, me te hapori tonu. Kua tāutuhia e te whānau, te poari, me ngā kaimahi tētahi tirohanga ngātahi, arā, ‘Mā te kaha, ka ū.’ He whakaritenga tā rātou ki te whakapakari ake i te reo Māori me te whakatairanga i te whānau mātātoa, me te pakari o ngā hononga ā-hapū, ā-iwi hoki. Ka whakamana te whānau i ō rātou hononga ki a Ngāti Wairere me te marae o Hukanui.
2 Te Arotake me te Whanaketanga
He pēhea rawa te whai huatanga o te kura ki te whakatutuki i ngā wāhanga hei arotake, hei whakawhanake?
Kāhore te kura i āta whai hua ki te whakatutuki i ngā wāhanga i tāutuhia ai ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2013, hei wāhanga ki te arotake me te whakawhanake. Kua whakarerekēhia ngā tūnga ārahi, ā, he hou te poari, kātahi anō hoki te tumuaki kia whakatūngia. Kua arotahi rātou ki te whakawhanaketanga o te ahurea o te kura me te hononga ki te whānau, ki te hapori whānui hoki.
Te arotake me te whakawhanaketanga
Te ako, te whai wāhi, te ahu whakamua, me te eke angitu hoki a ngā ākonga
He māharahara tonu te ako, te whai wāhi, te ahu whakamua, me te eke angitu hoki o ngā ākonga. Ko te iti tonu o ngā taumata paetae i roto i te reo matatini me te pāngarau e tohu ana i te kore rawaka o te ahunga whakamua i roto i te mātauranga. Ka tāutu i te tokomaha o ngā ākonga kei raro i ngā taumata e tika ana mō te pānui, te tuhituhi, me te pāngarau. Kātahi anō te poari, te tumuaki, ngā kaiako, me te whānau kia mahi ngātahi ki te tāutu i tā rātou huarahi ki te waihanga i tētahi hōtaka akoranga, hōtaka whakaakoranga hoki ka aro nui ki ngā ākonga.
Ka kitea te tākare o ngā ākonga ki te ako. Kei te mārama rātou ki ngā tikanga, ā, ka kitea tō rātou tū pakari hei tangata whenua. Ka kitea hoki ngā hononga ki waenga i te tuakana me te teina ki ngā akomanga. Ahakoa ngā rerekētanga puta noa i te kura, e tīmata ana ētahi o ngā kaiako ki te waihanga i ngā taiao ako papai e whakamana ana i ngā mahi a ngā ākonga. Me whiwhi ngā ākonga i ngā hōtaka akoranga e whai pānga ana ki a rātou, ā, e whai pūtake ana hoki.
Te whakahaere me te whakatinana i te marautanga
Kāhore i te rawaka te whakahaere me te whakatinana i te marautanga. Ahakoa ngā whakawhitinga kōrero i te tīmatanga mō te waihanga me te kiko o te marautanga ā-hapori, he whāiti noa te aronga mārama, ngā tino tūmanako rānei mō ngā kaimahi. Kāhore ngā kaiako e whakamahere ana, e whakaako ana rānei i ngā hōtaka akoranga e poipoi ana i te whānuitanga o ngā tūmomo matea ako o ngā ākonga. Kāhore te nuinga o ngā kaiako e tino pakari ana ki whakatinana i Te Marautanga o Aotearoa, ki te aromatawai rānei i te ako me te ahunga whakamua a ngā ākonga mā Ngā Whanaketanga Rumaki Māori.
Me whiwhi ngā kaiako i te ārahitanga ngaio me te tautoko anō hoki ki te:
- whakamahere, te whakapuaki, me te aromātai i te kounga o te hōtaka akoranga
- aromatawai, te tātari, me te aroturuki hoki i ngā paetae ākonga
- tāutu i te āhua o ngā whakaakoranga me ngā akoranga o te kounga kairangi, me ngā huarahi ki te whakatinana i aua āhuatanga ki ngā akomanga katoa
- waihanga i ngā huarahi ako mō ngā ākonga, hei whakatutuki hoki i ngā wawata o te whānau
Kua whakaritea tētahi tirohanga whānui mō ngā tau e toru, ā, e whakamahia ana hei aroturuki i te whakatutukitanga o te marautanga. Kua whakawhanakehia tētahi mahere ako ngaio, whakawhanaketanga ngaio hoki mā ngā kaiako. E tīmata ana rātou ki te mahi ngātahi ki te whakamahere i ngā kaupapa mā ngā ākonga. Waihoki, me whai tonu i te haere tonutanga o te whakawhanaketanga whānui i roto i tēnei wāhanga, kia ahu whakamua ai, kia eke angitu ai hoki ngā ākonga katoa.
Te Ārahitanga
Ko tētahi āhuatanga matua hei whai atu, ko te ārahitanga ngaio e arotahi ana ki te whakatairanga i te kounga o te whakaako me te ako, hei whakarato i te mātauranga o te kounga kairangi mā ngā ākonga. He hou te tumuaki ki tōna tūranga, ā, kua whakawhanakehia e ia tētahi taiao i whakapakari ake ai i te mahi ngātahi. Ka whakatauira ia i te tikanga mahi ngaio mā ngā kaimahi, ā, ka whakamahi hoki i ngā whakataukī me ngā uaratanga Māori hei whakapūmau i ngā tūmanako hou e pā ana ki te whanonga ngaio me te mahi ngaio. Kua pai ake ngā hononga ki waenga i ngā kaimahi. He tūāpapa pai tēnei mō ngā mahi whakawhanaketanga ka whai ake e arotahi ana ki te ākonga.
Kāhore anō te tumuaki me ngā kaiwhakahaere matua kia tāutu i tā rātou huarahi kia whai wāhi ngātahi ai rātou ki te whakarerekē haere i te ngaiotanga. Hui ai rātou i ia te wā, ā, ka āta whakawhitiwhiti whakaaro. Kua tohaina e te rōpū whakahaere matua ngā mahi hei hāpai takitahi i ētahi kaiako. He mea nui kia āta whakarite rātou i ō rātou ake tūranga ārahi me ā rātou whai wāhitanga ki te whakatairanga i āhua o ngā mahi a ngā kaimahi katoa.
Te whakahaeretanga i ngā kaimahi me te āhua mahi
Kāhore i te rawaka te whakahaeretanga i ngā kaimahi me te āhua mahi.
He whāiti te whakahaeretanga i ngā kaimahi. Kāhore he tuhinga tūranga mahi ā ngā kaimahi katoa. E tika ana kia tū tētahi arotake o roto, o ngā kaupapa here, ngā tukanga, me ngā whakaritenga hei āta whakarite i te āheinga o te poari ki te whakahaere i ā rātou herenga hei kaituku mahi pai.
Kāhore e whakatutukihia ana ngā mahi e pā ana ki te whakahaeretanga i te āhua o ngā mahi. Kua tīmata te tukanga arohaehae mā ngā kaimahi, ā, kua oti te aromatawai whaiaro tuatahi. Kāhore he kirimana āhua mahi tā te tumuaki, ā, kāhore anō kia tīmata tana arohaehae. E tika ana kia whiwhi hoki ia i te tūmomo tautoko ngaio, ārahitanga ngaio hoki mō te tū tuatahi hei tumuaki. Kāhore anō tētahi kaiarohaehae o te tumuaki kia whakatūngia. Me whakarite te poari i te āta whakatinanatanga, te tātari, me te pūrongo hoki o ngā arohaehae a ngā kaimahi katoa, tae atu ki te tumuaki. Ka hāpai aua mōhiohio i te whakapuakitanga o tētahi hōtaka whakawhanaketanga ngaio matawhānui e aro nui ana, e hāngai pū ana hoki ki te whakapakari ake i te āheinga ngaio.
Te Kāwanatanga
Kei te tīmata noa te whakawhanaketanga o te kāwanatanga i te kura. E whakawhanake ana te poari hou i tō rātou mōhiotanga ki ō rātou tūranga kāwanatanga, me ā rātou kawenga kāwanatanga. Ko te maha o ngā tūnga i rerekē ai ki runga i te poari i ngā tau kua pahure tata nei, i whakawarea i te ahunga whakamua o tēnei āhuatanga.
Nō nā tata tonu nei te tūtohinga i whakaoti ai. Ka whakatakotohia ngā taumata o ngā paetae ākonga mā te whakamahi i ngā hotuku pūtake i whakaemihia ai, i tātarihia ai hoki i te tīmatanga o te tau 2015. Kua whakataungia e te tumuaki me te poari ā rātou mahere rautaki, ā rātou mahere ā-tau hoki. Kua whakaritea tētahi puka kāwanatanga hou, engari, kāhore anō kia whakahāngaitia te puka whakahaere. I tēnei wā e rua ngā tuhinga e whakamahia ana, ā, ka pupū ake te noho rangirua nā tēnei tū āhuatanga.
Kātahi anō ka tīmata te poari ki te whiwhi i ngā paetae ākonga e āta tātarihia ai, e whai hua ai, e tika ai hoki, ā, i te kiko rānei o ngā kōrero e pā ana ki te ahunga whakamua puta noa i te marautanga. I nāianei, he pai te māramatanga o te poari ki ngā paetae ākonga me ā rātou kaupapa matua. Kua pai ake te whakaemi me te tātari i ngā paetae ākonga, ā, he tika ngā hotuku pūtake ā te poari. Kua whakatakotohia ngā taumata o ngā paetae ākonga. Kua tīmata te poari ki te whakamahi i aua mōhiohio hei whakamōhio anō hoki i tā rātou whakatau i ngā whakaritenga.
3 Te arotake whaiaro me te rōnakitanga o ngā mahi
He pēhea rawa te tūnga o te kura ki te rōnaki me te whakapai tonu, te arotake tonu hoki i te āhua o āna mahi?
He iti noa te ahunga whakamua a te poari ki te whakatutuki i ngā wāhanga e tino māharaharatia ana. Ahakoa tērā, kua whakawhanaketia e te poari me te whānau i tētahi kaupapa here mō te arotake whaiaro hei arataki i ngā whakahaeretanga me ngā mahinga a te kura.
Ngā kaupapa matua i tāutuhia ai hei arotake, hei whakawhanake
Nā te roa o te wawaotanga manatū, me aro mārika te poari ki te whakaatu i tōna ake āheinga ki te kawe takitahi i ngā mahi kāwanatanga katoa, me te kore whai wāhi mai o te tautoko o waho. E mōhio ana te poari, e tika ana kia whakawhanake ake hoki i te arotake whaiaro. He āhuatanga nui tēnei mā te whānau me tō rātou whakapakaritanga ake i tō rātou tū motuhake ki te kāwana, te ārahi, me te whakahaere i tō rātou kura hei painga mō ngā ākonga.
Kua whakarato te Kaiwhakahaere Manatū ā-wā i ētahi tautoko ki te poari, hei whakawhanake i tō rātou māramatanga ki ō rātou tūranga me ā rātou kawenga mahi. Ahakoa i whakatinana te Kaiwhakahaere Manatū ā-wā i tētahi mahere mahi hei whakatutuki i ngā herenga ā-ture i tāutuhia ai ki te pūrongo o mua a Te Tari Arotake Mātauranga, ki te whakatau i ngā tino take e pā ana ki te katoa o te whānau o te kura, he iti noa te ahunga whakamua. Me rawaka te aronga, te rautaki rānei ki te mahere o tēnei wā, hei whakaraupapa i te huarahi kia tutukihia ai ngā whakapaitanga.
Me arotake Te Tāhuhu o te Mātauranga i te wawaotanga o tēnei wā, ā, me whakarato i tētahi aronga pakari e āta tāutuhia ana, hei hāpai ake i te poari, te whānau, te tumuaki, me ngā kaiako ki te whakatutuki i ngā whakapaitanga e tika ana, ā, ki te whakapakari ake hoki i tō rātou āheinga.
4 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga
I mua o te arotake i whakatutukitia e te poari me te tumuaki o te kura 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 ā 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
- te whakaunu, te aukati, te pana me te whakarerenga
- te tae ā-tinana atu o ngā ākonga ki te kura.
Kia tutuki ai i te poari āna herenga ā-ture, me tahuri rātou ki te:
- ū tonu ki te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka kei runga ake nei, tae atu hoki ki te aromātai i ngā mōhiohio e pā ana ki ngā paetae ākonga
- Ngā Aratohu Whakahaere Mātauranga ā-Motu 2 (b)
- pūrongo ki ngā ākonga me ō rātou mātua ā rātou paetae hei ākonga, ā, me pūrongo hoki ki te hapori o te kura ngā paetae ākonga ā-kura, ā-rōpū ākonga hoki
- Ngā Aratohu Whakahaere Mātauranga ā-Motu 1(c)
- tae atu hoki ki ngā paetae o ngā ākonga Māori i runga anō i ngā mahere me ngā taumata
- Ngā Aratohu Whakahaere Mātauranga ā-Motu 1(e)
- whakarite i te hono mārika o te waihanga me te whakapuakitanga o te marautanga o te kura, ki te tirohanga me te tauāki taketake ki te tūtohinga o te kura, me ngā tuhinga e pā ana ki te Marautanga ā-Motu, hei whakarato ki ngā ākonga katoa o ngā tau 1 ki te 10 ngā whai wāhitanga ki te eke angitu, puta noa i ngā wāhanga ako matua e whitu Ngā Aratohu Whakahaere Mātauranga ā-Motu 1
- whakaemi i ngā mōhiohio matawhānui mā te whānuitanga o ngā tūmomo huarahi aromatawai kia whai hua ai te aromātai i te ahunga whakamua me ngā whakatutukitanga a ngā ākonga, me te aro tuatahi atu ki: (i) ngā paetae ākonga e pā ana ki te reo matatini me te pāngarau, inā koa, i ngā tau 1 ki te 8; kātahi ko;
- (ii) te whānuitanga me te hōhonutanga o ngā akoranga, me te whai pānga ki ngā matea, ngā āheinga, me ngā ngākau nuitanga o ngā ākonga, te āhua o te marautanga o te kura, me te hōkai hoki o te Marautanga ā-Motu
- Ngā Aratohu Whakahaere Mātauranga ā-Motu 1
- whakarite i te āta whakatinanatanga o ngā kaupapa here me ngā tukanga e pā ana ki te whakahaere i ngā kaimahi, hei āta whakatau hoki i te whakatutukitanga o ngā herenga katoa e pā ana ki te kaituku mahi pai
- Ngā Aratohu Whakahaere Mātauranga ā-Motu 3; s77A & s77C Te Ture Kaimahi Kāwanatanga
- whakawhanake me te whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te whiwhi mahi me te arohaehae o ngā kaimahi katoa
- s77c Te Ture Kaimahi Kāwanatanga 1998; Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana
- whakapai i te kounga o te aroturuki me te whakahaere i ngā whakapaunga pūtea o te kura.
- Ngā Aratohu Whakahaere Mātauranga ā-Motu 4
5 Ngā Taunakitanga
E taunaki ana Te Tari Arotake Mātauranga kia āta whakaarohia e Te Tāhuhu o te Mātauranga ki te whakaratoa he tautoko mō te poari hei whakapaipai ake i ngā kōrero e whai ake nei:
- te whakaratonga o te mātauranga o te kounga kairangi ki ngā ākonga katoa
- te pai o te kāwanatanga ki te kura.
Te Whakarāpopototanga
E tū ana Te Kura Kaupapa Māori o Te Ara Rima ki Kirikiriroa. Kāhore te kura i whakatutuki i ngā wāhanga hei arotake, hei whakawhanake hoki i tāutuhia ai ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2013. Ahakoa kua rerekē te ārahitanga nā tētahi poari hou me tētahi tumuaki kātahi anō ka whakatūngia, he iti tonu te ahu whakamua, puta noa i ngā wāhanga matua. Kāhore tonu ngā ākonga e whiwhi ana i te mātauranga o te kounga kairangi.
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 Kaupapa Māori o Te Ara Rima, i roto i te kotahi ki te rua o ngā tau.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
02 Hōngongoi, 2015
Findings
Te Kura Kaupapa Māori o Te Ara Rima is located in Hamilton. The kura has not been successful in addressing the areas for review and development as identified in the Education Review Officer (ERO) 2013 report. Although there have been leadership changes with a new board of trustees and a newly appointed tumuaki, progress across key areas has been limited. Students still do not receive high quality education.
1 Background and Context
What is the background and context for this kura review?
Te Kura Kaupapa Māori o Te Ara Rima is in Hamilton. Māori medium education is provided for students from Years 1-8 and English is introduced from Year 6.
There have been significant concerns for Te Kura Kaupapa Māori o Te Ara Rima since 2008. These have included whānau unrest and dissatisfaction, inadequate school leadership and governance and the poor quality education provided to students. Consequently the Ministry of Education has provided external interventions ranging from a commissioner appointed in 2010, to a limited statutory manager appointed in 2013. The limited statutory manager role is still current.
The board of trustees are transitioning into their governance roles and responsibilities. The recently appointed tumuaki is new to his professional leadership role. He has focused on connecting and rebuilding confidence and relationships amongst whānau, staff and the local community. The whānau, board and staff have defined a united vision, ‘Mā te kaha, kā ū’. They have planned to strengthen te reo Māori and promote active whānau, and strong hapū and iwi relationships. The whānau value their connections to local iwi and marae, Ngāti Wairere and Hukanui Marae.
2 Review and Development
How effectively is the kura addressing its areas for review and development?
The kura has not been completely successful in addressing the areas for review and development as identified in the Education Review Office (ERO) 2013 report. There have been leadership changes with a new board of trustees and a newly appointed tumuaki. They have focused on the development of the kura culture and the relationship with whānau and the local community.
Review and development
Students learning, engaging, progressing and achieving
Student learning, engagement, progression and achievement remain a concern. Continued low levels of achievement for literacy and numeracy shows that students are not making sufficient academic progress. It identifies that a number of students are below expectations for pānui, tuhituhi and pāngarau. The board of trustees, the tumuaki, kaiako and whānau have recently worked together to define how they will contribute to creating a responsive teaching and learning programme.
Students show that they are eager to learn. They understand tikanga and demonstrate confidence in their role as tangata whenua. Tuakana and teina relationships are evident in the classrooms. While there are variations across the kura some teachers are beginning to create positive learning environments where students work is valued. Students need programmes of learning that are relevant and purposeful.
Curriculum management and implementation
Curriculum management and implementation is inadequate. Despite initial consultation about the design and content of the local curriculum there is limited clear direction or expectation for staff. Kaiako do not plan and teach programmes of learning that cater for the diverse learning needs of students. Most teachers are not confident to implement Te Marautanga o Aotearoa (TMOA) or assess student learning and progress using Ngā Whanake Rumaki Māori (NWRM).
Kaiako require professional leadership and additional support to:
- plan, deliver and evaluate quality learning programmes
- assess, analyse and monitor student achievement
- define what high quality teaching and learning looks like and how this can happen in all classrooms
- create learning pathways for students to achieve whānau aspirations
A three-year overview is in place and is used to monitor curriculum coverage. A professional learning and development plan has been developed for kaiako. They are beginning to work collaboratively to plan kaupapa for students. Nevertheless continued extensive development is urgently required in this area so that all students progress and achieve.
Leadership
Professional leadership focused on raising the quality of teaching and learning to provide high quality education for students is essential. The tumuaki is new to his role and has developed a more inclusive environment. He models a professional work ethic for staff and uses whakataukī and Māori values to reinforce new expectations for professional conduct and work. Staff relationships have improved. This provides a good foundation for the next phase of development focused on the learner.
The principal and senior managers have not defined how they can collectively contribute to the professional change required. They meet regularly and maintain open lines of communication. The senior leadership team have allocated roles to support individual teachers. It is important that they define their respective leadership roles and the contribution they can make to lift the performance of all staff.
Personnel and performance management
Personnel and performance management is inadequate.
Personnel management is limited. Job descriptions are not available for all staff. Internal review of policies, procedures and practices is required to ensure that the board are well equipped to manage their obligations as a good employer.
Performance management is incomplete. The appraisal process has begun for staff with the completion of an initial self assessment. The tumuaki does not have a performance agreement and his appraisal has not begun. He also requires additional professional support and guidance as a first time principal. A principal appraiser has not been appointed. The board of trustees must ensure the appraisal of all staff including the principal is rigorously implemented, analysed and reported. This information will help to develop a responsive and comprehensive professional development programme that focuses on building professional capability.
Governance
School governance is in the early stages of development. The new board of trustees are developing their knowledge of their governance roles and responsibilities. Numerous changes in board membership in recent years have hindered progress in this area.
The charter has been completed recently. Student achievement targets are set using baseline data that was gathered and analysed at the beginning of 2015. The principal and board of trustees have confirmed their strategic and annual plans. A new governance manual is in place, however, the operations manual is not yet aligned and there are two versions currently used which causes confusion.
Until recently the board did not receive well analysed, useful, and reliable student achievement information or detail about the progress across the curriculum. The board of trustees now have a good understanding of student achievement and what their priorities are. The collation and analysis of student achievement information has improved and the board has reliable baseline data. Student achievement targets have been set. The board are at the early stages of using this information to inform their decision making.
3 Sustainable Performance and Self Review
How well placed is the kura to sustain and continue to improve and review its performance?
The board of trustees has made limited progress to address areas of significant concern. However, the board and whānau have developed a self review policy to guide kura operations and practice.
Priorities identified for review and development
Given the long history of statutory intervention, the board of trustees must give high priority to demonstrating its own capacity and capability to assume all governance responsibilities without the need for external support. The board recognise that further developments to self review are also needed. This is an important step for the whānau towards strengthening their independence to govern, lead and manage their kura effectively for students.
The Limited Statutory Manager (LSM) has provided some support to the board to develop their understanding about their roles and responsibilities. Although the LSM implemented a plan of action to deal with the areas of non-compliance identified in the previous ERO report, in addressing key personnel issues, limited progress had been made. The current plan must be reviewed to provide sufficient direction or strategy outlining how improvements will be achieved.
The Ministry of Education should review the current intervention and provide a clearly defined specific and rigorous approach to better support the board, whānau, principal, and kaiako to make the improvements required and build capability.
4 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.
In order for the board of trustees to meet compliance requirements, it must:
- maintain an on-going programme of self review in relation to the above policies, plans and programmes, including evaluation of information on student achievement
- NAG 2(b)
- report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups
- NAG 1(c)
- including the achievement of Māori students against the plans and targets
- NAG 1(e)
- ensure the design and delivery of the school curriculum is strongly linked to the vision and mission statement of the school charter, and to the National Curriculum documents to provide all students years 1-10 with opportunities to achieve success across the seven essential learning areas NAG 1
- through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated, giving priority first to:
- (i) student achievement in literacy and numeracy especially in years 1-8; and then
- (ii) breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of the New Zealand Curriculum
- NAG 1
- ensure personnel management policies and procedures are well implemented to give assurance that all good employer obligations are metNAG 3; s77A & s77C State Sector Act
- develop and implement policies and procedures for employment and appraisal of all staff
- s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement
- improve the quality if monitoring and control of school expenditure.
- NAG 4
5 Recommendation
ERO recommends that the Ministry of Education consider providing support for the board in order to bring about the following improvements:
- the provision of high quality education provided to all students
- effective school governance.
Conclusion
Te Kura Kaupapa Māori o Te Ara Rima is located in Hamilton. The kura has not been successful in addressing the areas for review and development as identified in the Education Review Officer (ERO) 2013 report. Although there have been leadership changes with a new board of trustees and a newly appointed tumuaki, progress across key areas has been limited. Students still do not receive high quality education.
When is ERO likely to review the kura again?
The next ERO review of Te Kura Kaupapa Māori o Te Ara Rima will be over the course of one-to-two years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
2 July 2015
Information about the Kura
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Location
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Hamilton
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Ministry of Education profile number
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1718
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Kura type
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Full Primary (Year 1-8)
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Kura roll
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106
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Gender composition
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Girls 55
Boys 51
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Ethnic composition
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Māori
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100%
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Special features
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Kura Kaupapa Māori Resource Teacher of Māori
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Review team on site
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24 February 2015
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Date of this report
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2 July 2015
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Most recent ERO report(s)
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Education Review
Supplementary Review
Special Review
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December 2013
April 2012
August 2010
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