Te Kura o Waitahanui

Te Horopaki

Mai i te awa o te atua ki Tauhara maunga
Ko Pakira te tangata
Ko Pakira te marae
Ko Ngāti Tūtemohuta te iwi

E tū ana Te Kura o Waitahanui ki roto i te iwi o Ngāti Tūtemohuta, ki te tonga o Taupō. Ko te pā tata o te kura ki te marae e hāpai ana i ngā uri me te whānau ki te whakapūmau i ā rātou kawenga hei tangata whenua. Nō Ngāti Tūtemohuta ētahi o Te Poumarumaru, ngā pouārahi, me ngā pouako. Ko ētahi anō hoki o rātou he ākonga o mua o te kura. Ka whakaaro nuitia e ngā mema o te iwi, e ngā kaumātua hoki ngā putanga mātauranga o ngā uri.

E whakarato ana te kura i te mātauranga mō ngā uri o ngā tau 1 ki te 6, mā tā rātou marau ā-kura Māori o Ngāti Tūtemohuta, me te āhuatanga motuhake o te kura. He nui ngā whakawhanaketanga whai muri i te arotake o mua. Ko ētahi o aua āhuatanga, ko te whakarerekētanga o te tūnga o te kura – mai i te kura reo rua ki te kura ā-iwi, ko te whakatūnga o tētahi tumuaki hou me ētahi kaitiaki hou i Te Poumarumaru, ā, ko te āta piki ake anō hoki o te tatauranga tamariki ki te kura.

E rima ngā mātāpono e noho pūmau ana ki ngā akoranga i te kura, arā, ko te kaitiakitanga, te ahi kā, te whakapapa, te whanaungatanga, me te rangatiratanga. I whakaae Te Tari Arotake Mātauranga me te whānau ki te whakamahi i ia mātāpono hei ārahi i te aromātai nei, ā, hei whakamōhio anō hoki i te whānuitanga o tā rātou pātai aromātai kura ā-iwi e mea ana:

He pēhea rawa ngā uri e whakaatu i tō rātou āheinga ki te whakatau i ā rātou ake whakaritenga, ā, ki te āta whai wāhi atu hoki ki te pāpori?

He mātātoa te whai wāhi atu a ngā uri ki te whakarite i ngā whakataunga e hāpai atu ana i te tū o Ngāti Tūtemohuta mō meāke nei.

1 Ngā Putanga ki ngā Uri

Kaitiakitanga

Te pātaka kai o Waitahanui

Kei te mārama ki ngā uri tō rātou tū, tā rātou whai wāhi nui hoki ki te tiaki me te ārai i te taiao. E whakatinanahia ana te marau ā-kura mā ngā huarahi e aro nui ana ki ngā matea o te hapori me ngā horopaki ā-ahurea. E whai wāhi atu ana ngā uri ki te hōhonutanga o ngā akoranga e whai pānga ana ki a rātou, ā, e whakapūmau ana hoki i ō rātou hononga ki te taiao māoriori. Ka taea e ngā uri te tūhura, te manaaki hoki tō rātou maunga, ō rātou awa, tō rātou moana, me ō rātou whenua. Kua āta tūhonohono te kura ki ngā umanga pērā i Te Papa Atawhai, i a Taihoro Nukurangi, ā, i Te Kaunihera ā-Rohe o Taupō hoki, hei hāpai i te ako a ngā uri me tō rātou manaaki i te taiao. Ka ako ngā uri i ngā wāhi tapu o te takiwā nei, ka tātari, ka whakaemi hoki i ngā hōtuku e pā ana ki ngā kīrehe e noho ana ki Rotongaio, ka āwhina i ngā māra kai o te hapori, ā, ka whakatairanga hoki i te noho parakore o te kura. Kei te tākare ngā uri ki tō rātou tū hei kaitiaki mō Ngāti Tūtemohuta.

Te Ahi Kā

Nui te kai, nui te aroha.

E whanake ana ngā uri hei kaiārahi ā tōna wā ka whai wāhi nui ki tō rātou ahi kā. Ka ako rātou mā ngā horopaki tūturu i te marae, i te hapū, ā, i waenganui hoki i te iwi. He maha ngā wā e whai wāhi atu ana ngā uri ki ngā kaupapa i te marae. Ka āta tuitui atu ngā pouako i te whānuitanga o ngā tūmomo wheako whakaako, wheako ako hoki e whakatairanga ana i ngā hononga o ngā uri ki a Ngāti Tūtemohuta. He whai wāhitanga mō ngā uri ki te ako i tō rātou reo, ngā tikanga, ngā kawa, me ā rātou hītori. Ka whakanuia, ka whakamanahia hoki te whai wāhi atu, te aronga toi whenuatanga anō hoki o ngā taitamariki hei kaitiaki. Ka whai wāhi atu ngā pouako, te whānau, me te hapori ki ngā kaupapa me ngā wawaotanga e whakapai ai i te ako a ngā uri me tō rātou waiora. Ko te whānuitanga o ngā pātui a te kura ki te hapori me te iwi e hāpai ana anō hoki i te aronga rautaki a Te Poumarumaru i roto i te tauatanga me ngā pūmanawa o te pae tawhiti. E tino hāngai anō hoki tēnei ki tā rātou tirohanga pae tawhiti ki te tiaki, te whakapūmau, me te whakatairanga hoki i te ahi kā. E whanake ana te tino aronga kaitiakitanga o ngā ākonga hei uri o Ngāti Tūtemohuta.

Whakapapa

Mai i te awa o te atua ki Tauhara maunga 

Ko ngā wheako ako a ngā uri e whakanui ana, e whakamana ana hoki i ō rātou tātai whakapapa. Ka whakamahi ngā pouako i ngā mōhiotanga ki ngā whakapapa, ki te whakahonohono me te whakawhānui i te māramatanga o ngā uri ki te ao. Kei te māramahia e ngā uri, ko ā rātou akoranga, ā rātou wheako hoki e pou herea ana ki ngā uara, pērā i te manaakitanga me te whanaungatanga. E arahina ana ā rātou taunekeneke me ā rātou mahi ki ngā mātāpono, ngā tikanga, me ngā kawa o ngā kura ā-iwi. E arotahi ana Te Poumarumaru ki te ako, te waiora, ngā whakatutukitanga, me te ahunga whakamua o ngā ākonga. Ka āta whakapūmau ngā pouārahi i te whakatairanga ake, te tautoko ake anō hoki o ngā whakaritenga i te waiora o ngā uri me tā rātou whai wāhi atu ki te ako. Ka whakatauira rātou i te tū riterite o ngā tūmanako e hāpai ai i te whakaako me te ako. Ka whakahaere te whānau i te taiao ako mā ngā huarahi e hāpai ake ana i te whai wāhi atu me te ngana o ngā ākonga ki te ako, ā, ki te kōkiri hoki i a rātou anō. E whakawhanake ana ngā uri hei ākonga e whai hononga ana, e whakaaweawe ana hoki.

Whanaungatanga

Kia māmā te whakaaro pai ki ngā tika o te tamaiti

He pai te whakawhanaungatanga o ngā uri ki ētahi atu. E whai hua ana ngā hononga ako ki te āta toro atu ki te iwi, te hapū, me te hapori, kia whai wāhi mai ai rātou. Ka āta tūhonohono haere Te Poumarumaru, ngā pouārahi, me te whānau mā te whakawhirinaki, te whakapono, me te noho tuwhera o ngā whakaaro. He māramatanga ngātahi ki ngā tūranga me ngā kawenga mahi ki waenga i Te Poumarumaru. E whai pānga nui ana te marau ā-kura ki ngā wawata o te whānau, te hapū, me te iwi. Ka whakamahia e ngā pouako ngā rautaki e aro nui ana ki ngā uri, ā, e hāpai ana, e whakatairanga ana hoki i tā rātou ako. Ko ngā whakaritenga whakahaere, te waihanga o ngā mahi, me ngā whakaritenga anō hoki e pā ana ki te whakatauira me te whakarōpū, e whakawhanake katoa ana i te hapori ako, ā, e whakatairanga ana i te ako mātātoa. E whakamahi ana ngā uri i ngā hangarau matihiko me ngā rauemi hangarau, hei whakatairanga ake i te reo matatini o te ao matihiko me te ao hangarau. E whiwhi ana rātou i ngā whai wāhitanga ki te whakawhānui ake i tō rātou whanaungatanga ki te motu, ā, ki te ao whānui tonu. Kei te harikoa ngā uri, ā, he pārekareka ki a rātou ā rātou akoranga.

Rangatiratanga

Tū pakari ki tōku ao

E ako ana ngā uri ki te tūmāia hei kaiārahi. Ko te pūkete mō te āhua o te ākonga i tana putanga i te kura, e whakaraupapa ana i ngā tūmanako kia whai wāhi ai ngā uri ki te ārahi. Ka whakatairanga ngā pouārahi i te mahi ngātahi me te pātuitanga hei whakatairanga i te eke angitu o ngā uri me tō rātou waiora. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki whakawhitiwhiti kōrero e tika ana, ā, e whai hua ana hoki ki te toro atu ki te whānau, te hapū, me te iwi. E whai hua ana ngā mahi ki te aromatawai i ngā akoranga, ā, e whakawhanake ana i ērā o ngā āheinga o ngā uri e whai pānga matua ana ki a Ngāti Tūtemohuta me tō rātou rōnaki tonutanga mō te pae tawhiti. E hāpaitia ana, e whakawerohia ana hoki ngā uri e mau ana i ētahi matea ake, kia oke, kia eke angitu hoki rātou hei ākonga. He nui ngā rauemi i ngā akomanga, ā, e whakahaerehia ana hoki mā ngā huarahi e whakatairanga ake ana i te ngākau titikaha ake o te uri, me ōna pūmanawa ki te ārahi. E whanake ana ngā uri hei kaiārahi i roto i ō rātou mōhiotanga, ō rātou māramatanga anō hoki ki a Ngāti Tūtemohuta.

Te Ārahitanga

Kia Tūtemohuta te tū, ahakoa ki hea, ahakoa te aha

Ko te whakatū i tētahi tumuaki hou i whakahihiko ake anō i te aronga ki te kōkiri i ngā paetae o ngā uri. Kua tāutuhia ētahi rōpū iti o ngā uri hei hāpai ake anō i roto i ngā akoranga. Kei ngā mahere mō aua uri e whakatakoto ana anō hoki i ngā tino angawā, ngā rauemi, me ngā paearu angitu. Ka āta aroturukitia, ka āta pūrongotia hoki te ahu whakamua o aua uri. Ko te āta aro atu ki te whakatakoto i ngā taumata paetae e hāpai ana ki te whakapūmau i ngā tino tūmanako mō ngā whakatutukitanga o ngā uri me tā rātou eke angitu. Ko te whai huatanga o te ārahitanga e whakapakari ana i te tūmāia o te katoa ki te whakatutuki i ngā wawata mātauranga o ngā uri.

He pai te mahi ngātahi a ngā poumahi kia pūmau ai te noho raupapa, te tautoko hoki o te taiao, hei painga mō te ako a ngā uri katoa, me ō rātou waiora. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rautaki whakawhitiwhiti kōrero e tika ana, e whai hua ana hoki, hei toro atu ki ngā whānau, te hapū, me te iwi. Ka whakanui ngā pouārahi i te mahi ngātahi me te pātuitanga hei whakatairanga i ngā whai wāhitanga ako me te eke angitu, te waiora hoki o ngā uri. Hui ai ngā pouako i ia te wā, ā, he pai anō hoki te whakatakoto haere i ā rātou meneti, kia noho mōhio ai, kia whai hononga ai hoki ngā poumahi katoa. Ko te noho whakahirahira o te whakapai tonu i ia te wā kia eke angitu ai ngā uri, e āta whakanuitia ana e Te Poumarumaru, e ngā poumahi, ā, e te whānau hoki.

Te Aromātai o roto

He whakakotahitanga tā ngā mahi aromātai o roto i te kura, ā, e whakamōhio ana hoki i te aronga rautaki me tōna whakawhanaketanga hei kura ā-iwi. Ko te aronga ngātahi ki te waiora me ngā paetae mātauranga o ngā uri e āta whakapuaki ana i te whai wāhi mai me te arotake anō hoki o te hapori whānui o te kura i ngā whakapaitanga mō ngā uri. Ko te auau o ngā hui me te whai kiko anō hoki o ngā pūrongo ki Te Poumarumaru e hāpai ana i a rātou ki te whakamahere, te arotake, me te whakatau anō hoki i ngā whakaritenga. Ka tohaina ngā rauemi hei whakatutuki i ngā kaupapa matua i tāutuhia ai mō ngā matea mātauranga me te waiora o ngā uri. Ko te waiora o ngā uri, ko tō rātou whakawhanaketanga anō hoki hei uri o Ngāti Tūtemohuta, e noho matua ana.

E tū ana, e mahi ana hoki Te Poumarumaru hei painga mō ngā uri, te whānau, te iwi me te hapū i roto i tā rātou ārahitanga. Ka āta arahina rātou e tō rātou tuakiri, ō rātou wawata hoki hei uri o Ngāti Tūtemohuta. Ka tautokona te kāwana me te whakahaere e te iwi me te hapū. Ka whai wāhi atu ngā kaumātua, ā, ka tae ā-tinana atu anō hoki ki te kura. Kua tāutuhia ngā tūranga o ngā kaitiaki i Te Poumarumaru, me ā rātou kawenga mahi. Kua tīmata te whakamahere mō te tauatanga, ā, kua whakaritea anō hoki ētahi wānanga hei whakawhanake ake, hei hāpai hoki i ngā mema o te whānau e tū ana ki ētahi o ngā tūranga matua. E tino tautokona ana ngā uri i roto i tā rātou mātauranga me tō rātou atawhai e ngā whānau, ngā iwi, me ngā hapū.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kua whakatakotohia tētahi rautaki e pā ana ki te reo Māori, hei hāpai i ngā uri e mau ana i te iti noa o te reo Māori. He pai te tūnga o ngā pouārahi me ngā pouako ki te whakapakari ake i te mātau me ngā whakatutukitanga o ngā uri i roto i te reo mā tētahi taiao tonu o te reo Māori. I tēnei wā e whakatutuki haere ana Te Poumarumaru me ngā pouārahi i ētahi āhuatanga o te tiaki me te noho haumaru o te wāhi, hei whakatairanga i te whānuitanga tonu o te waiora o ngā uri.

2 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

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

• ngā whakahaere a te 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 Ngā Taunakitanga

Kua whakawhanakehia e Te Tari Arotake Mātauranga me te kura ngā taunakitanga e whai ake nei, arā, kia:

• haere tonu Te Poumarumaru, ngā pouārahi, me te whānau i tā rātou whakawhiti atu ki te whakahaere katoatia hei kura ā-iwi, mā te toro atu ki te ārahitanga me te tautoko e tika o Ngā Kura ā-Iwi o Aotearoa
• whakatinana, kia aroturuki hoki i ngā kōkiritanga e poipoi ana i ngā tino painga mō ngā uri, mā te aro nui tonu ki te whakawhanaketanga o te reo Māori.

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 Waitahanui i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

10 Whiringa ā-nuku, 2018 

Ngā Kōrero e pā ana ki te kura 

Context

Mai te awa o te atua ki Tauhara maunga
Ko Pakira te tangata
Ko Pakira te marae
Ko Ngāti Tūtemohuta te iwi

Te Kura o Waitahanui is located within the tribal area of Ngāti Tūtemohuta, south of Taupō. The proximity of the kura to the marae enables uri and whānau to maintain their roles as tangata whenua. Members of the poumarumaru, pouārahi and pouako affiliate to Ngāti Tūtemohuta. Some are also former graduates of the kura. Iwi members, kaumātua and have a strong interest in education outcomes for uri.

The kura provides education for uri from Years 1 to 6 through their Ngāti Tūtemohuta based marau-ā-kura Māori, special character. Since the last review, there have been significant developments. These include the designation change from bilingual to kura-ā-iwi, the appointment of a new tumuaki and new members on the poumarumaru, and a substantial roll increase.

Five mātāpono are central to learning within the kura: kaitiakitanga, te ahi kā, whakapapa, whanaungatanga, and rangatiratanga. ERO and the whānau agreed to use each of these to guide this evaluation and to inform their overarching kura-a-iwi evaluation question:

How well do uri show they are decision makers and contribute to society?

Uri are actively involved in decision making that contributes to the future of Ngāti Tūtemohuta.

1 Uri Outcomes

Kaitiakitanga

Te pātaka kai o Waitahanui

Uri understand their role and contribution to the care and protection of the environment. The marau ā-kura is implemented in ways that respond to local needs and cultural contexts. Uri experience rich and relevant learning that reinforces their connections to the natural environment. Uri are able to explore and care for their maunga, awa, moana and whenua. The kura has established relationships with organisations such as the Department of Conservation, NIWA and the Taupō District Council which supports uri learning and care for the environment. Uri learn about local wāhi tapu, analyse and collate data about inhabitant species at Rotongaio, help with the local māra kai, and promote a rubbish-free environment in the kura. Uri are enthusiastic about their role as kaitiaki for Ngāti Tūtemohuta.

Te Ahi Kā

Nui te kai, nui te aroha.

Uri are developing as future leaders who will contribute to ahi kā. They learn in authentic marae, hapū and iwi contexts. Uri are often involved in kaupapa held at the marae. Pouako incorporate a range of teaching and learning experiences that promote uri links to Ngāti Tūtemohuta. Uri have opportunities to learn their language, tikanga, kawa and history. Their sense of place and belonging is valued and affirmed as young kaitiaki. Pouako, whānau and the community engage in activities and interventions to improve uri learning and wellbeing. Extended kura relationships within the community and iwi complement the poumarumaru strategic focus on succession and long-term capability. This aligns well to their long-term interest to protect, preserve and promote ahi kā. Uri are developing a strong sense of stewardship for Ngāti Tūtemohuta.

Whakapapa

Mai te awa o te atua ki Tauhara maunga

Uri learning experiences acknowledge and affirm their whakapapa connections. Pouako use knowledge of whakapapa to connect and broaden uri understanding of the world. Uri understand that their learning and experiences are underpinned by values such as manaakitanga and whanaungatanga. Their interactions and actions are guided by the mātāpono, tikanga and kawa of kura ā-iwi. The focus of the poumarumaru is on student learning, wellbeing, achievement and progress. Pouārahi ensure practices promote and support uri wellbeing and engagement in learning. They model consistent expectations to support teaching and learning. Whānau manage the learning environment in ways that support participation, engagement and agency in learning. Uri are developing as connected and influential learners.

Whanaungatanga

Kia māmā te whakaaro pai ki ngā tika o te tamaiti

Uri relate well to others. Relationships that are centred on learning effectively engage and involve the iwi, hapū and hapori. Poumarumaru, pouārahi and whānau establish relationships that are based on trust, integrity and openness. There is a shared understanding of roles and responsibilities within the poumarumaru. The marau ā-kura encompasses the aspirations of whānau, hapū and iwi. Pouako adopt responsive strategies that support and promote student learning. Instructional organisation, task design, modelling and grouping practices develop a learning community and promotes active learning. Uri use digital devices and ICT resources to promote digital and technological literacy. They experience opportunities to extend their whanaungatanga nationally and globally. Uri are happy and enjoy their learning.

Rangatiratanga

Tū pakari ki tōku ao

Uri are learning to be confident leaders. The graduate profile for the kura outlines the expectations for uri leadership opportunities. Pouārahi promote collaboration and partnerships to enhance uri achievement and wellbeing. They use a range of appropriate and effective communication strategies to engage whānau, hapū and iwi. Effective assessment for learning develops uri capabilities essential to Ngāti Tūtemohuta and their sustainability for the future. Uri with additional needs are supported and challenged to be determined, successful learners. Classrooms are well resourced and managed in ways that promote self-confidence and leadership. Uri are developing as leaders in their knowledge and understanding of Ngāti Tūtemohuta. 

Leadership

Kia Tūtemohuta te tū, ahakoa ki hea, ahakoa te aha

The appointment of a new tumuaki has reinvigorated the focus on accelerating uri achievement. There are small groups of uri who have been identified as needing additional learning support. Plans for these uri include specific timeframes, resources and success criteria. Progress of these uri is monitored closely and reported. A deliberate focus on setting achievement targets have helped to maintain high expectations for uri achievement and success. Effective leadership strengthens confidence for all to realise the education aspirations for uri.

Poumahi work well together to maintain an orderly and supportive environment conducive to all uri learning and wellbeing. They use a range of appropriate communication strategies to engage whānau, hapū and iwi. Pouārahi promotes collaboration and partnerships to enhance learning opportunities, uri achievement and wellbeing. Pouako meet regularly and maintain good records of their minutes which keep all poumahi informed and connected. The importance of ongoing improvement for uri success is embraced by the poumarumaru, poumahi and whānau.

Internal evaluation

Internal evaluation practices in the kura are inclusive and inform its strategic direction and development as a kura ā-iwi. A shared interest in the wellbeing and educational achievement of uri creates the space for the wider kura community to contribute, participate and review improvements for uri. Regular hui and detailed reports to the poumarumaru support their planning, review and decision making. Resources are allocated in response to priorities identified for uri educational needs and wellbeing. Uri wellbeing and development as Ngāti Tutemohuta is a priority.

The poumarumaru represent and serve their uri, whānau, iwi and hapū in its stewardship role. They are guided well by their identity and aspirations as Ngāti Tūtemohuta. Support is provided at the governance and management level from the iwi and the hapū. Kaumātua are involved and present in the kura. Roles and responsibilities for poumarumaru members have been identified. Succession planning has begun and wānanga are planned to upskill and support whānau members in key roles. Uri are well supported in their education and care by the whānau, iwi and hapū.

Kura-identified areas of development

There is a reo Māori strategy in place to support uri with limited capacity of te reo Māori. Pouārahi and pouako are well placed to strengthen language competency and achievement of uri within a te reo Māori environment. The poumarumaru and pouārahi are currently addressing aspects of property maintenance and safety to enhance uri overall wellbeing.

2 Poumarumaru assurance on legal requirements

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

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

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

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance
• compliance with the Vulnerable Children Act 2014.

3 Recommendation

ERO and the kura have developed the following recommendations:

• poumarumaru, pouārahi and whānau continue their transition to operating fully as a kura ā-iwi, seeking guidance and support as required from Ngā Kura ā-Iwi o Aotearoa
• implement and monitor initiatives that foster positive outcomes for uri with particular focus on te reo Māori development.

When is ERO likely to evaluate the kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

10 October 2018 

About the Kura 

Findings

Te Kura o Waitahanui has significantly improved the quality of education for students. The principal has been pivotal in enabling students to receive high-quality teaching and learning experiences. New systems and process should ensure the ongoing sustainability of these improvements. Trustees are committed to the ongoing development of the school.

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

1 Background and Context

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

Te Kura o Waitahanui caters for students in Years 1 to 6 and serves a small community approximately 12 kilometres south of Taupō. The school roll is 19 students all of whom identify as Māori. The senior and junior class has been combined to form one class with two teachers. Te reo Māori is the main medium of instruction and the curriculum is based on Te Marautanga o Aotearoa.

At the time of the previous ERO review in 2014, ERO identified issues relating to poor quality teaching in the senior class, professional leadership, and the need for the board of trustees to strengthen their knowledge and understanding of effective governance. In addition ERO identified several areas of non-compliance with legislative requirements. In August 2014 the principal resigned and a new principal was appointed towards the end of the year.

This report evaluates the extent to which these issues have been addressed.

2 Review and Development

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

Priorities identified for review and development

• improving the quality of professional leadership, including teacher appraisal, assessment practices and reporting to parents
• improving the quality of teaching in the senior class
• strengthening trustees knowledge of effective governance
• addressing areas of non compliance.

Progress

At the time of this ERO review a new principal has been in place for three terms. In a short time, she has significantly improved the quality of education for students. Students now learn in a purposeful and focused classroom setting. They are highly engaged in relevant learning that draws on their personal experiences, the local environment, and the unique values and aspirations of Ngāti Tutemohuta. Each student is able to learn at their own pace and level of ability. They work independently and cooperatively with other students and demonstrate high levels of motivation and enjoyment of learning.

Teaching practice is characterised by warm and respectful learning interactions within a supportive and caring learning environment. The principal and class teacher know each student well and effectively use this knowledge to design meaningful learning opportunities that support students’ specific learning needs and interests. Te reo Māori is used naturally by teachers and students. A significant feature of classroom teaching and learning is students’ use of higher order thinking skills, critical reflection, and inquiry learning to develop new ideas and understandings of their environment, the community, and the wider world.

The principal is providing strong and effective leadership for the school and its community. She has implemented a range of appropriate systems and processes to support ongoing improvements to teaching and learning. These systems include the development and implementation of a robust appraisal process, purposeful staff meetings focused on teachers’ collegial support and guidance and sharing of good practice. Regular learning monitoring meetings to ensure the progress of individual students is carefully tracked and monitored.

Teachers are accessing high quality professional learning and development related to assessment practice and Ngā Whanaketanga Rumaki Māori. They are engaged in external moderation with a local school which is strengthening the validity of their judgements about student achievement. Parents now receive two written reports on their child’s progress and achievement in relation to Ngā Whanaketanga Rumaki Māori.

The board of trustees continue to demonstrate a high level of commitment to the ongoing development and growth of the school. They have engaged in board training that has been useful in identifying the next steps for improving school governance. ERO affirms this direction as being of high priority for strengthening trustees’ ability and knowledge to more effectively govern the school.

Trustees have fully addressed the areas of non compliance identified in the previous ERO report.

3 Sustainable performance and self review

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

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

• the principal is providing high quality leadership for teaching and learning
• students are engaged in focused and purposeful learning programmes
• a range of systems and processes support ongoing improvements to teaching and learning
• trustees are committed to ongoing school improvement and to strengthening the knowledge and understanding of effective school governance.

Key next steps

It is necessary for trustees to continue to undertake ongoing board training in relation to:

• the role and responsibilities of the chairman including the facilitation of effective board meetings
• relationship management including clear guidelines and expectations for dealing with complaints to the principal and board
• ensuring responsible spending of public monies and financial management.

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.

Conclusion

Te Kura o Waitahanui has significantly improved the quality of education for students. The principal has been pivotal in enabling students to receive high-quality teaching and learning experiences. New systems and process should ensure the ongoing sustainability of these improvements. Trustees are committed to the ongoing development of the school.

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

Dale Bailey

Deputy Chief Review Officer Northern

12 May 2015

About the School