Kiatere Street, Ratana
View on mapNgā Whakaaturanga
Inoia Rapuhia Pātukia
Ka whakatairanga te whakataukī o te kura i te whai pānga nui o te pakirehua, te whakapau kaha, me te mātau o te tangata i a ia e whai ana i te mātauranga me te māramatanga. Ka akiaki hoki i te urupū, i te hiringa, me te whakapono o te tangata ki a ia anō.
E tū ana Te Kura o Rātana ki te pā o Rātana, e pā tata atu ana i Whanganui. He wāhi whakahirahira te pā o Rātana, e mau nei i ngā taonga tuku iho, me ngā horopaki ā-tangata, ā-wairua hoki mō ngā akoranga a ngā ākonga me te whānau. Ka whai ngātahi te kura me tōna hapori i ngā tikanga whakaaro, ngā uaratanga me ngā whakaakoranga o Te Māngai, o Tahupōtiki Wiremu Rātana. E pou here ana te Māramatanga, te Mōrehutanga, me te Whakamoemiti i te katoa o ngā whakaakoranga me ngā akoranga ki te kura. Ka rumakina te ākonga ki tētahi taiao e poipoi ana i te whakawhanaketanga o tōna katoa. Ko ngā ariā o te inoia, rapuhia me te pātukia e whakatinana ana i te mahi ngātahi a ngā kaimahi me ngā kaitiaki ki te hāpai i ngā akoranga.
He pārekareka ki ngā ākonga te aronga toi whenuatanga me tō rātou hononga ki tō rātou kura, tō rātou whānau, me tō rātou hapori. He hononga tō te nuinga ki a Rātana me ngā Mōrehu, ā, ka poipoia katoatia ngā ākonga ahakoa ō rātou hononga ā-iwi i raro i te kaupapa o te kura. He harikoa, he māia hoki ngā ākonga. He ratarata, he whakaute hoki rātou, ā, ka aro nui hoki hei ākonga.
He pakari ngā ākonga ki te kōrero i te reo Māori. Ka rumakina rātou ki te reo motuhake o tō rātou iwi. Ko ngā ākonga e mau nei i te iti noa o te rā, ka whakaakona i ia rā hei whakapakari ake i tō rātou māia me tō rātou āheinga. Ka whakatairanga ake anō hoki aua akoranga i ngā wā whakamoemiti, i ngā kupu whakaari hoki, ā, ka taki ngā ākonga i ngā whakamoemiti. He pakari, he māhaki hoki te whakatutukitanga o ngā ākonga i ngā tikanga tuku iho ā-ahurea, ā-wairua hoki.
Ka ngana ngā ākonga ki te ako. He nui ngā tūmanako kia kōkiri ake, kia kawe ake hoki ngā ākonga i ā rātou ake akoranga. Ka āta whakamahi ngā kaiako i ngā mōhiohio paetae, kia whai hua ai ngā whakarerekētanga ki te whai wāhi, te ahu whakamua, me ngā paetae hoki o ngā ākonga. Ka whakahāngaitia ngā hōtaka hei whakatutuki i ngā matea ako me ngā pūmanawa o ia ākonga, o ngā rōpū ākonga hoki. Nā te tokoiti i ngā akoranga he pai te aroturuki tonutanga, te whakawhiti kōrero hoki kia āta whai hua ai ngā whai wāhitanga ako i roto i te akomanga, ki tua atu hoki.
Ka kitea ki ngā paetae aromatawai te pai o te ahunga whakamua, ngā whakatutukitanga, me ngā akoranga hoki i roto i te reo Māori me te reo Pākehā. He mātau ngā mahi a ngā kaiako me ngā kaiāwhina ki te whakapuaki i te marautanga. Ko tētahi whakataunga ki te whakamahi i Te Marautanga o Aotearoa i hāpai ai i te whakapakaritanga o te reo Māori. Ahakoa kua whakapuakihia ngā whakaakoranga me ngā akoranga katoa mā te reo Māori i ngā wā katoa, ko te whakamahi i Te Reo Matatini i whakawero pai i ngā kaiako me ngā ākonga. He pai te hāpai i ngā matea ako reo, ngā ngākau nuitanga ako reo hoki o ngā ākonga.
Ka whakamahi ngā kaiako i te whānuitanga o ngā tūmomo huarahi aromatawai hei aroturuki i te ako me te ahu whakamua. Ka whakamahi ngā ākonga i te aromatawai ā-hoa hei ārahi, hei hāpai hoki i te whakapaitanga o te ākonga i a ia anō i roto i ngā akoranga. Ka āta tohu ngā pūkete i ngā taumata ako o ngā ākonga, ka tāutu i ngā taumata ka whāia tonuhia, ā, ka whakatakoto hoki i ngā mōhiohio papai mā ngā mātua, kia āhei ai rātou ki te hāpai i ngā akoranga a ā rātou tamariki ki te kāinga. Ki tā ngā ākonga, he tino hua ki ngā taumahi mahi kāinga, ā, ka whakapuakihia ēnei ki te taha o ō rātou hoa i ia rā.
I te tau 2014, i tīmata ai te kura ki te whakamahi i Te Marautanga o Aotearoa. Kua whakatinanahia tēnei ki te taha tonu o te marautanga o te kura me te marautanga ā-motu. He kaihāpai ngā kaiako me ngā kaiāwhina i roto i te Hāhi Rātana, ā, e pou here ana te hāhi nei i te puāwai o te whakawhanake i te marautanga o te kura. Kei te poari, ngā kaimahi, te whānau me te hapori te kawenga ngātahi ki te whakawhanake tonu i te marautanga o te kura, hei āta whakarite i tōna hāngaitanga ki ngā wawata me ngā tūmanako e pā ana ki te ako a ngā ākonga, me tō rātou tupuranga. Kua whakaritea kia aro ai ngā whai wāhitanga ako ki te whānuitanga o ngā tūmomo horopaki ka tāutu i ngā pūmanawa, ngā matea, me ngā ngākau nuitanga o ngā ākonga.
He tino hononga, he tino mōhiotanga, he tino māramatanga hoki tō ngā kaimahi, ngā kaitiaki, me te whānau ki te Māramatanga, te Mōrehutanga, me te Whakamoemiti. E mōhio ana rātou, ka hāngai pū tēnei ki te whakawhanake tonutanga, te whakatinana tonutanga hoki o te marautanga.
He mātātoa te whai wāhi atu, te ārahi hoki a ngā ākonga i ngā tūmomo kaupapa, taumahi, huihuinga whakahirahira hoki ki te pā. Ka ngākau nui te poari me ngā kaimahi ki te hua o te marautanga o te kura mō ngā ākonga. Ka kitea tēnei hei tino aronga ka whakatairanga i te tūnga motuhake o te pā me tōna whai pānga nui ki ngā akoranga a ngā ākonga.
He pai te whakapuaki a ngā kaiako me ngā kaiāwhina i ngā hōtaka e pā ana ki te reo matatini me te pāngarau. Ka whakamahere ā-kaupapa, ka tuitui kaupapa hoki ngā kaiako hei āta whakarato i te whakatutukitanga o te katoa o ngā wāhanga ako matua. Ka hāpai ngā pūnaha whakahaere a ngā ākonga i ngā mahi e pā ana ki te whakamahere, te aromatawai, me te pūrongo. Aroturuki ai, pūrongo ai hoki ngā kaiako i ia te wā i ngā taumata paetae me ngā matea ako hoki o ngā ākonga. He pai te whakamahere, te whakariterite hoki o ngā kaiako, ā, ka whai hua tō rātou tautoko, tā rātou ārahi hoki i ngā kaiāwhina. Ka āta kitea ngā hononga ki a Rātana, te atawhai i ngā ākonga, me te kaupapa o te kura.
Ka kitea ki ngā kaiako me ngā kaiāwhina ngā whakaritenga whakaako e whai hua ana, ā, e hāngai ana ki te mātau ā-ahurea me te pakari o te kaupapa o te kura. Ko ētahi o aua whakaritenga, ko te arowhai i ngā ariā, ko te hīraurau hopanga, ko ngā whakamārama, ā, ko te akiaki hei hāpai i te whakaaro kaikini me te māramatanga. Ka whai wāhi atu ngā ākonga ki ngā wheako akoranga i roto i te marautanga o te kura e whakawero ana, e whai pūtake ana hoki.
He uaua ngā whai wāhitanga ki te whakahāngai i ngā akoranga ngaio me te whakawhanaketanga ngaio. Engari, e whakaae ana te poari, e tika ana kia whakahāngaitia aua kaupapa ki te whakahaeretanga i te āhua o ngā mahi a ngā kaimahi. Ko te whakawhanaketanga i te marautanga o te kura tētahi kaupapa matua mō te poari, ngā kaimahi, me te whānau.
Me whakawhanake tonu i te whakatinanatanga o Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori. E tika ana kia haere tonu ngā whakawhitinga kōrero ki te taha o te whānau, te poari, me te hapori hei āta whakarite i te whai pānga, te hāngaitanga hoki o te marautanga ki ngā wawata me ngā tūmanako o ngā akoranga a ngā ākonga i roto i te kura me te pā.
Whakaaro huritao ai, whakawhiti kōrero ai hoki ngā kaiako mō ngā hōtaka akoranga i ia te wā. Engari kāhore aua whakawhitinga whakaaro ngaio e āta tuhia ana hei hāpai i ngā whakapaitanga ki te hōtaka me ngā painga mō ngā ākonga.
Ko te horopaki o te kura tētahi tino tūāpapa mō te whakawhanake tonutanga, te ako tonutanga hoki hei painga mō ngā ākonga. Ko te kura kei te pū o te hapori ki te pā o Rātana. He koanga ngākau, he taonga whakaaweawe, whakahī anō hoki ngā ākonga ki te whānau me te hapori. He mātātoa te tautoko o ngā ākonga i ngā tino whakanuitanga, ngā wā whakahirahira me ngā huihuinga. I aua huihuinga, ka āta kitea te whai pānga nui, te whakahirahiratanga hoki o te kaupapa o te mōrehutanga, te māramatanga me te whakamoemiti ki ngā akoranga a ngā ākonga.
Ka whai pānga nui ngā kaitiaki o te poari ki te kura. He uri ō te tokomaha o rātou e haere ana ki te kura, ā, he pakari hoki tō rātou hononga ki te pā. Ka kitea ki te ārahitanga i te kura ngā pūkenga i roto i te reo Māori, me te ngākau nuitanga hoki ki te kaupapa. Ko ngā painga mō ngā ākonga te āhuatanga matua e kōkiri ana i te whakawhanaketanga, te whakapūmautanga, te whakapaitanga ake hoki o te poari i ā rātou tino mahi ki te whakahaere me te kāwana i te kura.
He tino tūāpapa tā ngā kaitiaki ki te whakawhanake i tō rātou māia me tō rātou āheinga ki te kāwana me te whakahaere i te kura kia whai hua ai. E mōhio ana rātou e tika ana kia nahanaha, kia whai pūtake hoki rātou, ā, kia whakaaro huritao i ngā wā katoa. He aronga ngātahi tā ngā kaitiaki ki te whakapakari ake i tō rātou mōhiotanga me tō rātou māramatanga ki te kāwanatanga o te kura. Ko ngā āhuatanga e whai hua ana, ko ngā mōhiotanga, te mātanga, me ngā pūmanawa o tēnā me tēnā, o rātou hoki hei rōpū kotahi. He tino matatau hoki te kaitohutohu pūtea o te poari, ā, i tēnei wā e whakarato ana ia i te tautoko o roto, mō ngā kaitiaki hou.
He hiahia tō ngā kaitiaki ki te whakawhanake i tō rātou mōhiotanga me tō rātou āheinga kia whai hua ai tā rātou kāwana, tā rātou whakahaere hoki i te kura. Ko te noho pūmau a te katoa ki te kura tētahi tino tūāpapa mō te whakawhanake tonutanga me te tupu tonutanga.
Kāhore he kirimini ā te tumuaki mō te āhua o ngā mahi i ia tau. I te tau kua pahure ake nei, kīhai ia i tae atu ki ngā akoranga ngaio me te whakawhanaketanga ngaio e whai pānga nui ana. Nā ngā take pērā i te nui o ngā mahi me te uaua ki te toro atu ki ngā kairīwhi pakari, mātau anō hoki, kāhore e taea e ia te whai wāhi atu ki ngā whakawhanaketanga ngaio ka whai hua, ka whai pūtake anō hoki. Kei te poari te kawenga ki te whakahaere i te āhua mahi a ngā kaimahi katoa. Nō reira, he mea nui kia whakatutuki wawetia taua kawenga, ā, kia aroturukitia anō hoki puta noa i te huringa taiāwhio o te arohaehae.
He poari hou, nō reira e tika ana kia riro i ngā kaitiaki ngā tino māramatanga, ngā tino mōhiotanga anō hoki ki te whakatinana i te arotake whaiaro. He tino āhuatanga matua tēnei o ōna tūranga kāwanatanga, me āna kawenga mahi. Kua āta tuhia ngā whāinga rautaki, ngā kaupapa matua, me ngā taumata hoki mō te pae tawhiti me te pae tata. Engari, nā te kore aroturuki, te kore arotake hoki e whai hua ana, kāhore i te pai te tūnga o te poari ki te tātari i ngā tino putanga o ā rātou taumata me ā rātou kaupapa matua.
I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a Te Poari mā te Tari Arotake Mātauranga, me tētahi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i ā rātou herenga ā-ture e pā ana ki:
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:
E whai hua ana te kura ki te whakatairanga ake i ngā akoranga a ngā ākonga. He pakari, he hihiri, he tākare hoki ngā ākonga. Ka whakaharikoa, ka whakaaweawe hoki rātou ki te whānau me te hapori. He mātātoa te tautoko o ngā ākonga i ngā whakanuitanga me ngā kaupapa a Rātana. I aua huihuinga, ka āta kitea te whai pānga nui, te whakahirahiratanga anō hoki o te kaupapa o te mōrehutanga, te māramatanga, me te whakamoemiti ki ngā akoranga a ngā ākonga.
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri i roto i ngā tau e toru.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
02 Hui-tanguru, 2016
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Te tūwāhi |
Whanganui |
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Te tau a te Tāhuhu o te Mātauranga |
2436 |
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Te tūmomo kura |
He kura tuatahi |
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Te tokomaha o ngā ākonga o te kura |
38 |
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Te Ira Tangata |
Kōtiro 22 Tama tāne 16 |
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Ngā hononga ā-iwi |
Māori |
100% |
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Ngā āhuatanga motuhake |
Akoranga Rumaki Reo Māori |
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Te wā i te kura te rōpū arotake |
Whiringa-ā-rangi 2015 |
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Te rā o tēnei pūrongo |
2 Hui-tanguru, 2016 |
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Ngā pūrongo o mua tata ake nei, ā te Tari Arotake Mātauranga |
Arotake Mātauranga Arotake Mātauranga Arotake Mātauranga |
Hui-tanguru 2012 Whiringa-ā-rangi 2008 Here-turi-kōkā 2005 |
Inoia Rapuhia Pātukia
The kura motto promotes enquiry, effort and diligence in the pursuit of knowledge and understanding. It encourages perseverance, determination and self-belief.
Te Kura o Rātana is at Rātana Pā, a short distance from Whanganui. A place of significant history, Rātana Pā provides traditional, cultural and spiritual contexts for students and whānau learning. Collectively, the kura and its community follow the philosophy, beliefs, values and teachings of Māngai, Tahupōtiki Wiremu Rātana. Māramatanga, Mōrehutanga and Whakamoemiti underpin all teaching and learning at the kura. Students are immersed in an environment that nurtures their holistic development. The concepts of inoia, rapuhia and pātukia influence staff and trustees to work together to support learning.
Students enjoy a sense of belonging and connection to their kura, whānau and community. Most affiliate to Rātana and Mōrehu, and all students, regardless of iwi affiliation, are nurtured within the kaupapa of the kura. Students are happy and confident. They are friendly, respectful and responsive learners.
Students are capable speakers of te reo Māori. They are immersed in the distinctive dialect of their iwi. Students with limited te reo Māori have daily lessons to build their confidence and ability. This learning is further enhanced during whakamoemiti and kupu whakaari where students recite whakamoemiti. Students observe cultural and spiritual traditions with confidence and humility.
Students are engaged in learning. There are high expectations for students to be independent and responsible learners. Kaiako use achievement information well to make positive changes to student’s engagement, progress and achievement. Programmes are tailored to meet individual and whole group learning needs and strengths. Small class sizes allow for ongoing monitoring and conferencing to maximise learning opportunities within and beyond the classroom.
Assessment results reflect good progress, achievement and learning in both te reo Māori and English. Kaiako and kaiāwhina work diligently to deliver the curriculum. A recent decision to work with TMOA has helped strengthen te reo Māori. While teaching and learning have always been delivered in te reo Māori, working with Te Reo Matatini brings about positive challenges for kaiako and students. The language learning needs and interests of students are well-supported.
Kaiako use a range of assessment tools to monitor learning and progress. Students use peer assessment to guide and support self-improvement in learning. Portfolios highlight stages of student’s learning, identify next steps and provide helpful information for parents so they can support their children’s learning at home. Students find real value in homework activities which they share with peers on a daily basis.
In 2014 the kura began working with Te Marautanga o Aotearoa (TMOA). This is implemented alongside elements of the kura curriculum, and the New Zealand Curriculum. Kaiako and kaiāwhina are kaihāpai of the Rātana faith which underpins the early development of the kura curriculum. It is the collective responsibility of the board, staff, whānau and community to further develop the kura curriculum to ensure that it reflects aspirations and expectations for student’s learning and growth. There is an expectation that learning opportunities in a wide range of settings respond to identified strengths, needs and interests of students.
Staff, trustees and whānau have a strong sense of connection, knowledge and understanding of māramatanga, mōrehutanga and whakamoemiti. They acknowledge that this is vital to the ongoing development and implementation of the curriculum.
Students actively participate and often lead events, activities, and important celebrations at the pā. The board and staff are passionate about the potential of the kura curriculum for students. This is seen as a positive direction that will enhance the unique character of the pā as being central to student’s learning.
Kaiako and kaiāwhina deliver literacy and numeracy programmes well. Kaiako use a thematic and integrated planning approach to ensure coverage of key learning areas. Student management systems support planning, assessment and reporting practices. Kaiako regularly monitor and report against identified achievement targets and needs of students. Kaiako are also well planned and well organised and provide effective support and guidance for kaiāwhina. Connections to Rātana, care for students and the kaupapa of the kura is clearly evident.
Kaiako and kaiāwhina demonstrate effective teaching practices that reflect cultural competence and grounding in the kaupapa of the kura. These include concept checking, problem solving, explanations and prompts to promote critical thinking and awareness. Students engage in challenging and purposeful learning experiences within the kura curriculum.
Opportunities for targeted professional learning and development have been challenging. However, the board agree that it is vital to align this to performance management of staff. Kura curriculum development is a priority for the board, staff and whānau.
The implementation of TMOA and Ngā Whanaketanga Rūmaki Māori require further development. Ongoing consultation with whānau, board and community is necessary to ensure that the kura curriculum is responsive and reflective of aspirations and expectations for student’s learning within the kura and pā community.
Kaiako regularly reflect on and discuss learning programmes. However, these professional discussions are not well documented to support improvements in the programme and outcomes for students.
The kura context provides a strong basis for continuous development and learning for students. The kura is the hub of the Rātana Pā community. Students are a joy and a source of inspiration and pride for whānau and community. Students actively support important celebrations, milestones and events. It is during these occasions that the impact and significance of the kaupapa of mōrehutanga, māramatanga and whakamoemiti on student’s learning are clearly evident.
The new board has a vested interest in the kura. Many have children at the kura and a strong connection to the Pā. Kura leadership demonstrates strength in te reo Māori and passion for the kaupapa. Positive outcomes for students are key drivers for the board to develop, sustain and improve its performance in managing and governing the kura well.
New and existing trustees have a strong base from which to develop their confidence and capability to govern and manage the kura effectively. They are aware of the need to be strategic, deliberate and continuously reflective. Trustees have a shared focus to strengthen their knowledge and understanding of kura governance. Individual and collective knowledge, expertise and experience are an advantage. The board’s financial adviser is highly experienced and currently provides internal support for new trustees.
Trustees are keen to develop their knowledge and capability to effectively govern and manage the kura. A shared commitment to the kura provides a sound base for ongoing development and growth.
The principal does not have an annual performance agreement. In the past year she has not attended targeted professional learning and development. Workload issues and the difficulty of securing capable and competent relievers has not allowed her to engage in useful and meaningful professional development. The board is responsible for managing the performance management of its staff. Therefore, it is important that this responsibility is attended to at the earliest and monitored throughout the cycle of appraisal.
As a new board it is important for trustees to gain a sound understanding and working knowledge of self-review. This is a critical component of their governance roles and responsibilities. Long and short term strategic goals, priorities and targets are well documented. However, in the absence of effective and regular monitoring and review, the board are not well placed to determine the actual outcomes of their defined targets and priorities.
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:
During the review, ERO checked the following items because they have a potentially high impact on students' achievement:
The kura effectively promotes student’s learning. Students are confident, motivated and enthusiastic. They are a joy and inspiration for whānau and community. Students actively support important Rātana celebrations and events. At these occasions the impact and significance of the kaupapa of mōrehutanga, māramatanga and whakamoemiti on student’s learning is evident.
ERO is likely to carry out the next review in three years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
2 February 2016
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Location |
Whanganui |
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Ministry of Education profile number |
2436 |
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School type |
Full primary |
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School roll |
38 |
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Gender composition |
Girls 22 Boys 16 |
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Ethnic composition |
Māori |
100% |
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Special features |
Immersion Classes |
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Review team on site |
November 2015 |
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Date of this report |
2 February 2016 |
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Most recent ERO report(s) |
Education Review Education Review Education Review |
February, 2012 November, 2008 August 2005 |
Ka noho pūmau tonu Te Kura o Ratana ki te hāhi Ratana me te hapori o Ratana. Ko te Morehutanga, te Māramatanga me te Whakamoemiti ngā mātāpono kei ngā mahi katoa i te kura. Inoia kia puare, kia hiahia hoki te hinengaro ki te whakamatau, rapuhia kia kitea, patukia kia noho pūmau, ā, ko ēnei ngā taumata hei whakatutuki mā te hapori o te kura, hei oranga hoki. Ka āhei ngā akonga ki te whakatutuki i ngā akoranga o Tahupotiki Wiremu Ratana. Ka whai wāhi mātātoa rātou ki ngā huihuinga i te hapori, ngā rangi whakanui i a Ratana me ngā huihuinga a te iwi me te hapū. Ka kitea te hiahia o ngā akonga o mua ki te mau tonu ki a rātou hononga a whakapapa ki te kura mā te tuku i a rātou tamariki ki te kura. Ko te whakatūwheratanga o te kura me te mātauranga kei te whiwhi ngā tamariki e kiia nei ko tētahi o ngā tino taonga o te hapori o Ratana. Ka noho tonu ko Te Kura o Ratana te kura ka kōwhiria e ngā mātua e hiahia ana kia whiwhi a rātou tamariki ki te mātauranga e pūmau ana ki ngā akoranga o Tahupotiki Ratana.
He hihiri, he urupare, he rātou hoki ēnei akonga. Ka ako rātou ki tētahi taiao hāpai ki reira ka tāutu o rātou matea, o rātou ngākaunuitanga me o rātou kaha. Ka whakarōpū ngā akonga e ai ki ngā hōtuku aromatawai kua tango mai i ngā mahinga aromatawai a motu kua paerewatia me ngā akoranga kua whakaritea e te kaiako. Ka whakamahia ngā rautaki tōtika hei whakatutuki i ngā matea me ngā ngākaunuitanga o ngā akonga.
Ka whakaritea ngātahi ngā koronga ako me ngā paearu angitu. Ka whiwhi, ka tuku urupare ngā akonga, ā, ka urupare ki mua hoki.
Ka mahi whānuitia ngā kōrero hangarau puta noa i te hōtaka ako. Nā te paku o ngā akomanga ka taea e te kaiako te whakarato i ngā tautoko tūturu ki ngā akonga takitahi. He angitu hoki te tautoko i ngā akonga kei a rātou ngā matea ako motuhake, matea a whanonga rānei.
Ka whakahīato ngā tauira aromatawai katoa ki ngā kōpaki mahi. Ka whiwhi pūrongo ngā mātua i te mutunga o ia wahanga o te tau me ngā kōrero aromatawai o inā tata nei e pā ana ki ngā paetae o ngā akonga e ai ki ngā paerewa a motu. I tīmata rāno te kura ki te tuku pūrongo ki ngā mātua e pā ana ki ngā paetae o ngā akonga e ai ki ngā paerewa a motu mō te pangarau me te pānui i te tau 2011. Kei te whakaaro rātou ki te tuku pūrongo anō ki ngā mātua e ai ki ngā paerewa a motu a te mutunga o te tau 2011. He mea tino nui kia whiwhi ngā kaiako katoa i ngā tautoko mai i te Tāhūhū o te Mātauranga kia piki ake o rātou mōhio ki ngā whakaritenga mo te whakatinana tōtika i ngā paerewa a motu.
Kua tāutu te poari whakahaere i ngā pironga paetae a ngā akonga ki te reo matatini e hono ana ki ngā paerewa a motu. Heoi kāore ngā pironga i puta mai i ngā hōtuku paetae o ngā akonga nō mua mai, ā, kāore ēnei i te tauwhāiti, kāore hoki he mea māmā te whakaine.
Kei te takarepa tonu te tuku pūrongo i ia wa ki te poari e pā ana ki ngā paetae o ngā akonga. He uaua te kite i ngā kōrero mō ngā paetae o ngā akonga kua tātarihia puta noa i te kura. Nō reira kāore i te rahi ngā kōrero pono i te poari hei pūtake mō a rātou whakataunga, otirā ngā whakataunga hei hāpai i ngā paetae o ngā akonga.
Kāore anō te poari kia whakawhanake tukanga arotake whaiaro kei te rahi ake te pākaha takatika ki ngā paetae o ngā akonga.
Kei Te Kura o Ratana tētahi marautanga kua pai te whakawhanake e arahi tōtika ana i te ako o ngā akonga. E wahapū mārama ana ngā akoranga o Tahupotiki Ratana ki te tūtohinga, te tirohanga roa me ngā tauāki taketake a te kura. Ka kitea te Morehutanga me ōna wāriu tūturu ki ngā mahi o te kura me ngā hōtaka akomanga. Kei te arahi te marautanga o Aotearoa i te hōtaka ako. He pai te whakaako i te reo matatini, ā, he pai hoki te aroturuki i ēnei i ia wā. Ka whakaakongia ngā āhuatanga katoa o te marautanga. Ka whakaihiihi ngā kaupapa mahi whakamere i ngā akonga ki te ako. He pai te whakamahere a ngā kaiako. Ka whakamahi rātou i tētahi anga a rorohiko hei hāpai i ngā mahi whakamahere, te whakahiato i ngā hōtuku aromatawai me te tuku pūrongo ki ngā mātua.
Ka kimi whakawhanake ngaiotanga ngā kaiako hei awhina ia rātou ki te whakatinana katoa i Ngā Paerewa a Motu. Heoi, kua tae mai te wā kia āta whakaaro, āta whakamahere te huarahi ki te whiwhi whakawhanake ngaiotanga. Ko te tikanga o tētahi hōtaka whakawhanake ngaiotanga ahakoa te aha ko te take mā ngā kaiako katoa ki te whakanui ake i o rātou mōhio ki ngā rautaki mahi pai e hāngai ana ki te arotahinga pironga a te kura. Me hāngai hoki ngā whakawhanake ngaiotanga ki ngā whāinga whakahaere mahi.
Ko te kura o Ratana tonu te kura i kōwhiria e ngā whānau o ngā tamariki i te kura. Kua whakatūria tētahi poari hou. Kei te poari ngā mātua hihiri, rangatahi tonu, pūmau ana ki te hāhi Ratana, ngākaunui ana ki te kaupapa o te kura me o rātou kawenga kāwanatanga. Kua puku mahi te poari o mua ki te whakarato whakangungu tūturu ki te poari hou, ā, he kaha hoki te tautoko a te paori o mua i tēnei poari. Ka āwhina hoki ngā whakangungu paerangatiratanga a rorohiko ki te whakanui ake i te mōhiotanga me te arokā o te poari ki o rātou tūranga kāwanatanga.
Ka tū he hui i te tīmatanga o te tau hei kāhua i ngā whakaaro o te whānau me te arotake i te tūtohinga. Ahakoa te pai o te mōhio o ngā mātua, me rangona hoki te reo a whānau i ia wā. He mea nui kia whakawhanake te poari i tētahi tukanga kia whai wāhi mātātoa te whānau ki ngā whakataunga kaupapa me ngā whanaketanga a kura.
Ka whakarato tonu te tumuaki i ngā tautoko me ngā tātaki ngaiotanga takatika ki ngā kaimahi, ngā mema o te poari me te whānau.
Ko tētahi āwangawanga mō te katoa ko te tino hekenga o te rahi o ngā tamariki i te kura me te mea hoki kei te haere ētahi o ngā tamariki o te hapori ki tētahi kura auraki. Kua tāutu te poari i ētahi rautaki hei whakapiki ake i te rahi o ngā tamariki i te kura. Heoi he mea nui kia tāutu wawe te poari i ngā mea kei te pā ki ngā akonga. Mā te whakahiato i ngā kōrero pono te poari e whiwhi kōrero tōtika kātahi ka taea e rātou te whakatau kaupapa hei whakaanga i te kura ā meāke nei.
I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki 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 ō rātou herenga ā-ture e pā ana ki:
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:
Ka aratakehia anō e te Tari Arotake Mātauranga te kura i roto i ngā tau e toru.
Te Kura o Ratana maintains its strong links to the Ratana religion and the community of Ratana. Mōrehutanga, Māramatanga and Whakamoemiti are principles that pervade all practices within the kura. Inoia to encourage an open and inquiring mind, Rapuhia to seek, Patukia to persevere, are basic tenets for the kura community to aspire to and live by. Students endeavour to fulfil the teachings of Tahupotiki Wiremu Ratana. They are actively involved in community events, important Ratana anniversaries and iwi and hapu events. Whānau, who are old pupils of the kura, clearly desire to continue intergenerational links by enrolling their children here. The establishment of the kura and the education students receive is perceived as one of the Ratana community’s most valued assets. Te Kura o Ratana continues as the kura of choice for those parents who desire for their children to receive an education steeped in the teaching of Tahupotiki Ratana.
Students are motivated, responsive and enjoy learning. They learn in a supportive environment where their needs, interests and strengths are identified. Grouping is based on assessment data gathered from nationally benchmarked assessment tools and teacher developed tasks. Appropriate strategies are used to meet students’ learning needs and interests.
Learning intentions and success criteria are collaboratively developed. Students receive and give feedback and feed forward.
Information technology is used extensively throughout the learning programme. Small classes enable kaiako to provide intensive support to individual students. Students with special learning and behavioural needs are successfully supported.
All assessments samples are collated in portfolios. Parents receive reports at the end of each term with the most recent reporting student achievement against the national standards. The kura did not begin reporting to parents on student achievement in relation to the national standards in mathematics and reading until 2011. They plan to report against the national standards again to parents at the end of 2011. It is important that all kaiako access Ministry of Education support to increase their understanding of the requirements for the effective implementation of national standards.
The board has identified literacy and numeracy student achievement targets which link to national standards. However the targets are not based on historical student achievement data and are not specific and easily measurable.
There is still a lack of regular and consistent reporting to the board about student achievement. It is difficult to find much well analysed kura wide, student achievement information. Consequently the board does not have enough reliable information on which to base decisions, especially decisions to support student achievement.
The board has yet to develop self review processes that have a greater positive impact on student achievement.
Te Kura o Ratana has a well developed local curriculum that effectively guides student learning. The teachings of Tahupotiki Wiremu Ratana are clearly articulated in the charter, vision and mission statements. Mōrehutanga and the inherent values are evident in kura practices and classroom programmes. The New Zealand curriculum guides the learning programme. Literacy and numeracy are well taught and regularly monitored. All areas of the curriculum are covered and interesting kaupapa topics motivate students to learn. Kaiako are well planned. They use a computer generated framework to support planning, the collation of assessment data and reporting to parents.
Kaiako professional development is responded to as needs occur. However, it is now timely to take a more considered and planned approach to accessing professional development. At the forefront of any professional development programme is the need for all staff to increase their knowledge of good practice strategies aligned to the kura targeted focus. Professional development should also be aligned to performance management goals.
Staff seek professional development to assist them to fully implement the National Standards. The kura in consultation with whānau extend and affirm their own local curriculum supported by a clearly articulated graduate profile.
The kura of Ratana remains the kura of choice for the families of the children who attend. A new board has been elected. It is comprised of enthusiastic, young parents, strong in the Ratana faith, committed to the kaupapa of the kura and their governance responsibilities. The previous board has provided intensive training for the new board and is supportive of the new board. E-admin training also helps to increase board knowledge and awareness of their governance role.
Consultation hui are held at the beginning of the year to gauge whānau opinion and review the charter. While parents are well informed, whānau voice also needs to be heard on a regular basis. It is important the board develops a process to actively engage whānau in kura decision making and development.
The principal continues to provide support and positive professional leadership for staff, board members and whānau.
An area of concern for all is that the kura roll has dropped considerably and some children from the village attend a mainstream kura. The board has identified strategies to increase the roll. It is important however that the board quickly identify what is happening for students. By collecting reliable and valid information the board will have appropriate evidence on which to base decisions to move the kura forward.
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
ERO is likely to carry out the next review in three years.
Ani Rolleston
Acting National Manager Review Services
Māori (Te Uepū-ā-Motu)
23 February 2012
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Location |
Ratana |
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Ministry of Education profile number |
2436 |
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Kura type |
Full Primary (Years 1 to 8) |
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Decile1 |
2 |
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Kura roll |
43 |
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Gender composition |
Māori |
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Ethnic composition |
Boys 21 |
Girls 22 |
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Special Features |
Kura ā-Iwi |
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Review team on site |
September 2011 |
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Date of this report |
23 February 2012 |
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Most recent ERO report(s) |
Education Review Education Review Discretionary Review |
November 2008 August 2005 March 2001 |
1 School deciles range from 1 to 10. Decile 1 schools draw their students from low socio-economic communities and at the other end of the range, decile 10 schools draw their students from high socio-economic communities. Deciles are used to provide funding to state and state integrated schools. The lower the school’s decile the more funding it receives. A school’s decile is in no way linked to the quality of education it provides