TKKM o Mangatuna

1 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Mangatuna, ki Mangatuna, ki te raki o Uawa i te Tai Rāwhiti o Te Ika-a-Māui. Ko Te Aho Matua te mātāpono e kōkiri ana i te kāwanatanga, te ārahitanga, me te kounga o te whakaako me te ako. Nō tēnei rohe, nō Hauiti tonu te nuinga o ngā ākonga. Ka tino whai wāhi nui ngā mema o te whānau me te hapori whānui ki te mātauranga me ngā akoranga a ngā ākonga.

2 Te Tino Uaratanga

He pēhea rawa te āta kite i te kiritau, te tūmāia, te kiritoa, me ngā kounga hoki o te ārahitanga i āta whakawhanakehia ai i roto i ngā ākonga?

Ka māia rawa te āta kite i te kiritau, te tūmāia, te kiritoa, me ngā kounga hoki o te ārahitanga i āta whakawhanakehia ai i roto i ngā ākonga.

Te Ira Tangata

Ka manaaki, ka whai whakaaro nui, ka pāheko hoki ngā ākonga. Ka whakamahere nahanaha te poari, ngā kaimahi, me te whānau ki te whakatairanga me te whakarato i te manaakitanga, te mahi ngātahi, me te whakaarotanga nui. Ka whakatakoto te poari i ngā taumata e hāngai ana ki te whakatairanga ake i ngā hononga ka whai pānga ki te ahurea o te ako pai. E ai ki te pūkete e pā ana ki ngā raukura, ka whakawhanake ngā ākonga i ngā pūmanawa o te manaaki, te pāheko, me te whakaaro nui mō ētahi atu. Ka wheako ngā ākonga i te angitu, i roto i te pai o tētahi taiao ako.

He māia ngā ākonga, ā, ka āta whai wāhi mārika atu rātou ki ngā kaupapa katoa o te kura. Ka whakatairanga, ka tautoko, ka whakanui hoki te whānau, ngā kaiako me te hapori whānui i te manaakitanga me te kaitiakitanga, hei hāpai, hei poipoi hoki i te pai o ngā taunekeneke me ngā hononga. Ka whai hua ngā hononga ki waenga i te tuakana me te teina, ā, e tohu ana tēnei i te manaaki o tētahi ākonga i tētahi atu, me te ngākau nui hoki ki te āwhina i ētahi atu. Ka tautoko ngā ākonga i a rātou anō, ki te mārama me te whakaoti i ngā tūmomo kaupapa mahi.

Ka whakanui ngā kaiako i ngā ākonga e whakaatu ana i te pūmahara, te manaaki, me te whakaarotanga nui mō ētahi atu me te taiao. Ka āta whakamārama ngā kaiako i ngā whakataunga, ā, ka whakawhitiwhiti whakaaro mō ēnei tūāhuatanga ki ngā ākonga. Ka kitea te manaakitanga me te kaitiakitanga o ngā ākonga.

Te Reo

He māia te tūhura haere o ngā ākonga i te reo Māori, ā, kei te pakari haere tō rātou āheinga.

Ka whai hua ngā mahi whakamahere a te poari, ngā mema o te whānau, me ngā kaiako, hei whakatairanga i te angitu o ngā ākonga i roto i te ako me te whakamahinga o te reo Māori. Ka whakamahere nahanaha te poari hei akiaki i te rere me te mātau o ngā ākonga me ngā kaiako i roto i te reo Māori. Ka whakahāngai rātou i ngā rauemi me te tautoko hei painga mō ngā kaiako me ngā ākonga, ā, e arotahi ana tēnei ki te pānui, te tuhituhi, me te reo ā-waha. Ka whakaratohia te whakawhanaketanga ngaio mā ngā kaiako, hei hāpai i ngā ākonga ki te ahu whakamua me te whakatutuki haere i roto i te reo Māori. Ka whakatakoto te poari i ngā taumata e pā ana ki ngā paetae ākonga, hei whakatairanga ake i ngā paetae ākonga i roto i te tuhituhi me te pānui. Arotake ai rātou i ia te wā te ahu whakamua ki te whakatutuki i ā rātou taumata, ā, ka whakamahi hoki i ngā paetae ākonga hei tātari i ngā taumata whakawhanaketanga ka whāia tonuhia e rātou. Ka noho mōhio te kura katoa ki ngā paetae ākonga. He mārama ngā mema o te whānau, ngā kaiako me ngā ākonga ki te huarahi e tika ana hei whakatairanga ake i ngā paetae ākonga. E mōhio ana ngā mātua ki ā rātou ake mahi hei hāpai i ā rātou tamariki ki te kura. Ko te tino nuinga o ngā ākonga, e eke ana ki te taumata e tika ana mō rātou, ki runga ake rānei, i roto i te tuhituhi me te pānui i te reo Māori.

Ka tino tautokona ngā ākonga kāhore e eke ana ki te taumata e tika ana, kia ahu whakamua ai, kia whanake ai, ā, kia wheako hoki ai rātou i te angitu. He tino hōtaka o ia rā tā aua ākonga, ā, ka tautoko takitahi hei hāpai i te kōkiritanga o ā rātou whakatutukitanga i roto i te reo tuhituhi me te pānui. Ka whai wāhi atu ngā ākonga ki ngā taumahi e whai pūtake ana, e hāngai pū ana hoki, ā, e whakatutuki ana anō hoki i ō rātou matea ako.

Ngā Iwi

Ka kitea te manawa whakahī o ngā ākonga mō tō rātou whānau, tō rātou hapū, me tō rātou iwi. E whakawhanake ana te hōhonutanga o ngā mōhiotanga o ngā ākonga mō tō rātou hapori o Mangatuna, tō rātou tupuna a Hauiti, me ngā hapū, ngā iwi hoki o tō rātou rohe. Ko te ako i ngā tino tūpuna, te kawa, te takiwā nei, ngā iwi me ngā hapū, tētahi kaupapa rautaki matua o ngā akoranga. Kua āta whakatakotohia tēnei āhuatanga ki te tūtohinga, ā, he tino aronga o roto e pā ana ki te whakatairanga ake o te whakaako me te ako o aua āhuatanga, mā ngā uaratanga matua me ngā tuhinga rautaki e whakamahere ana i ngā kaupapa matua hei ako. Kua whakawhanakehia, kua whakatinanahia hoki e te whānau tētahi marautanga e hāpai ana i ngā ākonga ki te ako i a rātou anō, i tō rātou tūrangawaewae hoki. E mōhiotia ana, e kōrerohia ana hoki e ngā ākonga ō rātou whānau, ō rātou hapū, me ō rātou iwi.

Ka wheako ngā ākonga i ngā hōtaka akoranga whakaongaonga e hāpai ana ki te whakapūmau i ngā akoranga e pā ana ki a Ngāti Porou, ki a Hauiti, ā, ki Mangatuna hoki. Ko Te Papatipu o Horouta tētahi hōtaka whakaakoranga, akoranga hoki o te hapori, ā, e hāngai ana ki a Ngāti Porou, ā, e whakaratohia ana mā ngā ākonga i ia te wā. Ka hāngai tēnei hōtaka me ngā wheako akoranga ki ngā haerenga ki ngā marae o te takiwā, me ngā wāhi whakahirahira, ā, ka hāpai i te noho mōhio o ngā ākonga ki ō rātou whānau, ō rātou hapū, me ō rātou iwi. E mōhio ana ngā ākonga ki te taiao māoriori, tae atu ki ngā maunga, ngā awa, me ngā āhuatanga whakahirahira o te whenua me te moana. E mōhio ana hoki ngā ākonga ki ngā taonga o te taiao i whakamahia ai hei waihanga i ngā mahi toi tuku iho o te hapori nei. He hihiri, he tākare, he kipakipa hoki ngā ākonga ki te ako ki tētahi taiao e hāpai ana, e whakanui ana hoki i a rātou hei tangata, ā, hei mema hoki o te hapori o Mangatuna.

Te Ao

Ka tūhura ngā ākonga i te ao Māori, i tua atu hoki. Kua whakatakotohia e te poari, ko te ako i te ao Māori me te titiro, te tūhura hoki i ngā tini āhuatanga katoa o te ao māoriori, tūturu hoki, ētahi kaupapa matua mō te whakaako me te ako. He aronga ki te hāpai i te ako a ngā ākonga i te pūtaiao me te hangarau. Ka whakatakoto te marautanga i te whānuitanga o ngā tūmomo wheako ako e whakatairanga ana i te ako a ngā ākonga i te pūtaiao, ā, ka hāpai anō hoki i tā rātou ako i te taiao māoriori me te ao tūturu. Ka whai hua te noho angitu o ngā ākonga i roto i ngā akoranga e pā ana ki tō rātou ake taiao tonu, me ngā hōhonutanga o tō rātou ao Māori me te ao whānui. Ka āta whakatinanahia tēnei āhuatanga ki ngā akomanga, i ngā ākonga e whai wāhi nui ana ki te ako. He pai te whanake haere o te tū o te ākonga ki te ao, me te pakari o tō rātou tūāpapa, ō rātou mōhiotanga anō hoki o te kāinga.

Āhuatanga Ako

He māia te ako a ngā ākonga. Ka whakaratohia ki ngā ākonga ngā hōtaka akoranga me ngā wheako e āta whakawero tōtika ana i a rātou. Ko te ū tonu ki te kounga pai o ngā whakaakoranga, tētahi kaupapa rautaki matua i ngā wā katoa, mō te poari me te whānau. E tino tautokona ana ngā kaiako ki te whanake tonu hei tino kaiako, mā te whakarato i te ako ngaio me te whakawhanaketanga ngaio i ia te wā. He tino pai te whakariterite a ngā kaiako ki te whakaako me te ako. Ka aro nui ngā whakaakoranga ki ngā matea o te tamaiti. Ko ngā rautaki whakaako e pā ana ki te noho tētahi ki tētahi, ngā rōpū iti, me ngā rōpū nui e āta whakamahia ana kia whai hua ai te whakatairanga ake i te ako. He nui ngā tūmanako o ngā kaiako kia eke angitu ai ngā ākonga. He pai tā rātou mahi ngātahi, me te whakamahi i ō rātou ake pūkenga, i ngā pūkenga hoki o te katoa, hei whakarato i ngā wheako akoranga o te kounga pai. Ka akiaki ngā kaiako i ngā ākonga ki te whakamahi i te aromatawai whaiaro, hei tāutu i tā rātou noho rite ki te whakatīmata i te taumata akoranga ka whai ake. E mōhio ana ngā ākonga ki te āhua o ā rātou paetae, ā, ka āta mahi rātou ki te ahu whakamua ki te taumata ka whai ake. E hāpaitia ana ngā ākonga kia ako pakirehua, ā, ka whai hua tēnei ki te whakatau i te aronga o ngā akoranga. Ka aro nui ngā ākonga ki ngā mahi, ā, ka whai wāhi atu ki ngā akoranga. He pārekareka ki ngā ākonga te ako, ā, e whakaongaongatia ana kia ako rātou mā te whakaratonga o ngā taumahi ako e āta whakawero mārika ana i a rātou.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake

Kua tāutuhia e te tumuaki, ko te aromatawai, te pūrongo hoki i ngā paetae e pā ana ki te reo ā-waha he wāhanga e whakawhanake tonuhia ana puta noa i te kura. Ka whai whakaaro te poari, te tumuaki me ngā kaiako ki ngā huarahi ka whai hua ki te whakapai ake i te āhua o ā rātou mahi ki te aru me te pūrongo i te ahunga whakamua me ngā paetae e pā ana ki te reo ā-iwi o ngā ākonga katoa.

3 Te Arotake Whaiaro me te Ārahitanga

Ka whai hua te arotake whaiaro me tōna whai pānga ki te whakapai ake i ngā paetae ākonga me ngā whakapai tonutanga puta noa i ngā āhuatanga matua katoa o ngā whakahaeretanga. Ka āta whakaaro huritao te poari mō ngā paetae ākonga. E mōhiotia ana, ā, ka āta whakawhiti kōrero hoki rātou mō te āhua o ngā paetae ākonga, inā koa, ki te reo matatini me te pāngarau. E mōhio ana te poari, te whānau, me ngā kaiako ki ngā ākonga hei hāpai ake, hei āwhina ake hoki kia eke angitu ai rātou, me ngā mahi e kōkirihia ana hei hāpai i ngā ākonga ki te whakatutuki i ngā mahi e tika ana, ki te whakawhānui ake rānei i ā rātou akoranga. Ka whai hua te whakamahinga a te poari, te whānau, me ngā kaiako i te arotake whaiaro hei tāutu i ngā mahi ka whai ake, hei āta whakatau hoki i tā rātou whakapau kaha hei painga mō ā rātou ākonga.

Ka whai hua te tumuaki hei kaiārahi ngaio. He pai tana whakawhiti whakaaro ki te hapori o te kura, ā, ka whai hua tā rātou whai wāhi atu, ka rātou noho mōhio hoki ki ngā whakahaeretanga o te kura. Ka whakarato te tumuaki i te tautoko o te kounga kairangi mō ngā kaiako. Ka whakatakoto, ka whakapūmau hoki ia i ngā taumata teitei i roto i te ngaiotanga. Ka whai wāhi nui te tumuaki ki te whakatairanga me te āta whakarite i te angitu mō ngā ākonga.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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

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

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

• te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
• te haumaru ā-tinana o ngā ākonga
• te rēhitatanga o ngā kaiako
• 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 Whakarāpopototanga

E tū pā tata atu ana Te Kura Kaupapa Māori o Mangatuna ki Uawa, ki te Tai Rāwhiti o Aotearoa. Ka kitea ki ngā ākonga te kiritau, te tūmāia, te kiritoa, me ngā kounga hoki o te ārahitanga i āta whakawhanakehia ai. He matatau te pānui, te kōrero, me te tuhi hoki o ngā ākonga i te reo Māori, ā, he pakari tā rātou tūhura haere i te reo. Tērā ka hoki anō Te Tari Arotake Mātauranga ki te kura i roto i ngā tau e toru.

5 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 Mangatuna, i roto i ngā tau e toru – arā, ko Te Rākeitanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

20 Haratua, 2015

1 Context

Te Kura Kaupapa Māori o Mangatuna is located in Mangatuna, north of Tolaga Bay on the East Coast of the North Island. Te Aho Matua is the philosophical drive for governance, leadership and the quality of teaching and learning. Most students are from the local area, Hauiti. Whānau members and the wider community are highly involved in the education and learning that occurs for students.

2 Te Tino Uaratanga

How well do students demonstrate self esteem, confidence, discipline and well developed qualities of leadership?

Students confidently demonstrate self esteem, confidence, discipline and well developed qualities of leadership.

Te Ira Tangata

Students are caring, considerate and cooperative. The board of trustees, staff and whānau plan strategically to promote and provide a culture of care, cooperation and consideration. The board sets targets that reflect enhancing relationships that contribute to a positive learning culture. The graduate profile states that students will develop characteristics of care, cooperation and consideration for others. Students experience success in a positive learning environment.

Students are confident; participate fully in school wide activities. The whānau, teachers and the wider community promote, support and celebrate manaakitanga and kaitiakitanga for managing and fostering positive interactions and relationships. Constructive tuakana, taina relationships show students care for one another and are willing to help others. Students support each other to understand tasks, to complete work.

Teachers praise students who demonstrate thoughtfulness, care and consideration for others and the environment.Teachers take care to explain decisions and to communicate these to students. Students display manaakitanga and kaitiakitanga.

Te Reo

Students explore te reo Māori with confidence and growing capability.

The board, whānau members and teachers plan effectively to promote student success in learning and using te reo Māori. The board plans strategically to encourage te reo Māori fluency and competence for students and for teachers. They target resourcing and support for teachers and students that focuses on reading, writing and oral language. Teachers are provided with professional development to help students to progress and achieve in te reo Māori. The board sets student achievement targets to raise student achievement in both writing and reading. They regularly review progress toward meeting their targets and use student achievement information to determine their next steps for development. The whole kura community is well informed about student achievement. Whānau members, teachers and students are clear about what needs to be done to raise achievement. Parents know how they can help their children at home. The vast majority of students achieve at or above their expected levels of achievement for writing and reading in te reo Māori.

Students who are below their expected level of achievement are very well supported to progress and develop and to experience success. These students are provided with an intensive daily programme of one to one support to help accelerate their achievement in both written language and reading. Students are engaged in meaningful and targeted activities that meet their learning needs.

Ngā Iwi

Students exhibit personal pride in their whānau, hapū and iwi. Students are developing in-depth knowledge of the local area, Mangatuna, their ancestor Hauiti and the hapū and iwi of their local area. Learning about significant ancestors, local kawa, the local area and iwi and hapū is a strategic priority for learning. This is well defined in the charter with specific targets about promoting teaching and learning in this area, through core values and strategic documents that plan for the priorities for learning. The whanau have developed and implemented a curriculum that helps students to learn about themselves and where they come from. Students know about and can talk about their whānau, hapū and iwi.

Students experience stimulating learning programmes that help to reinforce learning about Ngāti Porou, Hauiti and Mangatuna. Te Papatipu o Horouta is a local teaching and learning programme about Ngati Porou, the local iwi, which is provided regularly for students. This programme and learning experiences include visits to local marae and areas of cultural significance supports students to be informed about their whānau, hapū and iwi. Students know about the natural environment including maunga, awa and important characteristics of the land and sea. Students also know about natural resources that were used to create traditional local art. Students are interested, enthusiastic and motivated to learn in an environment that supports and celebrates them as individuals and as members of the Mangatuna community.

Te Ao

Students explore the Māori world and beyond. The board has set learning about the Māori world and viewing and exploring the complexity of the natural and physical world as priorities for teaching and learning. There is an emphasis on supporting students to learn about science and technology. The curriculum plans a wide range of learning experiences that promote student learning in science and for helping them to learn about the natural environment and the physical world. Students enjoy success in learning about their immediate environment, the nuances of their Māori world and the wider world. This is realised well in classrooms where students participate enthusiastically in learning. Students are developing well as citizens of the world who have a strong foundation and knowledge of home.

Āhuatanga Ako

Students are confident learners. Students are provided with learning programmes and experiences that are suitably challenging for them. Maintaining good quality teaching is an ongoing strategic priority for the board and whānau. Teachers are well supported to continue to develop as effective practitioners through the provision of regular professional learning and development. Teachers are very well organised and prepared for teaching and learning. Teaching is highly responsive to the needs of the child. One to one and small and large group teaching techniques are used to good effect to promote learning. Teachers have high expectations for student achievement. They collaborate well to use their individual and collective skills to provide students with good quality learning experiences. Teachers prompt students to use self assessment to define their readiness to move onto the next learning step. Students know where they are at in relation to expected levels of achievement and work diligently to progress to the next step. Students are supported to use the enquiry learning approach to help determine the focus of learning. Students take on leadership roles and responsibilities and demonstrate self discipline when working in class. Students are on task and engaged in learning. Students enjoy learning and are stimulated to learn through the provision of suitably challenging learning activities.

Kura-identified areas of development

The principal has identified that assessment of and reporting about achievement in oral language is a kura wide development area. The board, principal and teachers will consider how best to improve the way that they track and report progress and achievement in oral language for all students.

3 Self Review and leadership

Self review is effective in leading to improved student achievement and for contributing to continual improvement across all key aspects of operation. The board is highly reflective about student achievement. They know and can discuss confidently the reality of student achievement particularly in literacy and numeracy. The board, whānau and teachers know who requires extra support and help to achieve well and what is being done to assist students to either catch up or to be extended. The board, whānau and teachers use self review effectively to determine next steps and to best ensure that they are doing the best they can for their students.

The principal is an effective professional leader. She communicates well with the kura community and they are effectively engaged in and informed about kura operations. The principal provides high quality support for teachers. She sets and maintains high professional standards. The principal is instrumental in promoting and ensuring success for students.

4 Whānau assurance on legal requirements

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

• board administration

• curriculum

• management of health, safety and welfare

• personnel management

• financial management

• asset management.

During the 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 Kaupapa Māori o Mangatuna is near Tolaga Bay on the East Coast of Aotearoa. Students demonstrate self esteem, confidence, discipline and well developed qualities of leadership. Students read, speak and write te reo Māori fluently and they confidently explore language. ERO is likely to return to the kura in three years time.

5 When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori o Mangatuna will be in three years – Te Rākeitanga – Expansive Evaluation.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

20 May 2015

6 Information about the Kura