TKKM o Ngaringaomatariki

Ngā Whakaaturanga

E tū ana Te Kura Kaupapa Māori o Ngaringaomatariki ki tētahi hapori tuawhenua ki waho atu i te tāone o Whakapirau. Ka kitea te tū māia o ngā ākonga ki te ako me te ārahi, ā, ka rongo hoki rātou i te pai o te whanaungatanga. Ka taunekeneke rātou, ā, ka kōrero rātou i te reo Māori i roto i te hōtaka akoranga. Nā ngā taumahi ako ka whai wāhi ngā ākonga ki te hōhonutanga o ngā wheako akoranga ki te kura me te hapori whānui.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Ngaringaomatariki i roto i ngā tau e toru, arā, ko Te Rākeitanga. 

1 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Ngaringaomatariki ki te hapori tuawhenua o Ōruawharo, ki waho i te tāone o Whakapirau. E tū ana te kura ki te taha o te marae, te whare karakia, me te urupā ki te tahamoana o te whanga o Kaipara. Nā tētahi kaumātua, me tētahi kuia te kura i whakaingoa, ā, ka ahu mai tōna ingoa i tētahi o ngā pā whakahirahira e whitu o tēnei takiwā. Ka arotahi te hapori kura ki te whakawhanake i te maioha ā-mātauranga nei mō ngā tūranga o ngā hapū me te iwi, me ā rātou kawenga mahi.

Ka whakarato te whānau i te mātauranga mō ngā ākonga o ngā tau 1 ki te 8. Ki tā te kura tirohanga, “Ko te whānau te mana whakahaere o te kura.” Ka kitea tēnei āhuatanga ki te noho pūmau o ngā mātua ki te āta whakarite i te whai wāhi atu a ā rātou tamariki ki tētahi hōtaka mātauranga e whakatairanga ana, e whakaako ana hoki i te reo Māori me ngā tikanga Māori.

2 Te Tino Uaratanga

Ka kitea ngā akonga e tū māia ana hei akonga, hei kaimahi hoki, a, e ngākau nui ana rātou ki ngā hua o te whanaungatanga.

Te Ira Tangata

He pakari ngā ākonga – ā-tinana, ā-wairua, ā-whatumanawa hoki. Ka whai pānga matua te whanaungatanga ki ngā akoranga, puta noa i te kura. Ka whakarato ngā kaiako i te whānuitanga o ngā whai wāhitanga mō ngā ākonga ki te whakaū i ngā mōhiotanga me ngā whakaritenga o ngā whānau, ngā hapū, me te iwi, mā te whānuitanga o ngā tūmomo horopaki ako. Ko ngā kaupapa ōkawa, pērā i ngā pōwhiri me ngā karakia, e hāpai ana i ngā ākonga ki te whakatinana i tō rātou māramatanga ki ngā tikanga me ngā kawa o te marae. Nā ngā taumahi ako, ka whakawhanake ngā ākonga i tō rātou tū hei kaiārahi, ā, ka kitea ō rātou pūkenga ki te ārahi. Ka akiaki ngā kaiako i ngā ākonga ki te mahi ngātahi ki te taha o ō rātou hoa - hei tuakana, hei teina, me te ako anō hoki ki te taha o ngā kaumātua hei āta poipoi i ngā uaratanga o te whakaute me te manaaki. Ko te whai wāhi me te tūranga o te tāne me te wahine i roto i ngā tūmomo horopaki, e whakatauirahia ana kia whanake ai ngā ākonga i tō rātou māramatanga. Ko ngā tūmanako ki te kura whānui e poipoi ana i te pai o te whanaungatanga. Ka āta whakamahere ngā kaiako mō te whakawhanaketanga i te katoa o te ākonga. Ka tuituia ki te hōtaka akoranga tētahi aronga ā-kura ki ngā kaupapa kori tinana, me te oranga ā-whatumanawa, ā-wairua hoki o ngā ākonga. Ka whakamana ngā ākonga i tō rātou tuakiri, ā, ka kitea anō hoki tō rātou tino manawa whakahī.

Te Reo

E ako ana ngā ākonga ki te hōhonutanga o tētahi wāhi e āta kōrerohia ana te reo. He matatau ngā kaiako ki te kōrero i te reo Māori o ō rātou hapū me tō rātou iwi. E whakatauira ana rātou i te reo, kia āhei ai ngā ākonga ki te whakapuaki i ō rātou whakaaro ki ō rātou hoa, ō rātou whānau, me ō rātou kaumātua. Ko te whakawhitiwhiti kōrero tētahi rautaki kia āhei ai ngā ākonga ki te whakawhanake me te whakawhānui i tō rātou mōhiotanga ki te reo Māori mā te whānuitanga o ngā tūmomo horopaki. Ko te ōkawa me te ōpaki o ngā tūmomo horopaki e hāpai ana i ngā ākonga ki te whakamahi i ā rātou akoranga, kia whai wāhi atu ai, kia tūhura ai hoki rātou i te reo Māori. He mātātoa te akiaki a ngā kaiako i ngā ākonga ki te patapatai me te whakamātau mā te reo. Ahakoa e āhei ana ngā ākonga ki te āta whakapuaki kōrero mā te reo Māori, kāhore ngā kaiako e aromatawai ana i aua āhuatanga hei aru i ngā whakawhanaketanga. He mea nui, kia aroturuki ngā kaiako i te ako a ngā ākonga, puta noa i ngā tūmomo whenu o te reo matatini o te reo Māori. He pakari ngā ākonga ki te kōrero i te reo Māori.

Ngā Iwi

Ka kitea te manawa whakahī ake o ia ākonga, mō ō rātou whānau, ō rātou hapū, me tō rātou iwi. Ko ngā mahere o te hōtaka ārahitanga e aro nuitia ana, na te mea, ka whai wāhi ngā akonga ki whānuitanga o ngā tūmomo horopaki, kia kitea ai e rātou ngā tikanga me ngā kawa e hāngai ana pū ana ki te iwi. Ka whakamahi ngā kaiako i aua tauira hei hāpai i ngā whakaritenga puta noa i te kura. Ka poipoia ki te kura katoa te tū o te tangata whenua, me ā rātou kawenga mahi. Ka hāpai ngā kaiako i ngā ākonga ki te whakatinana i aua tūmanako hei tangata whenua e manaaki manuhiri ana. Ko ngā uaratanga o te manaakitanga me te whakaute e whakahonotia ana ki ngā whakaritenga a te whānau, ngā hapū, me te iwi. Ka whakamahi ngā kaiako i aua whakaritenga hei poipoi i te whai wāhi ake o ia ākonga ki ngā whakawhanaketanga o ō rātou whānau. Ka rongo ngā ākonga i te aronga toi whenuatanga me te whai pūtaketanga.

Te Ao

E ako ana ngā ākonga i tō rātou tūnga ki te ao Māori me te ao whānui. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā ākonga ki te whai wāhi mātātoa atu ki te whānuitanga o ngā tūmomo taumahi ki te hapori ake, ā, ki ōna whānuitanga hoki. Ka arotahi ngā akoranga ki te tūhura o ngā ākonga i ngā tūmomo tirohanga ki te ao mō ngā take taiao, me te whai pānga o ngā tikanga tuku iho. Ka whakawhanaunga ngā ākonga ki ētahi atu o ō rātou hoa ki te hapori me te whare wānanga, ki te whakatinana i ngā akoranga e whai pānga ana ki tō rātou taiao ake. Ka akiaki ngā kaiako i ngā ākonga ki te whakamahi i ngā mātauranga tuku iho o ngā kuia me ngā koroua, hei whakahonohono ki ngā mahi tuku iho, me ērā o te ao hurihuri nei. He pākiki ngā ākonga.

Āhuatanga Ako

He mātātoa te whai wāhi a ngā ākonga ki ngā akoranga. Ka whakarato ngā kaiako i ngā whai wāhitanga e whakatairanga ake ana i te kōkiri a ngā ākonga i ā rātou ake akoranga, me tā rātou aroturuki whaiaro hoki. Ka whakawhanakehia ngā taumahi hei hāpai i te māramatanga o ngā ākonga ki tā rātou whai wāhi nui ake ki tā rātou ako. Ka akiaki ngā kaiako i ngā ākonga ki te pātai me te whakawero i te kiko o te hōtaka. He taumahi i ia te wā kia hāpai ngā tuākana i ngā akoranga a ngā tēina, he whai wāhitanga anō hoki ki te mahi ngātahi ki te taha o ētahi atu, ā, ki te mahi takitahi hoki. Ka whakawātea ētahi whānau i ngā kaiako, hei tautoko ake i ngā akoranga a ngā ākonga. Ka tū ngā kaumātua me ngā kuia hei puna o ngā mātauranga tuku iho, ā, ka whakapuaki rātou i ia te wā i ā rātou kōrero tuku iho ki ngā ākonga. Ahakoa e whakapuaki ana ngā kaiako i ngā hōtaka akoranga e hāpai ana, e ārahi ana hoki i ngā ākonga i roto i ā rātou akoranga, he iti noa ngā tauira mahere o ngā whakaritenga papai e tohu ana i te whakatutukitanga o ngā matea ake o ia ākonga. He harikoa ngā akoranga, ā, ka whai wāhi nui rātou ki te ako.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kāhore te ahu whakamua a ngā ākonga i roto i ngā akoranga e aroturukitia ana. Me hāpai i te tumuaki me ngā kaiako ki te whakawhanake me te whakatinana i ngā mahi e pā ana ki ngā mahere, te aromatawai, me te aromātai hōtaka, hei whakatutuki i ngā kawenga i te marautanga.

E whanakehia ana te māramatanga o te poari ki tō rātou tūnga, ā rātou kawenga anō hoki hei kāwana i te kura. He mea nui, kia toro atu te poari kaitiaki ki te tautoko o waho, hei whakapiki ake i tō rātou mōhiotanga ki te kāwanatanga, kia pai ake ai te kounga o te mātauranga mō ngā ākonga.

3 Te Arotake Whaiaro me te Ārahitanga

E whanake ana te arotake whaiaro. Kua whakaritea ngā tuhinga matua hei ārahi i ngā whakawhanaketanga ki te kura me tōna aronga mō meāke nei, ā, ka whakamahia aua tuhinga hei hāpai i te whakatau ngātahi i ngā whakaritenga, puta noa i te kura. Ahakoa e arotahi ana te poari, te whānau, me te tumuaki ki te whakapai ake i te kounga o te mātauranga me ngā putanga mō ngā ākonga, kāhore te pūrongo i ngā aromatawai e whakapuakihia ana ki te poari i ia te wā.

Ko te ārahitanga tētahi āhuatanga hei whakawhanake ake. Ahakoa he pūnaha hei ārahi i ngā mahi whakahaere, kāhore ēnei e whakatinanahia ana. Me hāpai i te tumuaki ki te whakatutuki i ōna tūnga me āna kawenga mahi hei kaiārahi o te marautanga. Me ārahi, me hāpai anō hoki i ngā kaiako ki te whakatutuki i ngā mahere, te aromatawai, me te aromātai hōtaka.

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.

Hei whakatutuki te whānau i ngā herenga ā-ture, me tahuri rātou ki te:

4.1 whakaoti i tētahi whakahoutanga ake o te tūtohinga o te kura i ia tau, me te tuku i tētahi tauira o te whakahoutanga ake o te tūtohinga o te kura ki te Hekeretari o te Mātauranga, i mua i te marama o Poutū-te-rangi i ia tau. 
[Ngā Aratohu Whakahaere Mātauranga ā-Motu 7 – Aratohu Mātauranga ā-Motu]

5 Te Taunakitanga

Kia whiwhi te poari, te tumuaki, me te whānau i ngā pūrongo o ngā paetae ākonga i ia te wā, hei whakamōhio i ngā mahere puta noa i te kura, mā te whakamahi i te aromātai o roto ki te whakapai ake i te kounga o te mātauranga mō ngā ākonga.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Ngaringaomatariki ki tētahi hapori tuawhenua ki waho atu i te tāone o Whakapirau. Ka kitea te tū māia o ngā ākonga ki te ako me te ārahi, ā, ka rongo hoki rātou i te pai o te whanaungatanga. Ka taunekeneke rātou, ā, ka kōrero rātou i te reo Māori i roto i te hōtaka akoranga. Nā ngā taumahi ako ka whai wāhi ngā ākonga ki te hōhonutanga o ngā wheako akoranga ki te kura me te hapori whānui.

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 Ngaringaomatariki i roto i ngā tau e toru, arā, ko Te Rākeitanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

07 Hakihea, 2016

Ngā Kōrero e pā ana ki te kura 

Findings

Te Kura Kaupapa Māori is located in a rural area inland from Wellsford. Students display are confident learners and leaders who enjoy positive relationships. They interact and speak te reo Māori in the learning programme. Learning activities enable students to participate in rich language experiences at the kura and in the community.

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

1 Context

Te Kura Kaupapa Māori o Ngaringaomatariki is located in a rural area of Ōruawharo on the outskirts of Wellsford. The kura is located next to a marae, whare karakia and urupā on the shores of Kaipara Harbour. A kaumātua and kuia named the kura after one of seven significant ancestral pā in the area. The kura site focuses on developing an educational appreciation for the hapū and iwi roles and responsibilities.

The whānau provide an education for students Years 1 to 8. “Ko te whānau te mana whakahaere o te kura” is the vision of the kura. This is reflected in the total commitment of parents to ensure their children participate in an education programme that promotes and teaches te reo Māori and tikanga Māori.

2 Te Tino Uaratanga

Students display are confident learners and leaders who enjoy positive relationships.

Te Ira Tangata

Students are physically, spiritually and emotionally confident. Whanaungatanga is an integral part of school wide learning. Kaiako provide a range of opportunities for student to embed the whānau , hapū and iwi knowledge and practices in a range of learning contexts. Formal occasions such as pōwhiri and karakia enable students to apply their understanding of tikanga and kawa of the marae. Learning activities allow students to develop in their roles as leaders and display the skills of leadership. Kaiako encourage students to work co-operatively with peers, as tuakana teina, and learn alongside kaumātua to foster values of respect and care. The contribution and roles for males and females for different contexts are modelled for students to develop their understanding. School wide expectations foster positive relationships. Kaiako deliberately plan for students holistic developments. A school wide approach to physical activities, students emotional and spiritual wellbeing is integrated in the learning programme. Students value their identity and show a strong sense of pride.

Te Reo

Students learn in a rich language speaking environment. Kaiako are well versed speakers of te reo Māori specific to the hapū and iwi. They provide language models for students to communicate their ideas and thoughts with peers, whānau and kaumātua. Conversations is a strategy to enable students to develop and extend their knowledge of te reo Māori in a range of contexts. Formal and informal situations in different settings helps students to use their learning to participate and explore te reo Māori. Kaiako actively encourage students to ask questions and experiment with the language. Although students are able to speak confidently in te reo Māori kaiako do not administer assessments to track these developments. It is important for kaiako to monitor students learning across te reo Māori literacy strands. Students confidently speak te reo Māori.

Ngā Iwi

Students exhibit personal pride in their whānau , hapū and iwi. Leadership Programme planning emphasis is placed on participation in a range of contexts where they observe iwi specific tikanga and kawa. Kaiako use these models to support practices school wide. Tangata whenua roles and responsibilities are fostered school wide. Kaiako support students to model these expectations as tangata whenua to manuhiri. Values of manaakitanga and respect are linked to the practices of whānau, hapū and iwi. Kaiako use these practices to foster individual contributions to the developments of their whānau. Students feel a sense of belonging and purpose.

Te Ao

Students are learning about their place in the Māori world and the wider world. Kaiako provide opportunities for students to actively participate in a range of activities in the local and wider communities. Learning is focuses on the student’s exploration of different world views about environmental issues and the place of traditional practices. Students participate in exchanges with peers in the local community and university studies to apply relevant learning in their immediate environment. Kaiako encourage students to use traditional knowledge of kuia and koroua to link to traditional and contemporary practices. Students are curious learners.

Āhuatanga Ako

Students are active participants in learning. Kaiako delivery provide opportunities for students that promote independent and self-monitoring with learning. Activities are developed to support students understanding about the part they have in their learning. Kaiako encourage students to question and challenge programme content. There are regular activities for tuakana to support teina in their learning, opportunities to work co-operatively with others and independently. Individual whānau release kaiako to provide students with additional support in learning. Kaumātua and kuia are recognised as repositories of traditional knowledge, who regularly share life stories with students. Although kaiako deliver learning programmes to support and guide students in their learning, there is limited planning models of good practice that reflects meeting students’ individual needs. Students are happy and involved learners.

Kura-identified areas of development

Students’ progress in learning is not monitored. The tumuaki and kaiako require support to develop and implement planning, assessment and programme evaluation practices to fulfil curriculum responsibilities.

Board understanding about their governance roles and responsibilities is developing. It is essential Board of Trustees seek external support to increase their knowledge about governance to improve the quality of education for students. 

3 Self Review and leadership

Self-review is developing. Key documents to guide school developments and the future direction are in place and used to support collective decision making school wide. Although the board, whānau and tumuaki are focussed on improving the quality of education and outcomes for students, assessment reporting is not regularly shared with the board.

Leadership is an area of development. Although there are systems to guide management practices these are not implemented. The tumuaki requires support to fulfil her roles and responsibilities as the curriculum leader. Guidance and support for kaiako to meet planning, assessment and programme evaluation.

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.

In order for the Whānau to meet compliance requirements they must:

4.1 complete an annual update of the school charter, and provided the Secretary for Education with a copy of the updated school charter before March each year.
[National Administrative Guideline 7 – National Education Guidelines]

5 Recommendation

The board, tumuaki and whānau regularly receive student achievement reports to inform schoolwide planning using internal evaluation to improve the quality of education for students.

Conclusion

Te Kura Kaupapa Māori is located in a rural area inland from Wellsford. Students display are confident learners and leaders who enjoy positive relationships. They interact and speak te reo Māori in the learning programme. Learning activities enable students to participate in rich language experiences at the kura and in the community.

When is ERO likely to review the kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

7 December 2016 

Information about the Kura 

1 He Whakamārama

Te Whānuitanga Atu

E aromātai ana te arotake Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te whakahaere a te poari ki te whakarato i ngā ratonga mātauranga.

Ka tino whai hua ki te poari te pūrongo i te aromātai e whakaatu mai ana i ngā painga ake i ngā akoranga o ngā ākonga, i te wā e whakarato ana ngā pūrongo i ngā tino mōhiohio e pā ana ki ngā putanga hua ki ngā ākonga.

Ngā Kōrero mō te Kura

2 Te Whakarāpopototanga Te Aho Matua

Kia tū pakari ai te tamaiti i roto i te ao Māori me te ao whānui

I tū ai tētahi arotake motuhake o Te Kura Kaupapa Māori o Ngaringaomatariki, i te marama o Paenga-whāwhā, i te tau 2009. I arotake pēnei i taua wā, hei tātari i te haere tonutanga o te mātauranga ki te kura, te āhua o te whai wāhi atu me te tautoko o te whānau, te whakaritenga kāwanatanga, me te hāpai o ngā tuākana.

I kitea te arotake motuhake o 2009, i te noho pūmau te whānau o te kura ki te whakarato i te mātauranga o te kounga pai, i runga i ngā mātāpono o Te Aho Matua. Ka whakamahi ngā kaiako i te whānuitanga o ngā rautaki whakaako tika hei hāpai i ngā akoranga a ngā ākonga. I hāpai ngā whakaritenga kāwanatanga i te whakahaeretanga o te kura i ia rā. He ōpaki ngā pūrongo i waenga i te kura teina me te kura tuakana.

He pai ngā mahi a te poari, te tumuaki, ngā ākonga, me te hapori o te kura ki te whakatutuki haere i ngā wāhanga i tāutuhia ai ki te pūrongo o te tau 2009, hei āhuatanga ki te whakapai ake. Ko te āhua o ngā whare me ngā papa tētahi take i te tau 2009. E tāutu ana te hapori o te kura, he kaupapa matua te whakatū i tētahi kura hou.

Kāhore tētahi kaupapa i whakaritea ai mō tēnei arotake Te Aho Matua. I arotakengia e te Tari Arotake Mātauranga, te whānau, me ngā kaimahi, te ahunga whakamua a te kura whai muri mai i tōna whakatūnga, ā, i tāutu anō hoki i ētahi wāhanga hei whakawhanake ake ā tōna wā. Kua tāutuhia ētahi wāhanga whakawhanaketanga, puta noa i te pūrongo. Ka hāngai ēnei ki te hāpai i ngā ākonga auraki kātahi anō i whakauru ki te kura kia pai ake ai tā rātou whai wāhi atu ki tētahi taiao reo Māori, me te whakapā atu ki ngā mōhiotanga o ngā kaumātua me ngā kuia, ngā mōhiotanga hoki o te hapori hei whakawhanake i tētahi marau ā-kura, me te whakawhanake i tētahi hōtaka ara mahi mō ngā ākonga, me te āta whakarite i te āheinga o te poari me ngā kaimahi ki te whakapā atu ki ngā akoranga ngaio, te whakawhanaketanga ngaio hoki.

He maioha ki ngā kaiako ngā tūmomo āhuatanga mōhio e kawe ana i ngā ākonga ki te kura. Ka whakatōngia e rātou te reo Māori me ngā tikanga Māori, nā te whakamahi i ngā rautaki tika e hāpai ana i ngā ākonga ki te whakapiki i ō rātou pūkenga reo Māori, me te whakapakari ake i tō rātou aronga toi whenuatanga.

He pai te whakawhanake haere o ngā whakaritenga whakahaere, kāwanatanga hoki. Ko ngā ākonga kei te pūtake o ngā mahi katoa ki tēnei kura.

• Ka tū tangata ngā ākonga, he pakari anō hoki tō rātou mōhio ki a rātou anō.
• Ka rongo, ka kōrero, ka pānui, ka tuhituhi hoki ngā ākonga mā te reo Māori me te reo Pākehā.
• Kei te maioha haere ngā ākonga ki ngā tino pou whenua motuhake e pā tata atu ana ki te kura.
• He nui ngā whai wāhitanga a ngā ākonga ki te tūhura i tō rātou ao, i te ao whānui hoki.
• Ka arotahi ngā ākonga, ka ngana ki te mahi.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, i roto i ngā tau e toru.

3 He Whakamārama

Te Tauāki o Ngā Putanga o Te Aho Matua

Kia tū pakari ai te tamaiti i roto i te ao Māori me te ao whānui

Ka poipoia te ngākau titikaha me te kiritau ki te taiao akoranga, ā, he taiao tēnei ka toro atu ki tua atu i te papa o te kura. He maha ngā whai wāhitanga mō ngā ākonga ki te ako i te tū hei uri o Ngāti Whātua me Te Uri o Hau, me te ārahi, ā, he wā anō hoki mō ngā tuākana ki te whakaatu i te māia me te ngākau titikaha. E tūmanakohia ana, nā tēnei āhuatanga, ka manahau ngā ākonga i tā rātou wehenga i te kura, ā, ka tū tangata rātou ki te ao whānui.

Te Tirohanga a te Whānau mō Te Aho Matua

Nō Ngāti Whātua o Kaipara te nuinga o te whānau o te kura. Ko Te Uri o Hau te hapū, ko Ōruawharo te marae. He nui ngā wawata o te whānau mō ā rātou tamariki, ā, he hiahia hoki tō rātou kia puta ā rātou tamariki ki te ao whānui, me te tū kaha i roto i tō rātou mōhiotanga ki a rātou anō me tō rātou tūrangawaewae, me te noho mātau ki te kōrero i te reo Māori.

Te Kaupapa Aromātai

Kāhore tētahi kaupapa aromātai i whiriwhirihia, nō te mea, kua oti noa i te kura te kotahi tau o tōna whakatūnga, ā, he hou hoki te tumuaki ki tōna tūranga ārahi. Engari, i arotakengia e te Tari Arotake Mātauranga, te whānau, me ngā kaimahi te ahunga whakamua a te kura whai muri i tana whakatūnga, ā, i tāutu ngātahitia ētahi taumata whakawhanake ka hāpai i te ahunga whakamua o te kura. Kua ahu whakamua te whānau me ngā kaimahi ki te whakawhanake i ā rātou ake pūnaha, tukanga hoki, ā, e hāpaitia ana hoki tā rātou whakatutuki i ēnei e ngā kaimahi o te Tāhuhu o te Mātauranga.

4 Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

Kia tū pakari ai te tamaiti i roto i te ao Māori me te ao whānui.

Te Ira Tangata

Ka tū tangata ngā ākonga, he pakari anō hoki tō rātou mōhio ki a rātou anō.

E whakakaurera ana Te Kura Kaupapa Māori o Ngaringaomatariki i te awa o Ōruawharo, me te ākau o Kaipara. Nō mai rā anō, he pātaka kai te awa me te ākau mā ngā whānau, ngā hapū, me te iwi o tēnei wāhi. He tata hoki te whare karakia, te urupā, me te marae o Ōruawharo.

Nō nā tata tonu nei te kura i whakatūngia ai. He hou te tumuaki ki te tū hei tumuaki, ā, koia nei tōna tau tuarua ki te ārahi i te kura. Ka tino tautoko te whānau i te kura. He maioha ki a rātou te whakatairanga o ngā mātāpono o Te Aho Matua i ngā tino uaratanga matua o te ao Māori, hei tautāwhi mā ā rātou tamariki.

He tino hononga ā-whakapapa tō ngā ākonga katoa ki Te Uri o Hau me Ngāti Whātua. Nō Ngāti Hine ngā kaiako, ā, he iwi tēnei e mau hononga ana ki tēnei wāhi. Ka ngākau nui rātou ki te whakapuaki i tō rātou reo ā-iwi, tō rātou mōhiotanga hoki ki te ao Māori, mō ngā ākonga.

Ka poipoia te ārahitanga a ngā ākonga. He pakari ngā ākonga ki te whai wāhi ki ngā hui i te kura me te marae, ā, he māhorahora, he wawe hoki rātou ki te whakatutuki i ngā mahi ārahi. Ka kitea te tū māia o ngā tuākana, ā, ka tino whai hua rātou hei tauira mō ngā tēina. Ka tino kitea hoki te manaakitanga me te whanaungatanga. He ratarata ngā ākonga, ā, ka noho whakaute hoki rātou ki a rātou anō. He pai ngā taunekeneke, te tautoko hoki o ngā tuākana ki ngā tēina i ngā kaupapa ā-kura. He aronga toi whenuatanga tō ngā ākonga ki te whānau o tō rātou kura, ki ō rātou hapū, ki tō rātou iwi hoki.

• He māia ngā ākonga, he pakari hoki tō rātou kiritau.
• Ka kitea te aroha, te noho whakaute hoki ki waenga i ngā ākonga.
• He mārama ki ngā ākonga te noho tahi a te tuakana me te teina.
• Ka whai wāhi ngā ākonga ki te whānuitanga o ngā tūmomo horopaki e whai pānga ana ki ngā uaratanga Māori, me ngā tikanga Māori hoki.

Te Reo Māori

Ka rongo, ka kōrero, ka pānui, ka tuhituhi hoki ngā ākonga mā te reo Māori me te reo Pākehā.

Ko te wawata matua o te whānau, kia mātau ā rātou tamariki ki te kōrero i te reo Māori, ā, kia mōhio hoki rātou ki ngā tikanga Māori. Ka rongo ngā ākonga i te reo Māori i roto i te whānuitanga o ngā tūmomo horopaki. He mātātoa tā rātou tautoko i te marae, ā, ka āwhina hoki rātou ki ngā hui, ka whai wāhi hoki ki ngā tikanga me ngā kawa.

Nā tā rātou whai wāhitanga, tā rātou whakapā atu hoki ki te marae, ka rongo ngā ākonga i te reo o ō rātou tīpuna.

He matatau ngā kaiako ki te reo Māori. Ka rongo ngā ākonga i te reo Māori hei reo tohutohu. Ka akiaki ngā kaiako i ngā ākonga katoa ki te tino whakamahi i te reo Māori kia whai pūtake ai. I te nuinga o te wā ka kōkiri ngā ākonga tuākana i ā rātou ake akoranga, ā, kei te reo Pākehā kē ētahi o ā rātou tohutohu.

Kua whakawhanakehia e ngā kaiako ngā mahere whānui hei hāpai i ngā akoranga i roto i te reo matatini me te pāngarau. Kua whakaemihia, kua tātarihia hoki ngā mōhiohio e pā ana ki ngā paetae ākonga mō te tau 2012. Ko ngā paetae ākonga e hāngai ana ki Ngā Whanaketanga, e tohu ana i te ahu whakamua a ētahi o ngā ākonga i roto i te pānui, te tuhituhi, me te reo kōrero. Ko te whakahou ake i te tūtohinga, me ngā taumata paetae mō te tau 2013, e whakawhanakehia ana mā te tautoko anō hoki o ngā kaimahi i te Tāhuhu o te Mātauranga.

Heoi, nā te whakatū noa i te kura nō nā tata tonu nei, me te whakaurutanga mai o ētahi ākonga hou, mai i ngā kura auraki, ka tino rongo tonu i te reo Pākehā. He mea nui kia tāutu ngā kaiako me te whānau i ngā rautaki ka hāpai i ngā ākonga auraki ki te whakauru pai ake ki tētahi taiao reo Māori.

• Ka whakarongo pīkari ngā ākonga.
• E mōhio ana ngā ākonga ki ngā kupu me ngā hanganga reo.
• Ka whai wāhi ngā ākonga ki ngā whakawhitinga kōrero ōpaki me te ōkawa, ā, ka whai kōrero hoki hei whakatau i ngā manuhiri ki te kura.

Ngā Iwi

Ko Te Kura Kaupapa Māori o Ngaringaomatariki te kura rumaki reo Māori anake ki te rohe o Kaipara. Kua ahu mai tōna ingoa i tētahi pā o neherā i tū ai ki tēnei takiwā. Ko te nuinga o ngā tamariki e haere ana ki te kura me te noho mōhio ki te reo Māori me ngā tikanga Māori, i ahu mai i tētahi kōhanga reo ki Kaiwaka. He pakari ngā hononga ki waenga i te kōhanga reo me te kura, ā, ka tino tautoko tētahi me tētahi, i roto i ā rātou kaupapa.

E tupu ana te maioha o ngā ākonga ki ngā pou whenua motuhake e pā tata atu ana ki te kura. Ka whakapuakihia te hītori, te ahurea hoki o te wāhi, mā ngā taumahi, te tūhura, me te whakatewhatewha a ngā ākonga. Ka whakatinana ngā ākonga i ngā tikanga o te hāhi Rātana ki te maha o ngā whakaritenga i te kura. He whare karakia e pā tata ana ki te kura, ā, e wātea ana mō ngā ākonga me te whānau ki te whakamahi i te wā e hiahiatia ana.

Ko te marae tētahi tino wāhi ako mō ngā ākonga. E wātea ana ngā ākonga ki te hāpai i ngā hui, te manaaki i ngā manuhiri, me te whai wāhi ki ngā tikanga, ngā kawa hoki i tō rātou marae. Ka kawe ngā manuhiri i ngā mōhiotanga me ngā mātauranga e pā ana ki ā rātou mahi i te wāhi nei. Ko tētahi kaupapa e hāngai ana ki te whakawhanaketanga o tētahi ara e pā ana ki ngā taonga tuku iho o Te Uri o Hau. He kaupapa tiaki taiao, whakawhanaketanga hoki ki te hapori whānui.

He nui ngā taonga tuku iho o Te Uri o Hau o Kaipara, ā, he kete kai o nanahi, o nāianei hoki. He mea nui kia whakamahere ōkawa, nahanaha hoki te whānau o te kura ki te whakawhanake i tētahi marau ā-kura, me te whakapā atu ki te hōhonutanga o te mātauranga o ngā kaumātua me ngā kuia, ngā pūrongo hoki a te Rōpū Whakamana i te Tiriti o Waitangi, me ētahi atu puna mōhio. He mea nui kia āta ako ngā ākonga i te pānga o te noho whenua i te ao o nehe, ā, hei te wā hoki kei te heke mai.

• Haere ai ngā ākonga ki ngā hui Māori a te whānau, te hapū, me te iwi.
• Ka whakapuaki ngā ākonga i ā rātou wheako akoranga ā-hapū, ā-iwi hoki ki te whānau.
• Ka mahi ngā ākonga ki te taha o ō rātou hoa, ki ētahi atu hoki o te whānau.
• Ka tūhura ngā ākonga i ngā kawenga a te tangata whenua.

Te Ao

He nui ngā whai wāhitanga a ngā ākonga ki te tūhura i tō rātou ao, i te ao whānui hoki.

E tautoko ana te whānau i te whakawhanaketanga o ngā huarahi mō ngā ākonga ki te tūhura i te ao whānui. E hiahia ana rātou ki ngā painga mō ā rātou tamariki, ā, ka whakapau kaha rātou kia tutukihia ai te kaupapa. Ka tūhura ngā ākonga ki tua atu i tō rātou takiwā, ā, ka whai hua hoki nā te noho mōhio ki ngā āhuatanga ki te ao whānui. Ka ako rātou i ētahi atu iwi nā ngā kōrero pūrākau, ngā tohu pou whenua, me ngā hītori. Ka ngākau nui ō rātou kaumātua ki te whakarato i ngā whai wāhitanga o te kounga kairangi mō ngā ākonga, ā, ka tautoko hoki i te whakapā atu ki te whānuitanga o ngā tūmomo rauemi. E mōhiotia ana, ka whakamaiohatia hoki e ngā kaiako ngā wheako kē o ngā ākonga, ā, ka arotahi ki te whakawhānui ake i ngā ākonga mā te whakatairanga i ngā kaupapa ā-rohe, ā-motu hoki.

He nui ngā wawata o ngā ākonga me te whānau mō te wā kei te heke mai. I nāianei, me tahuri ngā kaimahi ki te whakawhanake i tētahi ara umanga mahi mō ngā ākonga, inā koa mō rātou o te Tau 7 me te Tau 8. Ka whai pānga anō hoki pea tēnei hōtaka hei hāpai i ngā kaimahi o te kura ki te whakapiki ake i tō rātou mōhiotanga ki tēnā e tika ana, kia tutuki ai ngā whāinga o ngā ākonga.

E whanake haere ana te whakamahinga o te hangarau mōhiohio ki te kura. He mea nui kia nahanaha te aronga a te poari me ngā kaimahi ki te whakatinana i te hangarau mōhiohio ki te kura, me te whakapiki ake anō i te whakamahinga a ngā ākonga me ngā kaimahi i ngā rauemi hangarau mōhiohio i te kura.

• E tīmata ana ngā ākonga ki te whakatewhatewha me te tūhura haere mā te hangarau.
• Ka ako ngā ākonga i tō rātou hapori, ā, ka whakataurite hoki ki ētahi atu wāhi.
• Ka ako ngā ākonga i ngā kawenga a te manuhiri me te tangata whenua, i ngā haerenga ki wāhi kē atu.
• Ka ako ngā ākonga i ngā tikanga me ngā kawa o ētahi atu iwi.

Āhuatanga Ako

Ka arotahi ngā ākonga, ka ngana ki te mahi.

He harikoa ngā ākonga ki te noho ki te kura, ā, he pārekareka hoki ki a rātou ngā taumahi akoranga ki te akomanga, ki waho hoki. E whakarato ana ngā kaiako i te pai o te taiao akoranga, ā, e ako ana ngā ākonga i te reo matatini me te pāngarau, tae atu ki ngā tino uaratanga, tikanga hoki o te ao Māori. E wātea ana ngā rauemi, ā, he aronga rautaki ki te whakapiki ake i te whakapā atu ki ngā rauemi hangarau mōhiohio. Ka whakanuia, ka ākina hoki ngā ākonga, ā, he tākare ngā kaiako. Ko ngā kōrero whāinga ka hāpai i ngā ākonga ki te noho mōhio ki ngā taumata akoranga ka whāia tonuhia. He pai ngā ākonga ki te mahi tahi, te mahi takitahi, te kōkiri i ā rātou ake mahi, me te noho tahi ki te kaiako. E piki haere ana ngā ākonga tuākana ki te kōkiri i ā rātou ake akoranga, ā, e tīmata ana rātou i ngā tohu o te Taumata Mātauranga ā-Motu Kua Taea i roto i te reo Māori. Ka whakarongo pīkari ngā ākonga, ā, ka aro nui ki ngā whakaakoranga me ngā akoranga.

Ahakoa te maha o ngā āhuatanga papai ki te hōtaka akoranga, he mea nui kia āta whakarite te poari kia arohaehaengia ai ngā kaiako katoa me te tumuaki. Ka hāpai tēnei i te noho mārama o ngā kaimahi ki ngā mahi kia āta whai hua ai te whakaako me te ako. Ka hāpai hoki i ngā kaiwhakahaere ki te whakatairanga i ngā mahi ki ngā akomanga me te kura. Me whakawhanake hoki te poari me ngā kaimahi i tētahi rautaki hei āta whakarite i te whakapā atu o ngā kaiako ki ngā akoranga ngaio, te whakawhanaketanga ngaio hoki.

5 Te Whakatau Te Aho Matua a te Whānau ki ngā Wāhanga Tautukunga

Hei whakatutuki te poari i āna kawenga i whakaaetia ai, me tahuri te poari ki te:

5.1 whakatutuki i ngā wāhanga katoa o ngā herenga ā-ture e pā ana ki te whakawhanaketanga me te whakatinanatanga o tētahi pūnaha e whakahaere ana i te āhua mahi mō ngā kaimahi.
[s77C Te Ture Kaimahi Kāwanatanga 1988 (NZ Gazette 180: Hakihea 1996]

6 Ngā Taunakitanga

Kia whakapai ake ai te poari i tāna āhua mahi, e taunaki ana te Tari Arotake Mātauranga kia whakapā atu te poari ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori, hei āwhina i a rātou ki te:

• whakapakari i ngā mōhiotanga o te poari me te whānau ki ō rātou tūranga, ā rātou kawenga mahi hoki, i roto i te whakahaeretanga o te āhua mahi i te kura.

7 Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, i roto i ngā tau e toru.

Makere Smith Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

13 Haratua 2013

1 Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

About the Kura

2 Te Aho Matua Summary

Kia tū pakari ai te Tamaiti i roto i te ao Māori me te ao whānui

A Special Review of Ngaringaomatariki was carried out in April 2009. This was to determine the educational viability of the kura, the level of whānau involvement and support, the governance arrangement and tuakana assistance.

The 2009 Special Review found that the kura whānau was committed to providing good quality education based on the philosophy of Te Aho Matua. Teachers used a range of appropriate teaching techniques to support student’s learning. The 2009 governance arrangement supported the day to day operation of the kura. There was formal reporting between the kura teina and the kura tuakana.

The board, principal, students and the kura community have worked well to cover areas for development identified in the 2009 report. The state of the buildings and grounds was an issue in 2009. The kura community identifies building a new kura as a priority.

No specific kaupapa was selected for the 2013 Te Aho Matua Review. ERO, the whānau and the kaimahi reviewed progress the kura had made since it was established and identified some areas for future development. Areas for development are identified throughout the report. These relate to supporting newly enrolled mainstream students to better integrate into a te reo Māori speaking environment, using kaumātua and kuia knowledge and other local knowledge to develop a marau-a-kura, developing a career’s programme for students and ensuring board and staff have access to professional learning and development.

Kaiako appreciate the different backgrounds students bring to the kura. They embed te reo Māori me ngā tikanga Māori by using appropriate strategies that support students to increase their te reo Māori skills and gain a stronger sense of belonging.

Management and governance practices are developing well. Students are central to everything that happens at this kura.

• Students are confident in themselves and their knowledge of who they are.
• Students hear, speak, read and write in te reo Māori and English.
• Students have a growing appreciation of the significant cultural icons in proximity to the kura.
• Students have many opportunities to explore their world and the wider world.
• Students are focused and on task.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again in three years.

3 Introduction

Te Aho Matua Outcome Statement

Kia tū pakari ai te Tamaiti i roto i te ao Māori me te ao whānui

Confidence and high self esteem are fostered in the learning environment,an environment that extends beyond the kura grounds. Many opportunities are provided for students, to learn about what it means to belong to Ngāti Whātua Te Uri o Hau, to lead and for tuakana to demonstrate courage and confidence. In this way, it is hoped, that once students leave the kura they are resilient and will stand tall in te ao whānui.

Whānau Te Aho Matua Vision

The whānau of the kura link predominantly to Ngāti Whātua ki Kaipara. Te Uri o Hau te hapū and Oruawharo te marae. Whānau have high aspirations for their children and would like them to venture out in the wider world, strong in the knowledge of who they are, where they belong and as competent speakers of te reo Māori.

Evaluation Kaupapa

Because the kura has completed only one year of establishment and the principal is new to her leadership role, no evaluation kaupapa was selected. However ERO, the whānau and kaimahi reviewed the progress the kura has made since establishment and identified agreed developmental steps to support kura progress. Whānau and staff have made some progress towards developing their own systems and processes and are supported by Ministry of Education personnel in these. Te Runanga o te Kura Kaupapa Māori o Aotearoa has been asked to also support the whānau and staff to enhance and strengthen the progress already made.

4 Evaluation Kaupapa Findings

Ngā Tino Uaratanga

Kia tū pakari ai te Tamaiti i roto i te ao Māori me te ao whānui

Te Ira Tangata

Students are confident in themselves and their knowledge of who they are.

Te Kura Kaupapa Māori (TKKM) o Ngaringaomatariki overlooks the Oruawharo River and the Te Akau o Kaipara. The river and harbour are a traditional food source for whānau, hapū and iwi of this area. The church, the cemetery and Oruawharo Marae are close by.

The kura has only recently been established. The principal is a first time principal who is in her second year of leading the kura. Whānau are very supportive of the kura. They appreciate that ngā matapono of Te Aho Matua promote essential values of Te ao Maori for their children to embrace.

All students have strong whakapapa links to Te Uri o Hau and Ngāti Whātua iwi. The kaiako are from Ngāti Hine, an iwi which has connections to this area. They willingly share their dialect and knowledge of te ao Māori with students

Student leadership is nurtured. Students are confident participants in kura and marae events where they spontaneously and promptly carrying out leadership roles. Tuakana convey self-assurance and are effective role models for teina. Manaakitanga and whanaungatanga are clearly evident. Students are friendly and show respect for each other. Older students interact well with and support teina during kura activities. Students have a sense of belonging to their kura whānau, their hapū and iwi.

• Students are confident and have high self esteem.
• Student display aroha and respect toward others.
• Students understand concepts of tuakana teina.
• Students participate in a range of situations where Maori values and practices are evident.

Te Reo Māori

Students hear, speak, read and write in te reo Māori and English.

The principal aspiration of whānau is for their children to be speakers of te reo Māori and to know tikanga Māori. Students hear te reo Māori in a variety of contexts. They are active supporters of the marae and attend events to help, and participate in tikanga and kawa. Through participation and access to the marae environment students hear the reo of their tipuna.

Kaiako are fluent speakers of te reo Māori. Students hear te reo Maori as the language of instruction. Kaiako encourage all students to use language purposefully. Older students, who work mostly independently, have some instruction in English.

Kaiako have developed broad plans to support literacy and mathematics learning. Student achievement information for 2012 has been collated and analysed. Student achievement results in relation to Ngā Whanaketanga show that some students are making progress in reading, writing and speech. The revised charter and achievement targets for 2013 are being developed with support from Ministry of Education personnel.

However, because the kura is recently established and some new students arrive from mainstream schools, English is still prevalent. It is important that kaiako and whānau identify strategies to support these students to better integrate into a te reo Māori speaking environment.

• Students are attentive listeners.
• Students know words and structures.
• Students engage in verbal conversations which are informal, formal, signing and include whai korero on the paepae when welcoming visitors to the kura.

Nga Iwi

TKKM o Ngaringaomatariki is the only Maori medium kura in the Kaipara area. It is named after an ancient pa site in the district. A nearby kōhanga reo at Kaiwaka is the kura main source of children who have knowledge of te reo Maori and tikanga Maori.The kōhanga reo and kura have strong ties and are very supportive of each other and their respective kaupapa.

Students have a growing appreciation of the significant cultural icons in proximity to the kura. The history and culture of the area is shared through student activities, exploration and investigation. Students apply Hahi Ratana rituals to many kura practices. The nearby church is available for students and whānau and is used when required.

The marae is an important learning environment for students. Students are available to support events, manaaki manuhiri and involve themselves in the tikanga and kawa of their marae. Visitors bring information and knowledge of their work in the area. One such project involves the development of a Te Uri o Hau cultural heritage trail. Other relevant conservation and development projects are in place in the wider community.

The Kaipara area is rich in ngā taonga tuku iho o Te Uri o Hau and contains an important past and present food sources. It is essential that the kura whānau takes a formal and planned approach to the development of its local curriculum using the wealth of knowledge available from the local kaumatua and kuia, Waitangi Tribunal reports and other accessible sources. It is important that students effectively learn about, the impact of settlement on the past and on the future.

• Students attend Māori, whānau, hapū and iwi events.
• Students share their learning experiences about their hapū and iwi with whānau.
• Students work alongside their peers and other whānau.
• Students explore their tangata whenua roles and responsibilities.

Te Ao

Students have many opportunities to explore their world and the wider world.

Whānau support the development of pathways for students to explore the wider world. They want the best for their children and work hard to make this happen. Students explore outside their area and benefit from knowing what is available in the wider world. They learn about other iwi through stories, cultural icons and history. Their kaumātua is passionate about providing high quality educational opportunities for students and supports access to a range of resources. Kaiako know about and appreciate the backgrounds and experiences of students and are focused on extending students through the promotion of both regional and national activities.

Students and whānau have high aspirations for the future. Staff should now focus on developing a careers programme for students, especially those in Years 7 and 8. This programme may also help kura staff to increase their knowledge of what is required to achieve student goals.

ICT use is developing in the kura. It is important that the board and staff take a planned approach to implementing ICT in the kura and upskilling students and staff in the use of ICT equipment in the kura.

• Students are starting to investigate and explore through technology.
• Students learn about their local area and make comparisons with other places.
• Students learn about manuhiri and tangata whenua roles and responsibilities during trips to other areas.
• Students learn about the tikanga and kawa of other iwi.

Ahuatanga Ako

Students are focused and on task

Students are happy to come to school and enjoy learning activities in the classroom and outdoors. Kaiako provide a positive learning environment where students learn literacy and numeracy as well as important values and practices of te ao Māori. Resources are available and there is a strategic focus to increase the availability of ICT resources. Students are praised and encouraged and kaiako are enthusiastic. Feed forward supports students to know their next learning steps. Students work well together, individually, independently or with the help of the kaiako. Senior students are increasing their ability to self manage their learning and are beginning NCEA qualifications in te reo Māori. Students are attentive and responsive to teaching and learning.

While there are many positive aspects to the learning programme it is important that the board of trustees ensures that all kaiako and the principal are appraised. This will assist staff to understand better, the requirements for more effective teaching and learning. It should also assist management to enhance what is happening in the classrooms and the kura. The board and staff also need to develop a strategy to ensure that kaiako have easy access to professional learning and development.

5 Te Aho Matua Whānau Assurance on Compliance Areas

In order to meet its agreed accountabilities, the board must:

5.1 comply with all aspects of legislation with regard to the development and implementation of a performance management system for staff.
[s77C State Sector Act 1988 (NZ Gazette No 180: Dec 1996)].

6 Recommendations

ERO recommends that in order to improve its performance the board should consider seeking support from Te Runanganui o Ngā Kura Kaupapa Māori to assist them to:

• strengthen board and whānau knowledge of their kura performance management governance roles and responsibilities.

7 Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

13 May 2013

To the Parents and Community of Te Kura Kaupapa Māori o Ngaringaomatariki

These are the findings of the Education Review Office’s latest report on Kia tū pakari ai te Tamaiti i roto i te ao Māori me te ao whānui

A Special Review of Ngaringaomatariki was carried out in April 2009. This was to determine the educational viability of the kura, the level of whānau involvement and support, the governance arrangement and tuakana assistance.

The 2009 Special Review found that the kura whānau was committed to providing good quality education based on the philosophy of Te Aho Matua. Teachers used a range of appropriate teaching techniques to support student’s learning. The 2009 governance arrangement supported the day to day operation of the kura. There was formal reporting between the kura teina and the kura tuakana.

The board, principal, students and the kura community have worked well to cover areas for development identified in the 2009 report. The state of the buildings and grounds was an issue in 2009. At this time, ERO concluded that students were not provided with suitable premises for teaching and learning. Suitable premises do not appear to be identified as an issue in this 2013 ERO review report. However, the kura community identifies building a new kura as a priority.

No specific kaupapa was selected for the 2013 Te Aho Matua Review. ERO, the whānau and the kaimahi reviewed progress the kura had made since it was established and identified some areas for future development. Areas for development are identified throughout the report. These relate to supporting newly enrolled mainstream students to better integrate into a te reo Māori speaking environment, using kaumātua and kuia knowledge and other local knowledge to develop a marau-a-kura, developing a career’s programme for students and ensuring board and staff have access to professional learning and development.

Kaiako appreciate the different backgrounds students bring to the kura. They embed te reo Māori me ngā tikanga Māori by using appropriate strategies that support students to increase their te reo Māori skills and gain a stronger sense of belonging.

Management and governance practices are developing well. Students are central to everything that happens at this kura.

• Students are confident in themselves and their knowledge of who they are.
• Students hear, speak, read and write in te reo Māori and English.
• Students have a growing appreciation of the significant cultural icons in proximity to the kura.
• Students have many opportunities to explore their world and the wider world.
• Students are focused and on task.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO web page, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)