1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
2 Te Horopaki
E tū ana Te Kura o Te Whānau-a-Apanui ki Te Kaha, mō ngā uri o ngā tau 1 ki te 13. He tātai whakapapa ō ngā uri ki ngā marae me ngā hapū katoa o roto i Te Whānau-a-Apanui. Nō te wāhanga tuarua o tēnei tau tētahi tumuaki hou i whakatūngia ai. I te wā o te arotake ki te kura, tērā ētahi take nunui i whakapuakihia ai mō te kounga o te mātauranga, inarā mō te mātauranga i te wharekura.
3 Te Aronga o te Aromātai
He pēhea rawa te whakaatu mai a ngā uri i tā rātou angitu hei mangainga o Apanui Ringamutu?
Kāhore anō kia whakatinanahia katoa mai te pitomata o ngā uri hei mangainga e whakatairanga ana i ngā pūmanawa o Apanui Ringamutu.
4 Ngā Whakaaturanga
He whai wāhitanga mō ngā uri ki te whakatangata i te tū o Te Whānau-a-Apanui. Ka whai wāhi atu, ka tautoko hoki ngā uri i ngā kaupapa a te iwi, a ngā hapū, me ngā kura. Ka whai pānga matua te hāhi Ringatū, ngā pepeha, ngā mōteatea, ngā waiata, me te taiao whānui ki te hōtaka akoranga. He tokomaha ngā whānau e hokihoki mai ana ki te kāinga me te uru atu ki te kura, hei āta tūhonohono anō ki Te Whānau-a-Apanui. He hononga ā-whakatupuranga ō ngā whānau tokomaha ki te kura. Ka kitea Te Whānau-a-Apanuitanga ki te hanganga o ngā whare hou. E mōhio ana ngā uri ki ō rātou tuakiri me ō rātou hononga.
E whanake ana te ārahitanga i te kura, ā, he aronga ki te whakatupu i ngā uri kia eke ki te hiranga o Te Whānau-a-Apanui. E whakatauira ana te tumuaki hou i ngā tūmanako teitei mō ngā kaimahi me te whānau. I arotake wawe i ngā whakahaeretanga katoa, puta noa i te kura. Kei te aro matua ngā kaiārahi ki te toro atu ki te reo o ngā whānau, o ngā kaiako, me ngā uri, me te urupare atu i aua reo. Ko tētahi mahi kōhukihuki e whāia ana, ko te whakaemi me te pūrongo i ngā hōtuku e pā ana ki Te Taumata Mātauranga ā-Motu kua Taea. Ko tētahi kaupapa matua, ko te whakapakari anō i te whakawhirinakitanga me te ngākau pono ki te taha o ngā uri o te wharekura me ō rātou whānau. Ko tētahi whakaarotau i tautuhia ai e ngā kaiārahi, ko te whakapuaki anō i te ahurea ā-kura e whakatinana ana i te ngaiotanga me te hiranga, i runga anō i te āhua o ngā tūāhuatanga me ngā pūmanawa o Apanui Ringamutu. Ko te whakamahere kia eke ai ngā uri ki ō rātou pitomata tētahi aronga matua a ngā kaiārahi.
He ngoikore te kounga o te mātauranga e whakaratohia ana mā ngā uri. Kei te whakamōrearea i tā rātou eke angitu i roto i te mātauranga. Kei te rerekē te āhua o ngā āheinga whakaako i te kura. Kāhore i te riterite te kounga o ngā mahi whakamahere a ngā kaiako, kāhore i te rawaka ngā whakaritenga aromatawai o te kura whānui. Kei te tino ngoikore te tātari i ngā hōtuku aromatawai e whai hua ana. Kāhore e taea e ngā kaiako te āta pūrongo tika atu i te ahu whakamua me ngā paetae a ngā uri, ā, kāhore he whai wāhitanga kia kōrerorerohia e ngā kaiako i ia te wā, hei whakapai ake i ngā putanga ki ngā uri. Kāhore he huringa taiāwhio tupu ngaio hei aroturuki, hei whakapai ake hoki i ngā whakaritenga kaiako, ā, ka whakamōrearea anō hoki taua tūāhuatanga i te ako a ngā uri. Kua whakapuakihia e ngā kaiako te hiahia ki te whakapai ake i ngā whakawhitinga kōrero me te kotahitanga o ngā kaimahi. Kāhore ngā uri e āta whāngaihia ana ki te mātauranga, ā, kāhore e eke ana ki tō rātou tino pūmanawa.
Me tahuri wawe ki te whakatairanga i te whakaako me te ako i te wharekura. Kāhore i te tino kaha te whakaritenga ngaio, me te mōhiotanga, te mātau hoki ki te kiko o ngā marau. Me whakawhanake te kura i ngā pūnaha pakari e hāpai ai i ngā ākonga ki te whakatutuki haere i ngā whakawhiwhinga mō Te Taumata Mātauranga ā-Motu kua Taea. Kua tino whakamōreareatia ngā paetae a ngā uri.
Ngā Whakaritenga Matua ka whai ake
Me whakapakari ake i te mōhiotanga me te māramatanga o ngā kaitiaki o Te Poumarumaru ki ō rātou tūranga me ā rātou kawenga mahi. He maha ngā take hei tirohanga wawe, tae atu ki te whakahaeretanga o ngā kaimahi me ngā paetae ākonga, ngā pūrongo hoki, puta noa i te kura whānui. Ahakoa kua tautuhia ngā whāinga rautaki, kāhore e āta kitea ana i pēhea nei te kura i te aroturuki, i aromātai rānei i tā rātou ahu whakamua ki te whakatutuki i aua whāinga. Waihoki, kāhore Te Poumarumaru i whakatau i tō rātou whakapau kaha ki te whakatutuki haere i ngā herenga ā-ture e pā ana ki te whakahaeretanga o te poari me te marau. Kāhore te ako me te eke angitu a ngā uri e whakaraupapahia ana hei whakaarotau.
Kāhore e aro tika ana ki te whakaratonga o te mātauranga mā te reo Māori. Kāhore he rautaki mārama mō te whakapakaritanga ake o ngā pūkenga me te mātau ki te reo Māori i roto i te kura me te whānau. Me ū pūmau, me whakamahere rautaki hoki, kia whakawhiti atu te kura katoa ki te whakapuaki i te mātauranga mā te reo Māori o Te Whānau-a-Apanui. Kāhore i te tino pakari te whakamahinga a ngā uri i te reo o Te Whānau-a-Apanui.
5 Te Whakatau a te Whakahaere ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:
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te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
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te haumaru ā-tinana o ngā ākonga
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te rēhitatanga o ngā kaiako
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ngā tukanga ki te whakatū kaimahi
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te whakaunu, te aukati, te pana me te whakarerenga
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te tae ā-tinana atu a ngā ākonga ki te kura
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ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014.
Hei whakatutuki i ngā herenga ā-ture, me tahuri Te Poumarumaru ki te:
[s127 (1) Te Ture Mātauranga me te Whakangungu 2020]
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whai whakaaro matua ki te arotake i ngā kaupapa here, ngā tukanga, me ngā whakaritenga o te kura e pā ana ki te whakahaeretanga o te whanonga uaua me te whakamahinga o te pupuri i te tangata, ā, me āta whakatau hoki i te noho mōhio o ngā mātua, ngā ākonga, ngā kaimahi o te kura, me te hapori ki aua tūāhuatanga
[s99 Te Ture Mātauranga me te Whakangungu 2020, Ngā Ture Mātauranga (Pupuri Tangata) 2017]
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whakawhanake – ki te taha o te tumuaki, ngā kaimahi whakaako, me te hapori o te kura – tētahi mahere rautaki e whakaraupapa ana i te huarahi ka whāia e rātou ki te whakatinana i ngā Aratohu Mātauranga ā-Motu mā roto mai i ā rātou kaupapa here, i ngā mahere, me ngā hōtaka, tae atu ki te marau, te aromatawai, me te whakawhanaketanga ngaio o ngā kaimahi
[s138(1) me te (2) Te Ture Mātauranga me te Whakangungu 2020]
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whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga
[s138(1) Te Ture Mātauranga me te Whakangungu 2020]
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whakarato i te tātaringa o ngā tūmomo rerekētanga katoa ka puta ki waenga i te āhua mahi o te kura me ngā whāinga, ngā tūmanako, te aronga, ngā kaupapa matua, me ngā taumata i whakatakotohia ai ki te tūtohinga o te kura
[s134 (1)(a) Te Ture Mātauranga me te Whakangungu 2020]
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whakarato ki ngā ākonga katoa o ngā tau 1 ki te 13, ngā whai wāhitanga ki te ahu whakamua me te eke angitu i roto i ngā wāhanga katoa o The National Curriculum. Me te mea hoki, mā te tātari i ngā mōhiohio aromatawai, me tautuhi i ngā rōpū kāhore e ahu whakamua ana, e whai angitu ana, kei te noho mōrearea rānei ki te kore ahu whakamua me te kore whai angitu, ā, me whakawhanake, me te whakatinana hoki i ngā rautaki whakaako me ngā rautaki ako e whakatutuki ai i ngā matea o aua ākonga, i ngā wāhanga hoki o te marau hei āta tirohia
[s127, 164, 165 Te Ture Mātauranga me te Whakangungu 2020, me Ngā Kaupapa Matua ā-Motu mō te Mātauranga me te Ako 1, 2, 3, 4 me te 6]
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whakamahi i ngā mōhiohio aromatawai o te kounga pai, me te pūrongo ā-tuhi māramarama nei ki ia ākonga me ōna mātua, mō te āhua o tana ahu whakamua me ana paetae i roto i te reo matatini me te pāngarau, i ngā wā putuputu e rua o te tau, koni atu rānei
[R21 Education (School Boards) Amendment Regulations 2022]
- whakarato i te mātauranga umanga me te ārahitanga umanga e tika ana mō ngā ākonga katoa o ngā tau 7 piki ake, ā, me aro nui hoki ki te āta ārahi i te whai umanga o rātou ngā ākonga i tautuhia ai e te kura mō te puta pea i te kura me te kore rite ki te whakawhiti atu ki te mahi, ki ētahi atu kaupapa mātauranga, kaupapa whakangungu rānei.
[s103 Te Ture Mātauranga me te Whakangungu 2020]
- ū ki te tikanga ki te whakapūmau i tētahi tauākī mō te whakapuakitanga o te marau hauora, i ia rua tau koni atu rānei, whai muri i te whakawhitiwhiti kōrero ki te hapori o te kura
[s91 Te Ture Mātauranga me te Whakangungu 2020]
- whakatakoto i ngā whakaritenga pūrongo e tutuki ai ngā hiahia o te poari, kia tuhia, kia aroturukitia, kia whāia hoki te kore tae mai a te ākonga ki te kura
[s36 Te Ture Mātauranga me te Whakangungu 2020, Te Ture Education School Attendance 1951]
- whakawhanake me te whakatinana i tētahi tukanga pakari e aromatawai ai i te āhua mahi o ngā kaiako
[s599 Te Ture Mātauranga me te Whakangungu 2020; me te Kirimina ā-tōpū mō te Whiwhi Mahi]
[Te Kāhiti o Aotearoa me ngā Kirimina ā-tōpū mō te Whiwhi Mahi e whai pānga ana]]
6 Te Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga me Te Poumarumaru te taunakitanga e whai ake nei, arā, kia:
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
07 Hereturikōkā, 2023
7 Ngā Kōrero e pā ana ki te kura
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Te tūwāhi
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Kei Te Kaha
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Te tau a te Tāhuhu o te Mātauranga
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742
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Te tūmomo kura
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He kura hiato Tau 1-13
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Te tokomaha o ngā ākonga o te kura
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154
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Ngā hononga ā-iwi
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Māori 98%, Iwi kē 2%
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Ngā āhuatanga motuhake
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Ngā Kura ā Iwi
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Te wā i te kura te rōpū arotake
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Pipiri 2023
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Te wā o tēnei pūrongo
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7 Hereturikōkā 2023
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Ngā pūrongo o mua a
Te Tari Arotake Mātauranga
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Arotake Mātauranga, Hakihea 2018
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1 Introduction
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO’s reports provide important information for whānau, hapū and iwi.
2 Context
Te Kura o Te Whānau-ā-Apanui caters for uri in Years 1-13 and is situated in Te Kaha. Uri affiliate to all marae and hapū within Te Whānau-ā-Apanui. A new tumuaki was appointed in Term 2 of this year. During the onsite review serious concerns were shared regarding the quality of education, particularly in the wharekura.
3 Evaluation Focus
To what extent do uri demonstrate success as descendants of Apanui Ringamutu?
Uri potential as descendants that reflect the attributes of Apanui Ringamutu are yet to be fully realised.
4 Findings
Uri have opportunities to express what it means to be Te Whānau-ā-Apanui. Uri participate in and support iwi, hapū and interschool events. Hāhi Ringatū, pepeha, mōteatea, waiata and the wider taiao are integral parts of the learning programme. A number of whānau are returning home, and enrolling at the kura, in a deliberate approach to reconnect to Te Whānau-a-Apanui. Many whānau have intergenerational
connections to the kura. The design of the new build is reflective of Te Whānau-ā-Apanuitanga. Uri know who they are and who they are connected too.
Leadership in the kura is developing, there is an emphasis on growing uri to achieve Te Whānau-ā-Apanui excellence. The new tumuaki models high expectations for kaimahi and whānau. An immediate review has been undertaken across all kura operations. Leadership have prioritised gathering and responding to whānau, kaiako and uri voice. Urgency has been given to collating and reporting National Certificate in Educational Achievement (NCEA) data. Rebuilding relational trust and credibility with uri, in the wharekura, and their whānau is a priority. Leaders identify as a priority, recreating a kura culture that reflects professionalism, and excellence that embodies the traits and characteristics of Apanui Ringamutu. Planning for uri to reach their potential is a priority leadership focus.
The quality of education provided to uri is poor. Their educational success is at risk. Teaching capability varies significantly across the kura. There are inconsistencies in the quality of teacher planning and kura wide assessment practices are inadequate. The analysis of dependable assessment data is severely lacking. Teachers are unable to reliably report on the progress and achievement of uri and there are no opportunities for regular teacher discourse to improve outcomes for uri. The absence of a professional growth cycle to monitor and improve teacher practice further compounds the risk to uri. Kaiako articulate a need for improved communication and increased cohesiveness amongst the staff. Uri are underserved and are not achieving to their potential.
Teaching and learning in the wharekura requires urgent action. There is a lack of professional practice, and curriculum content knowledge and expertise. The kura needs to develop robust systems to support students who are working towards NCEA qualifications. Uri achievement has been severely compromised.
Key Next Steps
Poumarumaru knowledge and understanding around their roles and responsibilities needs strengthening. A number of matters require immediate attention, including personnel management and kura wide student achievement and reporting. Although strategic goals have been identified, it is unclear how the kura has monitored or evaluated their progress toward achieving these. Furthermore, poumarumaru have not attested to taking all reasonable steps to meet legislative requirements related to board administration and curriculum. Uri learning and success has not been prioritised.
The provision of education in te reo Māori is not given sufficient priority. There is no clear strategy to build te reo Māori capability and capacity within the kura and with whānau. Commitment and strategic planning is required to transition the whole kura to delivering education in te reo o Te Whānau ā Apanui. Uri do not confidently use te reo ō Te Whānau-ā-Apanui.
5 Board Assurance on Legal Requirements
During the evaluation, ERO checked at the following areas:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand-downs, suspensions, expulsions and exclusions
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attendance
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school policies in relation to meeting the requirements of the Children’s Act 2014.
Actions for Compliance
To meet compliance requirements the poumarumaru must:
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provide a safe physical and emotional environment for students including the prevention of bullying
[Section 127(1) Education and Training Act 2020]
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give priority to reviewing policies, procedures and school practices for managing challenging behaviour and using physical restraint, and ensure parents, students, school staff and the community know about these
[Section 99, Education and Training Act 2020, Education (Physical Restraint) Rules 2017]
with the principal, teaching staff, and school’s community develop a strategic plan which documents how they are giving effect to the National Education Guidelines through their policies, plans and programmes, including curriculum, assessment and staff professional development
[Section 138(1) and (2) Education & Training Act 2020]
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maintain an on-going programme of self-review in relation to policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement
[Section 138(1) Education & Training Act 2020]
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provide an analysis of any variance between the school’s performance and the relevant aims, objectives, directions, priorities, or targets set out in the school charter
[Section 134(1)(a) Ed & Training Act 2020]
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provide all students in Years 1 to 13 with opportunities to progress and achieve success in all areas of The National Curriculum. And through the analysis of assessment information, identify groups who are not progressing and achieving or are at risk of not progressing and achieving and develop and implement teaching and learning strategies to address the needs of these students, and aspects of the curriculum which require particular attention
[Sections 127, 164, 165 Education & Training Act 2020 and NELPs 1, 2, 3, 4 and 6]
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use good quality assessment or aromatawai information to report, in writing and plain language, to each student and their parents on their progress and achievement in literacy and mathematics or te reo matatini and pāngarau at least twice a year
[Regulation 21 of Education (School Boards) Amendment Regulations 2022]
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provide appropriate career education and guidance for all students in Year 7 and above, with a emphasis on specific career guidance for those students who have been identified by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training
[Section 1039 (a)-(b) Education and Training Act 2020]
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comply with the requirement to adopt a statement of delivery of the health curriculum, at least every two years, after consultation with the school community
[Section 91 Education and Training Act 2020]
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have reporting practices in place that satisfy the board that student absences are correctly recorded, monitored and followed up
[Section 36 Education and Training Act 2020, Education School Attendance Regulations 1951]
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develop and implement a robust process for assessing the performance of teachers
[Section 599 Education and Training Act 2020; and Collective Employment Agreement]
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annually assess the tumuaki against all the professional standards for principals
[New Zealand Education Gazette and relevant Employment Agreement].
6 Recommendation
ERO and Te Poumarumaru agreed to the following recommendation:
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
7 August 2023
7 Information about the kura
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Location
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Te Kaha
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Ministry of Education profile number
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742
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Kura type
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Composite (Years 1-13)
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Kura roll
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154
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Ethnic composition
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Māori 98 %, Other 2 %
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Special features
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Kura-ā-Iwi
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Review team on site
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June 2023
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Date of this report
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7 August 2023
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Most recent ERO report(s)
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Education Review, December 2018
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