Kei te pūtake o ngā mahi a Te Tari Arotake Mātauranga, ko te whai i te mana taurite me te hiranga i te rāngai mātauranga. E kore nei te whai i te hiranga e mutu, engari kē mā ia kura mā ia whare kohungahunga e koke tonu ki te whakapai ake anō, ā, me pērā hoki ngā tino kura o Aotearoa.
Ko te pūtake whānui o ngā mahi a Te Tari Arotake Mātauranga, he tautoko i ngā whakarerekētanga e whai wāhi ana ki te whakatairanga ake i te eke angitu i roto i te mātauranga, kia ū te mana taurite, te hiranga tonu i roto i ia kura, puta noa hoki i ngā kura katoa me ngā whare kohungahunga. I roto i āna mahi ki te aromātai i ngā kura me ngā ratonga mātauranga kōhungahunga, ka pūrongo Te Tari Arotake Mātauranga i te kounga o te mātauranga me ngā putanga ako mō te katoa o ngā tamariki me ngā rangatahi.
Puta atu ai ngā kaiarotake o Te Tari Arotake Mātauranga ki ngā tūmomo ratonga mātauranga i ia rā, ki te whakatinana i ngā mahi aromātai e hāpai ana i ngā whakarerekētanga, ā, e whakanui ana hoki i ngā whakapaitanga. He tūnga motuhake anō hoki tō Te Tari Arotake Mātauranga, inā hoki ka whakarato i ngā mōhiohio ka ahu mai i ngā whakaaturanga me ngā tirohanga ki te rāngai mātauranga, mā āna pūrongo aromātai ā-motu.
Ko te tau pūtea o 2016/17, he wā whakawhitinga, he wā whakatutukitanga hoki mō Te Tari Arotake Mātauranga.
Kāore e kore ko te tino whakatutukitanga, ko te kite i ngā kura e kōkiri ana, e whakamahi ana hoki i ngā tohu aromātai hou. Nō te Hōngongoi o 2016 aua tohu aromātai i whakaputaina ai mā ngā kura, ā, e tautuhi ana i ngā āhuatanga matua e pou here ana i ngā mahi a ngā kura e tino whai hua ana. He pai ngā kōrero urupare i pupū ake ai i te tīmatanga. He maha ngā kura i tuitui i ngā mōhiohio o roto i ngā tohu aromātai ki ā rātou mahere mō te tau 2017.
He tino hua aua tohu aromātai ki te rāngai mātauranga o Aotearoa, ā, kua whakatakotohia anō hoki i nāianei te taumata teitei kia tūmanakohia e tātou i ngā kura. E whakamahere ana aua tohu i te ahu whakamua. He tūtohu kia mārakerake ake te aronga atu ki ngā putanga, te mana taurite, me ngā tangongitanga i ngā kura. E tīkohikohi ana ngā tohu i ngā whakaaturanga i ahu mai ai i ngā rangahau me ngā tino taunakitanga i tāwāhi, me ngā kitenga ake anō hoki o Te Tari Arotake Mātauranga i roto i ngā tau 27 kua pahure ake nei.
I te Here-turi-kōkā o 2017 i kaha ake anō ai te whai pūtaketanga o ngā tohu aromātai, i te whakarewatanga o ngā kohinga rauemi ā-ipurangi e kīia nei, ko Improvement in Action / Te Ahu Whakamua. I whakatinana taua rauemi ā-ipurangi i aua tohu aromātai, mā te whakatairanga i ētahi kura e tino whai hua ana i roto i ā rātou mahi hei painga mō ā rātou ākonga, me tā rātou whakamahinga anō hoki i ngā tohu aromātai hei whakatakoto haere i te ahu whakamua o ā rātou ākonga.
Ko tētahi atu tino kōkiritanga i whakatutukihia ai i tēnei tau, ko te āta whakahāngai ake anō i ngā pātai ki ngā kura e arotakengia ana e Te Tari Arotake Mātauranga. Inā koa, kua whakahāngaitia ake te aronga a ngā aromātai kura i nāianei ki te mana taurite, me ngā huarahi e whāia ana e ngā kura hei āta whakarite i te painga ake o ngā putanga ki ngā ākonga e karawheta ana ki te ako, kāhore rānei e eke angitu ana. Ko te whai pānga nui o te mana taurite ki te mātauranga, ko te poipoi anō hoki i ngā ākonga e noho āwangawanga ana i roto i ngā akoranga, koia nei kei te tino pūtake o te aronga matua a Te Tari Arotake Mātauranga ki ngā paetae ākonga, me te ahu whakamua o ngā ākonga e noho whakamōrea ana ki te ako i roto i te rāngai mātauranga.
Nō te Kohi-tātea o 2017 i whakaputaina ai e Te Tari Arotake Mātauranga tētahi kohinga tuhinga e whakamārama ana i ngā mātāpono o te kaupapa e kīia nei, ko Communities of Learning | Kāhui Ako. He kura, he ratonga mātauranga kōhungahunga ēnei e whakarāmemene ana hei hāpai i ngā kōkiritanga ā-motu hou o te mahi ngātahi, te pātuitanga, me te ārahitanga i te rāngai, i runga i te whāinga ki te whakapai ake i ngā putanga ki ngā ākonga. I whakaraupapa anō hoki aua tuhinga i te ahu whakamua o te kōkiritanga nei, tae noa mai ki taua wā. I ngā Kāhui Ako | Communities of Learning e tupu haere ana, e pakari haere ana hoki, ka whakarato Te Tari Arotake Mātauranga i te aromātai whānui o tēnā e whai hua ana, me tēnā anō hoki hei hāpai ake tonu.
Nō te Hui-tanguru o 2017 tētahi pūrongo i whakaputaina ai e kīia nei, ko Extending their language – expanding their world: Children’s Oral language (birth – 8 years), ā, i whakatairanga tēnei i te hira nui ki te whāngai i te hōhonutanga, te whānuitanga anō hoki o ngā kupu kōrero ki ngā tamariki. Ko te whānui o te huinga kupu e noho matua ana ki te āhua o ngā whakawhitinga whakaaro me ngā taunekeneke ki ētahi atu, ā, ki te ako anō hoki, puta noa i te marautanga. I whakatairanga te pūrongo i te hiahia - mō rātou e mahi ana ki ngā ratonga mātauranga kōhungahunga me ngā reanga tīmatanga i ngā kura tuatahi - kia nahanaha ake, kia hakune ake hoki tā rātou poipoi me tā rātou aroturuki i te whakawhanaketanga o te reo ā-waha.
I tēnei wā hoki, nā Te Uepū ā-Motu (arā, nā te rōpū e aromātai ana i ngā kura rumaki reo Māori me ngā whare kōhungahunga rumaki reo Māori), i whakawhanake, i whakatinana hoki tētahi huarahi aromātai me ngā tohu aromātai hei whakamahinga ki ngā Kura ā-Iwi, ā, ki te mātauranga rumaki reo Māori hoki. Nā rātou anō hoki i whakaoti tētahi papakupu e whakarārangi ana i ngā kupu me ngā kīanga e whai pānga ana ki te tikanga ako moroki i ngā kura rumaki reo Māori, ā, i hāpaitia tēnei kaupapa e ētahi mātanga o te mātauranga rumaki reo Māori.
I roto hoki i tēnei wā, i whakaputaina e Te Tari Arotake Mātauranga tētahi pūrongo e kīia nei, ko School Leadership That Works. Ahakoa he aronga pū tā te pūrongo nei ki ngā kura, he maha tonu ngā tirohanga o roto e tino whai pānga nui ana ki te ārahitanga me ngā whakaritenga whakahaere i ngā ratonga mātauranga kōhungahunga.
Koia nei hoki te wā i wehe atu ai te Manahautū, a Iona Holsted i Te Tari Arotake Mātauranga ki te kawe ake i te tūranga o te Hekeretari mō te Mātauranga. He nui ngā mahi a Iona i para ai i te huarahi mō ngā whakatutukitanga a Te Tari Arotake Mātauranga i tēnei wā, ā, e tika ana kia āta mihi anō hoki ahau ki a ia i tōna kaha ki te hāpai i taku kawe ake i tēnei tūranga mahi.
Nei rā anō hoki āku mihi ki ngā kaimahi o Te Tari Arotake Mātauranga, ko koutou e whakapeto ngoi ana, e manawanui ana, e ngākau nui ana hoki ki te whakatairanga ake i ngā painga mātauranga mō ngā ākonga i Aotearoa nei.
E noho titikaha ana Te Tari Arotake Mātauranga ki te mahi ngātahi ki te rāngai, kia eke angitu ai ngā ākonga katoa mā te whakapakari i te pūnaha mātauranga.
The pursuit of equity and excellence in the education system is at the heart of what the Education Review Office | Te Tari Arotake Mātauranga (ERO) does. Excellence is not a destination – every school and early learning service must be on a continuous journey of improvement, even New Zealand’s best providers.
ERO’s overarching purpose is to support change that contributes to raising educational achievement for equity and excellence within, and across schools and early learning services. In its school and early learning service evaluations, ERO reports on the quality of education and learning outcomes for all children and young people.
ERO reviewers are in the field every day, providing evaluative services that influence change and promote improvement. ERO is in a unique position to provide evidence-based information and insights about the education system through its national evaluation reports.
The 2016/17 financial year was one of transition and achievement for ERO.
Arguably, the greatest achievement was seeing schools getting on board and using the school evaluation indicators. The indicators that define the core elements which underpin highly effective schools were released to schools in July 2016. Initial feedback was encouraging. Many schools incorporated the information in the indicators into their planning for 2017.
A fundamental asset to the education system in New Zealand, the indicators have now set the benchmark as to what New Zealanders are entitled to expect from schools. They chart the way forward. They signal a clearer and sharper focus on outcomes, equity and addressing in-school variation. The indicators bring together findings from international research, international best evidence and ERO’s own observations over the past 27 years.
In August 2017, the indicators were given an even higher profile with the launching of a series of online resources, called Improvement in Action / Te Ahu Whakamua. This online resource brought the indicators to life, showcasing a number of schools that are making a significant positive difference for their learners and using the indicators to chart students’ progress.
Another important initiative undertaken in the year under review was an explicit refocusing of the questions that are put to schools when they are being reviewed by ERO. In particular, school evaluations now have a sharpened focus on equity and how schools are ensuring improvements in outcomes for learners who are struggling and failing to succeed. The need for equity and addressing this pool of learners at risk of failing in our system is why ERO is placing a significant focus on student achievement, and the progress of students who are at greatest risk in our system.
In January 2017, ERO published a suite of documents describing the principles of Communities of Learning | Kāhui Ako (CoL | Kāhui Ako). These are schools and early learning services working together to support New Zealand’s new models of collaboration, partnership and system leadership aimed at improving student outcomes. The papers also charted progress of the initiative to date. As the number of new CoL | Kāhui Ako established grows, ERO will provide a wider evaluative picture of what is working well and what requires further support.
A report released in February 2017, entitled Extending their language – expanding their world: Children’s Oral language (birth – 8 years), highlighted the critical importance of fostering a rich vocabulary in children. Vocabulary is a key factor in communicating and interacting with others and to learning across the curriculum. The report highlighted the need for those working in early learning services and the early years of primary schooling to be more systematic and deliberate in fostering and monitoring oral language development.
During this period, ERO’s Māori Review Services team Te Uepū ā-Motu, which evaluates Māori-medium schools and early learning services, developed and implemented methodology and indicators for use in Ngā Kura a Iwi, Māori immersion education. It also completed for publication a Māori medium modern learning glossary document and thematic glossary, which use Te reo Māori vocabulary and terms, as influenced by Māori-medium education leaders.
Also during this period, ERO published a report entitled School Leadership That Works. While this report has a specific focus on schools, many of its insights also have important implications for leadership and management practices in early learning settings.
During the review period, Chief Executive Iona Holsted left ERO to take up the role of Education Secretary. Iona laid much of the ground work for ERO’s recent achievements and I especially thank her for the way she helped me into the role.
I also thank ERO’s hardworking staff for their dedication, passion and commitment to better educational outcomes for learners in New Zealand.
ERO is committed to working in partnership with the sector to build an education system where all learners succeed.
Chief Executive and Chief Review Officer