Mangateretere School - 24/06/2019

Ngā Whakaaturanga

Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura o Mangateretere ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.

1 Te Horopaki

E tū ana Te Kura o Mangateretere ki Whakatū, e pā tata atu ana ki Heretaunga. E whakarato ana te kura i te mātauranga reo rua ki ngā ākonga o ngā tau 1 ki te 8. E noho pūmau ana te poari, ngā kaimahi, me te whānau ki te tirohanga e mea ana, ka tū ngā tamariki hei ākonga i tēnei rā, heoi anō rā, hei rangatira mō āpōpō. Ki te whakatutuki i taua tirohanga, e tika ana kia pakari te whai wāhi mai, te whai hononga anō hoki o te hapori ki te kura. E āta hāpaitia ana aua hononga e ngā takiwā o Whakatū, o Ruahāpia, o Waipatu, o Kohupātiki, o Waipūreku, o Haumoana hoki.

2 Ngā Putanga ki ngā Ākonga

He pēhea rawa ngā ākonga e whakaatu i te whanaungatanga?

Ka āta whakaatu mai ngā ākonga i tō rātou māramatanga pai ki te whanaungatanga, i roto i ō rātou hononga me ā rātou taunekeneke ki ētahi atu.

Te ako me te whakawhanaketanga

E hāpaitia ana te kōkiri whakamua a ngā ākonga i ā rātou akoranga me ō rātou whakawhanaketanga. Kua whakatinanahia tētahi mahere marautanga hou e ahu mai ana i ngā kawa me ngā tikanga a Ngāti Kahungunu ki Heretaunga. Ka whakatinanahia te whānuitanga o ngā tūmomo rautaki i ia te wā, hei hāpai ake i ngā putanga ki ngā ākonga. Ka toro atu ki ngā mātanga o waho, hei hāpai i ngā ākonga e mau ana i ngā tino matea, ā, i ngā hōtaka anō hoki o te reo matatini me te pāngarau. Kei te muramura, kei te kitakita ngā akomanga, ā, he ātaahua hoki. Ka tautoko ngā mema o te whānau i ngā akoranga, ā, ka hāpai hoki rātou i ngā ākonga ki te tāutu i ō rātou ake huarahi ako. Ka whakaaro nuitia, ka hāpaitia hoki te āta whakawhiti atu a ngā ākonga ki te kura tuarua. E whanake ana ngā ngākau titikaha o ngā tamariki hei ākonga.

He pai te āhua o ngā taunekeneke o ngā ākonga ki waenga i a rātou anō, ā, ki ngā pakeke hoki. Kua whakatakotohia e ngā kaiako me te whānau ngā tūmanako e pā ana ki te whanonga pai kia mārama, kia pūmautia hoki. E mōhio ana ngā ākonga ki aua tūmanako, ā, ka whakapuakihia hoki ēnei ki ō rātou whānau, heoi anō rā, ko rātou anō hoki e kite ana, e whakakoia ana i te whanonga pai. Ka ako ngā ākonga i ngā pūkenga ki te whakatau me te whai kawenga i roto i ā rātou whanonga. Ka whai wāhi nui te whānau ki te whakawhanaketanga o aua pūkenga. E ākina ana ngā ākonga kia whakatinana, kia whakamahi hoki rātou i aua pūkenga ki ō rātou kāinga. E hāpaitia ana ngā taunekeneke whakaute, ā, e tūmanakohia ana te hāpai tika o ngā tuākana i ngā tēina. Kei te mauritau te āhua o ngā ākonga.

E ako ana ngā ākonga ki tētahi taiao e poipoi ana i ō rātou ake pūmanawa ki te ārahi. Ka whakatairanga ngā kaiako i ngā whai wāhitanga mō ngā ākonga ki te ārahi i ā rātou ake akoranga i roto i te hōtaka o ia rā. He māramatanga pai tō ngā ākonga ki te āhua o tā rātou whakatutuki haere i ngā kaupapa matua, ki ā rātou ake paetae, ā, ki te huarahi kei mua tonu i a rātou ki te whakatutuki i ā rātou whāinga. Ka whakamahi rātou i ngā rauemi e hāpai ai i tā rātou kōkiri i ā rātou ake akoranga. Ko ētahi o ngā whai wāhitanga ārahi e whai pānga ana ki te tiaki taiao, me te ārahitanga anō hoki o ngā karakia me ngā waiata. Ka mātakitaki, ka ako ngā tēina i ō rātou tuākana. Ka kitea ngā kaiako me te whānau e ārahi ana, mā roto mai i te pakari o ā rātou whakataunga, ā, mā tā rātou whai wāhi nui anō hoki ki te hāpai i te wairua o te kura. E whanake ana ngā ākonga i ngā pūkenga me ngā mātauranga ki te tū hei rangatira ā meāke nei.

E whai wāhi atu ana ngā ākonga ki ngā akoranga e whakatairanga ana i ō rātou hononga ki tō rātou hapori. E whanake ana te poari i te noho o te kura hei pokapū mātauranga, mā te toro atu ki ētahi atu ratonga mātauranga hei whakatairanga ake i ngā hononga ki te hapori. Ka whai ngātahi te whānau me ngā kaimahi i ngā whai wāhitanga tūturu e pupū ake ai ki te hapori tonu, ki tua atu hoki hei horopaki ako mō ā rātou ākonga. Ko ētahi o aua tūmomo kaupapa e hāngai ana ki ngā hākinakina, ki te reo matatini pūtea, ki ngā kaupapa ahurea me ngā kaupapa tōrangapū, ki te mahi anō hoki hei hāpai i ētahi atu. Kua whakangau pūtea atu te kura ki te hoko i ngā taputapu matihiko e whakawhānui ai i ngā whai wāhitanga mātauranga i roto i ō rātou hapori. E whai hua ana ngā ākonga nā te whai wāhi nui atu ki te hapori.

Ngā Paetae Ākonga me te Whai Wāhi atu a ngā Ākonga

Mai i te tīmatanga o te tau 2018, kua ahu whakamua ki te whakatairanga ake i ngā paetae ākonga. Kua tāutuhia ngā taumata paetae mā te whakamahi i ngā hōtuku aromatawai, hei whakatinana i ngā hōtaka tautoko. Kua whakatakotohia ngā wā aroturuki puta noa i te tau, hei aru i te ahu whakamua o ngā ākonga mā ngā paetae i tāutuhia ai. Ko ngā mātanga o roto e hāpai ana i te riterite ake o te whakatakotoranga o ngā whakamātautau me te noho tūturu nei o ngā hōtuku. Kua whakaritea ngā pūnaha e hāpai ai i te whakatakotoranga o ngā taumata me te aroturukitanga o ngā paetae ākonga.

He auau te pūrongo i te ahu whakamua me ngā paetae a ngā ākonga ki te poari, ā, ka whai mōhiohio hoki. E hāpai ana aua pūrongo i te tohatoha a te poari me te tumuaki i ngā rawa e tika ana mō ngā rōpū i tāutuhia ai hei hāpai ake tonu. Kua whakatūngia ētahi kaimahi ki te hāpai i ngā tino hōtaka tautoko i whakaritea ai hei whakatairanga ake i ngā paetae. Ahakoa te whai huatanga me te ahu whakamua o ngā ākonga ki te whakatutuki haere i ngā taumata i tāutuhia ai, me ū tonu te wawaotanga me te aroturukitanga ki te kōkiri i ngā paetae i roto i te reo matatini me te pāngarau.

Ko te whakapiki ake i te whai wāhi atu a ngā ākonga ki ngā akoranga tētahi kaupapa matua tonu ki te kura. Nā tēnei tūāhuatanga, kua mahi ngā kaiako me ngā kaimahi ki te taha o ngā ākonga kia whai kawenga ake ngā ākonga i roto i ā rātou whakataunga mō ā rātou akoranga, ā, i tā rātou whai wāhi atu. Nā tēnei, he mauritau ake, kei te rite ake hoki ngā ākonga ki te ako. Kua iti ake ngā wā e whakatikaina atu ai te whanonga, a, he rautaki ā ngā ākonga kia whai hua ai tā rātou whakahaere i ā rātou ake whanonga.

Te Ārahitanga me te Whakahaeretanga

Ka kitea ki te tumuaki te whānuitanga o ōna pūkenga me tōna mātau i roto i te whakaako me te whakahaere. Ka toro atu ia ki te tautoko e tika ana mō ngā ākonga hei āta hāpai ake, ā, nāna anō hoki i whakahonohono atu i roto i te hapori Māori me te hapori mātauranga. E whai wāhi atu ana aua pūkenga ki te whakapakaritanga ake o ngā pātuitanga ako ki te whānau, ā, e whakatairanga ana hoki i ngā whakawhitinga kōrero ki te poari. Kua whakatū te poari i ētahi atu kaimahi tautoko, hei whakawātea ake i te tumuaki ki te arotahi ake ki ngā whakaakoranga me ngā akoranga. He pai te ārahi ngaio a tētahi pouārahi i te tumuaki. Ka whiwhi ngā kaiako me ngā kaimahi i te pakari o te tautoko ngaio me ngā kōrero akiaki i te tumuaki, hei āhuatanga tonu o te tukanga arohaehae.

Te Kāwana i te Kura

E arotahi ana te poari ki te whakawhena i te tū o te kura, whai muri i te pā mai o ētahi whakarerekētanga nui. E āta whakatakoto ana te tūtohinga i te aronga mō ngā akoranga a ngā ākonga, me te whakapakaritanga ake o ngā huarahi mātauranga ki te hapori. Ka tautuhi, ka whakaraupapa hoki te mahere rautaki me te mahere ā-tau i ngā kaupapa kāwana. Mā ngā hononga ki tō rātou hapori, e whakatakoto ana te poari i te huarahi mātauranga e kawe ana i te ākonga, mai i te kōhanga reo, ki te kura, ā, puta noa ki ngā whai wāhitanga ki te whai umanga, ki te whakangungu, ki te whai mahi. Kua whakapai ake te poari i ngā huarahi pūrongo me ngā whakaritenga e pā ana ki te aromātai o roto.

Ko tētahi aronga matua mō te poari me te tumuaki, ko te whakapakari i te tūnga pūtea o te kura. He kaitohutohu manatū ki te kura hei hāpai i te taha pūtea. Kua whakatau te poari i ngā whakaritenga matua e pā ana ki ngā kaimahi, kia hāngai pū te titiro ki ngā paetae ākonga me te whai wāhi mai o ngā ākonga. He mea nui kia whakapai tonu te poari i te tūnga pūtea o te kura, me te whakarite i te whakatutukitanga o ā rātou tukanga whakataunga i ā rātou kaupapa matua o te pae tata, i a rātou tonu e whakatutuki haere ana i tā rātou tirohanga o te pae tawhiti mō te kura.

Ngā Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia tahuri te poari me te tumuaki ki te:

  • whakatinana me te aromātai auau i ā rātou hōtaka e kōkiri ai i ngā paetae ākonga e pā ana ki te reo matatini me te pāngarau
  • toro atu tonu ki te tautoko me te ārahitanga o waho e whakapakari ai i te tūnga pūtea o te kura, i a rātou e ahu whakamua ana ki tā rātou tirohanga rautaki mō ngā ākonga me te hapori
  • whakapūmau tonu i te aronga pū ki ngā whakapaitanga e noho rōnaki ana, otirā, e whakapiki ake ai i te whai wāhi mai o ngā ākonga me ngā paetae ākonga.

Te Whakarāpopototanga

Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura o Mangateretere ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.

Charles Rolleston

Toka ā-nuku

24 Pipiri, 2019

Ngā kōrero e pā ana ki te Kura

Te tūwāhi

Kei Heretaunga

Te tau a te Tāhuhu o te Mātauranga

2599

Te tūmomo kura

He kura tuatahi (Tau 1-8)

Te tokomaha o ngā ākonga o te kura

31

Te ira tangata

Kōtiro 10

Tama 21

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

He mātauranga reo rua

Te wā i te kura te rōpū arotake

27 Hui-tanguru 2019

Te wā o tēnei pūrongo

24 Pipiri, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Pipiri 2017

Kohi-tātea 2015

Hui-tanguru 2010

Findings

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Te Kura o Mangateretere performance in achieving valued outcomes for its students is: Developing.

1 Context

Te Kura o Mangateretere is located in Whakatū, near Hastings. The kura provides bilingual education to Years 1 to 8 students. The board of trustees, staff and whānau are committed to the vision of students as learners today and leaders for tomorrow. To achieve this vision, the kura requires strong community involvement and partnerships. These partnerships are well supported by the local communities of Whakatū, Ruahāpia, Waipatu, Kohupātiki, Clive and Houmoana.

2 Student Outcomes

How well do students demonstrate whanaungatanga?

Students demonstrate a good understanding of whanaungatanga in their relationships and interactions with others.

Learning and development

Students are supported to progress their learning and development. A new curriculum plan has been implemented and is based on the kawa and tikanga of Ngāti Kahungunu ki Heretaunga. A range of strategies are consistently applied to improve outcomes for students. External expertise is accessed for students with additional needs, and to assist literacy and numeracy programmes. Classroom environments are bright, colourful and attractive. Whānau members support learning and help students identify their own potential learning pathways. The careful transition of students into secondary school is considered and supported. Students are developing as confident learners.

Student interact well with each other and with adults. Kaiako and whānau have set clear and consistent expectations for positive behaviour. Students know these expectations are also shared with their whānau who recognise and affirm good behaviour. Students learn skills to manage and take responsibility for their behaviour. The whānau play an important role in the development of these skills. Students are encouraged to demonstrate and use these skills at home. Respectful interactions are encouraged and tuākana are expected to provide positive support for tēina. Students appear settled.

Students learn in an environment that fosters their individual potential for leadership. Kaiako promote opportunities in the daily programme for students to lead their learning. Students have a good understanding about how well they are achieving in core subjects, their personal levels of achievement, and what they need to do to achieve their goals. They use tools to assist them to take greater agency in their learning. Leadership opportunities include caring for the environment, leading karakia and waiata. Tēina observe and learn from their tuākana. Kaiako and whānau display leadership by making sound decisions and contributing positively to the ethos of the kura. Students are developing skills and knowledge to be future leaders.

Students participate in learning where their connections within their community are promoted. The board of trustees is developing a campus concept in collaboration with other educational providers to enhance community relationships and connections. Whānau and kaimahi collaboratively pursue authentic opportunities that arise in the local community and beyond as learning contexts for their students. These include sports, financial literacy, cultural and political events, and service to others. The kura has invested in digital devices to broaden educational opportunities within their communities. Students benefit from community engagement.

Student Achievement and Engagement

Since the beginning of 2018, there has been progress in raising the levels of student achievement. Achievement targets are identified using assessment data and support programmes are implemented. There are monitoring points set across the year to track the progress of students in line with identified targets. Internal expertise enables more consistent administration of tests and reliability of data. There are systems in place to support target setting and monitoring of student achievement.

Reporting of student progress and achievement information to the board of trustees is regular and informative. This reporting assists the board of trustees and principal to allocate resources for identified groups requiring additional support. Kaimahi are employed to assist with intensive support programmes to raise achievement levels. While there have been some positive shifts and progress of students towards identified targets, accelerating achievement in literacy and numeracy will require sustained intervention and monitoring.

Increasing student engagement in learning is an ongoing priority in the kura. This has included kaiako and kaimahi working with students to take greater responsibility for decisions about their own learning and engagement. As a result, students are more settled and ready for learning. There are fewer behavioural incidents and students have strategies that successfully manage their behaviour.

Leadership and Management

The principal demonstrates a range of skills and expertise in teaching and management. She brokers support for students with additional needs and has established networks within the Māori and educational community. These skills are contributing to stronger learning partnerships with whānau and enhance communication with the board of trustees. The board of trustees has appointed additional support staffing to enable the principal to focus more on teaching and learning. The principal has good professional guidance from a mentor. Kaiako and kaimahi receive sound professional support and encouragement from the principal as part of the appraisal process.

Governance

The board of trustees is focussed on stabilising the school following a period of significant change. The charter clearly sets the direction for students’ learning and strengthening education pathways in the community. The strategic and annual plans define and prioritise governance projects. With partnerships in their local community, the board of trustees is defining an education pathway that will take learners from kōhanga reo into kura and towards future career, training and employment opportunities. The board of trustees has improved reporting lines and internal evaluation practices.

A key priority for the board of trustees and principal is strengthening the financial position of the kura. There is a statutory advisor in place to assist with finances. The board of trustees has made key decisions about staffing to focus on student achievement and engagement. It is critical that the board of trustees continues to improve the financial position of the kura, and ensure their decision-making processes addresses their short-term priorities while attending to their long-term vision for the kura.

Recommendations

ERO recommends the board of trustees and principal:

  • implement and regularly evaluate their programmes to accelerate students’ achievement in literacy/te reo matatini and numeracy/pāngarau

  • continue to seek external support and guidance to strengthen the financial position of the kura as they work towards their strategic vision for students and the community

  • maintain the strong focus on sustainable improvements that increase student engagement and achievement.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of Te Kura o Mangateretere performance in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

Charles Rolleston

Toka ā-nuku

24 June 2019

Information about the Kura

Location

Hastings

Ministry of Education profile number

2599

Kura type

Full Primary (Years 1 to 8)

Kura roll

31

Gender composition

Girls 10

Boys 21

Ethnic composition

Māori

100%

Special features

Bilingual education

Review team on site

27 February 2019

Date of this report

24 June 2019

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2017

January 2015

February 2010