Motatau School - 06/05/2019

1 Te Horopaki

E tū ana Te Kura o Motatau ki tētahi hapori tuawhenua e pā tata atu ana ki Kawakawa, ki Te Tai Tokerau. E whakarato ana te kura i te mātauranga reo rua ki ngā ākonga o ngā tau 1 ki te 8, ā, koia nei hoki te pokapū o te hapori. Nō Ngāti Hine te nuinga o te whānau o tēnei kura. E ai ki te tauāki taketake a te kura, ka whakarato te kura i ngā akoranga o te kounga kairangi e hāngai pū ana ki ngā pūmanawa o te tū motuhake hei uri o Ngāti Hine.

2 Te Ako

He pēhea rawa ngā ākonga e whakaatu i te whanaungatanga?

He pakari ngā ākonga ki te whakatinana i te whanaungatanga i roto i te whānuitanga tonu o ngā tūmomo hononga me ngā tūmomo horopaki.

Te reo Māori

E whai wāhi atu ana ngā ākonga ki te reo ā-iwi o Ngāti Hine, hei āhuatanga tonu o ā rātou akoranga ōpaki me ā rātou akoranga ōkawa. Ka whakarato te whānau i ngā whai wāhitanga mō ngā ākonga ki te taetae atu ki ngā kaupapa ā-iwi, ā-hapū hoki i tō rātou marae, ā, ka rongo rātou i ngā karanga, ngā whaikōrero, me ngā karakia. Ka rongo rātou i ngā kupu ake ngā hanganga reo ake o Ngāti Hine. Ahakoa kei roto i te reo Pākehā te nuinga o ngā taumahi ako a ngā ākonga, ka mārama tonu ngā ākonga i ngā tohutohu me ngā rerenga kōrero māmā o te reo Māori. He whai wāhitanga anō hoki mō rātou ki te ārahi i ngā karakia, ngā hīmene, me ngā waiata ki tō rātou kura. E whai wāhi atu ana ngā ākonga ki ngā akoranga e whakapuaki ana i te reo Māori mā ngā huarahi e whai pūtake ai.

Te Tū Tangata - ā-Iwi, ā-Hapū hoki

Ka kitea ki ngā ākonga ō rātou manawa whakahī mō ō rātou whānau, ō rātou hapū, me tō rātou iwi. Ka whakarato te whānau me ngā kaimahi i ngā whai wāhitanga mō ngā ākonga ki te whai wāhi atu ki ngā kaupapa i ō rātou marae. I aua wā, ka rongo ngā ākonga i ngā kōrero tuku iho a ngā kaumātua, ā, ka ako hoki rātou i ngā kawa me ngā tikanga e pā ana ki te marae. Ka whai wāhi atu, ka whakapuaki whakaaro hoki ngā ākonga i roto i ō rātou hapori. Ka whai wāhi hoki te whānau me te hapori ki ngā kaupapa i te kura, ā, ka whakanuia, ka whakamanahia hoki tā rātou whai pānga nui ki te huarahi ako o ngā ākonga. He whakaute, he manaakitanga hoki tō aua hononga. Ka waiata ngā ākonga i ngā wai, ka ako hoki rātou i ngā pepeha me ngā whakataukī e whakatūturu ana i tō rātou tuakiri hei uri o Ngāti Hine. Ka rongo ngā ākonga i te kaha o te aronga toi whenuatanga, te hononga anō hoki ki tō rātou kura, tō rātou whānau, ō rātou hoa, me tō rātou hapori.

Te Ako mā ngā Taiao o te Hapori

He mātātoa te whakatewhatewha me te tūhura o ngā ākonga i ngā kaupapa e whai pānga nui ana ki a Ngāti Hine. Ka āta whakarite te whānau me ngā kaimahi kia ākona e ngā ākonga ngā hītori me te whakahirahiratanga o ngā pou whenua motuhake o te hapori. Toro atu ai rātou ki aua wāhi i ia te wā. E whakatairanga ana ngā mātanga o te whānau, te hapū, me te iwi i te ako o ngā ākonga i a Ngāti Hine, puta noa hoki i ōna pukepuke rau. Ka ako ngā tamariki i ngā pūkenga hīraurau hopanga mā ngā horopaki e whai pūtake ana, ā, he whai wāhitanga anō hoki mō rātou ki te whakapuaki whakaaro mō ngā kaupapa e hāpai ai i te whānau me te kura. Kei te taiao o te kura, ko ngā māra kai, ko tētahi whare heihei, ko tētahi wāhi wairākau, me tētahi uru huarākau. E ako ana ngā ākonga i ngā huarahi ki te whai oranga i te whenua me te manaaki i te taiao.

Te Ako me te Angitu a ngā Ākonga

Ka taea e ngā ākonga ā rātou akoranga te whakapuaki, te kōrero hoki. He pai te takotoranga o ngā wāhi akomanga, he muramura, he kitakita hoki. Ka kitea te nui o ngā tūmanako ako ki te āhua o te whakatakotoranga o ngā hōtaka akomanga. He mārama, he riterite hoki ngā mahinga i whakatakotohia ai kia āhei ai ngā ākonga ki te ārahi me te whakahaere i ā rātou ake akoranga. Ka hāpai ngā kaiako i ngā ākonga ki te whai whakaaro ki ā rātou ake whāinga ako i roto i te pānui, te tuhituhi, me te pāngarau. E poipoi ana taua aronga i te kōkiri ake a te ākonga i a ia anō, me tana whai wāhi nui, tana aro nui ki āna akoranga. E whakawhanake ana hoki ngā ākonga i ngā pūkenga ki te aromātai i ā rātou akoranga. Ka mahi tahi, ka ako tahi hoki ngā ākonga. E āta tautokona ana hoki ngā ākonga e mau ana i ngā matea ako ake. Ka whiwhi te whānau i ngā mōhiohio e pā ana ki te ako a ā rātou tamariki, ā, ka whai wāhi atu ki ngā whakawhitinga kōrero e hāpai ana i tō rātou whakawhanake tonutanga. E whakawhanake ana ngā ākonga i ngā pūkenga e hāpai ana i tā rātou eke angitu i roto i tā rātou ako.

Kua tāutuhia e te whānau, he mea nui kia haere tonu ngā mahi ki te whakawhanake me te whakatinana i tā rātou marautanga ā-hapori e kīia ana, ko Te Marautanga o Motatau. Kei te tino mārama ki a rātou te whai huatanga o te marautanga ki te hāpai i te whakawhanaketanga o ō rātou wawata, i runga anō i te āhua o tō rātou āhuatanga motuhake, me ngā hononga pū ki a Ngāti Hine.

Te Ārahitanga

He mahi ngātahi, he mahi whakakotahi hoki te ārahitanga i te kura. Kua whakaritea ngā pūnaha me ngā tukanga, ā, he mārama ngā tūmanako e pā ana ki te whānau, ngā ākonga, me ngā kaimahi. He mātātoa te tāutu me te toro atu o te poari me te tumuaki ki ngā rawa i te hapori hei whakatairanga ake i ngā paetae ākonga me tō rātou waiora. Ka ārahi te tumuaki mā te whakatauira atu, ā, ka ū ia ki ngā mātāpono o te manaakitanga me te whakawhirinakitanga. Ka whakatauira ia i te āhua o ngā hononga whakaute me ngā whakaakoranga e whai hua ai. Ko te māramatanga o ngā aratohu me te tautoko e whai wāhi atu ana ki te āta whakahāngai i te titiro ki te whakapai ake me te whakawhanake tonu i ngā pūmanawa o ngā kaiako. Ka whakaratohia ngā whai wāhitanga mō ngā kaimahi ki te kawe atu i ngā mahi ārahi. Kua āta tāutuhia ngā tūranga me ngā kawenga mahi e pā ana ki te kāwanatanga me te whakahaeretanga o te kura, ā, e tino māramahia ana hoki. E noho wātea ana ki ngā kaimahi me te whānau te tautoko e tika ana. E whiwhi ana ngā ākonga i ngā hua e puta ai i te pai o te ārahitanga.

Te arotake o roto

E hāpai ana ngā tukanga aromātai o roto i ngā whakapai tonutanga ki te kura. He aronga ngātahi ki te whakapai ake hei whakatairanga i ngā tino putanga ki te ākonga, ā, i te waiora hoki o te katoa o te ākonga. Ka noho pūmau ngā uara o te kura ki te aromātai o roto, ā, e hāpai ana taua tūāhuatanga i te mahi ngātahi me te noho puare o ngā whakaaro ki te whai i ngā whakarerekētanga. E whakaraupapa ana te tūtohinga i te aronga rautaki a te whānau. Ka whiwhi te poari i ngā pūrongo e whai kiko ana mō ngā kaupapa matua i whakaaetia ai, ā, e hāpai mārika ana tēnei tūāhuatanga i te pakari o ngā tukanga e whakatau ana i ngā whakaritenga. He kaitiaki tautōhito i te poari, ā, ka ārahi rātou i ngā whakahaeretanga ā-kāwana. Kua whakaritea ētahi whakangungu mā te poari hei hāpai i a rātou i roto i ō rātou tūranga me ā rātou kawenga mahi, ā, hei hāpai anō hoki ki te whakamahere mō te tauatanga. Arotakengia ai ngā kaupapa here i ia te wā. Ka whakamahia te whānuitanga o ngā tūmomo rautaki whakawhitiwhiti mōhiohio e tika ana, e whai hua ana hoki, kia whai wāhi mai ai te whānau. He pakari ngā tukanga ki te whakahaere i ngā kaimahi. Ka whakatinanahia te aromātai o ngā whakahaeretanga o ia rā, ki ngā reo o te whānau, ki ngā whakawhitinga kōrero anō hoki ki a rātou. E whai hua ana ngā ākonga nā te pūmau ngātahi o te katoa kia rōnaki ai te whakapai tonutanga.

3 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

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

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

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

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • ngā tukanga ki te whakatū kaimahi
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura
  • te whakatutuki i ngā herenga ā-ture e pā ana ki Te Ture Oranga Tamariki 2014.

4 Te Taunakitanga

I whakaae ngātahi Te Tari Arotake Mātauranga me te whānau ki te taunakitanga e whai ake nei, arā, kia:

  • mahi tonu te whānau me ngā kaimahi ki te whakawhanake me te whakatinana i Te Marautanga o Motatau

Charles Rolleston Toka ā-nuku

06 Haratua, 2019

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Motatau

Te tau a te Tāhuhu o te Mātauranga

1053

Te tūmomo kura

He kura tuatahi (Tau 1-8)

Te tokomaha o ngā ākonga o te kura

54

Te ira tangata

Kōtiro 29

Tama tāne 25

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

He kura reo rua

Te wā i te kura te rōpū arotake

4 Poutū-te-rangi 2019

Te rā o tēnei pūrongo

06 Haratua, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri

Hongongoi 2015

Whiringa-ā-rangi 2011

Poutū-te-rangi 2010

1 Context

Motatau School is located in a rural community near Kawakawa in the Far North. The kura provides bilingual education for Year 1 to 8 students and is the hub of the community. Many whānau members of the kura affiliate to Ngāti Hine. The mission statement of the kura is to provide high quality learning that reflects the unique cultural identity of Ngāti Hine.

2 Learning

How well do students demonstrate whanaungatanga?

Students confidently demonstrate whanaungatanga in a range of relationships and contexts.

Te Reo Māori

Students experience the local dialect of Ngāti Hine as part of their informal and formal learning. The whānau provide opportunities for students to attend local iwi and hapū events at their marae where they hear karanga, whaikōrero and karakia. They hear vocabulary and language structures that are commonly used in Ngāti Hine. Although student learning activities are predominantly in English, students understand instructions and simple sentences in te reo Māori. They also have opportunities to lead karakia, hīmene and waiata in their kura. Students participate in learning that includes te reo Māori in affirming ways.

Iwi and Hapū Identity

Students exhibit personal pride in their whānau, hapū and iwi. The whānau and staff provide opportunities for children to be involved in what happens on their local marae. During these times, students hear historical stories from kaumātua and learn about protocols and customs of the marae. Students participate in and contribute to their communities. The whānau and the community are involved in kura activities as respected and valued partners in learning. These relationships are respectful and caring. Students sing waiata and learn pepeha and whakataukī that affirm their identity as Ngāti Hine. Students enjoy a sense of belonging and connection to their kura, whānau, friends and the community.

Local Learning Environments

Students actively investigate and explore kaupapa relevant to Ngāti Hine. The whānau and staff ensure students learn the history and significance of local cultural icons. They have regular opportunities to visit these important places. Whānau, hapū and iwi experts enhance students’ learning about Ngāti Hine and the surrounding area. Children learn problem-solving skills in relevant contexts and have opportunities to contribute to the improvement of the whānau and kura. The kura environment includes māra kai, a chicken coop, a composting area and fruit orchard. Students are learning ways to be self-sufficient and to care for the environment.

Student Learning and Success

Students can articulate and talk about their learning. Classroom environments are well presented, bright and colourful. High expectations for learning is evident in the design of classroom programmes. There are clear and consistent routines in place for students to guide and manage their learning. Kaiako support students to consider their own learning goals for pānui, tuhituhi and pāngarau. This approach fosters greater student agency, participation and engagement. Students are also developing skills to evaluate their learning. Students collaborate and learn with others. Students with additional learning needs are well supported. The whānau receive information about their children’s learning and contribute to conversations that support their ongoing development. Students develop skills to enable success in their learning.

The whānau have identified the importance of continuing the development and implementation of their local curriculum Te Marautanga o Motatau. They have a clear understanding of how this will support the development of their aspirations in relation to their special character and links to Ngāti Hine.

Leadership

Leadership in the kura is collaborative and inclusive. Systems and processes have been established with clear expectations for whānau, students and staff. The board of trustees and tumuaki proactively identify and draw on community resources to enhance student achievement and wellbeing. The tumuaki leads by example with an ethic of care and trust. She models respectful relationships and effective teaching. Clear guidelines and support ensures the focus on improvement and developing teacher capability is prioritised. Opportunities are provided for kaimahi to take on leadership roles. Governance and management roles and responsibilities are clearly defined and well understood. Support is readily available to staff and whānau as necessary. Students benefit from good leadership.

Internal evaluation

Internal evaluation processes support ongoing improvements in the kura. There is a united focus on improvement that promotes positive outcomes and holistic wellbeing of students. The kura values are central to internal evaluation which supports collaboration and an openness to change. The charter outlines the strategic direction for the whānau. The board of trustees receives detailed reports on agreed priorities which enable sound decision-making processes. Experienced board members provide guidance for governance operations. The board of trustees has planned training to support them in their roles and responsibilities and to support succession planning. Policy review occurs regularly. A range of appropriate and effective communication strategies are used to engage whānau. Sound personnel management processes are in place. Whānau voice and consultation inform evaluation of daily operations. Student benefit from a collective commitment to sustainable improvement.

3 Board assurance on legal requirements

Before the evaluation, the board of trustees and tumuaki completed the Board 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 evaluation, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

  • emotional safety of students (including prevention of bullying and sexual harassment)

  • physical safety of students

  • teacher registration and certification

  • processes for appointing staff

  • stand-downs, suspensions, expulsions and exclusions

  • attendance

  • compliance with the Vulnerable Children Act 2014.

4 Recommendation

ERO and the whānau agreed on the following recommendation:

  • that the whānau and staff continue work to develop and implement Te Marautanga o Motatau.

Charles Rolleston Toka ā-nuku

6 May 2019

Information about the Kura

Location

Motatau

Ministry of Education profile number

1053

Kura type

Full Primary (Year 1 to 8)

Kura roll

54

Gender composition

Girls 29

Boys 25

Ethnic composition

Māori

100%

Special features

Bilingual School

Review team on site

4 March 2019

Date of this report

6 May 2019

Most recent ERO report(s)

Education Review

Supplementary Review

Supplementary Review

July 2015

November 2011

March 2010