Motatau School - 24/07/2015

Findings

E tū ana a Motatau School ki Te Tai Tokerau o Aotearoa, ki tētahi hapori tuawhenua, e pā tata atu ana ki Kawakawa. Kei te eke te nuinga o ngā ākonga ki ngā taumata paetae e tika ana i roto i te pānui, te tuhituhi, me te pāngarau. E tino mōhiotia ana, e tino poipoia ana hoki e ngā kaiako ngā matea ako o ngā ākonga katoa. Ka whai pānga nui te arotake whaiaro ki te haere tonutanga o te eke angitu o ngā ākonga me ngā whakapaitanga hoki, puta noa i te kura.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri, i roto i te toru o ngā tau.

Motatau School is in the far north of New Zealand, located in a rural settlement near Kawakawa. Most students achieve at their expected level of achievement for reading, writing and mathematics. All students learning needs are well known and catered for by teachers. Self review effectively contributes to ongoing student success and kura wide improvement.

ERO is likely to carry out the next review in three years.

1 Te Horopaki

He aha ngā āhuatanga whai take o tēnei kura, e whai pānga ana ki te akoranga a ngā ākonga?

E tū ana a Motatau School ki Te Tai Tokerau o Aotearoa, ki Motatau. Kei roto i te hapori o te kura, ko ngā mātua, ngā kaumātua, me ngā mema o te iwi, ā, he mātātoa tā rātou whai wāhi atu ki te ao o te kura. Ka kitea tā rātou pūmautanga ki te tirohanga ā-hapori mō ngā ākonga. Koia ko te whakarato i te tino mātauranga mō ā rātou ākonga, mā te horopaki o tētahi hapori kura e whakakoia ana i ō rātou hononga ā-whānau ki te iwi o Ngāti Hine..

Ka whakaakona ngā ākonga o ngā tau 1 ki te 8 mā te reo Pākehā me te reo Māori. Ka whakamahi ngā kaiako i te marautanga ā-motu hei tūāpapa mō ngā hōtaka whakaako, hōtaka akoranga hoki. Ko te ako i ngā kōrero tuku iho o te takiwā nei me te iwi, me ngā tikanga o te marae, o te tangata anō hoki tētahi āhuatanga matua o te marautanga i te kura.

2 Te Ako

He pēhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga?

He pai te whakamahinga a ngā kaiako, te tumuaki, me te poari i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga.

He pai te noho mōhio o te poari ki te ahu whakamua me te eke angitu o ngā ākonga katoa. Pūrongo ai te tumuaki ki te poari i ia te wā, mō te ahu whakamua o ngā akoranga, i runga anō i ngā taumata ā-motu o te pānui, te tuhituhi, me te pāngarau. E mōhio ana te poari ki ngā ākonga hei hāpai ake tonu, me rātou hoki hei whakawhānui ake. He pai tā rātou tohatoha i ngā rauemi o te kura hei āta whakarite i te ahu whakamua o ngā ākonga katoa, me tā rātou eke angitu i runga i ō rātou āheinga. Ka whakatakoto te poari i ngā taumata paetae ākonga e tika ana, ā, i whakaraupapahia ai hoki, hei wāhanga hoki o ā rātou mahere rautaki, me ā rātou mahere ā-tau. Ka aroturuki rātou i tā rātou ahu whakamua ki te whakatutuki haere i ā rātou taumata, ā, ka aro tōtika atu me ētahi atu tino taumata mā ngā ākonga, ngā mātua, ngā kaiārahi o te kura, me ngā kaiako. He nahanaha te poari, ā, ka arotahi mārika ki te hāpai i te whakatairanga ake o ngā paetae o ngā ākonga katoa.

Ka whakarato ngā kaiako me ngā kaitohutohu o waho i te tautoko me te ārahitanga e hāngai pū ana ki ia ākonga, ā, e ahu mai ana i te whānuitanga o ngā tūmomo paetae ākonga e wātea ana ki a rātou. Ka āta arotahi atu rātou ki te hāpai i ngā ākonga ki te whai wāhi ki ngā ākonga, te ahu whakamua, me te eke angitu. He pai te whakamahinga a ngā kaiako me ngā kaitohutohu mātanga i ngā paetae ākonga, hei tāutu i ngā matea ako o ia ākonga ake, me te whakahāngai i ngā hōtaka e tautoko ana, e whakawhānui ana rānei i a rātou. He pai te noho mōhio o ngā mātua ki te ahu whakamua a ā rātou tamariki, ā, ka whakaratohia hoki mā rātou ētahi rautaki ki te āwhina i ā rātou tamariki ki te kāinga.

E mōhio ana ngā akoranga ki tā rātou ahu whakamua me ā rātou whakatutukitanga. Ka whakatakoto rātou i ā rātou ake whāinga, ā, ka mahi rātou ki te taha o ngā kaiako ki te tāutu i te huarahi ka hāpai i a rātou ki te whakatutuki i ā rātou whāinga. E eke ana, kei runga noa atu rānei te nuinga o ngā ākonga i ngā taumata e tika ana mō te pānui, te tuhituhi, me te pāngarau. Ka wheako ngā ākonga i te angitu i roto i ā rātou akoranga, ā, ka poipoia hoki ō rātou ake matea.

3 Te Marautanga

He pēhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

Ko te marautanga o te kura e kīia nei, ko Te Marautanga o Motatau, e whai hua ana ki te āta whakatairanga me te āta hāpai hoki i te ako a ngā ākonga.

E tino tautokona ana ngā ākonga ki te whakatinana i ō rātou pūmanawa, hei mokopuna o Ngāti Hine. E ahu mai ana Te Marautanga o Motatau i te tirohanga a te whānau mō ā rātou ākonga, ā, kua āta waihangatia, kua āta whakatinanahia hoki puta noa i te kura. Ka ako ngā ākonga i te taiao tūturu o te takiwā nei, me ngā taonga tuku iho; me te hītori o Motatau me tōna whai pānga nui ki a Ngāti Hine. Ka noho pūmau te whānau ki te āta whakarite i te eke angitu o ngā ākonga katoa. He mātātoa tā rātou tautoko i te kura, ā, ka ako ngā ākonga ko wai rātou, me tō rātou tūrangawaewae. Ka toro atu te kura ki ngā mātanga o te hapori nei, ki te whakaako i te hītori e pā ana ki tēnei takiwā, ā, hei hāpai hoki i te hōtaka whakaako me te hōtaka akoranga e whakaratohia ana mā ngā ākonga. Haereere ai ngā ākonga ki te wāhi whakahirahira o te takiwā nei, ā, ka ako i ngā kōrero tuku iho e pā ana ki tō rātou ake kāinga. He mātātoa te whai wāhi atu a ngā ākonga ki ngā kaupapa whānui tonu o Ngāti Hine.

Ka āta whakamahia te marautanga ā-motu hei whakarato ki ngā ākonga te whānuitanga o ngā tūmomo wheako ako, whai wāhitanga ako hoki. Ka whakamana ngā mātua me te hapori i ngā ara mātauranga. Ka whakarato te poari i tētahi marautanga riterite, ngana hoki ki ngā ākonga, ā, ka hāpai hoki tēnei i te ako mutunga kore o ngā ākonga.

Ka aro atu ngā kaiako ki ngā matea ako o ia ākonga. Whakawhiti kōrero ngaio ai rātou i ia te wā, ā, ka arotahi ki ngā huarahi ka whakapai ake i ngā whakaritenga a ngā kaiako me ngā putanga ako a ngā ākonga. Haere ai ngā kaiako ki ngā akoranga ngaio me ngā whakangungu whakawhanaketanga, tae atu ki te ako pakirehua, kia noho mōhio ai rātou ki ngā kōkiritanga hou, ā, hei rōnaki hoki i ā rātou mahi ngaio. Ka whakarato ngā kaiako i ngā hōtaka akoranga whakahihiri e whakaongaonga ana, ā, e tahuri ana i ngā ākonga ki ngā wheako akoranga e whai pūtake ana. he harikoa ngā ākonga ki te noho ki te kura.

Ngā wāhanga hei whakawhanake

Ko te reo Ingarihi te reo matua e kōrerohia ana e ngā ākonga kei ngā akomanga reo rua. E hiahia ana te whānau o te kura kia reo rua te mātauranga e whāngai ana ki a rātou ākonga. He taparere noa te whakatakoto pūrongo ki te poari me ngā kaiārahi e pā ana ki ngā putanga reo rua mō ngā ākonga.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

He tino pai te āhua o te kura ki te rōnaki me te whakapakari i āna mahi.

Ka whai pānga mārika te arotake whaiaro ki te haere tonutanga o te eke angitu o ngā ākonga me ngā whakapaitanga, puta noa i te kura. E arotahi ana te poari, ngā kaiako, me ngā mema o te whānau ki te hāpai i ngā ākonga kia eke angitu ai rātou. He nahanaha tā rātou whakamahere, ā, ka arotake hoki rātou i tā rātou ahunga whakamua i ia te wā. Kua tāutuhia ngā wāhanga matua hei whakawhanake, ā, he aronga nui tō tēnei ki te whakapakari i te pāngarau me te reo matatini. Ka whiwhi ngā kaiako i te whakawhanaketanga ngaio e hāngai pū ana ki a rātou, kia mātau ake ai rātou. Ka whakatutuki hoki te poari i te whakawhanaketanga ngaio hei hāpai i tō rātou tino māramatanga ki ō rātou tūranga, ā rātou kawenga mahi hoki. Ka whai hua te ārahitanga ngaio me te whakahaeretanga o te kura. Ka whakapau kaha te kura ki te whakapai ake i ngā painga mō ā rātou ākonga. He pai te ahu whakamua me te eke angitu o ngā ākonga.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a Te Poari 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 whakahaerenga ā te poari
  • te marautanga
  • ngā whakahaerenga e pā ana ki te hauora, te haumaru, me te oranga tinana
  • ngā whakahaerenga e pā ana ki ngā kaimahi
  • ngā whakahaerenga pūtea
  • ngā whakahaerenga e pā ana ki ngā rawa.

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
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Kīhai Te Tari Arotake Mātauranga i tāutu i ētahi wāhanga kāhore e tutuki ana e ai ki ngā ture.

Te Whakarāpopototanga

E tū ana a Motatau School ki Te Tai Tokerau o Aotearoa, ki tētahi hapori tuawhenua, e pā tata atu ana ki Kawakawa. Kei te eke te nuinga o ngā ākonga ki ngā taumata paetae e tika ana i roto i te pānui, te tuhituhi, me te pāngarau. E tino mōhiotia ana, e tino poipoia ana hoki e ngā kaiako ngā matea ako o ngā ākonga katoa. Ka whai pānga nui te arotake whaiaro ki te haere tonutanga o te eke angitu o ngā ākonga me ngā whakapaitanga hoki, puta noa i te kura.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri, i roto i te toru o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

24 Pipiri 2015

Ngā kōrero e pā ana ki te kura

Te tūwāhi

Kei Motatau, ki Te Tai Tokerau

Te tau a te Tāhuhu o te Mātauranga

1053

Te tūmomo kura

He Kura tuatahi (Tau 1 ki te 8)

Te tokomaha o ngā ākonga o te kura

37

Te Ira Tangata

Tama tāne 20

Kōtiro 17

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

He kura reo rua

Te wā i te kura te rōpū arotake

Paenga-whāwhā 2015

Te rā o tēnei pūrongo

24 Pipiri 2015

Ngā pūrongo o mua tata ake nei, ā Te Tari Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri

Arotake Mātauranga

Whiringa-ā-rangi 2011

Poutū-te-rangi 2010

Whiringa-ā-rangi 2005

1 Context

What are the important features of this school that have an impact on student learning?

Motatau School is in the far north of New Zealand, at Motatau. The kura community includes parents, kaumātua and iwi members who are actively involved in the life of the kura. They demonstrate a sustained commitment to the local vision for students. That is, to provide the best education they can for their students, in a kura community context that affirms their whānau connections to the local iwi of Ngāti Hine.

Students from years 1-8 are taught in both English and te reo Māori. Teachers use the New Zealand Curriculum (NZC) as the foundation for teaching and learning programmes. Learning about the local area, iwi history, marae and cultural practices is a key component of the kura curriculum.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Teachers, the principal and the board of trustees use student achievement information well to make positive changes to learners’ engagement, progress and achievement.

The board of trustees is well informed about the progress and achievement of all students. The principal reports frequently to the board about student progress in relation to the National Standards for reading, writing and mathematics. The board know about the students who require extra support and about those students who need extension. They allocate school resources well to ensure all students progress and achieve to the best of their ability. The board sets appropriate and measureable student achievement targets as part of their strategic and annual plans. They monitor their progress toward their targets and respond appropriately with specific next steps for learners, parents, school leaders and teachers. The board is strategic and focussed on helping raise the achievement of all students.

Teachers and external advisors provide targeted support and guidance to individual students based on the wide range of student achievement information available to them. They are clearly focussed on helping students engage in learning, make progress and achieve well. Teachers and specialist advisors use student achievement information well to identify individual students’ learning needs and to tailor programmes of support or extension. Parents are well informed about their children’s progress and provided with ideas about how to help them at home.

Students know about their progress and achievements. They set personal goals and work with teachers to identify what they can do to achieve their goals. Most students are achieving at or above their expected levels of achievement in reading, writing and mathematics. Student’s experience success in their learning and their individual needs are catered for.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The kura curriculum, Te Marautanga o Motatau, effectively promotes and supports student learning.

Students are well supported to realise their potential as a mokopuna of Ngāti Hine. Based on the whānau vision for their students, Te Marautanga o Motatau is well designed and implemented throughout the kura. Students learn about the local physical and cultural environment; Motatau history and its importance to Ngāti Hine. Whānau are committed to ensuring success for all students. They actively support the kura and students to learn about who they are and where they come from. The kura uses local experts to teach the history of the area and to support teaching and learning programmes provided for students. Students visit local places of significance and learn about their home. Students actively participate in the wider Ngāti Hine cultural way of life.

The New Zealand curriculum is used effectively to provide students with a broad range of learning experiences and opportunities. Parents and the community value academic pathways. The board of trustees provide students with a balanced and engaging curriculum that supports students to become lifelong learners.

Teachers respond to the learning needs of each student. Professional conversations are regular and focus on how to improve teacher practice and learning outcomes for students. Teachers regularly attend professional learning and development courses, including inquiry learning, to keep abreast of new initiatives and to sustain their professional practice. Teachers provide interesting and stimulating learning programmes that engage students in meaningful learning experiences. Students are happy to be at kura.

Areas for development

Students in the bilingual classes mainly speak English. The kura whānau want bilingual education for their students. There is limited reporting to the board and leaders about the bilingual language outcomes for these students.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The kura is well placed to sustain and improve its performance.

Self review effectively contributes to ongoing student success and kura wide improvement. The board, teachers and whānau members are focussed on supporting students to achieve well. They plan strategically and regularly review their progress. Priority areas for development have been defined and include a strong emphasis on strengthening numeracy and literacy. Teachers receive targeted professional development to gain further expertise. The board also attends professional development to help them to fully understand their roles and responsibilities. Professional leadership and management of the kura is effective. The kura strives to improve outcomes for their students. Students are progressing and achieving well.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO 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 review, ERO checked the following items because they have a potentially high impact on students' 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.

ERO did not identify any areas of non compliance.

Conclusion

Motatau School is in the far north of New Zealand, located in a rural settlement near Kawakawa. Most students achieve at their expected level of achievement for reading, writing and mathematics. All students learning needs are well known and catered for by teachers. Self review effectively contributes to ongoing student success and kura wide improvement.

ERO is likely to carry out the next review in three years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

24 Pipiri 2015

About the School

Location

Motatau, Northland

Ministry of Education profile number

1053

School type

Full Primary (Year 1-8)

School roll

37

Gender composition

Boys 20

Girls 17

Ethnic composition

Māori

100%

Special features

Bilingual School

Review team on site

April 2015

Date of this report

24 Pipiri 2015

Most recent ERO report(s)

Supplementary Review

Supplementary Review

Education Review

November 2011

March 2010

November 2005