Te Kura-a-iwi o Whakatupuranga Rua Mano - 21/02/2011

1 Te Aro Mātai A Te Tari Arotake Mātauranga

E kore au e ngaro, he kākano i ruia mai i Rangiātea.

He kura motuhake Te Kura ā-Iwi o Whakatupuranga Rua Mano kei Ōtaki, ā, e whakarato ana i te mātauranga rumaki reo Māori ki ngā ākonga o te Tau 1 ki te Tau 15. I whakatūngia tēnei kura e ōna iwi e toru, hei hāpai i te rere o te ara mātauranga mō ngā tāngata o konei. Kua tāutuhia hoki e te whānau ngā mātāpono tekau, hei ārahi i a rātou, e hāngai pū ana ki tō rātou aronga ki te whakaako me te ako hei kura ā-iwi.

Ka mātua kitea te motuhaketanga o te whai wāhi o te whānau ki te kura. Nā tō rātou tino whai wāhi nui ki te kura, kua whanakehia, kua whakapūmautia e te whānau ngā whakaritenga e whakapakari ana i tō rātou āheinga ki te whakarato i te āhua o te mātauranga e tūpono ana ki tō rātou tirohanga mō te kura. Ka āta whakanuia tēnei āhuatanga, kia āta whakamana ai te horopaki me te whakapuakitanga o ngā akoranga, i ngā mātāpono me te āhuatanga motuhake o te kura.

Ko te matatau ki te ārahi me te whakahaere i te kura, e tautoko ana i te haere tonu o ngā mahi whakapakari ake i te kounga o ngā akoranga me ngā hua ka puta ki ngā ākonga. Ko te tumuaki e tino ārahi ana i ngā kaimahi ki te tūhura me te whakatōpū i ngā tino whakaritenga o te whakaako, o te ako, e poipoi tika ana i ngā ākonga. Waihoki, he tino ngaio ngā kaiako, e whakapūmau nui ana ki te whakatutuki i ngā putanga o te kounga kairangi mō ngā ākonga.

E taunaki ana te whānau me ngā kaimahi i te whakahirahiratanga o tētahi tirohanga ki te katoa o te ākonga, me tōna whanaketanga hei ākonga. E whakanui ana tēnei tirohanga i te pūmanawa tūturu, me te āheinga tūturu o ia ākonga, ki te tātari i te āhua o te angitu, mō rātou anō. I roto i tēnei arotake, i tāutuhia e te Tari Arotake Mātauranga ngā putanga mō ngā ākonga, e whai ake nei:

  • E eke angitu ana ngā ākonga hei Māori, i runga anō i ngā wawata o tō rātou whānau, o tō rātou iwi.
  • He tākare, he mātātoa ngā ākonga ki te ako, ā, e akiakihia ana rātou ki te whakaaro kaikini, ki te whakapuaki i ō rātou whakaaro, me ō rātou ake auahatanga.
  • Ka whakaatu ngā ākonga i tō rātou manawa whakahī ki a rātou anō, ki ā rātou whakatutukitanga, me tō rātou kura.
  • Ka whai wāhi ngā ākonga ki te whakaatu i ō rātou pūmanawa, me te eke angitu i roto i te whānuitanga o ngā kaupapa ahurea, mātauranga, hākinakina.
  • Ka ako ngā ākonga i ō rātou tūranga me ō rātou kawenga motuhake, me ngā huarahi e taea ai te hāpai te whai wāhi atu ki tō rātou whānau, tō rātou hapū, tō rātou iwi.
  • E whakaatu ana ngā tuākana i te pakaritanga pakeke, i te pono, me ngā pūmanawa kaihautū.

Whakaritenga Whaimuri

Tērā pea ka whakaritea e te Tari Arotake Mātauranga kia whakahaeretia te arotake whaimuri o tēnei, i roto i ngā tau e toru.

2 Te marautanga o Te Kura ā-Iwi o Whakatupuranga Rua Mano

Ka pēhea te whai huatanga o te marautanga a Te Kura ā-Iwi o Whakatupuranga Rua Mano, ki te whakatairanga i ngā akoranga ā ngā ākonga – arā, te aronga, te ahunga whakamua, me te paetae o ngā ākonga?

Te horopaki me te arotake whaiaro o te kura

E ai ki te whānau o Te Kura ā-Iwi o Whakatupuranga Rua Mano, he kura whai tikanga Māori tēnei. Ka arahina rātou e ngā mātāpono tekau, e whakaraupapa ana i ngā kawenga me ngā tūmanako whānui o ngā ākonga, ngā kaimahi, me te whānau, me te āhua o tō rātou hono atu ki ētahi atu, tō rātou tirohanga ki te ao, hei Māori. E whakaraupapa ana te tūtohinga i te tirohanga o te whānau, ki te tū hei kura ā-iwi e whakamana ana i te reo Māori hei reo akoranga, hei reo tākaro hoki, e whakapūmau ana i ngā whakahaeretanga kia hāngai ki ngā tikanga Māori, ā, kia oke ai hoki te whānau, te hapū, te iwi hoki o ngā ākonga, ki te āta whakarite i te whakatupuranga o ngā rangatahi:

  • kia tino mātau rātou ki te reo Māori me te mātauranga Māori;
  • kia eke rātou ki ngā tino taumata, ā, e āhei ana hoki ki te whakariterite mō ngā huarahi kei mua tonu i a rātou; ā,
  • e āhei ana hoki ki te tākoha ki tō rātou whānau, tō rātou hapū, tō rātou iwi.

Ko te kura e tū ana i tētahi taha o te rori e whakawhiti hāngai ana ki Te Wānanga o Raukawa. I whakatūngia te kura e te whakapau kaha o ōna iwi e toru ki te whakarite i te huarahi mātauranga mō ngā tāngata o konei, mai i te kōhanga reo, tae noa ki te wānanga. He rite tonu te ingoa o te kura me tētahi rautaki ā-iwi e hāngai ana ki te whakaoranga anō i te reo Māori hei reo kōrero, me te whakanui hoki i te whānuitanga ake o te pūmanawa, te whanaketanga hoki mō tōna whakaminenga ā-iwi, arā, o Te Āti Awa, o Ngāti Raukawa, o Ngāti Toa Rangatira. Ko te whai wāhitanga o te kura ki te hāpai i te waiora o tōna iwi ki te whānuitanga o tēnei horopaki, tētahi tino āhuatanga motuhake o tēnei kura.

Ka āta kitea te whai wāhitanga matua o te whānau, puta noa i te whānuitanga o ngā whakaritenga arotake whaiaro e whakatutukihia ana ki tēnei kura. E whakapūmau ana ngā mātāpono i ngā tūmanako, kia whakapuakihia e ngā mema o te whānau, ō rātou mōhiotanga, ō rātou pūkenga, ō rātou mātanga hoki, hei painga mō te katoa o ngā ākonga. Nā tēnei, me whai wāhi hoki ngā mema o te whānau ki ngā ohu, me te tū hei kaiako hākinakina, hei kaiako mātanga, hei kaitautoko hoki mō ngā kaiako, ngā kaiāwhina, me ngā kaitohutohu. Nā tō rātou tino whai wāhitanga ki te kura, kua whanakehia, kua whakapūmautia e te whānau ngā whakaritenga e whakapakari ana i tō rātou āheinga ki te whakarato i te āhua o te mātauranga e mau pūmau ana ki te tirohanga me ngā mātāpono o tō rātou kura.

Ngā wāhanga e pai ana te whakahaere

E taunaki ana te whānau me ngā kaimahi i te motuhaketanga o tētahi tirohanga ki te katoa o te ākonga, me tōna whanaketanga hei ākonga. Kua whakatinanahia e rātou te whānuitanga o ngā kōkiritanga e poipoi ana i ngā matea ā-tinana, ā-wairua, ā-hinengaro o ngā ākonga, tae atu ki te whakarato i ngā kai ki te kura, te whakapā atu ki ngā ratonga hauora me ngā hōtaka hākinakina, te hautū me te ārahitanga o ngā tuākana, me te hono atu ki ngā mātua me ngā whānau i ngā wā katoa. E āwhina ana tēnei aronga i te katoa o te ākonga, ki te aro tōtika ki ngā matea o ngā ākonga, me te hāpai i a rātou kia whai wāhi nui ake ki te whakatau i ngā whakaritenga e pā ana ki ā rātou akoranga.

He ataahua te taiao o te kura, he papai, ā, he taiao whai mauritau, ka mutu, e haere tonu ana ngā whanaketanga hei whakanikoniko akei ngā akoranga ā ngā ākonga. I whai wāhi ngā ākonga ki te hanga i te whare wīwī, ā, ko te māra kai hoki tētahi o ngā taiao akoranga i whanakehia e ngā ākonga me ngā kaiako, ā, ko rātou e tiaki ana i tēnei. He ataahua ngā akomanga, ā, e whai hua mārika ana hei wāhi akoranga. Ko te ārahitanga ngaio, ko te ārahitanga mātauranga ki te kura, e hāpai ana i te

whakapakaritanga o te kounga o ngā akoranga me ngā hua ka puta ki ngā ākonga. E tino āhei ana te tumuaki ki te ārahi i ngā kaimahi, kia tūhura ai, kia whakatōpū ai rātou i ngā tino whakaritenga o te whakaako me te ako, hei poipoi i ā rātou ākonga. He kaha ia ki te whakaaro huritao, te whakakotahi, me te whai whakaaro i tana aronga ki te ārahi i te mātauranga. Ka poipoia te pūmanawa o ngā kaimahi ki te ārahi, mā te whai wāhitanga mō rātou ki te tū ki ngā tūmomo tūranga ārahi, puta noa i te kura.

He paheko te tūranga o te tumuaki me te kaiwhakahaere o te kura. He pai tā rāua mahi ngātahi ki te whakatutuki i ngā tūmanako o te whānau e pā ana ki te whakahaerenga tōtika o te kura. Mā tēnei e āhei ai te tumuaki ki te arotahi ki ngā mahi whakaako, mahi akoranga, me te atawhai i ngā ākonga, ā, kua whakaritea e te whānau kia kawea e te kaiwhakahaere ngā mahi hei whakatutuki i ngā kaupapa matua e pā ana ki te whakahaerenga o te tari.

He tino ngaio ngā kaiako, ā, e ngākau nui ana rātou ki te whakatutuki i ngā putanga o te kounga kairangi mō ngā ākonga. Ka poipoi rātou i te whanaungatanga ki waenganui i a rātou me ngā ākonga, me ō rātou whānau hoki, ā, e mōhio ana rātou he tino āhuatanga tēnei e whakanui ana i te angitu i roto i ngā akoranga. Ka whakamahi rātou i ngā rautaki whakaako e whai hua ana, ā, e whakanui ana hoki i te tino aronga o ngā ākonga ki ngā akoranga. He pai te whakahaeretanga o ngā akomanga, me ngā whakanekeneke, ā, he mārama ngā tūmanako e pā ana ki ngā akoranga me te whanonga o ngā ākonga.

Ka whakanuia ngā kaiako mō ō rātou ake kaha, ō rātou ake mātanga. Ka whakamahi rātou i ēnei hei whakatairanga i ngā akoranga ā ngā ākonga, ā, hei hāpai i a rātou anō. E tino tautoko ana te whānau i te whanake tonutanga me te whakangungu tonutanga hoki o ā rātou kaimahi, inā koa, ko rātou ki ngā wāhanga akoranga i tāutuhia ai hei tirohanga matua mō te kura.

E āhei ana te tumuaki me ngā kaiako ki te whakatutuki tōtika i ngā matea akoranga, i ngā matea whanaketanga hoki o ngā ākonga. Ko te tokoiti o ngā ākonga ki ia akomanga, te whakapā atu ki ngā rauemi me ngā kaiāwhina, ngā tino whakaritenga aromatawai, me te pai hoki o te whakawhitinga kōrero ki waenga i te kura me te kāinga, e hāpai ana i ngā kaiako ki te aro tōtika ake ki ngā matea akoranga o ngā ākonga. Ko ētahi o ngā rautaki, ko ngā māhere akoranga takitahi, te tū o ngā ākonga hei kaitautāwhi, ngā hōtaka rerekē, me te whakarato i ngā tūnga ārahi. Pūrongo ai ngā kaiako mō te marautanga, ki ngā hui ā-whānau. E whakarato ana ngā pūrongo nei i ngā mōhiohio e whai hua ana ki te aroturuki i te ahunga whakamua, i runga i ngā whāinga me ngā taumata i whakaritea ai.

Ko ngā wawata o te whānau, kia tahuri ngā ākonga hei kaikōrero, hei kaipānui, hei kaituhi hoki e mātau ana ki te reo Māori, kua āta whakaraupapahia ki ngā tuhinga rautaki ā te kura. Ka tohaina ngā rauemi hei whakapai i te āheinga reo o ngā kaiako, me te whakarato i ngā wheako akoranga reo e whai pūtake ana ki ngā ākonga. He nui te mātau me te mōhio o te whānau, hei whakawhānui i te reo Māori ki te kura. Kua riro hoki i te kura ngā hōnore mō tō rātou pakari i roto i te reo Māori, ki Ngā Manu Kōrero, me ngā whakataetae kapa o te motu.

Kua whakamātauhia tētahi hōtaka mō ngā ākonga hou, ngā ākonga rānei ka whakauru ki te kura, e mau nei i te iti noa o te reo Māori. Nō te whānau tonu o te kura, ngā kaiako, ā, e mātau ana rātou ki ngā āhuatanga e pā ana ki te whakaako i te reo tuarua. Ka āta mahi rātou ki te taha o tēnei rōpū iti o ngā ākonga, mō tētahi wāhanga o te tau, kātahi rātou ka aroturuki i tō rātou whakawhitinga ki te taiao rumaki. Ko tā rātou arotake i te hōtaka i whakarato i ngā mōhiohio arotake whaiaro i whai hua ai ki te whānau, mō te haere tonutanga, me te whai pānga o tētahi hōtaka e whakarite ana i ngā ākonga ki te noho rumaki.

He tino aronga matua ki te āta whakarite i te kiko me te whakapuakitanga o ngā wheako akoranga e whakapūmau ana i ngā mātāpono o te kura, me te whai pānga hoki ki te horopaki whānui me te āhuatanga motuhake o te kura. E whakarato tonu ana te kura i ngā tūmomo ara akoranga mō ngā tuākana, tae atu ki te whakatutuki i ngā tohu o te Taumata Mātauranga ā-Motu Kua Taea, me ngā whai wāhitanga ki ngā akoranga o te wānanga. Ka whakamahi te tumuaki me ngā kaiako i tō rātou mōhiotanga ki ngā ākonga me ō rātou ngākau nuitanga, ō rātou pūkenga, me ō rātou whānau, ki te tāutu me te whakamāhere mō ngā tūmomo ara umanga ka whāia. He pono tō rātou ngākau nuitanga ki te waiora o ō rātou ākonga e puta atu ana i te kura, ā, ka hāpai tonu i a rātou, i roto i ō rātou whāinga.

E āta whakatutuki haere ana i ngā whakaritenga ki te whakatinana i Te Marautanga o Aotearoa, hei te tau 2011. Kua whai wāhi tonu ngā kaiako ki te whakawhanaketanga ngaio e tika ana mō Te Marautanga o Aotearoa, me Ngā Whanaketanga Rumaki Māori. Ka whakamahi ngā kaiako i ngā taputapu aromatawai kua whakaritea mō te rumaki Māori, hei aroturuki i ngā akoranga o ngā ākonga i roto i te reo matatini me te pāngarau. E whakapono ana hoki rātou, ko ā rātou whakaritenga aromatawai o tēnei wā, ka hāpai i ngā kaiako ki te whakapae whānui i ngā paetae ākonga me te ahunga whakamua, i runga anō i Ngā Whanaketanga Rumaki Māori.

E whai hua ana ngā hononga o te kura ki ētahi atu tūmomo rōpū, tae atu ki ētahi atu kura Māori, ngā kura o te hāpori, ngā kaitakawaenga mātauranga, ngā kāhui tumuaki, me te wānanga. Ko ēnei hononga – inā koa, ko Te Wānanga o Raukawa – e whakanui ana i ngā whai wāhitanga ki te mahi tahi i roto i ngā kōkiritanga e whai hua ana mō te katoa, ā, e kōkiri ana hoki i te whanaketanga rautaki o te kura. Ko ētahi o ngā whai wāhitanga nei, ko te whakamahi me te whakatōpū ngātahi i ngā rauemi, te whakawhānui ake i ngā huarahi akoranga mō ngā ākonga me ngā kaimahi, me te whakapakari i te whanaungatanga.

Ngā wāhanga hei whakawhanake, hei arotake

Tāpiri atu ki ngā whanaketanga marautanga ki te kura, me te whakarite mō Te Marautanga o Aotearoa hei te tau 2011, kua tae hoki ki te wā, ki te whanake tonu, ki te whakawhānui ake a te tumuaki me ngā kaimahi, i ngā whai wāhitanga o ngā ākonga, i roto i te Pūtaiao me Ngā Toi, ā, mā te whakamahi i ngā rauemi me ngā pūmanawa kei waenganui i te whānau, me ngā kaimahi.

3 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga, mō ngā āhuatanga tonu o te kura ka whanakehia ā meāke nei, kia tahuri te whānau me ngā kaimahi:

  • ki te whakaaro huritao mō tō rātou haerenga hei kura whai tikanga Māori, me te whai whakaaro anō hoki ki te tuhi, me te whakapuaki i ō rātou wheako, hei painga mō tō rātou iwi, me ētahi atu kura Māori; ā,
  • ki te whakaū tonu, ki te para tonui te huarahi ki te whakahaere hei whānau e mau pūmau ana ki tōna whakaaro, ki tōna tirohanga hei kura whai tikanga Māori.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki o Te Kura ā-Iwi o Whakatupuranga Rua Mano he Tauāki Kupu Tūturu a Te Poari me tētahi Rārangi Arowhai Tātari Whaiaro mā te Tari Arotake Mātauranga.  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; me
  • 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;
  • te whakaunu, te aukati, te pana me te whakarerenga; me
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Kīhai ngā tirohanga ā te Tari Arotake Mātauranga i tāutu i ētahi wāhanga e āwangawangatia ana.

5 Whakaritenga Whaimuri

Tērā pea ka whakaritea e te Tari Arotake Mātauranga kia whakahaeretia te arotake whaimuri o tēnei, i roto i ngā tau e toru. Makere Smith Te Kaiwhakahaere-ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū-ā-Motu) mā te Āpiha Ārotake Matua

Ngā Kōrero mō te Kura

Kei hea

Kei Ōtaki

Te Tatai a Te Tāhuhu o Te Mātauranga

3101

Te tūmomo kura

He kura hiato (Tau 1 – 15)

Te tatauranga hāpori ōhanga

3

Te maha o ngā ākonga

115

Te ira tangata

Kōtiro 67

Tama tāne 48

Hononga ā-iwi

Māori 115

Ngā āhuatanga motuhake

Kua whakaritea hei kura motuhake

Te wā i te kura te rōpū arotake

Mahuru 2010

Te rā o tēnei pūrongo

21 Hui-tanguru 2011

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga, Whiringa-ā-rangi 2007

1  The Education Review Office (ERO) Evaluation

E kore au e ngaro, he kākano i ruia mai i Rangiātea. I will not be lost, a seed sown from Rangiātea.

Te Kura ā-Iwi o Whakatupuranga Rua Mano is a designated character kura in Ōtaki providing Māori immersion education for students in Year 1 to 15. This kura was established by its three founding iwi to support the creation of a seamless educational pathway for their people. The whānau has also identified ten mātāpono, or guiding principles, that are fundamental to their approach to teaching and learning as a kura ā-iwi.

The integral role of whānau in the kura is strongly evident. Their high level of involvement in the kura has enabled the whānau to develop and maintain practices that build their capability to provide the style of education that is true to their vision for the kura. There is a deliberate emphasis to ensure the content and delivery of learning upholds the mātāpono and the designated character of the kura.

Strong leadership and management of the kura supports ongoing improvement in the quality of learning and outcomes for students. The principal capably leads staff to explore and consolidate best teaching and learning practices that cater for their students. Furthermore, teachers are highly professional and committed to achieving high quality outcomes for students.

The whānau and staff advocate the importance of maintaining a holistic view of students’ development as learners. This position recognises the inherent potential and capability of each student to determine what success will look like for them. In this review, ERO identified the following outcomes for students:

  • Students are achieving success as Māori, in line with the aspirations of their whānau and iwi.
  • Students are enthusiastic and active learners, who are challenged to think critically, share their ideas and express individual creativity.
  • Students display personal pride in themselves, their achievements and their kura.
  • Students have opportunities to show their potential and to succeed in a range of cultural, academic and sporting pursuits.
  • Students learn about their important roles and responsibilities, and how they can contribute to their whānau, hapū and iwi.
  • Senior students display a strong sense of maturity, integrity and leadership.

Future Action

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

2 The curriculum of Te Kura ā-Iwi o Whakatupuranga Rua Mano

Te Kura ā-Iwi o Whakatupuranga Rua ManoHow effectively does the curriculum ofpromote student learning – engagement, progress and achievement?

School context and self review

The whānau of Te Kura ā-Iwi o Whakatupuranga Rua Mano describes itself as a tikanga Māori kura. They are guided by ten mātāpono which outline the broad responsibilities and expectations of students, staff and whānau, and the way they relate to others and view the world as Māori. The charter outlines the whānau vision to be a kura ā-iwi where te reo Māori is the language of learning and play, where operations are grounded in tikanga Māori, and where the whānau, hapū and iwi of students strive to ensure that they produce young people who:

  • have excellent competency in te reo Māori and mātauranga Māori;
  • are high achievers and able to make choices about their future; and
  • are able to contribute to their whānau, hapū and iwi.

The kura is located directly across the road from Te Wānanga o Raukawa. The kura was established through the efforts of its three founding iwi to create a seamless educational pathway for its people from kōhanga reo through to wānanga. The kura shares its name with an iwi-based strategy focussed on regenerating te reo Māori speakers, as well as promoting wider potential and development, for its confederation of iwi: Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira. The role the kura plays to advance the wellbeing of its people in this wider context is a significant feature of this kura.

The integral role of whānau is strongly evident across the broad spectrum of self review practices that are in action in the kura. The mātāpono reinforce expectations for whānau members to share their knowledge, skills and experiences for the benefit of all students. Consequently whānau members must contribute as ohu members, but they also help in different roles such as coaches, specialist tutors, support for teachers, kaiāwhina and advisors. Their high level of involvement in the kura has enabled the whānau to develop and maintain practices that build their capability to provide the style of education that is true to their kura vision and mātāpono.

Areas of strength

The whānau and staff advocate the importance of maintaining a holistic view of students’ development as learners. They have implemented a wide range of initiatives that take care of the physical, spiritual and emotional needs of students including providing meals at kura, access to health services and fitness programmes, leadership and guidance from tuakana, and ongoing contact with parents and whānau. This holistic approach helps to respond more effectively to the needs of students and supports them to play a more active role in making decisions about their learning.

The kura environment is attractive, well presented and welcoming, with ongoing developments planned to further enhance students’ learning. Students were involved in building the whare wīwī, and the māra kai is one of the learning environments that has been developed and maintained by students and kaiako. Classrooms are inviting and conducive to learning.

Professional and educational leadership in the kura supports ongoing improvement in the quality of learning and outcomes for students. The principal capably leads staff to explore and consolidate best teaching and learning practices that cater for their students. She is highly reflective, inclusive and considered in her approach to educational leadership. The leadership potential of staff members is fostered with opportunities for them to take different leadership roles throughout the kura.

The roles of the principal and school manager are complementary. They work well together to meet the expectations of the whānau for capable kura management. This enables the principal to focus primarily on teaching, learning and pastoral care and the manager, who has been delegated higher levels of responsibility, by the whānau to capably fulfil key administrative tasks.

Teachers are highly professional and committed to achieving high quality outcomes for students. They foster positive relationships with students and their whānau and understand it is a critical factor to promote success in learning. They use effective teaching strategies that promote high levels of student engagement in learning. Classrooms are well managed with good routines and clear expectations for learning and behaviour.

Teachers are appreciated for their particular strengths and expertise. They use these to enhance students’ learning and to support each other. The whānau is very supportive of ongoing development and training for their staff, particularly in those learning areas identified as kura priorities.

The principal and teachers are able to cater for students’ learning and development needs in appropriate ways. Smaller class sizes, access to resources and support staff, sound assessment practices and good communication between kura and home allow teachers to respond more directly to the learning needs of students. Strategies include individual learning plans, peer counselling, alternative programmes and providing leadership roles. Teachers regularly report about curriculum at whānau hui. These reports provide useful information to monitor progress against goals and targets.

Whānau aspirations for students to become competent speakers, readers and writers in te reo Māori are clearly prioritised in the strategic documents of the kura. Resources are allocated to improve the language capability of teachers and provide meaningful language learning experiences for students. There are high levels of expertise and knowledge in the whānau to extend te reo Māori in the kura. The kura has also gained national honours and recognition for te reo Māori in both Ngā Manu Kōrero and secondary school kapa haka.

A specific programme for new and prospective students with limited te reo Māori has been trialled. The tutors are members of the kura whānau with experience in second language teaching. They worked intensively with this small group of students for one term and then monitored their transition into the full immersion environment. Their review of this programme provided useful self-review information for the whānau about the viability and impact of this late immersion programme.

There is a deliberate emphasis to ensure the content and delivery of learning

experiences uphold the mātāpono of the kura, and reflect the wider context and designated character of the kura. The kura continues to provide varied learning pathways for its senior students, including study towards NCEA qualifications and opportunities for tertiary level study. The principal and teachers use their knowledge of students’ background, interests, skills and whānau to identify and plan potential career pathways. They are genuinely interested in the well-being of their graduating students and continue to support them in their future endeavours.

Preparation to implement Te Marautanga o Aotearoa from 2011 is well underway. Teachers have continued to participate in relevant professional development for both Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori. Teachers use standard Māori medium assessment tools to monitor student learning in literacy and numeracy. They also have confidence that their current assessment practices will support teachers to make overall judgments about student achievement and progress against Ngā Whanaketanga Rumaki Māori.

The kura has positive relationships with other groups and organisations, including other kura Māori, local schools, resource teachers, principals’ clusters, and wānanga. These relationships, in particular with Te Wānanga o Raukawa, promote opportunities for partnerships and collaboration on initiatives of mutual benefit that also advance the strategic development of the kura. These opportunities include shared access and use of resources, further learning prospects for students and staff, and strengthening whanaungatanga.

Areas for development and review

Alongside curriculum developments in the kura and preparation for Te Marautanga o Aotearoa in 2011, it is timely for the principal and staff to further develop and extend the opportunities for students in Pūtaiao and Ngā Toi which will also make particular use of resources and expertise within the whānau and staff.

3 Recommendations

ERO recommends that in the next stages of kura development, the whānau and staff should:

  • reflect on their journey as a tikanga Māori kura with a view to documenting and sharing their experiences for the benefit of their iwi and other kura Māori; and
  • continue to maintain and forge ways of operating as a whānau that are consistent with its philosophy and vision as a tikanga Māori kura.

4 Board Assurance on Legal Requirements

Before the review, the board of trustees and principal of Te Kura ā-Iwi o Whakatupuranga Rua Mano completed an ERO Board Assurance Statement and Self-Audit Checklist.  In these documents they attested that they had taken all reasonable steps to meet their legal obligations related to:

  • board administration;
  • curriculum;
  • management of health, safety and welfare;
  • personnel management;
  • financial management; and
  • asset management.

During the review, ERO looked at the school’s documentation, including policies, procedures and records. ERO sampled recent use of procedures and ERO also checked elements of the following five areas that 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;
  • stand-downs, suspensions, expulsions and exclusions; and
  • attendance.

ERO’s investigations did not identify any areas of concern.

5 Future Action

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

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

21 February 2011

About the Kura

Location

Ōtaki

Ministry of Education profile number

3101

School type

Composite (Year 1-15)

Decile

3

School roll

115

Gender composition

Girls 67

Boys 48

Ethnic composition

Māori 115

Special features

Designated character school

Review team on site

September 2010

Date of this report

21 February 2011

Previous ERO report

Education Review, November 2007

To the Parents and Community of Te Kura ā-Iwi o Whakatupuranga Rua Mano

These are the findings of the Education Review Office’s latest report on Te Kura ā-Iwi o Whakatupuranga Rua Mano.

 E kore au e ngaro, he kākano i ruia mai i Rangiātea. I will not be lost, a seed sown from Rangiātea.

Te Kura ā-Iwi o Whakatupuranga Rua Mano is a designated character kura in Ōtaki providing Māori immersion education for students in Year 1 to 15. This kura was established by its three founding iwi to support the creation of a seamless educational pathway for their people. The whānau has also identified ten mātāpono, or guiding principles, that are fundamental to their approach to teaching and learning as a kura ā-iwi.

The integral role of whānau in the kura is strongly evident. Their high level of involvement in the kura has enabled the whānau to develop and maintain practices that build their capability to provide the style of education that is true to their vision for the kura. There is a deliberate emphasis to ensure the content and delivery of learning upholds the mātāpono and the designated character of the kura.

Strong leadership and management of the kura supports ongoing improvement in the quality of learning and outcomes for students. The principal capably leads staff to explore and consolidate best teaching and learning practices that cater for their students. Furthermore, teachers are highly professional and committed to achieving high quality outcomes for students.

The whānau and staff advocate the importance of maintaining a holistic view of students’ development as learners. This position recognises the inherent potential and capability of each student to determine what success will look like for them. In this review, ERO identified the following outcomes for students:

  • Students are achieving success as Māori, in line with the aspirations of their whānau and iwi.
  • Students are enthusiastic and active learners, who are challenged to think critically, share their ideas and express individual creativity.
  • Students display personal pride in themselves, their achievements and their kura.
  • Students have opportunities to show their potential and to succeed in a range of cultural, academic and sporting pursuits.
  • Students learn about their important roles and responsibilities, and how they can contribute to their whānau, hapū and iwi.
  • Senior students display a strong sense of maturity, integrity and leadership.

Future Action

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

This report has been prepared in accordance with standard procedures approved by the Chief Review Officer.

Review Coverage

ERO reviews do not cover every aspect of kura performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this kura.

If you would like a copy of the full report, please contact the kura or see the ERO web page, http://www.ero.govt.nz.

Makere Smith

National Manager Review Services Māori (Te Uepū ā-Motu)

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school’s self-review.

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

  • School Specific Priorities– the quality of education and the impact of school policies and practices on student achievement.
  • Areas of Specific Government Interest– information about how Government policies are working in schools.
  • Compliance with Legal Requirements– assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.