Te Kura ā Iwi o Whakatupuranga Rua Mano

Ngā Whakaaturanga

Kua whakapūmautia Te Kura ā Iwi o Whakatupuranga Rua Mano hei kura ā-iwi ki Ōtaki. He tino hononga ō te kura ki Te Wānanga o Raukawa. Ka hāpai te kura i te tirohanga o ngā iwi, ki te whakapakari ake i te reo, te ahurea, me te tuakiri o ngā ākonga. Ko ngā uaratanga, ngā whakapono, me ngā whakaritenga hoki o te kura, e ārahi ana i te waihanga me te whakatinanatanga o te marautanga, me ngā putanga ki ngā ākonga.

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

1 Te Horopaki

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

E tū ana Te Kura ā Iwi o Whakatupuranga Rua Māori ki Ōtaki, ā, e whakarato ana i te mātauranga rumaki reo Māori mō ngā ākonga o ngā Tau 1 ki te 15. Ka hāpai ngā iwi o Te Āti Awa, o Ngāti Raukawa me Ngāti Toa Rangatira i te maurua kore o te ara mātauranga o ō rātou iwi. E ārahi ana ngā mātāpono o te kura, hei tūāpapa o ngā tikanga ka whāia i roto i te kāwana, te whakahaere, te whakaako, me te ako.

Whai muri i te arotake o mua a Te Tari Arotake Mātauranga, kua whakatūngia tētahi tumuaki hou. Ka mahi ia ki te taha o ngā kaiako me te whānau ki te whakapūmau i te tirohanga o te kura, tae atu ki tētahi rautaki e pā ana ki te eke angitu a ngā uri i roto i te mātauranga. Ko Kauwhata tētahi atu akomanga e whakahaerehia ana ki te tāone o Aorangi, ā, kua whakaurua ki tēnei aromātai.

2 Ngā Putanga ki ngā Uri

He pēhea rawa ngā ākonga e whakaatu ana i tō rātou māramatanga ki ngā mātāpono o te kura?

Ka kitea ki ngā ākonga te māramatanga ki ngā mātāpono o te kura.

He pakari ngā ākonga ki te whakatinana i te whakahirahiratanga o te ūkaipōtanga. Ka whakamahi ngā kaiako i ngā mātāpono o te kura ki te waihanga i tētahi hōtaka akoranga e ahu mai ana i ngā kaupapa matua ā te whānau, ngā hapū, me ngā iwi. Ka whai wāhi matua te reo Māori, ngā tikanga, me ngā kawa ki ngā whakaritenga puta noa i te kura. Ka hāpai ngā kaiako i ngā ākonga ki te whakawhanake, te whakatōpū, me te whakawhiti hoki i te reo Māori, ki te whānuitanga o ngā tūmomo horopaki. Ka whai wāhi atu ngā ākonga ki ngā kaupapa i ngā marae me ngā hapū, tae atu ki te whakariterite mō ngā manuhiri, me te tautoko i ngā huihuinga ki te hapori. Ka whakatinana rātou i ō rātou māramatanga i aua horopaki. Ka hāpai te whānau i ngā ākonga ki te tūhura i ō rātou hononga ki ētahi atu iwi, i ā rātou hītori, ā, i ngā tūmomo reo ā-iwi hoki. Ka akiaki ngā kaiako i ngā ākonga ki te whakamahi i ō rātou mōhiotanga me ō rātou māramatanga ki ō rātou iwi, hei whakahōnore i te wā o mua, ā, hei kōkiri anō hoki i te wā o anamata. Ko tētahi āhuatanga matua o te taiao ako e poipoi ana i ngā tino hononga ki te whānuitanga o ngā tūmomo horopaki. Ka whakamanahia e ngā ākonga tō rātou reo, tō rātou ahurea, me ō rātou tuakiri.

He pākiki, he auaha hoki ngā ākonga. Ka whakamahi ngā kaiako i ngā hōtuku aromatawai ōkawa me ngā ngākau nuitanga ake, ngā pūmanawa ake hoki o ia ākonga, hei ārahi i ngā whakataunga e pā ana ki te whakaako me te ako. Kua whakapuakihia te Mauri Oho hei hāpai i te whānuitanga o ngā tūmomo huarahi ako a ia ākonga. Ka tāutu ngā kaiako i ngā rautaki whakaako e tika ana, kia whai wāhi ai ngā ākonga ki ngā akoranga. Ko te noho wātea mai o ngā tūmomo wāhi ako e hāpai ana i ngā ākonga ki te mahi takitahi, ā, ki te mahi ngātahi anō hoki ki te taha o ētahi atu. Nā te whānuitanga o ngā tūmomo rautaki ako ā-ipurangi e āhei ana ngā ākonga takitahi, takirōpū rānei ki te whai wāhi atu ki ngā akoranga. Ka ngākau nui ngā ākonga ki ngā wheako ako.

Ka arotahi te kura whānui ki te reo matatini me te pāngarau. Ka whakamahi ngā kaiako i ngā pūkete a ngā ākonga, ki te whakaemi i ngā tauira mahi ka aroturuki i tā rātou ahu whakamua i roto i te reo matatini me te pāngarau. Ka whakamahia ngā taputapu matihiko hei whakawhiti kōrero, hei whakapuaki mōhiohio anō hoki ki ngā ākonga me ō rātou whānau.

E whakawhanake ana ngā ākonga i tō rātou māramatanga ki tā rātou whai wāhi nui ki te whānau. Ka āta whakatairangatia e ngā kaiako te ako a te katoa o te tamaiti. He mātātoa tā rātou akiaki i ngā ākonga ki te aroturuki i tā rātou ako, me te whakapuaki i ō rātou whakaaro e pā ana ki te hōtaka. Ka hāpai ngā taumahi i ngā ākonga ki te whakawhanake i ngā pūkenga ārahi, te whai whakaaro nui mō ētahi atu, me te ako i ngā whanonga e tika ana ki te whānuitanga o ngā tūmomo horopaki. Ko ētahi o ngā wheako ako, ko ngā huihuinga ki te taha o ētahi atu kura tuarua i ia tau, ko te huihui anō hoki o ngā ākonga ki ētahi atu, me te whai wāhi atu hoki ki ngā tūmomo kaupapa i ngā kura o te hapori nei. Ka whakanui ngā kaiako i te oranga tangata, puta noa i te kura. Ka whai wāhi atu ngā ākonga ki te whānuitanga o ngā tūmomo kaupapa hākinakina e whakatairangatia ana e te kura ki te hapori whānui. He ākonga manahau rātou.

E ako ana ngā ākonga i te tū o te kaitiaki me āna kawenga mahi. Ka whakamahere ngā kaiako i ngā wheako akoranga e tuitui ngātahi ana i ngā mātauranga o ngā iwi, ngā tikanga, me ngā atua Māori. Ka hāngai ngā hōtaka akoranga ki te tiaki, te whakarauora, me te atawhai i te taiao māoriori. Ka whakaratohia ngā taumahi i ia te wā hei whakapakari ake i te aronga o ngā ākonga ki te manaaki me te tiaki i te whenua, tae atu ki te atawhai o te puna wai o tēnei hapori, me te māra o te kura. Ka whakatairanga aua horopaki ako i te marautanga o te kura, ā, ka whakakaha ake anō hoki i te mōhiotanga o ngā ākonga ki te tū me ngā kawenga mahi hei kaitiaki. Ko ngā tirohanga tuku iho me ngā tirohanga hoki o te ao hurihuri e tūhuratia ana i roto i ngā akoranga, ā, ka whakawhānui ake i te māramatanga o ngā ākonga ki te tū hei kaitiaki mō ō rātou marae, ō rātou hapū, me ō rātou iwi. Ka akiaki ngā kaiako i ngā ākonga ki te āta tūhonohono ki ngā kōhanga reo me ngā rōpū o te hapori whānui. He pakari ngā ākonga ki te whai wāhi nui ki te kura me te hapori.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

E whanake tonuhia ana te aromātai hōtaka. Ahakoa ka arotahi te whānau o te kura ki ngā putanga mō ngā ākonga, kāhore te aromātai e whakamahia ana i ia te wā hei aroturuki, hei aromatawai, hei pūrongo hoki i te kounga o te mātauranga, puta noa i te kura.

Ko te whakahaere i ngā kaimahi tētahi āhuatanga hei whakawhanake ake. Ahakoa he kaupapa here, he tukanga hoki hei hāpai i ngā take kaimahi, me whakawhanake, me whakatinana hoki i ngā tino tukanga pakari, hei ārahi i ngā whakatūnga a te whānau, ā, hei whakatutuki anō hoki i ngā herenga ā-ture. 

3 Te Ārahitanga me te Aromātai o roto

Ko te aronga o te rōpū ārahi, ko te whakatairanga i te eke angitu o ngā ākonga, mā te whakarato i te kounga o ngā whai wāhitanga ako. Koia nei te wā tuatahi kua tū te tumuaki ki tēnei tūranga, ā, kua whakaritea e ia tētahi tauira ārahitanga e whakatairanga ana i te kawe ngātahi me te mahi ngātahi. E mahi ana ia ki te āta whakatakoto i te whakaaro huritao, me te whakatupu ake anō hoki i ngā whai wāhitanga mō ngā ākonga ki te ārahi. E ako ana te rōpū ārahi i ā rātou kawenga ki te whakahāngai i ngā whakaritenga ki ngā whāinga o te kura whānui.

Ka whakamahia te whakamahere rautaki hei hāpai, hei ārahi hoki i te aronga o te kura. Ka whai pānga matua ngā mātāpono o te kura ki te tirohanga whakaaro o te kura, me ngā mahi kāwana, ngā mahi whakahaere hoki. Ka whai wāhi atu ngā kaiako me te whānau ki ngā ohu whakahaere, ā, nā tēnei huarahi ka whai wāhi atu rātou ki ngā huihuinga, ngā mahi whakamahere, me ngā mahi aroturuki.

E whanake ana te aromātai o roto. Hui ai te whānau i ia tau ki te arotake i tā rātou ahu whakamua ki ā rātou whāinga. Ka whakaaro huritao rātou ki tēnā i whai hua ai, me ngā āhuatanga hoki hei whakawhanake tonu. Ka whakaemi te rōpū ārahi i ngā mōhiohio, hei hāpai i ngā pūrongo e pā ana ki te kounga o te mātauranga. Engari, kāhore aua whakaritenga e whakatinanahia ana, e whakamahia ana rānei hei whakamōhio i ngā mahere.

Ka tautoko, ka ārahi hoki te rōpū ārahi me ngā ohu whakahaere i te akomanga o Kauwhata. Ka pūrongo te whānau o Kauwhata i ngā whakawhanaketanga ki te marautanga, ngā whakaakoranga, ngā rauemi hei whai ake, me ngā paetae ākonga. Ka whakapuakihia ngātahitia ngā rauemi, te ako ngaio, me te tautoko.

4 Te Whakatau a Te Poumarumaru 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 Poumarumaru 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 Poumarumaru
• 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 pouako
• 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. 

Kia tutukihia ai e Te Poumarumaru āna herenga ā-ture, me tahuri rātou ki te:

4.1 whakatinana i tētahi hōtaka tiaki me tētahi kaupapa here hoki e pā ana ki te whakahaeretanga o ngā rawa, kia pūmau ai ngā whare me ngā rauhanga o te kura hei taiao akoranga e noho haumaru ana, e noho hauora ana hoki mō ngā ākonga 
[Ngā Aratohu Whakahaere Mātauranga ā-Motu 4(c); wāhanga 17 o te Tuhinga Nohonga Whare]

4.2 whakawhanake me te whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te tuku mahi me te arohaehae kaimahi.
[s77c Te Ture Kaimahi Kāwanatanga 1998; Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana]

5 Te Taunakitanga

Kia toro atu te whānau o te kura ki te tautoko e tika ana, hei whakapiki ake i tō rātou āheinga ki te aromātai o roto.

Te Whakarāpopototanga

Kua whakapūmautia Te Kura ā Iwi o Whakatupuranga Rua Mano hei kura ā-iwi ki Ōtaki. He tino hononga ō te kura ki Te Wānanga o Raukawa. Ka hāpai te kura i te tirohanga o ngā iwi, ki te whakapakari ake i te reo, te ahurea, me te tuakiri o ngā ākonga. Ko ngā uaratanga, ngā whakapono, me ngā whakaritenga hoki o te kura, e ārahi ana i te waihanga me te whakatinanatanga o te marautanga, me ngā putanga ki ngā ākonga.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?

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

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

25 Kohitātea, 2017

Ngā Kōrero e pā ana ki te kura 

Findings

Te Kura ā Iwi o Whakatupuranga Rua Mano is a designated character kura-ā-iwi in Otaki. The kura has strong links to Te Wānanga o Raukawa. The kura contributes to the iwi vision for increasing the language, culture and identity of students. The kura values, beliefs and practices guide curriculum design and implementation and the outcomes for students.

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

1 Context

‘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 kura-ā-iwi in Otaki providing Māori immersion education for students from Years 1 to 15. Te Āti Awa, Ngāti Raukawa and Ngāti Toa Rangatira iwi support a seamless educational pathway for their people. The kura mātāpono are the guiding principles that inform their philosophical foundation for governance, management, teaching and learning.

Since the previous ERO review, a new tumuaki has been appointed. He works with kaiako and whānau to uphold the kura vision including a strategy for education excellence of uri. Kauwhata is an off-site classroom that operates in Feilding, and is included as part of this evaluation.

2 Uri Outcomes

How well do students demonstrate their understanding of the kura principles?

Students demonstrate an understanding of the kura principles.

Students confidently demonstrate the importance of ūkaipōtanga. Kaiako use the kura principles to design the learning programme based on whānau, hapū and iwi priorities. Te reo Māori, tikanga and kawa is an integral part of school wide practices. Kaiako support students to develop, consolidate and communicate in te reo Māori, in a range of contexts. Students participate in marae and hapū activities including preparing for visitors and supporting community events. They apply their understanding in these contexts. Whānau support students to explore their connections with other iwi, their histories and dialectal differences. Kaiako encourage students to use their knowledge and understanding of their iwi, to honour the past, and innovate for the future. An integral part of the learning environment fosters positive relationships in a range of contexts. Students value their language, culture and identity.

Students are curious and creative learners. Kaiako use formal assessment data and students’ individual interests and strengths to guide teaching and learning decisions. Mauri Oho has been introduced to support differentiated learning for individuals. Kaiako to identify appropriate teaching strategies that engage students with learning. Flexible learning spaces enable students to work independently or collaboratively with others. A range of e-learning strategies enable individuals or groups to engage in learning. Students enjoy learning experiences.

Literacy and numeracy is a kura wide focus. Kaiako use student profiles to gather samples of work to monitor their progress in literacy and numeracy. Digital tools are used to communicate and share information with students and their whānau.

Students are developing an understanding about their place in the whānau. Kaiako deliberately promote holistic learning. They actively encourage students to monitor their learning and share their ideas about the programme. Activities enable students to develop leadership skills, show empathy to others and learn about appropriate behaviours in a range of settings. Learning experiences include annual events of sharing with secondary schools, student exchanges and participating in activities with local kura. Kaiako promote healthy habits kura-wide. Students participate in a range of sporting activities which the kura promotes in the local community. Students are resilient learners.

Students are learning about the roles and responsibilities as kaitiaki. Kaiako plan learning experiences that incorporate iwi knowledge, practices and atua Māori. Learning programmes focus on caring, restoring and conserving the natural environment. There are regular activities provided to heighten students’ sense of care and responsibility for the whenua, including conservation of the local water source and the kura garden. These learning contexts enhance the kura curriculum and raises awareness about students’ roles and responsibilities as kaitiaki. Traditional and contemporary views explored in learning broadens students’ understanding of being kaitiaki for their marae, hapū and iwi. Kaiako encourage students to actively form relationships with the local kōhanga reo, and wider community groups. Students are comfortable about their role in the kura and community.

Kura-identified areas of development

Programme evaluation is developing. Although the kura whānau focus on outcomes for students, evaluation is not used consistently to monitor, assess and report the quality of education throughout the kura.

Personnel management is an area for development. While there are policies and procedures to support personnel matters, robust processes need to be developed and implemented to safeguard whānau appointments, and for meeting legislative requirements.

3 Leadership Internal evaluation

The leadership team’s focus is to raise student success by providing quality learning opportunities. The first time principal has established a distributive leadership model to promote collaboration. He is working towards creating a reflective culture and growing leadership opportunities for students. The leadership team are learning about their responsibilities to align practice to kura-wide goals.

Strategic planning is used to support and guide the kura direction. The kura principles are integral to the school philosophy, governance and management practices. Kaiako and whānau participate in ohu whakahaere where they contribute to meetings, planning and monitoring.

Internal evaluation is developing. The whānau meet annually to review progress toward their goals. They reflect on what has worked well and areas for further development. The leadership team gathers information to support reporting about the quality of education. However these practices are not consistently applied or used to inform planning.

The leadership team and ohu whakahaere provide support and guidance for the Kauwhata off-site class. Kauwhata whānau report about curriculum developments, teaching, resourcing needs and student achievement. Resources, professional learning and support are shared openly.

4 Te Poumarumaru assurance on legal requirements

Before the review, the board of trustees and principal completed the Te Poumarumaru 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:

• Te Poumarumaru 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 student 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.

In order for the Poumarumaru to meet compliance requirements they must:

4.1 implement a maintenance programme and property management policy to ensure that the school’s buildings and facilities provide a safe, healthy learning environment for students
[NAG 4(c); clause 17 Property Occupancy Document]

4.2 develop and implement policies and procedures for employment and appraisal of staff.
[s77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement]

5 Recommendation

The kura whānau seek appropriate support to increase their capacity for internal evaluation.

Conclusion

Te Kura ā Iwi o Whakatupuranga Rua Mano is a designated character kura-ā-iwi in Otaki. The kura has strong links to Te Wānanga o Raukawa. The kura contributes to the iwi vision for increasing the language, culture and identity of students. The kura values, beliefs and practices guide curriculum design and implementation and the outcomes for students.

When is ERO likely to review the kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

25 January 2017 

Information about the Kura 

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

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

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.