Te Kura-a-iwi o Whakatupuranga Rua Mano - 25/01/2017

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 

Te tūwāhi

Kei Ōtaki

Te tau a te Tāhuhu o te Mātauranga

3101

Te tūmomo kura

He kura hiato (Tau 1 -15)

Te tokomaha o ngā ākonga o te kura

207

Te ira tangata

Kōtiro 114

Tama tāne 93

Ngā hononga ā-iwi

Māori

Pākehā

206

1

Ngā āhuatanga motuhake

He kura ā-iwi

Te wā i te kura te rōpū arotake

Whiringa-ā-nuku 2016

Te rā o tēnei pūrongo

25 Kohitātea, 2017

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Hui-tanguru 2011

Whiringa-ā-rangi 2007

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 

Location

Otaki

Ministry of Education profile number

3101

Kura type

Composite (Year 1-15)

Kura roll

207

Gender composition

Girls 114

Boys 93

Ethnic composition

Māori

Pākehā

206

1

Special features

Designated Character Kura a Iwi

Review team on site

October 2016

Date of this report

25 January 2017

Most recent ERO report(s)

Education Review

Education Review

February 2011

November 2007