TKKM o Bernard Fergusson

Te Horopaki

Mahia te mahi, hei painga mō te iwi

E tū ana Te Kura Kaupapa Māori o Bernard Fergusson ki Ngāruawāhia. He kura tuatahi tēnei e whakarato ana i te mātauranga rumaki reo Māori mō ngā tamariki o ngā Tau 1 ki te 8. I whakaaetia e ngā kuia me ngā kaumātua te ingoa o te kura, hei whakanui i ngā tino hononga o mua ki waenga i te iwi o konei me tētahi Kāwana Tianara o Niu Tireni o aua wā.

E ū pūmau tonu ana te hau kainga ki tōna tino hononga ki te marae o Tūrangawaewae, mā tā rātou aro nui ki te tongi o runga ake nei ā Te Puea Hērangi. E pou here ana taua tongi i ngā āhuatanga katoa i te kura. Ko te tū tata o te kura ki te marae e whakapūmau ana i te tino hononga ki ngā hapū me te iwi o Tainui. Ka aro nui ki Te Kīngitanga, te whanaungatanga, te manaakitanga, me te reo me ngā tikanga o Tainui.

He hononga ā-whakapapa tō ētahi o ngā kaimahi me te poari ki a Tainui, ā, ko ētahi o rātou he pia anō hoki nō te kura. Ka hāpai tēnei i te tirohanga o te kura, arā, kia mahia hei painga mō te iwi.

He pēhea rawa te whakawhanaketanga o te mana motuhake me te rangatiratanga o ngā tamariki?

E whakawhanake ana ngā tamariki i te tupu o tō rātou mōhiotanga, tō rātou māramatanga anō hoki ki ā rātou kawenga ki tō rātou iwi, me te whakahirahiratanga ki te whakapūmau tonu i te mana o Te Kīngitanga.

1 Ngā Putanga ki ngā Tamariki

E whakatinana ana ngā tamariki i ngā uaratanga me ngā tikanga o Tainui. Ka arotahi te hau kainga ki te ūkaipōtanga me te whanaungatanga, hei whakatairanga i te ahurea me ngā uaratanga o te iwi. Ka whakamahi ngā kaiako i ngā whakataukī, ngā waiata, me ngā mōteatea e whai pānga ana ki a Tainui. Ka whai wāhi atu ngā tamariki ki ngā āhuatanga ōkawa, ōpaki hoki i te marae me te kura. Ka kitea te whanaungatanga i ngā tamariki e whai wāhi atu ana ki te marae, te iwi, me ngā kaupapa whakahirahira. Ka ako ngā tamariki ki te manaaki i ngā manuhiri, ā, ka whakapuakihia te manaakitanga me te aroha. He tino aronga toi whenuatanga tō ngā tamariki ki te kura me tō rātou hapori.

Ka rumakina ngā tamariki ki te hōhonutanga o tētahi taiao reo. E whakapūmautia ana te reo Māori me te reo ā-iwi mā te whānuitanga o ngā tūmomo huarahi ako reo e whai hua ana. Ka ako ngā kaiako i ngā waiata me ngā kōrero tuku iho o Tainui, hei whakapuaki ake ki ngā tamariki. He tino tauira rātou, ā, ka tautokona anō hoki rātou e ētahi atu tino mātanga ka hāpai i te reo Māori me te reo ā-iwi puta noa i te kura. Ka whakamahere pū ngā kaiako ki te whakaako i te reo, ā, ka whai wāhi atu rātou ki ngā mahi ki te whakaōrite i ngā aromatawai reo hei aroturuki i te ahu whakamua a ngā tamariki. Kua āta whakawhanakehia tētahi hōtaka tautoko mō ngā tamariki ka uru mai ki te kura me te iti noa o te reo Māori. E whakawhanake ana te tūmāia o ngā tamariki ki te kōrero i te reo o Tainui.

He pakari te whai wāhi atu a ngā tamariki ki te whānuitanga o ngā tūmomo horopaki. He mātātoa te āta poipoi a ngā kaiako i ngā tino hononga ki te marae, ngā hapū, me te iwi, ā, ka whakatairanga hoki i te whanaungatanga. Haere ai ngā tamariki ki ngā poukai, te Koroneihana, me ngā rīketa i ia te wā, ā, he tino kaupapa whakahirahira ēnei ki te iwi. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā tamariki ki te tū hei kaiārahi i roto i ngā kaupapa i te kura, pērā i ngā pōwhiri me te toi pūeru. E whakawhanake ana te reo matatini o te hangarau mōhiohio, puta noa i te kura. Kua whakapuakihia e ngā kaiako ngā hōtaka paetae ā-ipurangi me ngā pūmanawa tautono o te ī-papa i te marautanga. E rua ngā wā o ia tau, ka hui tahi ngā ākonga ki ētahi atu ākonga i ngā motutere o te Moana nui ā Kiwa, hei hāpai i tā rātou ako i te ao whānui. He ākonga manahau, he ākonga urutau anō hoki ngā tamariki.

Ka kawe ake ngā tamariki i ngā wero me ngā whai wāhitanga. Ka whakamahi ngā kaiako i te whānuitanga o ngā tūmomo rautaki e whai hua ana ki te hāpai i ngā akoranga a ngā ākonga. Ko ētahi o ēnei, ko te tau o ngā horopaki ako, ko te whakatauira i ngā tino tūmanako, ko te akiaki i ngā tuākana ki te tautoko i ngā tēina, ā, ko te whakarato anō hoki i ngā taiao akoranga ātaahua. Kua tīmata ngā kaiārahi me ngā kaiako o te kura teina me te kura tuakana ki te hāpai i ngā ākonga ki te tū takitahi me te kōkiri, te whakahaere hoki i ō rātou ake huarahi ako. Ka whakamahi rātou i te whānuitanga o ngā tūmomo rauemi ako, tae atu ki ngā rauemi whakaaro hei hāpai i te hīraurau hopanga me tētahi angamahi e āta whakaatu ana i ngā paetae me te huarahi mahi ka whai ake. E whanake haere ana te hangarau matihiko. He ākonga tūmāia, he ākonga pākiki hoki ngā tamariki.

Te Ārahitanga me te Whakahaeretanga

E whakahaere ana ngā kaiārahi matua o te kura teina me te kura tuakana i ngā whakaakoranga me ngā akoranga, ā, ka āta whakarite i te whakatutukitanga o ngā mahere me ngā wā pūrongo a ā rātou ake rōpū. Ka whiwhi ngā kaiako i te pai o ngā kōrero urupare mō te āhua o ā rātou mahi i ngā akomanga, tae atu anō hoki ki ngā wāhanga hei whakawhanake ake. Ko te hāpai takirua me tētahi tukanga arohaehae i āta whakawhanakehia ai, e hāpai ana ki te whakapakari ake i ngā āheinga o ngā kaimahi.

E tino whai wāhi nui ana te hau kainga ki ngā kaupapa i te kura. E noho ngākau nui ana rātou ki ngā huarahi e whakamahia ana e te kura ki te whakawhitiwhiti kōrero ki a rātou, mō te ahu whakamua o ā rātou tamariki me ō rātou whakatutukitanga. Ka whakatū ngā kaiako i ngā awheawhe, kia mārama ake ai ngā hau kainga ki ngā āhuatanga e pā ana ki te pāngarau. He pai ki te hau kainga te whai huatanga, te wawe, me te whai kiko anō hoki o te hangarau matihiko e whakamahia ana hei huarahi whakawhiti kōrero mō rātou. Ka ngākau nui hoki rātou ki ngā whakanuitanga o te kura i ngā akoranga, me ngā kaupapa ahurea, kaupapa hākinakina hoki i te kura.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

E mōhio ana poari, e tika ana kia wawe te arotake i te mahere rautaki. Kei ngā tuhinga o tēnei wā ngā whakamāramatanga e whai hua ana, me ngā uaratanga, ngā wawata hoki mō ngā ākonga, engari he whānui rawa, he hākirikiri hoki ngā whāinga rautaki. Kāhore ngā taumata o ngā paetae ākonga e whakatakoto ana i ngā tino mahi, ā, nā tēnei he uaua te aroturuki, te ine rānei i te whai pānga o ēnei ki ngā putanga o ngā ākonga.

He whāiti te aromātai o roto. Kāhore te aromātai o ia wā e toro atu ana hoki ki te arotake nahanaha o ngā kaupapa here, ā, kāhore hoki e whakatairanga ana i te tukanga whakawhitiwhiti whakaaro. Kāhore ngā pūrongo a te tumuaki e whai kiko mārika ana mō te ahu whakamua o ngā ākonga, ā, kāhore hoki ia e mahi ana ki te taha o te poari ki te whakawhanake i ngā mahere ka whakatairanga ake i ngā paetae. Kua roa nei ngā taumata pāngarau e noho rite ana, ā, e tohu ana tēnei i te kore aro atu ki ngā hōtuku, ngā ingoa, me ngā matea o ngā tamariki. Ahakoa e aro atu ana ki tēnei āhuatanga, kua iti noa te ahu whakamua.

2 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
• te whakatutukitanga i Te Ture Oranga Tamariki 2014.

Hei whakapai ake i ngā whakaritenga, me tahuri te poari ki te:

• pūrongo i ngā paetae o ia ākonga ki ngā ākonga me ngā mātua, me te pūrongo hoki i te ahu whakamua o ngā ākonga i roto i ngā akoranga ki te poari
  [Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(c), Ngā Aratohu Whakahaere Mātauranga ā-Motu 2A(a), Ngā Aratohu Whakahaere Mātauranga ā-Motu 1]
• whakatinana i tētahi hōtaka o te arotake whaiaro mō ngā kaupapa here, ngā mahere, me ngā hōtaka o te kura, tae atu ki te aromātai i ngā paetae ākonga, hei whakatutuki i ō rātou tūranga me ā rātou kawenga e pā ana ki te kāwanatanga
  [Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)]
• arohaehae ā-tau i te tumuaki, i runga anō i te āhua o ngā taumata ngaio katoa e pā ana ki ngā tumuaki, me ngā whāinga āhua mahi i whakatakotohia ai ki te kirimini āhua mahi o te tumuaki.
  [Ngā Aratohu Whakahaere Mātauranga ā-Motu 3(a)]

3 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga, kia toro ake tonu te poari ki te tautoko ka whakatutuki i ngā whakapaitanga pūmau i roto i te ahu whakamua a ngā ākonga me ō rātou whakatutukitanga, ā, kia āta aro nui atu ki te:

• whakamahere rautaki me te aromātai o roto e arotahi ana ki ngā putanga mō ngā tamariki
• āheinga o te ārahitanga ngaio ki te whakapai ake i ngā paetae ākonga.

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

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te aromātai whai muri o Te Kura Kaupapa Māori o Bernard Fergusson i roto i ngā tau e toru.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

03 Hōngongoi, 2017

Ngā Kōrero e pā ana ki te kura 

Context

Mahia te mahi, hei painga mō te iwi

Te Kura Kaupapa Māori o Bernard Fergusson is in Ngāruawāhia. It is a full primary school that offers Māori medium education for tamariki from Years 1 to 8. The name of the kura was agreed to by local kuia and kaumātua in recognition of the historical and close relationships between local iwi and a former Governor General of New Zealand.

The hau kainga continues to maintain its long association with Tūrangawaewae Marae through their commitment to the above tongi (proverb) of Te Puea Hērangi. This underpins everything that happens in the kura. The close proximity of the kura to the marae reinforces the strong sense of connection to the hapū and iwi of Tainui. The focus is on Te Kīngitanga, whanaungatanga, manaakitanga and te reo me ngā tikanga o Tainui.

Most staff and board members whakapapa to Tainui and some are graduates of the kura. This contributes to the vision of the kura, to serve the iwi.

How well are tamariki developing as culturally autonomous and influential?

Tamariki are developing a growing awareness and understanding of their obligations to their iwi and the importance of maintaining the mana of Kīngitanga.

1 Tamariki Outcomes

Tamariki practise the values and tikanga of Tainui. The hau kainga focus on ūkaipōtanga and whanaungatanga to promote the culture and values of the iwi. Kaiako use whakataukī, waiata and mōteatea related to Tainui. Tamariki participate in formal and informal events on the marae and at the kura. Whanaungatanga is evident when tamariki participate in and contribute to marae, iwi and special events. Tamariki learn to care for visitors where they demonstrate manaakitanga and aroha. Tamariki have a strong sense of belonging to the kura and their community.

Tamariki are immersed in a rich language environment. Te reo Māori and the iwi dialect are reinforced through a range of effective language learning practices. Kaiako learn the waiata and stories specific to Tainui to share with tamariki. They are confident role models and are supported by additional experts who provide support for te reo Māori and local dialect across the kura. Kaiako plan explicit language teaching and they participate in moderation of language assessments to monitor the progress of tamariki. A well-developed support programme is in place for those tamariki who enter the kura with little understanding of te reo Māori. Tamariki are developing as confident speakers of te reo o Tainui.

Tamariki participate confidently in a wide range of contexts. Kaiako actively foster strong links with the marae, hapū and iwi and promote whanaungatanga. Tamariki attend poukai, koroneihana and local regatta which are significant iwi events. Kaiako offer leadership opportunities for tamariki in kura events such as pōwhiri and wearable arts. Infomation Communications Technology (ICT) literacy is developing across the kura. Kaiako have introduced web-based achievement pogrammes and iPad applications into the curriculum. Bi-annual interactions with Pasifika students in other countries supports learning about te ao whānui. Tamariki are resilient and adaptable learners.

Tamariki accept challenge and take opportunities. Kaiako use a range of effective strategies to support student learning. These include familiar learning contexts, modelling clear expectations, encouraging tuakana to support teina and providing attractive learning environments. The kura teina and kura tuakana leaders and teachers are in the early stages of supporting students to become independent and self-managing learners. They use a range of learning tools including thinking tools for problem solving and clear a framework that displays achievement and next steps. The use of digital technology is developing. Tamariki are confident, curious learners.

Leadership and Management

The senior leaders of the kura teina and the kura tuakana manage teaching and learning and ensure planning and reporting timelines are met for their respective teams. Teachers receive positive feedback about their performance in class including areas for further development. Mentoring in pairs and a well-developed appraisal process is helping to build capability amongst staff.

The hau kainga are highly involved in kura activities. They are enthusiastic about the ways the kura communicates with them about tamariki learning progress and achievement. Kaiako use parent workshops to increase hau kainga understanding about numeracy. The hau kainga appreciate that digital technology as a medium of communication is efficient, timely and informative. They also enjoy kura celebrations of learning and cultural and sporting events.

Kura-identified areas of development

The board recognise the urgent need to review the strategic plan. The current document provides useful background, values and aspirations for students, however the strategic goals are broad and generic. The student achievement targets do not have specific or targeted actions making them difficult to monitor or to measure against the impact on student outcomes.

Internal evaluation is limited. Regular evaluation does not involve a systematic review of policies or promote a consultative process. The principal does not report in sufficient detail about student progress or work with the board to develop plans for raising achievement. Targets for pangarau have remained the same for consecutive years indicating a lack of attention to the numbers, names and needs of tamariki. Despite a focus in this area little progress has been made.

2 Board assurance on legal requirements

Before the evaluation, the board of trustees and principal completed the ERO 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:

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

During the evaluation, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of students (including prevention of bullying and sexual harassment)
• physical safety of students
• teacher registration and certification
• processes for appointing staff
• stand-downs, suspensions, expulsions and exclusions
• attendance
• compliance with the Vulnerable Children Act 2014.

In order to improve practice the board must:

• Report on achievement of individual students to students, to parents and the board about student progress in learning
  [NAG 2(c), NAG 2A(a), NAG 1]
• Implement a programme of self-review in relation to school policies, plans and programmes including evaluation of student achievement information to fulfil their governance roles and responsibilities
  [NAG 2(b)]
• Annually assess the principal against all professional standards for principals and in reference to the performance objectives in the principals’ performance agreement.
  [NAG 3(a)]

3 Recommendations

ERO recommends that the board seek further support to bring about sustainable improvements in student progress and achievement paying close attention to the:

• strategic planning and internal evaluation that is focussed on outcomes for tamariki
• capability of professional leadership to improve student achievement.

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Te Kura Kaupapa Māori o Bernard Fergusson will be within 3 years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

3 July 2017 

About the Kura