TKKM o Harataunga

Education institution number:
1773
School type:
Full Primary
School gender:
Co-Educational
Definition:
Kura Kaupapa Maori
Total roll:
24
Telephone:
Address:

1416 Kennedy Bay Road, Kennedy Bay

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Te Kura Kaupapa Māori o Harataunga - 16/01/2019

Ngā Whakaaturanga

1 Te Horopaki

Kei Harataunga Te Kura Kaupapa Māori o Harataunga e tū ana, he āhua tekau kiromita atu i te tāone o Waiaua. Ko Te Aho Matua te tikanga whakaaro i te kura, ā, e whakarato ana i te mātauranga rumaki reo Māori ki ngā ākonga o ngā tau 1 ki te 8. Ko te kura tētahi āhuatanga nui o te papakāinga o Harataunga. He tino hononga ā-iwi tō ngā ākonga me te whānau ki a Ngāti Porou. Kua whakatinanahia puta noa i te kura, ko te hōtaka e kīia nei, ko te Feuerstein Instrumental Enrichment (FIE), ā, he kaupapa tēnei e whakatairanga ana i te kōkiri a te ākonga i a ia anō, ā, i tōna tū takitahi anō hoki.

2 Te Tino Uaratanga

He pēhea rawa te whakaatu a ngā ākonga i tō rātou tūmāia ki te papakāinga o tō rātou kura?

He māia, he pakari hoki te ako a ngā ākonga ki te papakāinga o tō rātou kura.

Te Ira Tangata

Ka whai takohanga ngā ākonga mō rātou anō, ā, mō ētahi atu hoki. E whakatairanga ana te whānau i ngā mātāpono o Te Aho Matua, ā, kua whakatinanahia ngā tino tūmanako e pā ana ki ngā mahinga me ngā whakaritenga ki ngā akomanga. Ka whakatītina te whānau i te whakaute, te manaaki, me te ngākau aroha ki ngā ākonga. Ka whakatauira rātou i te whakawhanaungatanga e ahu mai ana i te aroha me te awhi. Ka kitea ki ngā ākonga tō rātou māhaki, tō rātou manawanui anō hoki i a rātou e whakahonohono atu ana ki ō rātou hoa me ngā pakeke. Ka āta whakaarohia ngā whakawhitinga o ngā ākonga tēina. E poipoia ana ō rātou waiora i a rātou e waia haere ana ki tō rātou taiao ako hou. Ka whai whakaaro nui ngā ākonga, ā, ka mahi ngātahi hoki. Ka ngākau nui ngā ākonga ki te whakapuaki i ā rātou whakatutukitanga me ō rātou whakaaro ki te taha o ētahi atu. Ka whakanuia e ngā kaimahi me te whānau, ko ngā whakamātau a ngā rōpū, a ia ākonga hoki. Ka kitea ki ngā ākonga tō rātou whakaaro nui ki te manaakitanga.

Te Reo

E whakawhanake ana ngā ākonga i te māramatanga ki te reo Māori. E kōrerohia ana te reo Pākehā ki te nuinga o ngā kāinga o ngā ākonga. Ko te kaha whakatauira mai o ngā kaiako i te reo Māori, ko te tāruarua o ngā kōrero, me te waia haere o ngā ākonga ki ngā tūmomo hanganga reo e hāpai katoa ana i te whakawhanaketanga reo Māori o ngā ākonga. He akoranga reo anō e whakaratohia ana mā ngā ākonga e te kaitakawaenga o te FIE. He pakari ngā ākonga tuākana ki te whakawhiti kōrero mā te reo Māori ki waenga i a rātou anō, ki ngā pakeke hoki. He ngākau titikaha ō rātou ki te pātai me te whakawero i a rātou anō, ā, i ngā pakeke hoki. E rapu huarahi ana te whānau ki te whakapakari ake i ngā āheinga reo o ngā ākonga, hei āta whakatau i tā rātou whai hua tonu i tā rātou whakawhitinga atu ki te wharekura. Kei te mārama ngā ākonga tēina i ngā tohutohu, ngā pātai, me ngā whakawhitinga kōrero i roto i te reo Māori. Ka āta whakarite te whānau i te taetae atu, i te whai wāhi atu hoki o ngā ākonga ki ngā kaupapa i te marae. Ka rongo ngā ākonga i te reo ōkawa e whakapuakihia ana i te paepae. Kei te riro i ngā ākonga ngā pūkenga ki te whakawhitiwhiti whakaaro mā te reo Māori.

Ngā Iwi

Ka kitea ki ngā ākonga ō rātou manawa whakahī ake ki ō rātou hononga ā-iwi, ā-hapū hoki. He hononga ā-whakapapa tō ngā mema o te whānau. E pou here ana te whanaungatanga i ngā hononga ki roto i te papakāinga o tō rātou kura. E hāpai ana te whānau i ngā ākonga ki te ako i te hītori me ngā tino pou whenua whakahirahira o Harataunga me tōna hapori whānui tonu. Ko te taetae atu ki te marae, ko te manaaki hoki i ngā manuhiri e hāpai ana i ngā ākonga ki te whakatutuki i tō rātou tū hei tangata whenua. E kite atu ana rātou i ngā kawa me ngā tikanga o te iwi ki te marae. Ka kite atu ngā ākonga i ngā ariā o te manaaki, te awhi, me te tautoko i a rātou e whakatau ana i ngā manuhiri ki tō rātou wāhi. Ka mōteatea, ka haka, ka waiata hoki ngā ākonga i ngā waiata me ngā haka o tō rātou iwi. Ka taea e ngā ākonga ō rātou whakapapa te whakamārama, ā, ka whakanui hoki rātou i ngā whakapapa o ētahi atu. He hononga tō te kura me te papakāinga ki te marae. Ka whakanuia e ngā ākonga tā rātou whai wāhi nui ki te hapori me te iwi.

Te Ao

Whakatewhatewha ai, tūhura ai hoki ngā ākonga i tō rātou taiao māoriori i ia te wā. Ka ako rātou i ngā hītori o tō rātou papakāinga, ā, ka tūhura rātou i ngā āhuatanga e pā ana ki te taiao o Harataunga. He whai wāhitanga mō ngā ākonga ki te āta tūhonohono hei kaitiaki o te moana, te ngahere, ngā awa, me te whenua. Ka ako ngā ākonga i te whai pānga o te taiao ki tō rātou ao i Harataunga. Nā te hangarau mōhiohio ngā ākonga e whakawhānui ana i ō rātou mōhiotanga ki te ao kei tua atu i Harataunga. Ka rangahau, ka pūrongo hoki ngā ākonga tuākana i ā rātou kaupapa e whakaatu ana i tō rātou māramatanga ki ngā take ā-ao. E mōhio ana ngā ākonga ki ngā take taiao e whai pānga ana ki tō rātou hapori, ā, ki tua atu anō hoki. Ka pakari haere te whai whakaaro nui o ngā ākonga ki ētahi atu, ā, ka kitea anō hoki ō rātou ngākau aumangea mā te hōtaka o FIE. Ka taea e rātou te whakapuaki, te whakaatu hoki ō rātou whakaaro me ō rātou āwangawanga e hāngai ana ki ngā kaupapa o ngā iwi taketake. Ka noho pākiki, ka whakatewhatewha hoki ngā ākonga ki te ako.

Āhuatanga Ako

E whai wāhi mātātoa ana ngā ākonga ki ngā akoranga. E hāpai ana te ahurea o te kura i te kaha o ngā ākonga ki te ū ki te mahi mō ngā wā roroa. Kei te whai wāhi mātātoa ngā ākonga kōhungahunga (arā, ko ngā tau 1 ki te 4) mā te whakarōpū i a rātou ki ngā rōpū whakaako e hāngai pū ana ki ō rātou matea. Ka whiriwhiri rātou i ā rātou ake rauemi ako me ā rātou ake taumahi ako. E hāpaitia ana te ākonga taiohi (arā, ko rātou katoa o ngā tau 5 ki te 8) ki te whakahaere i a ia anō me te kōkiri i tāna ake ako. Mahi nahanaha ai rātou i ia te wā ki te taha o te kaitakawaenga FIE ki te whakawhanake i ō rātou pūkenga whakaaro, ā, ki te āta whakapuaki hoki i tēnā e whakaarohia ana, e rangona ana hoki e ō rātou hinengaro me ō rātou whatumanawa. He pakari tā rātou whakamahere haere i ā rātou wātaka ako o ia rā. Ka whakamana, ka tautoko hoki te whānau i ngā akoranga a ngā ākonga. Ka hāpai rātou i ngā ākonga ki te whai i ō rātou ake ngākau nuitanga me te whakaraupapa i ā rātou whiringa i ngā wā ako. Kua kitea e te whānau te tino pikitanga ake o te takohanga o ngā ākonga mō rātou anō i ō rātou kāinga. Ka whakatinana ngā ākonga i ngā rautaki FIE i ākona ai i te kura ki ō rātou ake kāinga. He ngākau titikaha ō ngā ākonga ki te kōkiri i ā rātou akoranga.

3 Te Arotake Whaiaro me te Ārahitanga

He auau te arotake whaiaro, puta noa i te nuinga o ngā wāhanga whakahaere i te kura. Ko ētahi o ngā wāhanga e pūrongotia ana, ko ngā rawa me te tiaki rawa, ngā whāinga o te hapori, ngā hiahia whakawhanaketanga ngaio, ngā pūtea, te marau, me te tikanga whakaaro a te kura. Kua whakatakotohia tētahi tirohanga rautaki me tētahi mahere, ā, e whakaraupapa ana i ngā kaupapa matua o te kura, i runga anō hoki i ngā wawata o te whānau me ngā mātāpono o Te Aho Matua. Kua arotakengia ngā kaupapa here e te whānau.

E arotahi ana ngā kaiārahi ki ngā rautaki e whakatutuki ai i ngā tino painga mō ngā ākonga. E whakamanahia ana te tumuaki whakaako e te whānau. E hāpaitia ana ia e tētahi kaiāwhina, ā, kua whakangungutia hei kaiwhakahaere mō te hōtaka FIE. E takune ana, kia mātau haere te katoa o ngā kaimahi me te whānau ki ngā tikanga me te whakapuakitanga o te FIE, hei hāpai i te ako me te eke angitu o ngā ākonga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kāhore anō te whānau kia whakapuaki i tētahi tukanga arohaehae auau e whakahāngaitia ai ki ngā tikanga matatika me ngā paerewa a te Matatū Aotearoa. I te tau 2016 te arohaehae o mua a te tumuaki, ā, kāhore anō ētahi atu o ngā kaimahi kia oti te huarahi arohaehae. He mea matua te arohaehae haere i ngā kaimahi.

Tērā ētahi atu āhuatanga o ngā mahi whakahaere a te whānau hei whakapakari ake, kia pai ake ai te kounga whānui tonu o te arotake whaiaro ki te kura. Ko ētahi o aua āhuatanga, ko te whakakaha ake i te taetae me te whai wāhi atu ki ngā hui ā-whānau, ko te āta tuhi haere i ngā whakataunga me ngā putanga i ngā hui ā-whānau, ā, ko te whai anō hoki i tētahi mahere ā-tau hei āta whakaū i te aro wawe ki ngā mahi matua me te whakatutukitanga o aua mahi.

Ahakoa he mahere mātauranga tā ia ākonga, he mea nui kia tirohia e ngā kaimahi te whānuitanga o ngā ākonga, hei tāutu i ngā tauira me ngā ia puta noa i te kura, mō ngā whakatutukitanga i roto i te roanga o te wā. Ka whakatairanga tēnei i ngā tukanga a te whānau e whakatau ai i ngā huarahi papai ki te hāpai i ngā ākonga i ia tau.

4 Te Whakatau a te Whānau 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 Whānau 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 poari
  • 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 kaiako
  • 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 tutuki i te whānau ā rātou herenga ā-ture, me tahuri ki te:

  • whakatinana i tētahi pūnaha auau e arohaehae ai i ngā kaimahi katoa, ā, e whai ratonga ai hoki mā ngā kaimahi katoa.
    [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

E taunaki ana Te Tari Arotake Mātauranga kia tahuri te whānau ki te:

  • āta whakarite i te whakatutukitanga me te whakapūmautanga o ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake i roto i ngā whakaritenga e pā ana ki te kāwana me te whakahaere o te kura.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Harataunga ki te hapori o Harataunga ki Waiaua. Kei te tūmāia, kei te pakari hoki ngā ākonga ki te papakāinga o tō rātou kura. E whakatakoto ana ngā kaimahi me te whānau i te hōtaka ako o Feuerstein Instrumental Enrichment (FIE), ki te taha tonu o Te Aho Matua. He auau te arotake whaiaro, puta noa i te nuinga o ngā wāhanga whakahaere o te kura, ā, e arotahi ana ngā kaimahi ki te whakatutuki i ngā tino painga mō 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 o Te Kura Kaupapa Māori o Harataunga i roto i ngā tau e toru, arā, ko Te Rākeitanga.

Charles Rolleston Toka ā-nuku

16 Kohitātea, 2019

Ngā Kōrero e pā ana ki te kura

Te tūwāhi

Kei Harataunga, ki Waiaua

Te tau a te Tāhuhu o te Mātauranga

1773

Te tūmomo kura

He kura tuatahi (Tau 1 ki te 8)

Te tokomaha o ngā ākonga o te kura

18

Te ira tangata

Kōtiro 9

Tama tāne 9

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

Te Aho Matua

Te wā i te kura te rōpū arotake

12 Whiringa-ā-rangi 2018

Te rā o tēnei pūrongo

16 Kohitātea, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga Te Aho Matua

Arotake Mātauranga Te Aho Matua

Arotake Mātauranga Te Aho Matua

Kohi-tātea 2015

Haratua 2013

Pipiri 2008

Findings

Te Kura Kaupapa Māori o Harataunga is located in Kennedy Bay, Coromandel. Students are confident and capable learners in their kura papakāinga. The staff and whānau are embedding the Feuerstein Instrumental Enrichment (FIE) learning programme alongside Te Aho Matua. There is regular self review across most areas of operations within the kura and staff are focused on achieving positive outcomes for students.

The next ERO review of Te Kura Kaupapa Māori o Harataunga will be in three years – Te Rākeitanga – Expansion Evaluation. 

1 Context

Te Kura Kaupapa Māori o Harataunga is located in Kennedy Bay which is approximately 10 kilometres away from the Coromandel township. Te Aho Matua is the founding philosophy of the kura which provides Māori medium education for students from Years 1 to 8. The kura is considered a significant part of the papakāinga in Harataunga. Students and whānau have strong iwi connections to Ngāti Porou. The Feuerstein Instrumental Enrichment (FIE) programme has been implemented across the kura and promotes self-efficacy and independence in students.

2 Te Tino Uaratanga

How well do students show confidence in their kura papakāinga?

Students are confident and capable learners in their kura papakāinga.

Te Ira Tangata

Students accept responsibility for themselves and others. The whānau promote the principles of Te Aho Matua and have implemented clear expectations for classroom routines and practice. Whānau foster respect, care and empathy in students. They model relationships based on aroha and awhi. Students demonstrate humility and tolerance while establishing meaningful relationships with their peers and adults. Transitions for the younger students are well considered. Their wellbeing is nurtured as they become accustomed to a new environment of learning. Students are considerate and cooperative. Students enjoy sharing their achievements and thoughts with others. Group and individual efforts are acknowledged by staff and whānau. Students display an ethic of care.

Te Reo

Students are developing an understanding of te reo Māori. Most students come from English-speaking homes. Consistent role modelling of te reo Māori by the kaiako, repetition and familiar language structures support students’ te reo Māori development. Additional language learning support is provided for students by the FIE mediator. Older students comfortably speak to each other and adults in te reo Māori. They confidently question and challenge each other and adults. The whānau seek ways to build language capability for students to ensure success as they transition into wharekura. Younger students understand instructions, questions and conversations in te reo Māori. The whānau ensure students attend and are involved in activities on the marae. Students are exposed to formal language used on the paepae. Students are acquiring skills to communicate in te reo Māori.

Ngā Iwi

Students exhibit personal pride in their links to iwi and hapū. Whānau members are connected through whakapapa. Whanaungatanga underpins relationships within their kura papakāinga. The whānau enable students to learn about the history and significant landmarks within Harataunga and surrounding areas. Regular visits to the marae and hosting of manuhiri support students to fulfil their roles as tangata whenua. They are exposed to iwi-specific kawa and tikanga of the marae. Students observe the concepts of manaaki, awhi and tautoko as they welcome visitors to their place. Students chant mōteatea, perform haka and sing waiata that are specific to their iwi. Students can explain their genealogy and acknowledge those of others. The kura and papakāinga are an extension of the marae. Students acknowledge their place within the community and iwi.

Te Ao

Students regularly investigate and explore their natural environment. They learn about the history of their papakāinga and explore aspects of the environment in Harataunga. Opportunities are provided for students to make meaningful connections as kaitiaki to the moana, ngahere, awa and whenua. Students learn about how nature influences their lives in Harataunga. Information technology enables students to extend their knowledge of the world outside of Harataunga. Older students carry out research and report back on their projects to demonstrate their understanding of global issues. Students are aware of environmental issues on a local and wider scale. Students build empathy for others and show resilience through the FIE programme. They are able to express and present their ideas and concerns related to indigenous issues. Students are curious and investigative learners.

Āhuatanga Ako

Students are actively engaged in learning. The culture within the kura supports students to work for sustained periods of time. Kōhungahunga students (Years 1 to 4) are actively engaged in targeted group teaching. They choose their own learning resources and activities. Taiohi students (Year 5 to 8) are supported to be self-managing and self-directed learners. They regularly work alongside with the FIE mediator to develop their skills to think and express clearly what they are thinking and feeling. They confidently plan their learning timetable for the day. Whānau affirm and support students’ learning. They enable students to follow their interests and prioritise their choices during learning. Whānau members note significant improvement in how well students take responsibility for themselves at home. Students apply FIE strategies learnt at the kura into their homes. Students confidently lead their learning.

3 Self-Review and leadership

There is regular self review across most areas of operations within the kura. Areas of reporting include property and maintenance, community goals, professional development needs, finances, curriculum, and the kura philosophy. A strategic vision and plan is in place which outlines kura priorities aligned with whānau aspirations and the principles of Te Aho Matua. Policies have been reviewed by the whānau.

Leaders are focused on strategies to achieve positive outcomes for students. The teaching tumuaki is well respected by the whānau. She has the support of a kaiāwhina who is a trained facilitator for the FIE programme. It is intended that all staff and whānau become skilled in the philosophy and delivery of FIE to support students’ learning and success.

Kura-identified areas of development

The whānau have not implemented a regular appraisal process which aligns to the current codes and standards set by the Teaching Council. The tumuaki was last appraised in 2016 and other staff have yet to complete an appraisal cycle. It is critical that staff are appraised regularly.

There are other aspects of whānau whakahaere that can be strengthened to improve the overall quality of self review in the kura. These include increasing attendance and participation at whānau hui, clearly documenting decisions and outcomes from whānau hui, and following an annual plan to ensure timely attention and completion of key tasks.

While each student has an individual education plan, it is important for staff to look across all students to identify kura-wide patterns and trends relating to achievement over time. This will enhance decision-making processes by the whānau about how best to support students from year to year.

4 Whānau assurance on legal requirements

Before the review, the board of trustees and principal completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • financial management

  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on 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 whānau to meet compliance requirements, they must:

  • implement a system of regular appraisal and provision for all employees.
    [s77c State Sector Act 1988 New Zealand Gazette and relevant Employment Agreement]

5 Recommendation

ERO recommends that the whānau:

  • ensure the areas for development identified in this report are addressed and embedded within the governance and management practices of the kura.

Conclusion

Te Kura Kaupapa Māori o Harataunga is located in Kennedy Bay, Coromandel. Students are confident and capable learners in their kura papakāinga. The staff and whānau are embedding the Feuerstein Instrumental Enrichment (FIE) learning programme alongside Te Aho Matua. There is regular self review across most areas of operations within the kura and staff are focused on achieving positive outcomes for students.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori o Harataunga will be in three years – Te Rākeitanga – Expansion Evaluation.

Charles Rolleston Toka ā-nuku

16 January 2019

Information about the Kura

Location

Kennedy Bay, Coromandel

Ministry of Education profile number

1773

Kura type

Full Primary (Year 1-8)

Kura roll

18

Gender composition

Girls 9

Boys 9

Ethnic composition

Māori

100%

Special features

Te Aho Matua

Review team on site

12 November 2018

Date of this report

16 January 2019

Most recent ERO report(s)

Pupuketanga Review

Te Aho Matua Review

Te Aho Matua Review

January 2015

May 2013

June 2008

Te Kura Kaupapa Māori o Harataunga - 28/01/2015

Ngā Whakaaturanga

E taunaki ana Te Tari Arotake Mātauranga, kia tahuri te whānau ki te:

  • whakaraupapa i ngā mahinga ka whakatutuki i ngā whakaritenga whaimuri i tāutuhia ai ki tēnei pūrongo
  • whakapā tonu ki te tautoko o ētahi atu kura kaupapa Māori me Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, me te whakapūmau tonu hoki i aua hononga.

1 Ko ngā Whakamāramatanga me te Horopaki

E tū ana Te Kura Kaupapa Māori o Harataunga ki tētahi hapori iti, tuawhenua hoki, ki Harataunga, e pā tata atu ana ki te tāone o Waiau. Nō te hapori tonu te nuinga o ngā ākonga e hono atu ana ki a Ngāti Porou me ētahi atu iwi o te rohe whānui o Hauraki.

I te tau 2013 i kite ai Te Tari Arotake Mātauranga i ngā wāhanga mahi hei arotake ake, hei whakawhanake ake hoki. I hāngai aua wāhanga ki te kounga o te whakaako me te ako, te whakamahinga o ngā paetae ākonga, me te āheinga o te whānau ki te kāwana, me te mahi ngātahi me te tumuaki ki te whakahaere i te kura. He wāhanga hoki kāhore e tutuki ana i ngā herenga ā-ture, mō ngā tikanga e pā ana ki ngā mahere me ngā pūrongo, te hauora, te haumaru, me te marautanga.

Kua mahi te whānau me ngā kaimahi ki te taha o ngā māngai o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te whakapai haere i aua wāhanga.

Kua whanake tonu ngā mahi arotake whaiaro, ā, e whakapakari ana te whānau i tō rātou āheinga kia whai hua ai te kāwanatanga i te kura. E noho pūmau ana te tumuaki me te kaiako ki te whakapai ake i ngā putanga mō ngā ākonga, me te mahi ngātahi hei ārahi, hei whakahaere anō hoki i te kura.

E arotahi ana ngā ākonga, he tau hoki, ā, he hihiri ki te ako. E whakawhanake ana rātou i ngā pūkenga matua kia angitu ai tā rātou ako. Kua whai wāhi te tumuaki me te kaiako ki ngā akoranga ngaio hei whakatairanga i te āheinga i roto i te reo Māori, ā, hei whakapai ake hoki i ā rātou mahi whakaako. He harikoa ngā mema o te whānau ki te ahunga whakamua ki te whakapai ake i te whakamahinga o te reo Māori ki te kura me te kāinga.

E mōhio ana te whānau, kua āta heke iho te tatau o ngā ākonga ki te rārangi ingoa i ngā tau kua hipa ake nei. He āhuatanga matua tēnei ki te kura. Hei te tau 2015, kua whakawāteahia te tumuaki ki te ako, ā, me tautoko wawe i te tumuaki whakakapi hei whakapūmau i te ahunga whakamua me ngā whakapaitanga i whakatutukihia ai, tae noa mai ki tēnei wā.

2 Te Whanaketanga

Te Tino Uaratanga

He pēhea rawa te whakaatu a ngā ākonga i Ngā Tino Uaratanga?

He pai te whakawhanaketanga o ngā ākonga i roto i ngā āhuatanga e pā ana ki Ngā Tino Uaratanga.

Inā koa, ka whakaatu ngā ākonga i tō rātou āheinga:

  • kia mau, kia noho whakaaraara, kia noho koi hoki ō rātou hinengaro
  • kia toa ki te whakaaro, te whakarongo, te kōrero, te pānui, me te tuhituhi i te reo Māori
  • kia noho tuwhera ō rātou ngākau ki te hari, te koa, me te pukukata
  • ka ita te mauri o ngā ākonga.
Te Ira Tangata

Whanaungatanga. Ka whai wheako ngā ākonga i ngā hononga papai ki te kura, ā, e hāpai ana aua hononga i ā rātou akoranga, i tō rātou whanaketanga anō hoki. Ka tautoko tētahi i tētahi, hei tuakana, hei teina, ā, ka kitea ngā waiaro o te manaaki, te whakaaro nui, me te mahi ngātahi. Ka whakanui ngā kaiako me ētahi atu mema o te whānau i ngā pūkenga me ngā pūmanawa o ia ākonga. He harikoa ngā ākonga ki tō rātou taiao ako.

Te aronga tuakiri. Ka poipoia te tuakiri o ngā ākonga. Ka ako rātou i te whānuitanga o ngā tūmomo karakia, waiata hoki e hāngai ana ki tō rātou whānau, tō rātou hapū, me tō rātou iwi. Ka taki ngā ākonga i ō rātou tātai whakapapa, ā, e mōhio ana hoki rātou ki ngā marae me ngā kōrero tuku iho o te takiwā. Ka kite, ka whakamahi hoki rātou i ngā tikanga e tika ana, i runga anō i te horopaki o ā rātou akoranga. Ka kitea te manawa whakahī o ngā ākonga mō rātou anō, mō tō rātou tūrangawaewae anō hoki.

Te Reo

Te whakamahi ake i te reo Māori. Ka rumakina ngā ākonga ki te reo Māori, ā, ka kōrero i te reo Māori ki waenga i a rātou anō. He harikoa ngā mema o te whānau nā te ahu whakamua ki te whakapai ake i te whakamahinga o te reo Māori ki te kura me te kāinga. He tika te whakapuaki o ngā ākonga i ō rātou whakaaro mā te reo Māori ki ō rātou hoa me ngā pākeke. He mātātoa te whai wāhi atu ngā ākonga ki ngā whakawhitinga kōrero me ngā kōrerorero mā te reo Māori.

Āhuatanga Ako

Te whai wāhi a ngā ākonga ki ngā akoranga. Ka arotahi ngā ākonga, he tau, he hihiri hoki rātou ki te ako. Kei te mārama rātou ki ā rātou akoranga, ā, ka tau anō hoki ki te rapu māramatanga, te patapatai rānei i ngā wā e tika ana. Kua tuituia ngā rauemi hangarau mōhiohio, pērā i ngā paparorohiko, hei āhuatanga tonu o ngā akoranga a ngā ākonga. He pārekareka te ako ki ngā ākonga.

Ngā wheako akoranga. Ka whai wāhi ngā ākonga ki te whānuitanga o ngā tūmomo kaupapa ako e whai pānga ana ki te horopaki me te taiao ake o te kura. Ka whai kawenga rātou, ā, ka kitea tō rātou manaaki i tō rātou taiao. He maha ngā āhuatanga o te hōtaka akoranga i te kura e arotahi ana ki te tiaki taiao me te taiao māoriori. Ka tautoko te whānau i ngā haerenga e hāpai ana i ngā ākonga ki te tūhura i aua horopaki. He pakari te ako a ngā ākonga i tō rātou taiao ake, me te tūhura i te ao whānui.

Te ako pakirehua. E whakawhanake ana ngā ākonga i ngā pūkenga matua kia angitu ai tā rātou ako. Ka whakanui ngā kaiako i te aronga pakirehua i roto i ngā akoranga, ā, ka akiaki i ngā ākonga ki te kōkiri i ētahi kaupapa rangahau. Ka akiaki hoki rātou i ngā ākonga ki te āta whakaaro, me te whakapuaki anō hoki i aua whakaaro. Nā tēnei, ka kitea te māia o ngā ākonga ki te kawe i ā rātou ake akoranga, ā, e āhei ana hoki ki te āta pūmau ki ngā mahi mō ngā wā roa. E tau haere ana te ariā o te ako mutunga kore ki ngā ākonga.

Te whakawhanaketanga ngaio. Ka tautoko ngā pūkenga me ngā mātanga o te tumuaki me ngā kaiako, ā, ka whakapakari tēnei i te kounga o ngā akoranga a ngā ākonga. Puta noa i te tau 2014, kua whai wāhi rātou ki ngā akoranga ngaio hei whakatairanga ake i te āheinga reo Māori, ā, hei whakawhanake anō hoki i ngā rautaki ka whakawhānui i te whakawhanaketanga ā-hinengaro o ngā ākonga. Ka whakatairangatia ngā akoranga a ngā ākonga e te ngātahi o te whakapau kaha, me te whakawhanake tonutanga o ngā kaimahi.

Te ārahitanga me te whakahaeretanga.

Te ārahitanga o te kura. He pai te mahi ngātahi a te tumuaki me ngā kaiako ki te ārahi me te whakahaere i ngā akoranga a ngā ākonga, me te whakahaeretanga o ia rā ki te kura. Ka tino ngākau nui rāua ki te whakapai ake i ngā putanga mō ngā ākonga. Kua whakawāteahia te tumuaki whakaako ki te whai i āna akoranga hei te tau 2. Ahakoa ka taea e ia te ū tonu ki ngā mahi ārahi whānui ki te kura, e mōhio ana te whānau me whakapūmau anō hoki i te tautoko mō te tumuaki whakakapi, ā, me āta whakarite i te ū tonutanga o te ahunga whakamua me ngā whakapaitanga i whakatutuki kētia.

Te kāwanatanga / Te whakahaere a te whānau

Te whakahaere a te whānau. Ka whai wāhi ngā mema o te whānau ki te whakatau whakaritenga, te whakamahere i ngā hōtaka akoranga mā ngā ākonga, me ētahi atu tūmomo kaupapa matua, pērā i te kohi pūtea. Kua whakaritea, kua tae ā-tinana atu hoki rātou ki ngā wānanga o Te Aho Matua, puta noa i te tau. Kua whakaatu hoki rātou i tō rātou ngākau nuitanga ki te whakapai ake i ngā putanga ākonga, mā te tautoko i te haere tonutanga o te whakawhanaketanga ngaio o ngā kaiako tokorua.

Te arohaehae kaimahi. He mārama ngā hononga o te tukanga arohaehae ki ngā whāinga rautaki o tamariki kura me ngā mātāpono o Te Aho Matua. Ahakoa kua oti te arohaehae o ngā kaimahi tautoko, me mahi tonu hei āta whakarite i hāngaitanga o te tukanga arohaehae ki ngā paerau a te kaiako kua rehitatia, me ētahi atu taumata ngaio e whai pānga ana ki a rātou.

Whakaritenga Whaimuri

Kia tātari me pēhea te whakahāngai, te aromatawai hoki puta noa i te marautanga, i ngā aronga ako nō nā tata nei i whakawhanakehia ai

Me whakarite i te āta whakamaheretanga o ngā haerenga katoa, tae atu ki te arowhai i ngā āhuatanga mōrearea, me ngā mahere whakahaere

Me whakapā wawe atu ki te tautoko mō te tumuaki whakakapi o te tau

Kia whakawhanakehia ā rātou ake tohu mō Te Tino Uaratanga, hei aroturuki, hei arotake hoki i te ahunga whakamua me ngā whakawhanaketanga mō ngā ākonga, te kura, me te whānau

Me whakamahine i ngā tukanga arohaehae hei āta whakarite i te aromātai o te āhua mahi a ngā kaiako katoa, i runga i ngā taumata ngaio, ngā tūmanako ngaio anō hoki e whai pānga ana.

3 Te arotake whaiaro me te rōnakitanga o ngā mahi a te kura

He pēhea rawa te whānuitanga o te arotake whaiaro ki te whakamōhio i ngā whakatau whakaritenga e whai hua ana, me te whakapakari i te whānau mō te rōnakitanga o te āhua o ngā mahi?

E whanake ana ngā whakaritenga arotake whaiaro, ā, e whakapakari ana te whānau i tō rātou āheinga ki te āta kāwana i te kura. Kua piki ake te aroturuki me te pūrongo, ā, ko ngā mōhiohio papai e pā ana ki ngā akoranga a ngā ākonga ka whakapuakihia ki te whānau. E arotake nahanaha ana te whānau i ngā kaupapa here matua, tae atu ki te whakahaeretanga o ngā kaimahi me te pūtea.

I roto i ngā tau kua pahure ake nei, kua āta heke haere te tatau o ngā tamariki ki te rārangi ingoa o Te Kura Kaupapa Māori o Harataunga. Me āta whakatutuki te whānau i ngā mahi e tika ana kia pūmau tonu ai te noho o ngā ākonga kei te kura i tēnei wā, me te whakapiki ake i te tatau o ngā ākonga hou. Kua whai whakaaro rātou ki ētahi tūmomo rautaki hei kawe pea, tae atu ki te haere ki ngā kāinga o ngā whānau o te hapori, te whakamōhio i ngā tāngata ki te kite i te kura, te arotake i tā rātou kaupapa here e pā ana ki te whakauru ki te kura i tēnei wā, me te whakatairanga ake i te kura mā te whai wāhi atu ki ngā kaupapa i te hapori.

4 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te whānau me te tumuaki te Tauāki Kupu Tūturu a te Whānau 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 ō rātou herenga ā-ture e pā ana ki:

  • ngā whakahaerenga ā te poari
  • te marautanga
  • ngā whakahaerenga e pā ana ki te hauora, te haumaru me te oranga tinana
  • ngā whakahaerenga e pā ana ki ngā kaimahi
  • ngā whakahaerenga pūtea
  • ngā whakahaerenga e pā ana ki ngā rawa.

I te wā o te arotake, i whakamātauhia e te Tari Arotake Mātauranga ngā āhuatanga i raro iho nei, i te mea he nui te pānga o ēnei ki te paetae o ngā ākonga:

  • te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
  • te haumaru ā-tinana o ngā ākonga
  • te rēhitatanga o ngā kaiako
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu o ngā ākonga ki te kura.

5 Ngā Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga, kia tahuri te whānau ki te:

  • whakaraupapa i ngā mahinga ka whakatutuki i ngā whakaritenga whaimuri i tāutuhia ai ki tēnei pūrongo
  • whakapā tonu ki te tautoko o ētahi atu kura kaupapa Māori me Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, me te whakapūmau tonu hoki i aua hononga.

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 Whakatūruki Arotake Māori Māori (Te Uepū-ā-Motu)

28 Kohitatea 2015

Findings

The whānau ERO recommends that:

  • prioritise actions to address the next steps identified in this report
  • continue to access support from and maintain networks with other kura kaupapa Māori and Te Rūnanga Nui.

1 Background and Context

Te Kura Kaupapa Māori o Harataunga is located in a small, rural community in Kennedy Bay, near the Coromandel township. Most students live locally and have links to Ngāti Porou and other local iwi in the wider Hauraki region.

In 2013 ERO found that there were a number of areas for review and development. These areas included the quality of teaching and learning, the use of student achievement information and the capability of the whānau to govern and work with the principal to manage the kura. There were also areas of non-compliance relating to school planning and reporting requirements, health and safety and curriculum.

The whānau and staff have worked with representatives from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (Te Rūnanga Nui) to bring about improvements in these areas.

Self review practices have continued to develop and the whānau are strengthening their capability for effective kura governance. The principal and kaiako are committed to improving outcomes for students and work well together to provide leadership and management of the kura.

Students are focused, settled and motivated to learn. They are developing essential skills to become successful learners. The principal and kaiako have participated in professional learning to enhance te reo Māori capability and improve their teaching practices. Whānau members are pleased with the progress made to improve the use of te reo Māori in the kura and at home.

The whānau acknowledges the number of students attending the kura has steadily declined over recent years. This is an area of priority for the kura. The principal will be on study leave in 2015 and urgent support is required for the acting principal to maintain progress and improvements achieved to date.

2 Development

Te Tino Uaratanga

How well do students demonstrate Ngā Tino Uaratanga?

Students are developing well in relation to aspects of Ngā Tino Uaratanga.

In particular, students demonstrate capacity to:

  • have free, open and inquiring minds
  • be competent thinkers, listeners, speakers, readers and writer of te reo Māori
  • be receptive to aroha, joy and laughter
  • Students radiate the joy of living.
Te Ira Tangata

Whanaungatanga. Students experience positive relationships in the kura that support their learning and development. They support each other as tuakana and teina, and display attributes of care, concern and cooperation. Kaiako and other whānau members acknowledge the skills and talents of individual students. Students are happy in their learning environment.

Sense of identity. Students’ sense of identity is nurtured. They learn a range of karakia and waiata which reflect their whānau, hapū and iwi. Students can recite their whakapapa connections and know about local marae and history. They observe and use tikanga appropriately in the context of their learning. Students display a pride in who they are and where they come from.

Te Reo

Increased use of te reo Māori. Students are immersed in te reo Māori, and speak te reo Māori to each other. Whānau members are pleased with the progress made to improve the use of te reo Māori in the kura and at home. Students express their views appropriately in te reo Māori to their peers and adults. Students actively engage in conversations and discussions in te reo Māori.

Āhuatanga Ako

Student engagement in learning. Students are focused, settled and motivated to learn. They understand their learning and willingly seek clarification or ask questions as needed. ICT tools such as tablets are incorporated as part of students’ learning. Students enjoy learning.

Learning experiences. Students participate in a wide range of learning kaupapa which are relevant to the context and local environment of the kura. They are responsible and show care for their environment. Many elements of the learning programme at the kura focus on conservation and the natural environment. The whānau supports excursions that allow students to explore these settings. Students confidently learn about their local environment and explore the wider world.

Inquiry based learning. Students are developing essential skills to become successful learners. Teachers promote an inquiry-based learning approach and encourage students to conduct research projects. They also prompt students to consider and articulate their thinking. Consequently students display confidence to take responsibility for their own learning and can work well for sustained periods of time. Students are preparing to become life-long learners.

Professional development. The principal and kaiako have complementary skills and experiences that strengthen the quality of student learning. Throughout 2014, they have participated in professional learning to enhance te reo Māori capability and to develop strategies to extend the cognitive development of students. Student learning is enhanced by the collaborative efforts and ongoing development of the staff.

Leadership and management

Kura leadership. The principal and kaiako work well together to provide leadership and management of student learning and the day to day operation of the kura. They are strongly committed to improving outcomes for students. The teaching principal will be on study leave in 2015. While she will be able to maintain an oversight role in the kura, the whānau acknowledges the urgent need to confirm support for the acting principal and ensure progress and improvements are maintained.

Governance / Whānau Whakahaere

Whānau whakahaere. Whānau members are involved in decision-making, planning learning programmes for students and other key activities such as fundraising. They have organised and attended Te Aho Matua wānanga throughout the year. They have also demonstrated their commitment to improving student outcomes by supporting the ongoing professional development of the two kaiako.

Staff appraisal. The appraisal process has clear links to strategic goals of the kura and to the principles of Te Aho Matua. Although the appraisal of support staff has been completed, further work is required to ensure the appraisal process for teaching staff is aligned to the Registered Teacher Criteria and other related professional standards.

Next steps

Examine how recently developed approaches to learning can be applied and assessed across the curriculum

Ensure all excursions are well planned and include risk assessment and management plans

Access urgent support for the acting principal in 2015

Develop their own indicators for Ngā Tino Uaratanga to monitor and review progress and development for students, the kura and the whānau

Refine the appraisal processes to ensure the performance of all teachers is evaluated in line with the relevant professional standards and expectations.

3 Self Review and sustainable performance

To what extent does self review inform effective decision making and position the whānau for sustained performance?

Self review practices are developing and the whānau are strengthening their capability for effective kura governance. There is increased monitoring and reporting, and good information about student learning is shared with whānau. The whānau has been systematically reviewing key policies including personnel and financial management.

The number of students attending Te Kura Kaupapa Māori o Harataunga has steadily declined over recent years. The whānau must take practical steps to retain current students and increase the number of new enrolments. They have considered possible strategies including visiting the homes of whānau in the local community, letting people know about their open door policy, reviewing their current enrolment policy and promoting the kura through involvement in local community activities.

4 Whānau assurance on legal requirements

Before the review, the whānau and Tumuaki completed the ERO Whānau Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

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

During the review, ERO checked the following items because they have a potentially high impact on 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.

5 Recommendations

The whānau ERO recommends that:

  • prioritise actions to address the next steps identified in this report
  • continue to access support from and maintain networks with other kura kaupapa Māori and Te Rūnanga Nui.

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 (Te Uepū-ā-Motu)

28 January 2015

About the Kura

Location

Harataunga

Ministry of Education profile number

1773

Type

Kura Kaupapa Māori – Te Aho Matua

Roll

10

Gender Composition

Boys 6

Girls 4

Ethnic composition

Māori

100%

Special features

He kura kaupapa Māori Te Aho Matua

Review team on site

9 December 2014

Date of this report

28 January 2015

Most recent ERO reports

Te Aho Matua Review

Te Aho Matua Review

May 2013

June 2008