Te Kura Kaupapa Māori o Huiarau - 30/06/2015

Ngā Whakaaturanga

E tū ana Te Kura Kaupapa Māori o Huiarau ki te mārua taratahi o Ruatāhuna, ki Te Urewera. Ka ako ngā ākonga ki tētahi taiao kura e whakakoia ana i tō rātou aronga toi whenuatanga me ō rātou hononga ki te hapori me te iwi, engari, kāhore te kura e āta whakamahi ana i ngā paetae ākonga hei āta whakapakari ake anō i te whai wāhi, te ahu whakamua, me ngā whakatutukitanga o ngā ākonga. Me whiwhi te poari me te tumuaki i te tautoko ka whakapai ake, ka whakarōnaki hoki i te whānuitanga o te āhua o ngā mahi.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri, i roto i te kotahi ki te rua o ngā tau.

1 Te Horopaki

He aha ngā āhuatanga whai take o tēnei kura, e whai pānga ana ki te akoranga a ngā ākonga?

E tū ana Te Kura Kaupapa Māori o Huiarau ki te mārua taratahi o Ruatāhuna ki Te Urewera. Tekau ngā hapū o tēnei wāhi, ā, kei ia hapū tōna ake marae. E tū ana te kura ki tētahi wāhi e whai hononga maha ana ki ngā marae. Ka whakanui a Ruatāhuna i te tuakiri motuhake o tōna mārua, engari ka whakanuia hoki ō rātou hononga ā-iwi ki a Tūhoe. Ka whakapūmau te tirohanga a te kura i tēnei āhuatanga, arā:

I roto i tōna Tūhoetanga, ka whai wāhi ngā tauira ki ngā taumata mātauranga o tēnei ao, mō tōna tino rangatiratanga. Ko tōku ora, ko tōku Tūhoetanga.’

Ko te reo me ngā tikanga o Tūhoe te tūāpapa o te tuakiri o te kura. He tino hononga pū ki te whenua me ngā kōrero tuku iho o te iwi. Ka whai wāhi nui ēnei ki te waiora ā-tangata, ā-wairua hoki o te iwi.

Mai i te arotake o mua a Te Tari Arotake Mātauranga, i te tau 2012, kua pā mai ētahi rerekētanga ki ngā tūnga mahi ki te kura. I te tau 2014 i whakatūngia ai tētahi tumuaki hou me ngā kaiako tokowhā ki te kura.

2 Te Ako

He pēhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga?

Kāhore te kura e āta whakamahi ana i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga.

He iti noa ngā mōhiohio i tātarihia ai, i pūrongotia ai hoki mā te poari, te whānau, me te hapori mō te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga. Kei te mahi te tumuaki me te poari ki te taha o Te Tāhuhu o te Mātauranga ki te whakatutuki i ā rātou tikanga pūrongo o ia tau. Kāhore e taea e te poari te noho whakatau ki te whakaaro, e tino hāpaitia ana ngā ākonga katoa ki te ahu whakamua me te eke angitu i roto i ā rātou akoranga.

I roto i ngā akomanga, ka whakaemi, ka tātari hoki ngā kaiako i ngā paetae ākonga e pā ana ki te reo matatini me te pāngarau. Ka whakamahia aua mōhiohio e ia kaiako ki te whakarerekē haere me te whakapai ake hoki i te hōtaka akoranga. Kāhore ngā mōhiohio e pā ana ki te ahu whakamua me te ako a ngā ākonga e tino whakaatuhia ana, e tino pūrongotia ana kia whai hua ai, kia whai kiko ai hoki mā ngā mātua, te poari, me te hapori.

He pai ngā tūāpapa mō te ako a te ākonga ki te kura. He pārekareka ki ngā ākonga te mahi ki ngā rōpū iti, me te kōkiri anō hoki i ā rātou ake kaupapa mahi. He whai wāhitanga hoki ki te tū ki te ārahi. Ka ū tonu ngā kaimahi me ngā mātua ki te āwhina i ngā ākonga ki te puta ki waho atu o Ruatāhuna mō ngā kaupapa hākinakina, ahurea hoki. Kāhore te nui o te whai wāhi atu, me te pārekareka o aua mahi e riterite ana mō ngā ākonga katoa.

Ka ākina ngā kaiako kia whakaaro huritao rātou ki ā rātou whakaritenga ngaio. Ka whai wāhi atu rātou ki ngā ako ngaio, ngā whakawhanaketanga ngaio hoki e whai pānga nui ana, ā, e hāpai ana hoki i te whakapai tonutanga o ngā whakaakoranga mā te ako a ngā ākonga. Me titiro wawe ki te whakapakari ake anō i te ārahitanga o ngā kaiako katoa, kia whakatutukihia ai te kounga kairangi o ngā mahi whakaako i ngā wā katoa.

3 Te Marautanga

He pēhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

Ka whakakoia te marautanga o te kura i te aronga toi whenuatanga o ngā ākonga ki te hapori me te iwi. Me haere tonu ngā mahi kia hāngai ake ai te marautanga ki ngā wawata o te whānau i whakaraupapahia ai ki te tūtohinga o te kura me ngā tuhinga rautaki.

E ahu mai ana ngā akoranga a ngā ākonga i Te Marautanga o Tūhoe, ā, e tautokona ana e Te Marautanga o Aotearoa. Kei te marautanga o te kura ngā tino āhuatanga o ngā horopaki e whai pānga ana ki te wāhi nei. Nā te mātauranga ki waho atu i te akomanga, ka whai wāhi ngā ākonga ki te tūhura me te whakatewhatewha haere i tō rātou taiao māori. Ka whakawhanake te tiaki o ngā ākonga i tō rātou whenua, ā, ka whai pānga anō hoki tēnei te whāinga ake o Tūhoe ki te whakapakari i te nohonga ahi kā.

He mārama ngā ākonga ki ō rātou hononga ki tō rātou iwi. Kua uru atu te hītori, te reo, me ngā tikanga o Tūhoe ki ngā akoranga o ngā ākonga i ia rā. Ka ako ngā ākonga ki te taha o ngā pākeke e kōrero taketake ana i te reo o Tūhoe. Ka taki rātou i te karakia, ngā mōteatea, me ngā waiata hoki e whai pānga nui ana ki tō rātou tuakiri.

Nō nā tata tonu nei i pupū ake ai te mānukanuka, nā te whai wāhi mai o te reo Pākehā ki te marautanga. Me āta whakarite te poari i te āta whakapuakitanga mai o te tirohanga a te kura me te marautanga, ā, i te whakatutukitanga hoki o aua āhuatanga i ngā wawata o te whānau me te hapori.

Ko te whakaratonga o te mātauranga ki te kura tuarua tētahi āhuatanga e āwangawangatia ana. Kua heke iho mārika te tatau o ngā ākonga ki te kura tuarua. Kua tino pā tōraro tēnei ki te tūnga kaimahi me ngā kaupapa e whakaratohia ana. Ko te whakatutuki i ngā ara umanga o ngā ākonga tētahi āhuatanga hei arotake tonu, hei whakawhanake tonu hoki. Me toro atu te tumuaki me te poari ki te tautoko, ā, me tahuri wawe ki te whakatutuki i ngā matea o ngā ākonga me ngā kaiako ki te kura tuarua.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

Kāhore i te pai te tūnga o te kura ki te rōnaki me te whakapakari i āna mahi.

Kei te whakarite tonu te poari i āna whakaritenga kāwanatanga. Ka ngākau nui te poari ki ngā painga nui mō ngā ākonga me te whakatairanga ake i ngā āhuatanga motuhake o te kura i roto i tōna hapori. Ko te iti rawa o ngā mōhiohio o te kounga pai e pā ana ki ngā paetae ākonga, ka whakawhāiti anō hoki i te āheinga o te poari ki te whakatau i āna whakaritenga, i runga i te mōhiotanga me ngā kitenga. Kāhore ngā ākonga e whiwhi ana i te mātauranga o te kounga kairangi e whakatutuki ana i ō rātou matea.

He pai ngā tukanga a te poari ki te aroturuki me te pūrongo i ngā take e pā ana ki ngā pūtea me ngā rawa.

Ko te ārahitanga ngaio tētahi āhuatanga e āwangawangatia ana. Kāhore i te rawaka te whakatutukitanga o ngā mahi ārahi matua, ā, e pā tōraro ana tēnei ki te ahu whakamua o te kura. Ko ētahi o aua mahi ko te pūrongo i ngā akoranga me ngā whakatutukitanga a ngā ākonga, ko ngā take kaimahi, te whakawhanaketanga i te marautanga, me te whakawhitiwhiti kōrero ki ngā kaimahi, ngā mātua, me te hapori.

Kāhore ngā kaimahi i arohaehaengia i tērā tau. He tukanga, he tautoko hoki o waho ināianei hei āta whakarite i te whakatutukitanga o ngā arohaehae āhua mahi a te tumuaki me ngā kaimahi i tēnei tau. Kāhore ētahi take kaimahi i whakataungia ai i roto i te wā e tika ana, kāhore rānei i te tino mārama ngā mahi, ā, nā tēnei kāhore hoki i te mārama ngā tukanga o te kura.

Ko te rerekē haere o te tatauranga tangata ki tēnei hapori motuhake e whai pānga nui ana ki te kura, inā koa ki te tatauranga ākonga me te rōnakitanga. I tēnei wā, āhua 300 ngā tāngata e noho ana ki Ruatāhuna, ā, he tata ki te haurua o taua tatauranga kei raro i te 20 o ngā tau.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a Te Poari 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 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 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
  • te tae ā-tinana atu a ngā ākonga ki te kura.

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

āta hono o te waihanga me te whakapuakitanga o te marautanga o te kura ki te tirohanga me te tauāki taketake o te tūtohinga o te kura, me ngā tuhinga hoki e pā ana ki te marautanga ā-motu, hei whakarato ki ngā ākonga katoa ngā whai wāhitanga ki te eke angitu i roto i wāhanga ako matua e whitu

Ngā Aratohu Whakahaere Mātauranga ā-Motu 1

whakaemi i ngā mōhiohio - mā te whānuitanga o ngā tūmomo mahi aromatawai – e matawhānui tonu ana ki te aromātai i te ahu whakamua me ngā whakatutukitanga o ngā ākonga, me te aro tuatahi atu ki:

(i) ngā paetae ākonga ki te reo matatini me te pāngarau, inā koa ki ngā tau 1 ki te 8; ka rua ko

(ii) te whānuitanga me te hōhonutanga o ngā akoranga e pā ana ki ngā matea, ngā āheinga me ngā ngākau nuitanga o ngā ākonga, te āhua o te marautanga o te kura, me te hōkai o Te Marautanga o Aotearoa, o te marautanga ā-motu rānei

Ngā Aratohu Whakahaere Mātauranga ā-Motu 1

pūrongo i ngā paetae e pā ana ki ia ākonga, ki ngā ākonga me ngā whānau, me te mārua o te kura:

(i) mō ngā paetae o ngā ākonga hei rōpū katoa

(ii) mō ngā paetae o ngā tūmomo rōpū (i tāutuhia ai mā ngā Aratohu Whakahaere Mātauranga ā-Motu 1 (c) (arā, mō ngā ākonga kāhore e eke angitu ana, kei kore rānei rātou e eke angitu, he matea tauwhāiti rānei tō rātou).

  • whakarite i te āta whakatinanatanga o ngā kaupapa here me ngā tukanga e pā ana ki te whakahaere kaimahi, hei āta whakatau i te whakatutukitanga o ngā herenga katoa e pā ana ki te kaituku mahi pai
  • Ngā Aratohu Whakahaere Mātauranga ā-Motu 3; s77A & s77C Te Ture Kaimahi Kāwanatanga
  • whakawhanake me ngā whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te tuku mahi me te arohaehae i ngā kaimahi katoa
  • s77c Te Ture Kaimahi Kāwanatanga 1988; Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana
  • whakapūmau i tētahi hōtaka kia haere tonu ai te arotake whaiaro i runga anō i ngā kaupapa here, ngā mahere, me ngā hōtaka o runga ake nei, tae atu ki te aromātai i ngā mōhiohio e pā ana ki ngā paetae ākonga.
  • [Ngā Aratohu Whakahaere Mātauranga ā-Motu 2 (b)]

Ngā Taunakitanga ki ētahi atu ratonga

E taunaki ana Te Tari Arotake Mātauranga kia hui tahi Te Tāhuhu o te Mātauranga me te tumuaki, te poari hoki, ki whakawhiti kōrero mō ngā wāhanga i tāutuhia ai ki tēnei pūrongo hei whakawhanake ake, inā koa, kia:

  • tāutu i te tautoko e tika ana, i te wā hoki e tika ana mō te ārahitanga a te tumuaki
  • whakapai ake i te kounga o te tātari me te pūrongo o te ahu whakamua me ngā whakatutukitanga a ngā ākonga
  • arotake i ngā huarahi o te waihanga me te whakapuakitanga o te marautanga o te kura, ki te āta whakatinana i te tirohanga a te kura
  • whakapakari i te katoa o ngā hōtaka me ngā ratonga mō ngā ākonga o te kura tuarua, kia eke angitu ai rātou
  • whakapai ake i ngā whakawhitinga kōrero me te toro atu ki ngā mātua, te whānau, me te hapori.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Huiarau ki te mārua taratahi o Ruatāhuna, ki Te Urewera. Ka ako ngā ākonga ki tētahi taiao kura e whakakoia ana i tō rātou aronga toi whenuatanga me ō rātou hononga ki te hapori me te iwi, engari, kāhore te kura e āta whakamahi ana i ngā paetae ākonga hei āta whakapakari ake anō i te whai wāhi, te ahu whakamua, me ngā whakatutukitanga o ngā ākonga. Me whiwhi te poari me te tumuaki i te tautoko ka whakapai ake, ka whakarōnaki hoki i te whānuitanga o te āhua o ngā mahi.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri, i roto i te kotahi ki te rua o ngā tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Pipiri, 2015

Ngā kōrero e pā ana ki te kura

Te tūwāhi

Kei Ruatāhuna

Te tau a te Tāhuhu o te Mātauranga

1748

Te tūmomo kura

He kura hiato (Tau 1 ki te 15)

Te tokomaha o ngā ākonga o te kura

62

Te ira tangata

Tama tāne 36

Kōtiro 26

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

He Kura Kaupapa Māori

Te wā i te kura te rōpū arotake

Haratua 2015

Te rā o tēnei pūrongo

30 Pipiri 2015

Ngā pūrongo o mua tata ake nei, ā Te Tari Arotake Mātauranga

Arotake Tāpiri

Arotake Tāpiri

Arotake Mātauranga

Whiringa-ā-rangi 2012

Here-turi-kōkā 2010

Hakihea 2008

Findings

Te Kura Kaupapa Māori o Huiarau is in the remote settlement of Ruatāhuna in Te Urewera. Students learn in a kura environment that affirms their belonging and connections to the community and iwi however, the kura does not use achievement information well to make positive changes to learners’ engagement, progress and achievement. The board and principal require support in order to improve and sustain its overall performance.

ERO intends to carry out another review over the course of one-to-two years.

1 Context

What are the important features of this school that have an impact on student learning?

Te Kura Kaupapa Māori o Huiarau is located in the remote settlement of Ruatāhuna in Te Urewera. There are ten hapū in the area, each with its own marae. The kura is situated in an area that has multiple levels of connection to the marae. Ruatāhuna values its unique community identity and acknowledges their tribal links to Tūhoe. The kura vision reinforces this:

I roto i tōna Tūhoetanga, ka whai wāhi ngā tauira ki ngā taumata mātauranga o tēnei ao, mō tōna tino rangatiratanga. Ko tōku ora, ko tōku Tūhoetanga.’

The language and customs of Tūhoe are cornerstones of the kura identity. There is a deep sense of connection to the tribal land and its history. These play an important role in the cultural and spiritual wellbeing of the iwi.

Since the previous ERO review in 2012, there have been personnel changes in the kura. In 2014, a new principal and four new teachers were appointed at the kura.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

The school does not use achievement information well to make positive changes to learners’ engagement, progress and achievement.

There is limited analysed information reported to the board of trustees, whānau and community about student engagement, progress and achievement. The principal and board are working with the Ministry of Education to meet their annual reporting requirements. The board cannot be assured that all students are well supported to progress and achieve in their learning.

At the classroom level, teachers are collating and analysing achievement data for literacy and numeracy. This information is used by individual teachers to adjust and make improvements to the learning programme. Information about student progress and learning is not presented and reported in ways that will be useful and informative to parents, the board and the community.

There are positive foundations for student learning in the kura. Students enjoy working in small groups and on self directed projects. They have opportunities to take lead roles. Staff and parents make the commitment to assist students to travel outside of Ruatāhuna for sporting and cultural activities. High level student engagement and enjoyment is not consistent for all students.

Teachers are encouraged to reflect on their professional practice. They participate in relevant professional learning and development that support ongoing improvements to teaching for student learning. There is a real urgency to intensify guidance for all teachers to achieve consistently high quality teaching practice.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The kura curriculum affirms students’ sense of belonging to the community, and iwi. It needs work to ensure that it reflects the aspirations of whānau outlined in the kura charter and strategic documents.

Student learning is based on Te Marautanga o Tūhoe and supported by Te Marautanga o Aotearoa (TMoA). The kura curriculum incorporates important elements of the local context. Education outside the classroom (EOTC) provides students with opportunities to explore and investigate their natural environment. Students develop a sense of kaitiakitanga for their whenua, and serve the greater Tūhoe goal of strengthening the ahi kā structure.

Students understand their connections to their iwi. Tūhoe history, language and customs permeate student’s daily learning. Students learn alongside adults who are native speakers of Tūhoe. They recite karakia, mōteatea and waiata that are pertinent to their identity.

The place of English language in the curriculum has created some tension recently. The board must ensure the vision for the kura and the curriculum is clearly articulated and meets the aspirations of whānau and the community.

The provision of secondary school education is an area of concern. There has been a sharp decline in the number of secondary students. This has placed significant pressure on staffing, and the subjects offered. Catering for the future pathways of students remains an area for review and development. The principal and board of trustees must seek support and take urgent action to meet the needs of students and teachers in the secondary school.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The kura is not well placed to sustain and improve its performance.

The board of trustees is still establishing its governance practices. The board is passionate about wanting the best for students and promoting the unique characteristics of the kura within the community. The lack of good quality student achievement information limits the board’s ability to make informed, evidence-based decisions. Students do not receive high quality education that responds to their needs.

The board has good processes in place to monitor and report on finance and property matters.

Professional leadership is of concern. Key leadership tasks have not been completed satisfactorily, impeding progress in the kura. These tasks include reporting on student learning and achievement, personnel matters, curriculum development, and communication with staff, parents and community.

Staff members were not appraised last year. There are now processes and external support in place to ensure the performance appraisals of the principal and staff is completed this year. Some staffing matters were not resolved in a timely, transparent manner which contributed to a lack of clarity about kura processes.

The changing demographics of this unique community impact on the kura, particularly the roll and sustainability. Currently, Ruatāhuna has an estimated population of 300, with almost half of this population under 20 years of age.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board 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 students' 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.

To improve current practice, the board of trustees must ensure that:

the design and delivery of the school curriculum is strongly linked to the vision and mission statement of the school charter, and to National Curriculum documents to provide all students with opportunities to achieve success across the seven essential learning areas NAG 1’

through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated, giving priority first to:

(i) student achievement in literacy and numeracy especially in years 1-8; and then

(ii) breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of the Te Marautanga o Aotearoa or the New Zealand Curriculum NAG 1

Report on the achievement of individual students to students and whānau, and to the school’s community:

(i) on the achievement of students as a whole

(ii) on the achievement of groups (identified through NAG 1(c) (i.e students who are not achieving, or are at risk of not achieving or who have special needs).

  • ensure personnel management policies and procedures are well implemented to give assurance that all good employer obligations are metNAG 3; s77A & s77C State Sector Act
  • develop and implement policies and procedures for employment and appraisal of all staff
  • s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement
  • maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement.[NAG 2(b)].

Recommendations to other agencies

ERO recommends that the Ministry of Education meet with the principal and board of trustees to discuss the areas for development identified in this report, in particular:

  • identify appropriate and timely leadership support for the principal
  • improve the quality of analysis and reporting of student progress and achievement
  • review how the design and delivery of the kura curriculum will give full effect to their kura vision
  • strengthen all programmes and provisions for secondary school students, for their success
  • improve communication and engagement with parents, whānau and community.

Conclusion

Te Kura Kaupapa Māori o Huiarau is in the remote settlement of Ruatāhuna in Te Urewera. Students learn in a kura environment that affirms their belonging and connections to the community and iwi however, the kura does not use achievement information well to make positive changes to learners’ engagement, progress and achievement. The board and principal require support in order to improve and sustain its overall performance.

ERO intends to carry out another review over the course of one-to-two years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

30 June 2015

About the School

Location

Ruatāhuna

Ministry of Education profile number

1748

School type

Composite School (Years 1 - 15)

School roll

62

Gender composition

Boys 36

Girls 26

Ethnic composition

Māori

100%

Special features

Kura Kaupapa Māori

Review team on site

May 2015

Date of this report

30 June 2015

Most recent ERO report(s)

Supplementary Review

Supplementary Review

Education Review

November 2012

August 2010

December 2008