Te Kura Kaupapa Māori o Kawakawa mai Tawhiti - 29/11/2013

Ngā Whakaaturanga

1 Te Horopaki

He aha ngā āhuatanga whakahirahira o te horopaki o tēnei kōhanga reo / kura?

”Ko te hiahia o te whānau o Kawakawa-mai-Tawhiti, ko te whakaora i te reo o Ngāti Porou me ngā tikanga kia hua mai i roto i ngā tauira.”

E tū ana Te Kura Kaupapa Māori o Kawakawa -mai-Tawhiti ki Wharehika, e karapotia ana e ngā maunga tapu e tohu ana i te rohe o Matakoa. He hononga ā-whakapapa tō ngā ākonga ki ngā hapū, mai i Pōtikirua ki Hiruharama. Koia nei hoki te roherohenga i tuku iho ai hei tohu i te wāhi hī ika o te hau kāinga.

I whakaingoatia tēnei wāhi a Kawakawa-mai-Tawhiti, e te tipuna a Pawa. Ka hāngai te tohu o te kura ki ngā maunga, ngā awa, me te marae te hau kāinga nei. Ka whai wāhi te whakataukī ‘whāia te iwi kahurangi, ki te tuohu koe me he maunga teitei’ ki te pepeha o te kura, ā, he tohu whakamahara tēnei o ngā wawata o ngā tīpuna nō konei. Ko tētahi āhuatanga motuhake, nā tētahi ākonga i puta i te kura i waihanga ai i te tohu o te kura.

I tēnei wā, ko te piki ake o te tatauranga ākonga ki te kura tētahi wero. E āta tātari ana te whānau kia oti ngā whare hou, me te whakahouanga anō hoki o ngā whare e tū kē ana ki reira. Ko te hanga me te whakahou ake i ngā whare tētahi mahi roa. E arotahi ana te whānau, ā, he mātau ā rātou mahi kia noho haumaru ai ngā ākonga me te whānau i tēnei wā.

Kei Te Kura Kaupapa Māori o Kawakawa-mai-Tawhiti tōna ake āhuatanga motuhake. E ngākau nui ana te whānau ki ngā mātāpono o Te Aho Matua, ā, ka arahina ēnei ngā whakataunga katoa, me ngā mahi hoki i te kura. Ka whakarato te whānau i te tino tūāpapa o ngā mātāpono o Te Aho Matua ki ngā ākonga, hei whakarite i a rātou mō te wā ka puta rātou i te kura, ki te ao whānui.

Ka ahu mai te tirohanga a te whānau i tō rātou tino hiahia kia whakatutukihia e ngā ākonga ō rātou pūmanawa, ā, kia eke angitu hoki rātou. Ka mahi ngātahi te whānau, pākeke mai, ākonga mai, kia tutukihia ai ā rātou whāinga mō te wā roa. Ko tō rātou kaha, kei tā rātou aro ngātahi ki ngā āhuatanga katoa. Ko te putanga whānui, ko te matatau o ngā ākonga ki te reo Māori, me te kaha o tō rātou aroha, tō rātou oha, tō rātou māhaki hoki, ā, he koi, he pukumahi tonu me te ngākau nui ki te tākaro.

2 Te Tino Uaratanga

He pēhea te whai huatanga o ngā ākonga ki te whakaatu i te oranga o te reo me ngā tikanga o Ngāti Porou?

He mātau te whakaatu o ngā ākonga i te oranga o te reo me ngā tikanga o Ngāti Porou.

Te Ira Tangata

Kei te mārama ngā ākonga ki te whai huatanga o te noho māhaki, noho atawhai, noho oha hoki, ā, ka ngana rātou ki te ako. He tākare ngā ākonga ki te haere ki te kura me te whai wāhi atu ki ngā akoranga.

I ngā wā katoa, ka whakatairanga, ka whakapūmau hoki te whānau i te wairua o te manaaki me te tautoko. Ka whai whakaaro nui rātou ki tēnei i ngā wā katoa, kia whai hua ai te whai whakaaro ki te ākonga. Ka whai ake nei te whānuitanga o ngā rautaki e whakamahia ana hei tautoko i ngā ākonga, ā, kia arotahi ai hoki rātou:

  • te taki i ngā karakia i ia rā
  • te whakapakari i ngā hononga kia tupu ai, kia whakatairanga ai hoki te whai huatanga o te noho o te tuakana me te taina
  • te akiaki i te pitomata, me ngā pūkenga ake, ngā pūmanawa hoki o tēnā me tēnā
  • te ū ki ngā kaupapa here me ngā tukanga e hāngai ana ki te haumaru me te waiora.

Ko ngā hōtaka e kīia ana ko ‘Positive Behaviour for Learning’ me te ‘Incredible Years’ ka whakamahia i ngā wā katoa, puta noa i te kura. Ka aro tōtika aua hōtaka ki ngā whanonga papai e hāngai ana ki ngā whāinga me ngā mātāpono o Te Aho Matua me ngā uaratanga o te kura. Ka ako, ka whakatinana hoki ngā ākonga i aua uaratanga.

Nā runga i tēnei arotahitanga, tēnei ngākau nuitanga hoki o ngā kaiārahi, ngā kaimahi, me te whānau o te kura, he tau, he harikoa hoki ngā ākonga, ā, he nui hoki tō rātou aroha.

Te Reo

Ka tū pakari, ka manawa whakahī hoki ngā ākonga nā tō rātou tino mōhiotanga ki tō rātou reo, ngā tikanga, me ngā mahinga i ō rātou kāinga.

Ko tā te kura whāinga, ko te whakatinana i te whakarauora o te reo me ngā tikanga o Ngāti Porou ki roto i ngā ākonga. Ka ngākau nui rātou ki te oranga, te noho mātau, me te pūmautanga o te reo. Kua kitea te whānuitanga o ngā tūmomo rautaki e whakamahia ana e ngā kaimahi ki te hāpai i ngā ākonga ki te whakamahi i te reo o te kāinga hei reo o ia rā. Ka whakarato ngā kaiako i tētahi taiao akoranga e hāpai ana i te ako i te reo me ōna tini āhuatanga katoa. Ka rongo ngā ākonga i te whānuitanga o ngā tūmomo kupu kōrero me te mauri o te reo e whakatauirahia ana e ngā mātanga reo i ngā marae, puta noa i te takiwā o Matakoa. Ka rumakina ngā ākonga ki te reo hōhonu ka whakatauirahia e ngā kaiako me ngā kaiārahi i ngā akomanga. Ka noho mai hoki tētahi kuia, ā, ka tautoko, ka whakapūmau hoki ia i te mauri o te reo Māori me ōna tikanga hei painga mō ngā ākonga.

He pārekareka ki te whānau te whakarongo ki te reo o ngā ākonga mā tā rātou whakamahinga i ngā waiata, ngā kīwaha, me ngā whakatauāki i ngā whakataetae me ngā huihuinga whakahoahoa me ētahi atu. Ka noho maioha ngā tāngata ki te wahapū o te reo e whakamahia ana e ngā ākonga, i a rātou e taki ana i ngā mōteatea, e haka ana hoki, ā, e tautoko ana i ngā kaikōrero i te marae me te kura.

He wā anō hoki i whakaritea ai mō te ako i te reo Pākehā. Nā runga i tēnei āhuatanga, he ngāwari noa iho ki ngā ākonga te whakawhitiwhiti i ngā reo e rua. Kei te eke angitu ngā ākonga i roto i ngā whakataetae ā-rohe, ā-motu hoki mō te whaikōrero, i roto i ngā reo e rua.

Kua whakawhanakehia e te poari, te whānau hoki ngā kaupapa here me ngā tukanga e pā ana ki te reo, me ngā rautaki hoki hei hāpai i te ako o ngā ākonga, mai i te kōhanga reo, tae atu ki te wharekura. Kua whakawhanakehia e rātou tētahi mahere rautaki hei whakatairanga i te mōhio o te whānau ki te whakahirahiratanga o te reo Māori. Ka whai hoki ngā kaiako i ngā whai wāhitanga kia eke ai ki ngā taumata teitei o ngā tohu mātauranga. Ka whakaawe, ka tino tautoko anō hoki te kura i te angitu me te ahunga whakamua i roto i te mātauranga mō te whānau me ngā ākonga.

Ka ngākau nui, ka noho pūmau hoki ngā ākonga ki te ako i te reo o Ngāti Porou me ōna tikanga.

‘Nā wai rā, nā wai rā, ka puta he tauira tangatanga te reo.’

Ngā Iwi

E āhei ana ngā ākonga ki te āta whakapuaki i ō rātou hononga ki waenga i ō rātou hapū me ngā tino tīpuna hei tūāpapa mō ā rātou mahi.

Ko te whakapapa me te whanaungatanga ngā tino pou e here ana i ngā ākonga ki ō rātou whānau, ō rātou hapū, ō rātou iwi, ō rātou tīpuna hoki. Ka kitea ki ēnei pou here, ko ngā kōrero ā ō rātou whānau, mai i te marae ki te kura, ki te hapori hoki. Ko ngā ākonga ka puta i te kura, ka eke angitu tonu, ā, he tino tauira rātou o tō rātou iwi. E whai ana ētahi o rātou i ngā tohu mātauranga i ngā whare wānanga. Mārakerake te kite atu i te whakatinanatanga o aua ākonga i ngā tūmanako me ngā wawata o tō rātou whānau. Kua hoki mai ētahi o ngā ākonga ki te kura, hei kaiako. He tino tauira rātou mō ngā ākonga e whai ake ana.

E whakawhanake ana ngā ākonga i te tino tuakiri, nā ngā kōrero me ngā akoranga i tuku iho ai i ō rātou kaumātua, i ngā waiata me ngā mōteatea, i ngā tini haerenga hoki ki ngā marae, puta noa i te rohe. Ka whai hua ngā ākonga nā te whānuitanga o ngā tūmomo kaupapa ka whakaratohia i te kura, i roto hoki i tō rātou hapū, tō rātou iwi hoki. Ko ngā hui tuku taonga o Ngāti, o Te Rangitawaea hoki ngā wā ka whakanuia ngā ākonga mō ā rātou whakatutukitanga. Me whakanui hoki ngā kaiako me te whānau mō te āhua o tō rātou poipoi, tō rātou tautoko hoki i ngā ākonga kia tupu ai, kia whakawhanakehia ai tō rātou Ngāti Poroutanga.

Te Ao

He pakari te tūhura haere o ngā ākonga i tō rātou taiao, tae atu ki te whenua, te moana, me te ao whānui tonu. Ko te whāinga, kia tū pakari rātou ki te ao whānui.

E whakawhanake ana ngā ākonga i te tirohanga maioha ki te ao, mā te tirohanga Māori tonu. He aronga nui ki ngā take o te hapori. He whai wāhitanga mō ngā ākonga ki te whakawhanake i ō rātou pūkenga i roto i te taupatupatu me te whakatinana haere i ō rātou whakaaro e pā ana ki ngā take o te nui o te wā. Ko ētahi o aua take, ko te hauhake i te moana me te whakamahinga o ngā whenua. Ka tū manawa whakahī, ka tū pakari hoki ngā ākonga, ā, he tino aronga toi whenuatanga tō rātou, he tino hononga anō hoki ki te whenua me te moana. “Ka whawhai ururoa kei mate wheke.”

Ka whakatauira te kura i ngā mahi e pā ana ki te whakamahere me te whakatinanatanga o te whakaako me te ako o ngā mahi a Rēhia me ngā toi. Ka ngākau nui ngā ākonga ki aua kaupapa ako. Kua whakaatuhia e rātou tō rātou eke angitu i roto i ēnei kaupapa ako ki ngā whakataetae ā-rohe, ā-motu hoki. Ka whai hua ngā ākonga nā te whānuitanga o ngā tūmomo wheako ka whāia e rātou puta noa i te motu. Nā runga i te pakari o te mōhiotanga o ngā ākonga ki a rātou anō, ki tō rātou tūrangawaewae hoki, he pakari anō hoki tā rātou tūhura haere i ngā akoranga hou o te ao whānui.

E whakawhanake ana ngā ākonga i te māramatanga ki te ao pakihi, me te āhua o ngā huarahi ki te whakamahi i ō rātou ngākau nuitanga hei whai wāhi atu ki te ao whānui.

Āhuatanga Ako

Ka whai hua ngā ākonga ki te whakaatu i tā rātou noho pūmau ki te pukumahi me te āheinga ā-hinengaro, kia eke angitu ai.

Ka hāngai te marautanga o te kura ki te tirohanga me ngā mātāpono o Te Aho Matua, ā, kua tuituia ki te katoa o ngā hōtaka whakaako, ako hoki, hei āta whakarite i te eke angitu o ngā ākonga. He maioha ngā ākonga ki ngā mahi a ngā kaiako kia āhei ai rātou ki te whakapā atu ki ngā momo akoranga. Ka āta whakamahere rātou, kia tutukihia ai ngā wawata o te whānau kia matatau ngā ākonga ki te reo Māori, kia ngākau aroha rātou, kia hūmārie hoki, ā, kia whakaongaongatia ō rātou hinengaro, kia pukumahi rātou, kia eke angitu anō hoki i roto i ngā tūmomo hākinakina.

Ka noho pūmau ngā kaiako me te whānau ki ā rātou ākonga. He mātau ā rātou mahi ki te whakariterite i ngā rautaki whakaako e tika ana, hei āta whakatakoto i ngā taumata teitei ka ekehia e ngā ākonga i te wā kua reri rātou. Ka whakapono ngā kaiako ki te āheinga o ngā ākonga katoa ki te whakatutuki i ō rātou wawata, ā, ka poipoi, ka akiaki, ka ārahi hoki rātou i roto i ā rātou akoranga.

Ka noho maioha ngā ākonga ki te whānuitanga o ngā tūmomo whiringa, ngā tūmomo ara e wātea ana ki a rātou, hei āta whakarite i tā rātou eke angitu. He tere ngā ākonga ki te ako, ā, ka whakahaere rātou i ā rātou ake huarahi ako. Ka whakapau kaha hoki rātou ki te tautoko i ngā take e whai pānga ana ki te hapū, te rohe, me te motu.

Kua whakawhanakehia e te kura tētahi pūnaha e pā ana ki te aroturukitanga o te ahunga whakamua o ngā ākonga, mai i te kōhanga reo ki te wharekura. He rautaki anō hoki ki te hāpai i ngā akoranga e pā ana ki te reo matatini me te pāngarau. Ka whakaemi, ka tātari hoki rātou i ngā paetae ākonga, ā, ka whakamahia hei kōkiri i te arotake whaiaro me te pūrongo, ā, hei whakawhanake hoki i ngā hōtaka akoranga hou.

Ka whai hua ngā ākonga i te wharekura, nā ngā kaiako mātau e hāpai ana i a rātou ki te whakatutuki angitu i ngā aromatawai o roto, o waho hoki. He tino tauira ngā ākonga tuākana mō ngā tēina, ā, e whai ana ngā tēina i ō rātou tapuwae. Ka whakapuakihia ngā whakatutukitanga o ngā ākonga ki te whānau, mā ngā pānui, ngā hui ā-whānau, ngā hui kanohi ki te kanohi, me ngā pātuhi ka tuku ā-waea atu.

Kua whakatōngia te ahurea o te ako ki te whānau, ngā ākonga, me ngā pākeke, hei āta whakarite i te waiora o ia tangata, o te hapū hoki. Ka whai wāhi ngā kaiako ki te whānuitanga o te whakawhanaketanga ngaio ka whakawhānui i tō rātou mōhiotanga, ō rātou pūkenga hoki ki te whakaako, te arotake whaiaro, me te aromatawai.

Ka whakamahi te whānau i Te Aho Matua hei tūāpapa o ngā akoranga mō ngā ākonga katoa. Ka haere tonu ngā aromatawai i ia te wā, mō ngā akoranga o ngā ākonga. E whakawhanake ana te kura i ngā tukanga aromatawai e tika ana, hei āta whakarite i te ekenga angitu o ngā ākonga. Ko te hui tuku taonga o ia tau ka whakanuia ō rātou whakatutukitanga. He tohu anō hoki o te āheinga o ngā ākonga o Te Kura Kaupapa Māori o Kawakawa-mai-Tawhiti ki te eke ki ō rātou ake pūmanawatanga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Ka noho pūmau tonu te whānau ki te whakarauora o te reo o Ngāti Porou me ōna tikanga, me te whakatupu hoki i tōna pūmautanga, hei painga mō ngā ākonga. Ka whakanui, ka whakakoia hoki te Tari Arotake Mātauranga i tēnei aronga a te whānau.

3 Te arotake whaiaro me te ārahitanga

Ka whakahaere te whānau i te kura. He matawhānui, he pakari hoki te arotake whaiaro, ā, ka whai hua tāna whakamahinga hei whakawhanake i ngā kaupapa matua, ngā mahere, me ngā whakawhanaketanga hoki ka whai ake. Ka tino māramahia te tukanga e hāpai ana i te poari ki te arotahi ki āna whāinga rautaki. Kua whakawhanakehia e rātou tētahi angamahi, tētahi tukanga hoki hei ārahi i te kāwanatanga me te whakahaeretanga o te kura. E āhei ana te poari ki te whakamahi i te angamahi hei ārahi i te arotake whaiaro, ā, hei whakarato hoki i ngā pūrongo arotake matawhānui.

Ka whiwhi te poari i ngā pūrongo e pā ana ki te pūtea me ngā paetae ākonga, mai i te kōhanga reo, tae atu ki te wharekura. Ka whakamahia aua pūrongo hei whakamōhio i ngā mahere whakaako, ako hoki, puta noa i te kura. Ko ngā whakataunga pūtea ka honoa ki ngā whāinga rautaki me ngā putanga hoki e hiahiatia ana, ā, nā rātou anō i tāutu.

Ka whakamahi ngā kaimahi i te tukanga arohaehae ki te whakawhanake i ō rātou ake mōhiotanga, ā rātou whakaritenga hoki hei hāpai i ngā akoranga a ngā ākonga. He tino kaha te tautoko mō te whānuitanga o te tūmomo whakawhanaketanga ngaio e hono ana ki te whakaaro huritao me ngā whāinga o te whakawhanaketanga ngaio o ngā kaimahi. Ka noho pūmau ngā kaimahi ki te taumata teitei o te whakawhanaketanga ngaio, hei hāpai ake anō i ngā akoranga a ā rātou ākonga.

Ka ārahi, ka tautoko, ka rapu hoki te tumuaki i ngā whai wāhitanga kia tutukihia ai e te poari, ngā kaimahi, te whānau, me ngā ākonga ā rātou whāinga mō te kura. Kua āta whakawhanakehia te ārahitanga, puta noa i te kura. He rōpū kotahi rātou e ngākau nui ana ki te paetae mātauranga o ngā taumata teitei. Ka whakaemihia, ka tātarihia, ā, ka whakamahia hoki e rātou ngā hōtuku paetae o ngā ākonga, ā, ka whakatakotohia ngā whāinga e tika ana me ēnei, mō ngā akoranga a ngā ākonga. He whānui ō rātou tūmomo pūkenga, mōhiotanga hoki ka whakamahia e rātou hei hāpai i te eke angitu o ngā ākonga. He motuhake ngā ākonga ka puta i Te Kura Kaupapa Māori o Kawakawa-mai-Tawhiti, ā, e tika ana kia whakanuia rātou.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atua i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā teTari 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 rātau herenga ā-ture e pā ana ki:

  • ngā whakahaere a te poari
  • te marautanga
  • ngā whakahaere mō te hauora, te haumaru me te orange 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
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga kit e kura.

Hei ā hea te Tari Arotake Mātauranga arotake anō a ii te kura?

I tēnei wā e mahi ngātahi ana Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa me te Tāhuhu o te Mātauranga ki te whakatau i tētahi aronga e pā ana ki te whakaemi me te pūrongo i ngā paetae ākonga. Ka whakarite te Tari Arotake Mātauranga i te wā o te arotake ka whai ake i runga anō i te whakataunga o aua whakawhitinga kōrero; heoi, tērā ka arotake anōtia Te kura kaupapa Māori o Kawakawa-mai-Tawhiti, i roto i te whā ki te rima o ngā tau.

Findings

1. Context

What are the important features of this kōhanga reo / school’s context?

"Ko te hiahia o te whānau o Kawakawa-mai-Tawhiti, ko te whakaora i te reo o Ngāti Porou me ngā tikanga kia hua mai i roto i ngā tauira."

Te Kura Kaupapa Māori o Kawakawa-mai-Tawhiti is located in Hicks Bay surrounded by the sacred mountains that define the tribal boundaries of Matakoa. Students have whakapapa links to the hapū that span from Pōtikirua to Hiruharama. This is also the traditional fishing boundaries for the home people.

Kawakawa-mai-Tawhiti was named by the tipuna, Pawa. The kura symbol reflects the mountains, rivers and marae of the local people. The whakatauki 'whaia te iti kahurangi, ki te tūohu koe me he maunga teitei' is included in the kura pepeha and is a reminder of the aspirations of local tipuna. Significantly, the kura symbol was designed by one of the graduates from the kura.

Currently the kura are challenged by the increasing roll numbers. The whānau are waiting patiently for the completion of the new buildings and the upgrade of the present buildings. The building and upgrade is a lengthy process. The whānau are focused and work diligently to ensure that students and whānau are safe during this time.

Te Kura Kaupapa Māori o Kawakawa-mai-Tawhiti has its own special character. The whānau are committed to the principles of Te Aho Matua to guide all decisions and work in the kura. The whānau provide students with a strong foundation in the principles of Te Aho Matua to prepare them for when they graduate and enter the wider world.

The whānau vision comes from their strong desire for students to achieve their potential and succeed. The whānau work together, both adults and students, to achieve their long term goals. Their strength is their collective responsiveness to all things. The overall outcome is that students are fluent speakers of te reo Māori, are loving, generous and humble, intelligent and hard working with a joy for play.

2. Te Tino Uaratanga

How effectively do the students demonstrate that language and customs of Ngāti Porou are living?

Students competently demonstrate that the language and customs of Ngāti Porou are living.

Te Ira Tangata

Students understand the importance of being humble, kind and generous and being open to learning. Students are eager to attend school and engage in learning.

The whānau consistently promotes and maintains a culture of care and support. This is considered at all times so that the total wellbeing of the student is effectively considered. The following are a range of strategies that are used to focus and support students:

  • the recitation of karakia daily

  • building positive relationships to grow and enhance effective tuakana and taina

  • encourage the potential and individual skills and talents

  • adhering to policy and procedure that is focussed on safety and well being.

The ‘Positive Behaviour for Learning’ and ‘Incredible Years’ programmes are practised consistently throughout the kura. These programmes appropriately focus on positive behaviours that align to the goals and principles of Te Aho Matua and the values of the kura. Students learn and practise these values.

As a result of the focus and commitment of kura leaders, staff and the whānau students are settled, happy and loving.

Te Reo

Students stand confidently and proudly with strong knowledge of their language, customs and practices of their homes.

The kura goal is to reflect the revitalisation of the language and customs of Ngāti Porou in students. They are also committed to language survival, fluency and sustainability. Kaimahi have demonstrated the wide range of strategies that they use to support students to use the language of the home as their everyday language. Kaiako provide a learning environment that supports the learning of the language and its many different features. Students are exposed to the wide vocabulary and the essence of the language that is modelled by proficient speakers on marae throughout the Matakoa district. Students are immersed in high levels of language proficiency which is modelled in classrooms by kaiako and kaiārahi. There is a kuia who upholds and maintains the essence of te reo Māori me ōna tikanga to benefit students.

Whānau enjoy listening to the language of students though their use of waiata, kīwaha and whakatauakī, in competitions and their social interactions with each other. People appreciate the eloquent language that students use while reciting moteatea, performing haka and supporting kaikōrero on the marae or at the kura.

Time is set aside for learning English. Because of this students are able to easily move between the two languages. Students are achieving regional and national success in speech competitions in both languages.

The board and whānau have developed policy and procedure for te reo, and strategies to support students learning from kōhanga reo to wharekura. They have developed a strategic plan to raise the awareness of whānau of the importance of te reo Māori. Kaiako also pursue opportunities to reach higher levels of educational qualifications. The kura is a strong influence and support for educational success and advancement for whānau and students.

Students are passionate and committed to learning te reo o Ngāti Porou me ōna tikanga.

‘Nā wai rā, nā wai rā, ka puta he tauira tangatanga te reo.’

Ngā Iwi

Students are able to effectively articulate their connections between their hapū and significant ancestors as a foundation for their work.

Whakapapa and whanaungatanga are the pillars that link students to their whānau, hapū, iwi and ancestors. Contained in these are the stories of their whānau, from the marae, to the kura and the local area. Graduates from the kura are high achievers who are positive models for their iwi. Some are pursuing ongoing learning at university. It is clear that these students exemplify the hopes and aspirations of their whānau. Some students have returned to the kura to be teachers. They are good role models for the younger students.

Students are developing a strong sense of identity from the stories and lessons that have been passed down from their elders, the songs and mōteatea and the many visits to marae throughout the region. Students are benefitting from the range of topics that they are exposed to at the kura and with their hapū and iwi. The annual Ngāti Awards and Te Rangitawaea Supreme Awards are times when students are acknowledged for their achievements. Kaiako and whānau should be congratulated for the way they nurture and support students to grow and develop their Ngāti Poroutanga.

Te Ao

Students confidently explore their physical surroundings including the land and sea and the wider world. The goal is that they will become confident in the wider world.

Students are developing an appreciative view of the world from a Māori perspective. There is a strong focus on local issues. Students have opportunities to develop their skills in debating and developing arguments in relation to the main issues of the day. These include marine harvesting and land use. Students stand proudly and confidently with a firm sense of their belonging and connection to the land and sea. “Ka whawhai ururoa kei mate wheke”.

The kura exemplifies planning and implementation of teaching and learning in the performing arts and arts. Students are passionate about these subjects. They have demonstrated their ability to excel in these areas at the regional and national competition levels. Students benefit from the wide range of experiences they participate in across the country. Because students have a firm understanding of who they are and where they are from they have the confidence to explore new learning from the wider world.

Students are developing an understanding of the business world and how through their passions they can contribute to the wider world.

Āhuatanga Ako

Students effectively reflect their commitment through hard work and intellectual ability to succeed.

The kura curriculum is based on the philosophy and principles of Te Aho Matua and is integrated in all teaching and learning programmes to ensure students succeed. Students appreciate the way teachers make learning accessible to them. They plan carefully to ensure they meet the aspirations of the whānau for students to be fluent speakers of te reo Māori, kind, humble, intellectually stimulated, hard working and successful in sport.

Teachers and whānau are committed to their students. They work diligently to prepare appropriate teaching strategies that ensure high levels of achievement for students to attain when they are ready. Teachers believe in the ability of all students to achieve their aspirations and they nurture, encourage and guide them in their learning.

Students appreciate the wide range of choices and pathways that are available to ensure they succeed. Students learn quickly and manage their own learning pathways. They also work hard to support the issues facing hapū, the region and the nation.

The kura has developed a system for monitoring the progress of students from the kōhanga reo to wharekura. There are strategies in place to support learning in literacy and numeracy. They gather and analyse student achievement information and use it to inform self review and reporting and to develop new programmes of learning.

Students in the wharekura benefit from skilled teachers who support them to succeed in internal and external assessments. Senior students are good role models for the younger students who are following in their footsteps. Students’ achievements are shared with the whānau in newsletters, whānau hui, in face to face meetings and through messages sent on mobile phones.

A culture of learning is embedded in the whānau; students and adults to ensure the wellbeing of individuals and the hapū. Teachers participate in a range of professional development that extend their knowledge and skills in teaching, self review and assessment.

Whānau use Te Aho Matua as the foundation of learning for all students. Assessments of student learning are ongoing. The kura is developing appropriate assessment procedures to ensure that all students succeed. The annual graduation ceremony highlights their achievements. It also demonstrates how students of Te Kura Kaupapa Māori o Kawakawa mai Tawhiti are able to reach their potential.

Kura identified areas for development

The whānau continue to be committed to the revival and growing sustainability of te reo o Ngāti Porou me ōna tikanga for students. ERO acknowledges and affirms this direction of the whānau.

3. Self Review and leadership

The whānau manage the kura. Self review is comprehensive and robust and is used to effectively develop future priorities, planning and development. There is a clear understanding of the process that supports the board to focus on its strategic goals. They have developed a framework and procedure to guide school governance and management. The board are able to use the framework to guide self review and to provide comprehensive review reports.

The board receives reports for finance and student achievement from kōhanga reo to wharekura. These reports are used to inform teaching and learning plans throughout the kura. Budget decisions are linked to the strategic goals and desired outcomes that have been identified.

Kaimahi use the appraisal process to develop their own knowledge and practices to support student learning. There is strong support for the wide range of professional development that is linked to the self reflection and professional development goals of staff. Staff are committed to high levels of professional development to support their students learning.

The principal leads, supports and finds opportunities for the board, staff, whānau and students to achieve their goals for the kura. Leadership is well developed throughout the kura. They are a team who are committed to the highest levels of academic achievement. They gather, analyse and use achievement data for students and use it to set appropriate goals for student learning. They have a wide range of skills and knowledge that they use to support students to achieve. Students who graduate from Te Kura Kaupapa Māori o Kawakawa mai Tawhiti are unique and should be acknowledged.

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.

When is ERO likely to review the kura again?

Te Runanganui o Ngā Kura Kaupapa Māori o Aotearoa and the Ministry of Education are currently working together to establish an approach for gathering and reporting student achievement. ERO will confirm the timing of the next review depending on the outcome of these discussions; however, the next review for Te Kura Kaupapa Māori o Kawakawa-mai-Tawhiti is likely to be in 4-5 years.

Lynda Pura-Watson Acting National Manager Review Services Māori (Te Uepū-ā-Motu)

Ngā kōrero e pā ana ki te kura

Te Tūwāhi

Kei Wharehika

Te tau a te Tāhuhu o te Mātauranga

3119

Te tūmomo kura

He kura hiato (Tau 1 ki te 13)

Te tokomaha o ngā ākonga o te kura

134

Te Ira Tangata

69 Kōtiro

65 Tama tāne

Hononga ā-iwi

Māori

134

Ngā āhuatanga motuhake

He kura kaupapa Māori Te Aho Matua

Te wā i te kura te rōpū arotake

Pipiri 2013

Te rā o tēnei pūrongo

Whiringa-ā-rangi 2013

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Kohi-tātea 2009

Pipiri 2003