Ko Te Kura Kaupapa Māori o Manurewa tētahi kura iti, kura tāone hoki e whakakaurera ana i te whanga o Manukau me te marae o Manurewa, e pā tata atu ana i te kura. Ko ngā ākonga o tēnei kura nō ngā iwi me ngā hapū o ngā hau e whā. Ka toro atu te takiwā o te kura ki Papakura me Papatoetoe. He tino hononga tō ngā kaiako ki te iwi o Tūhoe.
Ka whiriwhiri ngā whānau i tēnei kura, nā tōna iti me te whai i Te Aho Matua i roto i te mātauranga. He tokomaha o te whānau kua whai wāhi ki tēnei kura i roto i te roanga o te wā, ā, kua tau mai te whakatupuranga tuarua o ngā ākonga ki tēnei kura.
Kei te rerekē haere te kura i tēnei wā. Kua roa nei te tumuaki o tēnei kura e whai wāhi ana ki te kura nei, ā, i tēnei wā kua whakawāteahia ia ki te rangahau, ā, hei te tau 2014 ka whai tūranga anō ia ki wāhi kē atu. Kua whakatūngia te tumuaki whakakapi ki te tūranga tūturu hei tumuaki whakaako. E hoki mai ana hoki tētahi atu kaiako ā tērā tau, whai muri i tana wā rangahau. Tokorua ngā kairīwhi e whakaako ana, ā, e hiahia ana te kura ki te whakatū i ētahi kaiako tūturu tokorua hei te tau 2014.
Nō te Hōngongoi tētahi poari hou me tētahi heamana hou i whakatūngia ai. Kei runga i te poari ētahi mema hou, mema mātanga, kaiwhakahaere mātauranga mātanga anō hoki. E noho pūmau ana ngā kaitiaki o te poari, ngā kaimahi, me te whānau ki te whakawhanake me te whakapiki ake i te whai huatanga o te whakarato mātauranga ki te kura.
He pēhea te whānuitanga o ngā ākonga ki te noho tūturu ki a rātou anō, ō rātou uaratanga, ō rātou whakapono hoki i a rātou e taunekeneke ana me ētahi atu, e manaaki ana i ētahi atu, ā, e hāpai ana i ētahi atu?
Ka taunekeneke, ka hāpai, ka manaaki ngā ākonga ki waenga i a rātou anō, i ētahi atu anō hoki, i a rātou e noho tūturu tonu ana ki ō rātou uaratanga me ō rātou whakapono.
Ka whakatairangatia te oranga ā-wairua, ā-tinana, ā-whatumanawa hoki o ngā ākonga mā te whakatinanatanga o ngā mātāpono o Te Aho Matua ki tō rātou ao.
Ka whakarato te poari, te whānau, me ngā kaimahi i tētahi taiao akoranga e tino whakamana ana, e tino whakapūmau ana hoki i ngā mātāpono o Te Aho Matua ki ā rātou mahi. Tae ā-tinana atu te whānau ki ngā wānanga o Te Aho Matua i ia te wā, ā, kua whakatūturuhia ngā mātāpono hei āhuatanga tonu o tō rātou ao. He mātātoa te whānau ki te whakatauira i te whanaungatanga me te manaakitanga. He kaha te tautoko o te whānau, ā, he mātātoa tā rātou hāpai i te mātauranga o ā rātou tamariki.
Ka whakatairangatia te whakawhanaketanga ā-wairua o ngā ākonga mā ngā karakia e hāpai ana i te whakatutukitanga pai o ngā mahi, puta noa i te rā. Ka ārahi ngā ākonga i ngā kawa me ngā tikanga ki te kura. Ka whai wāhi rātou ki ngā pōwhiri, me ngā huihuinga hoki e whakatīmata ana i tō rātou rā.
Ka whakamahi ngā kaiako i ngā mātāpono o ngā wānanga whakatau take, hei rautaki whakahaere whanonga. Ka whai pānga nui te waiata ki tēnei rautaki. I te nuinga o te wā, e tino tautoko ana ngā ākonga i a rātou anō, ā, he mauritau te nuinga o ngā hononga. Ka whakahoahoa rātou, ka taunekeneke tika hoki ki ngā manuhiri. Ka hāpai ngā tuākana i ngā tēina, ā, ka tau pai ngā tēina ki ngā mahi ārahi a ō rātou tuākana.
Ka hāpaitia te oranga ā-tinana o ngā ākonga nā ngā hōtaka o waho, pērā i ngā huarākau me te miraka ki ngā kura. Whai wāhi ai rātou i ia te wā ki ngā taumahi e pā ana ki te ahurea, te kori tinana, te hākinakina, me te kaukau, ā, ka taunekeneke ki ngā ākonga o ētahi atu kura.
He māmā noa te whakapā atu ki ngā mātanga o waho, hei poipoi i ngā matea ā-whatumanawa, ā-tinana hoki o ngā ākonga.
He harikoa, he pakari hoki te āhua o ngā ākonga.
Wairuatanga. Ahakoa he maha ngā āhuatanga papai e pā ana ki te whakarato mō te oranga o ngā ākonga, e tika ana kia whakawhanake ngā kaimahi me te poari i tētahi aronga i āta whakaritea ai, i whai pānga anō hoki ki te whakaaro huritao, hei whakapiki ake i tō rātou māramatanga ki te whai huatanga o ā rātou rautaki i raro i Te Ira Tangata. Ko ētahi o ēnei, ko:
He mea nui kia hāpai te poari i ngā kaimahi ki te whakapā atu ki ngā hōtaka e tika ana hei whakapiki ake i tō rātou mōhiotanga ki ngā tūmomo rautaki, hei whakatairanga ake anō i te oranga ā-whatumanawa, ā-wairua hoki o ngā ākonga.
Me arotahi ake, me kōkiri ake hoki te tautoko i ngā ākonga, hei hāpai i a rātou ki te eke angitu ake ki ō rātou ake pūmanawa.
Ka whakawhiti kōrero ngā ākonga mā te reo Māori.
He nui ngā tūmanako o te kura, kia noho te reo Māori hei reo tuatahi mō ngā whakawhitinga kōrero. I te whakaurutanga mai ki te kura, ka whakatūturu te whānau i te whakaaro ki te whakamahi i te reo Māori, me te whakapiki ake i tō rātou āheinga i roto i te reo Māori. Hei hāpai i tēnei āhuatanga, ka whakarato te kura i ngā akoranga o te reo Māori, ā, he pai tonu te taetae atu ki aua hui. He pakari, he matatau hoki te nuinga o ngā kaiako ki te kōrero i te reo Māori. He matatau hoki ētahi mema o te whānau ki te kōrero i te reo Māori, ā, ka mōhio anō hoki rātou ki ngā tikanga. He tino tauira rātou o te reo, mō ngā ākonga.
I te nuinga o te wā, ka kōrero ngā ākonga tēina i te reo Māori hei reo tuatahi mō ngā whakawhitinga kōrero. Ka whakautu, ka pātai, ka whakawhitiwhiti whakaaro hoki rātou mā te reo Māori, ā, ko te nuinga o ā rātou kōrerorero mā te reo. Engari, ka whakaakona ngā ākonga o te tau 7 me te tau 8 mā te reo Pākehā me te reo Māori, ā, mā te reo Māori hoki ngā tohutohu ka whiwhi rātou. Nā tēnei āhuatanga, he iti ake te whakamahi o ngā ākonga tuākana i te reo Māori.
E whakamahia ana Ngā Whanaketanga Rumaki Māori. Ka kohia, ka whakaemihia, ka tātarihia hoki ngā paetae ākonga mā te whānuitanga o ngā tūmomo huarahi aromatawai. E tīmata ana ngā kaiako ki te whakamahi i tētahi aromatawai e pā ana ki reo ā-waha. E ako ana rātou, e hāpaitia ana rātou, hei whakapiki ake i te kounga o ngā mahi whakaōrite, me te tūturu o ngā whakapae a te kaiako e pā ana ki ngā paetae ākonga me te ahunga whakamua.
Ko ngā paetae ākonga mō te tau 2012 e tohu ana i te ekenga o ngā ākonga 87% ki te taumata e tika ana – ki tua atu rānei – mō te pānui i roto i Ngā Whanaketanga Rumaki Māori. He rite hoki ngā paetae e pā ana ki te tuhituhi. Kei te pērā hoki te āhua o ngā paetae i whakaemihia ai i te tīmatanga o tēnei tau.
E whakawhanake ana ngā ākonga hei kaikōrero, he kaipānui, hei kaituhituhi anō hoki o te reo Māori.
Te whakamahi i ngā hōtuku e pā ana ki ngā paetae ākonga. Ahakoa e whakaemi ana, e tātari ana hoki ngā kaiako i ngā hōtuku e pā ana ki ngā paetae ākonga, me tahuri rātou i nāianei ki te tāutu, mā te whakamahi i ngā taumata ka āta whakapuakihia, mā ngā rautaki hoki ka hāpai i ngā ākonga ki te eke ki ngā taumata e tūmanakohia ana, ki te whakawhānui rānei i te āheinga o ētahi ākonga hei hāpai ake i roto i te reo matatini.
Te arotake i te whakaritenga o ngā kaimahi. Me arotake ngā kaiako i te whakaritenga o ngā kaiako, hei āta whakatau i te noho rumaki o ngā ākonga i roto i te reo Māori.
Ka ako ngā ākonga i te tū Māori, me te tū Māori tonu i te tāone nui.
Ko te nuinga o ngā ākonga me ō rātou whānau e noho tawhiti atu ana i ō rātou tūrangawaewae. He pakari ō rātou hononga ki te kura, ā, i konei, ka whakamanahia, ka whakatairangatia hoki te tū Māori. Ko ngā hononga o te kura ki ētahi atu marae me ētahi atu iwi puta noa i Aotearoa, e whakanui ake ana i te mōhiotanga o ngā ākonga me te whānau ki ō rātou ake marae, me ngā tūmomo tikanga o ia iwi. Ka whakanui ngā ākonga i te tū o te tangata whenua ki tēnei rohe. Ka whakanuia Te Kīngitanga mā te taetae atu i ia te wā ki ngā poukai me te Koroneihana. Ka whai wāhi matua rātou ki ngā kaupapa i reira. Ko te tae ā-tinana o ngā ākonga ki ngā kaupapa i ngā marae, ka whakatairanga i ā rātou akoranga i te tū o te tangata whenua me te manuhiri. Nā taua whai wāhi atu ki ngā kawa o te marae, ka whakatairanga anō hoki i tō rātou ake ngākau titikaha, ā, ka whakawhanake i ō rātou pūmanawa ki te ārahi.
Ka whakanui, ka whakamihi anō hoki te whānau i ngā whakatutukitanga a te whānau me ngā ākonga. He pai te tae ā-tinana atu ki ngā hui ā-whānau, ā, ka āta whakaritea anō hoki ēnei. Ka hāngai ngā whakawhitinga kōrero ki te ākonga, te arotake o ā rātou tukanga, me tā rātou whakamahere rautaki. Ka whakapuakihia ngā mōhiohio e whai pānga ana ki te kura, ki waenga i te whānau, ngā kaimahi, me te poari. Ka whai wāhi nui te komiti ā-whānau ki te whakapakari i ngā hononga ki waenga i te whānau me te kura.
E mōhio ana ngā ākonga ki ngā horopaki ahurea ake, me ō rātou ake hononga ā-iwi.
Ka karangahia ngā ākonga, ā, ka tae atu hoki rātou, ki ngā tūmomo kaupapa i te rohe. Haere ai rātou i ia te wā ki ngā tūmomo kaupapa hākinakina, ahurea hoki. Ka arotahi ngā mahere ā-kaupapa ki te ao kikokiko me te ao māori. Ko ngā ao o ngā atua te kaupapa arotahi o ngā akoranga. Engari, he iti noa ngā whakaaturanga i te wā o te arotahi, hei whakawhānui ake i ngā pūrongo e pā ana ki tēnei āhuatanga.
Te whakarato i te tautoko mō Te Ao. He mea nui kia arotake te whānau, te poari, me ngā kaimahi i tā rātou whāinga e pā ana ki Te Ao, hei tātari i tana whai pānga tonu.
Kāhore te tākare, te ngākau nui hoki o te ākonga i roto i āna akoranga, e āta whakatutukihia ana.
Ka kitea te hiahia, te rite hoki o ngā ākonga ki te ako. I roto i ētahi akoranga, i ētahi wā hoki o te rā, ka mōhio ngā ākonga ki ā rātou mahinga, ā, e whakahaere ana rātou i a rātou anō, e arotahi ana hoki ki ngā mahi. Ka tautoko, ka whai hua hoki ngā taunekeneke o ngā ākonga me ō rātou hoa. He tau, he mārie hoki te āhua o ngā akomanga. Ka whakanuia, ka ākina hoki ngā whakamātau a ngā ākonga.
E wātea ana ki ngā kaiako ngā whai wāhitanga ki te ako ngaio, me te whakawhanake ngaio. Kua whakaritea ngā mahere ā-wiki, ā-kowae hoki.
Engari, kāhore te tākare o ngā ākonga e tino whakatutukihia ana mā te eke ki te kounga kairangi o ngā akoranga me te hōtaka ako. E mōhio ana te Tari Arotake Mātauranga, ko te whakatū kaimahi ki ngā tūranga tūturu hei te tau 2014, me te kaha ake o te poari ki te kōkiri ake i ngā kaupapa, ka whai hua pea ki te whakapai i te kounga o te mātauranga ki te kura.
He mea nui kia whakatutuki ngā kaiako i ngā wā katoa te:
Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.
Lynda Pura-Watson National Manager Review Services Māori (Te Uepū-ā-Motu)
27 February 2014
Te Kura Kaupapa Māori o Manurewa is a small urban kura that overlooks Manukau harbour and the neighbouring Manurewa marae. Students attending this kura belong to different iwi and hapū. The kura catchment area extends to Papakura and Papatoetoe. Kaiako have strong Tuhoe connections.
Whānau choose this kura because of its small size and the Te Aho Matua educational philosophy. Many of the whānau have had a long association with the kura and the second generation of students are now attending the kura.
The kura is in a state of change. The existing principal who also has had a long association with the kura, is on sabbatical leave and will be taking up a new position elsewhere in 2014. The acting principal has been appointed to the permanent teaching principal position. Another permanent teacher returns next year after study leave. There are two relieving teachers and the kura is seeking to appoint two permanent teachers for 2014.
A new board was elected in July 2013 and a new chair person was appointed. The board consists of new, experienced members and experienced educational professionals. Board members, staff and whānau are committed to developing and increasing the effectiveness of educational provision in the kura.
To what extent do students remain true to themselves, their values and beliefs when interacting with others, caring for others and supporting others?
Students interact with, support and care for themselves and others while remaining true to their values and beliefs.
Students’ spiritual, physical and emotional wellbeing are enhanced through the integration of Te Aho Matua principles in their lives.
The board of trustees, whānau and staff provide a learning environment where the principles of Te Aho Matua are highly valued and integral to their practice. The whānau attend regular Te Aho Matua wānanga and the principles have become a normal part of their lives. Whanaungatanga and manaakitanga are actively modelled by whānau. Whānau support is strong and they are active in assisting with their children’s education.
Student spiritual development is enhanced through the use of karakia to assist the success of activities throughout the day. Students take a lead role in the practice of kawa and tikanga in the kura. They participate in pōwhiri and participate in ceremonies to begin their day.
Kaiako use the principles of restorative justice in their behaviour management strategy. Waiata is an important part of this strategy. Students are generally supportive of each other and relationships on the whole are positive. They are sociable and interact appropriately with visitors. Tuakana support teina and teina accept the guidance of tuakana.
Student physical wellbeing is supported through external programmes such as fruit and milk in schools. They participate in regular cultural, exercise, sports and swimming activities and interact with students from other kura.
External professionals are easily accessible to cater for the emotional and physical needs of students.
Students appear happy and confident.
Wairuatanga. While there are many positive aspects to the wellbeing provision for students, it is important that staff and the board develop a more deliberate and reflective approach to increase their understanding about the effectiveness of their strategies under Te Ira Tangata. This includes
It is important that the board enable staff to access appropriate programmes to increase their awareness of strategies to further enhance the emotional and spiritual wellbeing of students.
Students require more proactive and focused support to assist them to more successfully reach their potential.
Students communicate in te reo Māori.
The kura has high expectations that te reo Māori is the first language of communication. At enrolment, whānau commit to using and increasing their te reo Māori capability. To assist in this the kura provides te reo Māori lessons which are reasonably well attended. Most kaiako are confident and fluent te reo Māori speakers. The whānau has members who are fluent in te reo Māori and knowledgeable about tikanga. They provide good language models for students.
Younger students speak mostly te reo Māori as their first language of communication. They respond, question and discuss in te reo Māori and carry out most social conversations in te reo. However, students in year 7 and 8 are taught in both English and te reo Māori and receive formal te reo Māori instruction. This situation has resulted in less use of te reo Māori by older students.
Ngā Whanaketanga Rumaki Māori (NWRM) is in place. Student achievement data is collected, collated and analysed using a wide range of assessment tools. Kaiako are beginning to use an oral language assessment tool. They are learning about and are supported to increase the quality of moderation practice and the reliability of teacher judgements about student achievement and progress.
Student achievement data for 2012 showed that 87% of students were working at or above NWRM levels in pānui. Tuhituhi results are similar. Data collated at the beginning of this year shows similar results.
Students are developing as speakers, readers and writers of te reo Māori.
Use of student achievement data. While Kaiako are collating and analysing student achievement data they now need to identify, using clearly articulated next steps, strategies to support students to either reach expected levels or to extend the literacy capability of those students who require it.
Review of staff organisation. Kaiako need to review the organisation of teaching staff to ensure that students are immersed in te reo Māori.
Students learn about being Māori and living as Maori in an urban setting.
Most students and their whānau live away from their turangawaewae. They have strong connections to the kura where being Māori is valued and enhanced. Kura connections with other marae and iwi throughout New Zealand increases student and whānau knowledge about their own marae and different iwi practices. Students acknowledge the place of the tangata whenua in the area. The importance of the Kingitanga is recognised through regular attendance at poukai and the koroneihana. They play an integral part in the activities that take place there. Student attendance at marae events enhances learning about their roles as tangata whenua and manuhiri. This participation in marae protocols, enhances student self confidence and develops their leadership qualities.
Whānau celebrate and acknowledge whānau and student accomplishments. Whānau hui are well attended and organised. Discussions focus on the student, review of their processes and strategic planning. Relevant information about the kura is shared between whānau, staff and the board. The whānau committee plays an important role in strengthening relationships between whānau and the kura.
Students are aware of their immediate cultural context and their own iwi links.
Students are invited to, and attend different activities in the region. They regularly attend sporting and cultural events. Kaupapa plans focus on learning about the living and the natural worlds. Ngā atua and their realms are the focus of kaupapa learning. However, there was limited evidence available at the time of the review to support further reporting on this area.
Provision of Te Ao support. It is important that the whānau, board and staff review their goal for Te Ao to determine its continued relevance.
Student enthusiasm and interest for learning is not well met.
Students appear willing and ready to learn. In some classes and during different times of the day, students know their routines, are self managing and focused on the task. Interactions between peers are supportive and positive. Classroom tones are settled and calm. Student efforts are praised and encouraged. Their enthusiasm for learning is obvious.
Kaiako have access to professional learning and development opportunities. Weekly and unit plans are in place.
However, student enthusiasm for learning is not always matched by a consistently high quality learning and teaching programme. ERO acknowledges that the permanent appointments made for staffing in 2014 and the presence of a more pro-active board, may go some way to improving the quality of education in the kura.
It is important that kaiako consistently:
The previous principal was instrumental in developing the strategic direction of the kura. Strategic and annual plans are in place. A Te Aho Matua plan guides the development of students under the principles of Te Aho Matua.
The acting principal will begin her new tenure at the beginning of 2014. It is important that the board:
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:
During the review, ERO checked the following items because they have a potentially high impact on student achievement:
During the course of the review ERO identified areas of non-compliance. In order to address these the board of trustees must:
implement policies and procedures for the regular appraisal of staff, including the principal. [s77C state Sector Act 1988, NZ Gazette and relevant Collective Employment Agreement]
ERO is likely to carry out the next review in three years.
Lynda Pura-Watson National Manager Review Services Māori (Te Uepū-ā-Motu)
Kei Manurewa, ki te tonga o Tāmaki-makau-rau
Te tau a te Tāhuhu o te Mātauranga
Te tūmomo kura
Te tokomaha o ngā ākonga o te kura
Te Ira Tangata
Tama tāne 26
Ngā āhuatanga motuhake
He kura kaupapa Māori Te Aho Matua
Te wā i te kura te rōpū arotake
Te rā o tēnei pūrongo
Ngā pūrongo o mua a te Tari Arotake Mātauranga
Arotake Mātauranga Te Aho Matua