Te Kura Kaupapa Māori o Ngati Ruanui - 17/12/2014

1 Te Horopaki

He aha ngā āhuatanga whakahirahira o te horopaki o te kura?

Tōku reo tōku taonga, tōku taonga tōku reo

Kei Hawera Te Kura Kaupapa Māori o Ngāti Ruanui.

Kua oti i te whānau te whakawhanaunga ki ētehi atu kura kuapapa Māori i tō rātou rohe. Haere nei te wā, ka whakapā atu rātou ki a rātou, ka whai wāhi hoki rātou ki ngā kaupapa me ngā mahi o te wā. Ko te iwitanga me ngā kaiwaiwhakaheke tētehi aro whakahirahira o ngā rangahau a ngā tauira. Kua tae atu rātou ki ngā wāhi whakahirahira o te iwi, ā, kua māro ngā taura here tangata i waenganui i te whānau me te hāpori o te marae.

E whanake tonu ana ngā tino o ngā tauira i roto i te reo Māori, i te karakia me ngā waiata a Ngāti Ruanui. E waia ana rātou ki ngā tikanga Māori, ā, he māia ki te whakaū. He hūmarie, he whakaaro nui, he māia hoki ngā tauira. Ka mana i ngā tuakana ngā āhuatanga o te rangatiratanga, ā, he kaha hoki ki te hiki i te mānuka.

E harikoa ana ngā tauira, e kuhu ana ki ngā akoranga. Kei te mōhio nga kaiako ki ngā tauira, ā, ko te aronui he whakarato i ngā wheako ako e whai mana ana ki a rātou. Ka tautoko te whānau i ngā tauira, inā rā, ngā hui me ngā kaupapa o te kāinga. He mataara ngā tauira, ā, e pai ana ki a rātou kia whai wāhi atu.

Kei te aro te whānau me te hāpori whānui ki te whakatinana i ngā akoranga wharekura mā ngā tuākana. He kaha te tautoko mō tēnei kaupapa e āhei ai ngā tauira ki:

  • te koke tonu me ā rātou akoranga i te ahurea Māori
  • te koke tonu e whai hua ai i roto i te taiao ako e ngākaunui ana ki te iwitanga, ki te tuakiritanga me te reo
  • te whakamāro i ngā hononga ki ngā hapū me ngā iwi o te kāinga.

Kua roa te whānau e whakapau kaha ana ki tēnei kaupapa.

2 Te Tino Uaratanga

He pēwhea tā ngā tauira whakatinana i ngā wawata me ngā moemoeā o te iwi?

He pai te whakatinanatanga o ngā tauira i ngā wawata me ngā moemoeā o te iwi.

Te Ira Tangata

Kei te mōhio ngā tauira ki ō rātou hononga ki te whānau me te hāpori o te kāinga. E mārama ana ki a rātou te mana o te whakapapa, te tuakiritanga me te tūrangawaewae. Ka haere rātou ki ngā wāhi whakahirahira e hiahia nei rātou kia rongo ai rātou i ngā kōrero tuku iho mō te iwi. Ka tae atu rātou ki ngā marae me te whai wheako mō te kawa o te marae, mō te whaikōrero, mō te karakia me ngā waiata tawhito. E whai wāhi atu ana ki ngā āhuatanga ako o ngā tauira ngā mātāpono me ngā whakapono o te kura. He whakatinanatanga tēnei o te motuhaketanga o te Ngāti Ruanuitanga. E tino manaakitia ana ngā tauira, he tau, he harikoa hoki.

Te Reo

E kite ana ngā tauira i te hononga o te reo Māori ki tō rātou tuakiritanga. E ako ana rātou i ngā oro o tō rātou reo-ā-iwi. E whai wāhi atu ana ngā tauira ki ngā māhere pai o te reo. E whakamahia ana ia rā ngā kīanga me ngā rerenga o Taranaki ake. E whakaāhuatia ana hoki i roto i ngā akomanga. Ka whai wāhi atu ngā tauira ki te pupuritanga o te reo, ki ngā kaupapa o Taranaki, ā, ka whakaurua te pupuritanga o ngā waiata, o ngā karakia me ngā pūrākau hoki. Kei te waia rātou ki ngā momo reo e toru, ā, kei te whakatinana rātou i te reo-ā-ringa, i te reo Pākehā me te reo Māori. Kei te pakari haere ngā tauira i roto i ō rātou ake pūkenga i te reo Māori. Ka harikoa ngā tauira i te haumako o te taiao ako i te reo.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

E akiakitia ana te whānau ki te whakamahi i ngā akoranga reo Māori o te pō, ngā āhuatanga rānei e nui ake ai te tautoko ki a rātou tamariki. Kei te whakamana te whānau i te kōrerotanga o te reo Māori ki te kāinga hei tautoko i te whakawhanaketanga o te reo. Mā te pai o te mahitahi i roto i te ako me te whakakōrero i te reo e nui ai ngā hua me te tautoko ki ngā akoranga a ngā tauira me tā rātou koke.

Ngā Iwi

He kaha te hono o ngā tauira ki tō rātou tūrangawaewae. Kei te ako rātou mō ō rātou whānau, ō rātou hapū me ō rātou iwi. E haere ana rātou ki ngā kaupapa-ā-whānau, ā-hapū, ā-iwi, tae atu ki Te Rā o Parihaka, ki Te Rā o Pōmare, me te Punawai, he hui-ā-iwi mō ngā akoranga taiao. Ko ngā haerenga ki ngā wāhi whakahirahira o te rohe te kaiwhakapūmau i ngā kawaiwhakaheke. Kua oti te whakatau ki te kōrero me te tomo atu ki ngā kura kaupapa Māori o te rohe. Kua māro ngā here ki ngā kura i tēnei rautaki whakakotahi. Ka hui tahi ngā kura mō ngā kaupapa hākinakina, ā, he rawe hoki ki a rātou ēnei kaupapa. Ka tautoko te whānau o te kura me ngā tauira i ngā tangihanga, ā, e whai wāhi atu ana ki ngā mahi me ngā takohanga pēnei i ngā mahi o te kāuta, te whakahaeretanga o te marae me ngā waiata tautoko. He whakahīhī tā ngā tauira whai wāhi atu ki te whānau, ki te hapū me te iwi.

Te Ao

Kei te ako ngā tauira mō te whakahirahiratanga o te kaitiakitanga. E tini tomo atu ana rātou ki te kaupapa a te iwi ki te whakarauora i ngā wai matua. E mārama ana ki ngā tauira te mana o tiaki i ngā rauemi mō anamata. He kaha te whakaaronui ō rātou ki ngā atua Māori. Ka manaaki ngā tauira i te ahurea o tō rātou kura, ā, ka tautoko hoki i te hurihanga o te hōtaka. E wātea ana ki ngā tauira ngā āhuatanga o te hangarau (ICT) e whānui ai tō rātou hono ki te ao mārama. Ka whakatinana ngā tauira i te kaitiakitanga i roto i tō rātou ahurea ake me te hāpori o te kāinga.

Āhuatanga Ako

E harikoa ana, e ū ana hoki ngā tauira ki te ako. He mataara ngā tauira, ā, e pai ana kia whai wāhi atu rātou. Ko te rūmanakitanga o ngā āhuatanga me ngā tikanga whai pānga, te tautoko me te poipoi nui e māro ai te ora o ngā tauira. He tokomaha te hunga kua whai wāhi atu ki tēnei nō te whakawhitinga mai i te kōhanga reo ki te kura. He pai tō rātou whakapiri ki ngā kaiako. Ka whai wheako ngā tauira-ā-takitahi nei, ā-rōpū iti nei, ā-kura nei hoki ki ngā akoranga o te kura.

He pai te tauwhirotanga o ngā hiahia ako o ngā tauira, tatū atu ki ērā me tautoko, mō te reo Māori te take. E mātau ana ngā kaiako ki a rātou tauira. Kua māro ngā tikanga whakahaere o te akomanga. He hāngai, he tika hoki ngā māhere mō ngā rōpū-ā-tau. Kei ngā pukapuka kōnae ngā aromatawai huhua me ngā hua puta noa i ngā āhuatanga reo me ngā āhuatanga kaute. He maha ngā tau e kohikohitia ana ngā raraunga mō te kura whānui. Ahakoa kei te whakaāhua ēnei raraunga i te hokinga o te koke me whakamana ka tika te horopaki o te noho a tētehi rōpū tauira me ngā kaiako i te rourou iti-ā-haere. E whai ana, ngā pūrongo ki ngā mātua, te whakatakotoranga o Ngā Whanaketanga Reo Māori. Ia te wiki e pānuitia ana ki te whānau ngā kaupapa a te kura, ngā whakamihinga, ngā tutukinga me ngā angitūtanga. He rawe ki ngā tauira te ako.

3 Te arotake whaiaro me te ārahitanga

He āhuatanga whai hua ō te arotake whaiaro. E tino kitea ana i roto i ngā meneti a te Poari Kaitiaki he kaha ngā āhuatanga tuku pūrongo. Waihoki, ngā pūrongo, mō te marau o te kura, mō ngā kaimahi, mō ngā nama, mō te whenua, mō te haumarutanga, mō te ture, me te kaitiaki hāpori. Kei te haere ngā arotake mō ngā kawa me ngā tikanga o te kura ia marama. Kei te kitea e āta koke ana ngā āhuatanga puta noa i te kura. He māngai te poari mō ngā reo o te whānau.

He kaha te arahitanga o ngā kaimahi me ngā tamariki e te tumuaki kua roa e noho ana i taua tūranga. Ka tukuna e ia ngā pūrongo kōiriiri nei ki te Poari Kaitiaki e kōrero ana mō ngā āhuatanga ako, whakahaere me te arahi. Ka ū tonu ia ki te akiaki i te whānau me ngā manu tāiko, e hāngai ana ki te māhere o ngā rangatira mō āpōpō, ki te whai i te oranga o te mātauranga. He poutiriao hoki ia i roto i tōna hāpori, ā, kua māro tōna ara ki ngā kura kaupapa Māori, ki nga iwi, ki ngā hapū me te whānau. He mātanga whakatauira te tumuaki mā āna kaimahi.

Te Whakahaere o te whānau

He huhua ngā pūkenga o ngā mema o Te Poari Katiaki, ā, e whakakanohi ana rātou i ngā wāhanga o hāpori ki te whakatere i te whakatinanatanga o ngā wawata mō ngā tauira. Nā te tautoko a ngā mema nei e āhei ana te whānau ki te whai wāhi atu ki ngā kaupapa a te iwi me ngā hōtaka. He whai hua tā rātou whakahaere i a rātou mahi me a rātou tahokanga. E mōhiotia ana ngā wawata o te whānau mō a rātou tamariki. Kei te wānanga rātou i tēnei wā te ara whakamua e riro ai i a rātou te wharekuratanga. E renarena ana te taukaea i waenganui i te tumuaki me te Poari Kaitiaki.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he Tauāki Kupu Tūturu a te Whānau mā te Tari Arotake Mātauranga, me tētehi 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 ki te kura.

4 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 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 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.

Ko ngā taunakitanga a Te Tari Arotake kia:

  • whakapakaritia e te whānau ō rātou pūkenga te reo Māori
  • whakaarotia e te whānau ngā pae tata i a rātou ka tono mō te wharekuratanga.

5 Ngā Taunakitanga

Ko ngā taunakitanga a Te Tari Arotake kia:

  • whakapakaritia e te whānau ō rātou pūkenga te reo Māori
  • whakaarotia e te whānau ngā pae tata i a rātou ka tono mō te wharekuratanga.

Hei ā hea te Tari Arotake Mātauranga arotake anō a 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

National Manager Review Services 

17 Hakihea 2014

1 Context

What are the important features of this kura context?

Tōku reo tōku taonga, tōku taonga tōku reo

Te Kura Kaupapa Māori o Ngāti Ruanui is in Hawera.

The whānau has established good relationships with other kura kaupapa Maori in their region. They have regular contact and participate in shared events and activities. Iwi and ancestral links are important areas of study for students. They have visited places of cultural significance and have established good relationships with whānau and the marae community.

Student’s strengths in te reo Māori, karakia and waiata specific to Ngāti Ruanui continue to develop. They are familiar with tikanga Māori and practice these with confidence. Students are friendly cooperative and confident. Senior students accept leadership roles and respond well to challenge.

Students are happy and involved in learning. Teachers know their students well and focus on providing meaningful learning experiences for them. The whānau support their children particularly when there are local events or activities. Students are responsive and willing to participate.

The whānau and wider community are focused on the establishment of wharekura education for senior students. There is strong support for this initiative to ensure students:

  • continue their learning in a Māori medium education environment
  • continue to benefit within a learning environment that values culture, identity and language
  • maintain close relationships with local hapū and iwi

The whānau have focused their efforts in this area over a long period of time.

2 Te Tino Uaratanga

How well do students exemplify the hopes and aspirations of their people?

Students exemplify the hopes and aspirations of their people well.

Te Ira Tangata

Students know about their connections to whānau and the local community. They understand the importance of whakapapa, identity and belonging. They visit significant areas of interest and hear stories about their iwi. They visit local marae and experience marae kawa, whaikōrero karakia and traditional waiata. Kura values and beliefs are an influential part of what students learn. These express the unique character of Ngāti Ruanuitanga. Students are well cared for, settled and happy.

Te Reo

Students recognise the link between te reo Māori and their identity. They are learning the nuances of their dialect. Students are exposed to good language models. Local sayings and terms specific to Taranaki are used daily. These are also displayed in classrooms. Students participate in the maintenance of te reo o Taranaki initiatives and incorporate the maintenance of waiata, karakia and pūrākau. They are familiar with and practice three languages, te reo Rotarota (Sign), English and Māori. Students continue to develop their individual te reo Māori skills. Students enjoy a rich language learning environment.

Kura whānau identified area for development

Whānau are encouraged to take advantage of the night class or other opportunities to learn te reo Māori to support their children. The whānau acknowledge that the use of te reo Māori in the home will support language development. Positive whānau engagement in language learning and use will benefit and support student learning and progress.

Ngā Iwi

Students have a strong sense of belonging. They learn about whānau, hapū and iwi. They attend whānau, hapū and iwi events including Te Rā o Parihaka, Pōmare Day and Puna Wai which is an iwi environmental study. Outings to places of cultural significance in their area affirm ancestral links. There has been a positive decision to communicate and engage with other kura kaupapa Māori in the area. This collaborative strategy has strengthened ties between kura. Kura join together for sports events and they enjoy this experience. The kura whānau and students support tangihanga and contribute to various roles and responsibilities such as kitchen duties, marae preparation and provide waiata support. Students engage with whānau, hapū and iwi in many ways with pride.

Te Ao

Students are learning about the importance of kaitiakitanga. They are actively engaged in an iwi initiative to save vital water resources. Students know the importance of sustainability of resources for the future. They have respect for ngā atua Māori. Students take care of their kura environment and support their recycling programme. ICT is available to students enabling links to the wider world. Students practice kaitiakitanga in their immediate environment and local community.

Āhuatanga Ako

Students are happy and involved in learning. Students are responsive and willing to participate. The immersion setting and associated tikanga supports and nurtures students’ wellbeing. Many have experienced this since their transition from kōhanga reo to kura. They have good relationships with their kaiako. Students experience individual, small group and whole kura teaching and learning.

Students learning needs are well catered for particularly those who need support with te reo Māori. Kaiako know their students well. Class routines are well established. Kaiako planning is consistent and appropriate for year groups. Individual profile books contain a range of assessment results across literacy and numeracy. School wide data has been gathered over a number of years. While this data shows a decline in progress it is important to acknowledge the context of a transient student group and recent staff turnover. Reporting to parents follows the Ngā Whanaketanga Reo Māori (NMRM) format. Weekly newsletters inform the whānau about kura events, celebrations, achievements and successes. Students enjoy learning.

3 Self Review and leadership

Self review is a positive feature. An established reporting culture is strongly evident in Board of Trustees (BOT) minutes. These include reporting on the kura curriculum, personnel, finance, property, health and safety, legislation and community liaison. Policy and procedure review occurs each month. Steady progress is evident throughout the kura. The board reflects the collective voice of whānau.

The long serving principal provides strong leadership for her staff and students. She presents comprehensive and detailed reports to the BOT covering all aspects of education, management and leadership. She consistently encourages whānau and past students to pursue careers in education as part of the succession plan for the kura. She is also a key figure in her community and has established networks which include other kura kaupapa Māori, iwi, hapū and whānau. The principal is a professional model for her staff.

Whānau Whakahaere

BOT members have a range of skills and they represent sectors of the community that will progress kura aspirations for their students. The whānau have access to iwi initiatives and programmes with the support of these members. They effectively manage their roles and responsibilities. They are aware of whānau aspirations for their children. They are currently discussing a way forward to gain Wharekura status. The principal and BOT have a good working relationship.

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

ERO recommends that:

  • the whānau build their te reo Māori capability
  • the whānau consider the next steps as they prepare to make application for Wharekura status.

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in three years.

Lynda Pura-Watson

National Manager Review Services Māori (Te Uepū-ā-Motu)

17 December 2014 

Ngā kōrero e pā ana ki te kura

Location

Hawera

Ministry of Education profile number

2383

Type

Full Primary (Year 1-8)

Roll number

46

Gender composition

Girls 27

Boys 19

Ethnic composition

Māori 100%

Special features

He kura kaupapa Māori Te Aho Matua

Review team on site

3 November 2014

Date of this report

17 December 2014

Most recent ERO reports

Te Aho Matua Review May, 2012

Te Aho Matua Review December, 2008

Te Aho Matua Review June, 2006