Te Kura Kaupapa Māori o Otepou - 26/06/2013

1. He Whakamārama

Te Whānuitanga Atu

E aromātai ana te arotake Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te whakahaere a te poari ki te whakarato i ngā ratonga mātauranga.

Ka tino whai hua ki te poari te pūrongo i te aromātai e whakaatu mai ana i ngā painga ake i ngā akoranga o ngā ākonga, i te wā e whakarato ana te poari i ngā tino mōhiohio e pā ana ki ngā putanga hua ki ngā ākonga.

Ngā Kōrero mō te Kura

Te tūwāhi

Kei Welcome Bay, ki Tauranga

Te tau a te Tāhuhu o te Mātauranga

1873

Te tūmomo kura

Tau 1 ki te 8

Ngā kaiako: mai i te rārangi ā-kura ētahi atu te maha o ngā kaiako

5.76 5

Te rārangi ā-kura

74

Ngā hononga ā-iwi

Māori 74

Te ira tangata

Tama tāne 34

Kōtiro 40

Ngā āhuatanga motuhake

He Kura Kaupapa Māori Te Aho Matua

Te wā i te kura te rōpū arotake

Paenga-whāwhā 2013

Te wā i whakamanahia tēnei pūrongo

26/6/2013Pipiri 2013

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Tāpiri, Whiringa-ā-nuku 2009

Arotake Mātauranga Te Aho Matua, Pipiri 2008

Arotake Tāpiri Te Aho Matua, Poutū-te-rangi 2006

2. Te Whakarāpopototanga Te Aho Matua

Ko te tirohanga Te Aho Matua o te whānau o Te Kura Kaupapa Māori o Otepou, ko tēnei e whai ake nei:

Te tamaiti

he mātauranga te kai

he taniwha te tangata

E tū ana Te Kura Kaupapa Māori o Otepou ki Welcome Bay, ki Tauranga. Ko te reo Māori te reo matua o ngā whakaakoranga me ngā akoranga. Ko ngā tikanga Māori e pou here ana i ngā whakahaeretanga o te kura me ngā whakaritenga o ia rā. Ka arahina te whānau o te kura e Te Aho Matua, hei tirohanga mō ngā whakaakoranga, ngā akoranga, me te kāwanatanga.

Ka arotahi te whānau me ngā kaimahi ki te tautoko me te poipoi i te waiora o ngā ākonga – ā-tinana, ā-wairua, ā-whatumanawa hoki. Ka wheako ngā ākonga i ngā taunekeneke me ngā hononga e atawhai ana, e manaaki ana hoki.

Ka tino tiakina te taiao o te kura, ā, he tika, he ātaahua hoki hei taiao akoranga mō ngā ākonga. He tau, he pakari hoki ngā ākonga ki te kura.

E mōhio ana ngā ākonga ko wai rātou, me ō rātou hononga ā-iwi. E tautokona ana rātou ki te ako, mai i ngā kaumātua o te hapori e whakatauira ana i ngā tikanga Māori me ngā kawa mō ngā ākonga.

Ka whakanui ngā ākonga i tō rātou tuakiri, he pakari rātou, ā, he pai hoki tō rātou kiritau e whakaatuhia ana.

Ka noho whakaute ngā ākonga, ka manaaki, ka whai whakaaro nui hoki, ā, he paheko hoki.

He manawa whakahī tō ngā ākonga mō tā rātou eke angitu ki te toa i te whakataetae kapa haka ā-rohe.

Ka kitea te tū pakari o ngā ākonga ki te whakamahi i te reo Māori.

Ka kitea te manawa whakahī ō ia ākonga, mō ō rātou whānau, ō rātou hapū, me ō rātou iwi.

Ka whakatewhatewha, ka tūhura hoki ngā ākonga i te ao Māori me te ao whānui.

Ka whai wāhi ngā ākonga ki ngā kaupapa a te iwi, me ngā huihuinga ki te taha o ngā manuhiri i tāwāhi.

Ahakoa he hou te tumuaki ki tōna tūnga, kua whai wāhi nui ia ki te ārahi i ngā whakawhanaketanga me ngā whakapaitanga i te kura. Ka hāngai hoki tēnei ki te whakawhanake i te tūtohinga o te kura me te pūkete e pā ana ki te āhua o te ākonga i tōna putanga i te kura. Kua whakatīmata ia i te tukanga ōkawa ki te arohaehae i ngā kaiako, ā, he aronga nui tōna ki te whakawhanaketanga ngaio me te ako ngaio o ngā kaimahi katoa. E mōhio ana, e whakanui ana hoki te poari, te whānau, me ngā kaimahi i te noho pūmau o te tumuaki mō ngā ākonga, mō te hapori hoki o te kura.

He pai te ahunga whakamua a te poari ki te whakatutuki i ngā take matua i hāngai ai ki ngā pūtea. He tino mātanga te kaitiaki pūtea hou, ā, kua whakapau kaha ia ki te taha o te poari, ki te whakatinana ake i ngā kaupapa here, ngā whakahaeretanga, ngā whakaritenga hoki o roto, kia pakari ake ai.

Me whakapakari te poari i ōna tūranga kāwanatanga, i āna kawenga kāwanatanga, mā ngā whakangungu e hāngai pū ana ki te pūtea, ngā kaimahi, te whakahaeretanga i te āhua mahi, me te arotake whaiaro. Me hāpai hoki rātou i te tumuaki me ngā kaimahi ki te whakarato i ngā whakaakoranga me ngā akoranga o te kounga kairangi. Me whai pānga anō hoki ki te whakawhanake i te whakatinanatanga o Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori ki te kura.

Whakaritenga Whaimuri

E takune ana te Tari Arotake Mātauranga ki te arotake anō i te kura i roto i te kotahi ki te rua o ngā tau.

3. Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

Ka wheako ngā ākonga i te angitu i te whānuitanga o ngā tūmomo huarahi, tae atu ki ngā mahi hākinakina, ahurea hoki. Ka ahu whakamua ngā ākonga ki te whakatutuki i ngā whāinga me ngā wawata o te whānau, ki te tautāwhi i te mātauranga me te oke ki te hiranga.

Te Ira Tangata

Ka whai hua ngā taunekeneke, ngā hononga hoki o ngā ākonga ki a rātou anō, ki ngā pākeke hoki. Ka manaaki, ka tū pakari ngā ākonga, ā, he whakaute hoki rātou. He mārama ngā tūmanako o ngā kaiako mō ngā ākonga.

Ka whakamana ngā ākonga i tō rātou tuakiri, he pakari rātou, ā, ka kitea hoki te pai o tō rātou kiritau

He harikoa, he tākare hoki ngā ākonga ki te ako

Ka kitea te tākare o ngā ākonga ki te ako

He whakaute, he atawhai, he paheko hoki ngā ākonga, ā, he ngākau mahara hoki tō rātou.

Āhuatanga Ako

Ka whakarato ngā kaiako i te whānuitanga o ngā wheako akoranga ki ngā ākonga. He pārekareka ki ngā ākonga te noho ki ngā akomanga. E mōhiotia ana, e whāia ana hoki e rātou ngā mahinga, ā, kua whakawhanakehia hoki ētahi rautaki e pā ana ki te whakahaere whaiaro.

Ka rata, ka whai kawenga hoki ngā ākonga ki ngā akomanga, ā, e mōhio ana ki ngā mahinga o ia rā

He manawa whakahī tō ngā ākonga mō tā rātou ekenga angitu ki te toa i te whakataetae kapa haka o te rohe

Ka whakamahi ngā ākonga i te hangarau mōhiohio hei wāhanga tonu o ngā mahi ako

Ka whai wāhi ngā ākonga ki ngā akoranga e pā ana ki ngā toi, ki te puoro, me te tunu kai

Ka whai wāhi ngā ākonga ki ngā hōtaka e pā ana ki ngā ara umanga

Ka tahuri ngā ākonga ki te ako.

Te wāhanga hei whakawhanake anō

Te ako me te whakaako.Kāhore ngā whakaakoranga me ngā akoranga e whakahāngaitia ana, hei whakatutuki i ngā matea o ia ākonga ake. Kāhore ngā kaiako e whai hua ana ki te whakarato i ngā whakaakoranga me ngā akoranga e hāngai pū ana ki ia ākonga. Kāhore i te rawaka ngā mōhiohio aromatawai e pā ana ki te ahunga whakamua me te whakawhanaketanga o ngā ākonga. Kāhore i te rawaka te whakamahinga a ngā kaiako i ngā aromatawai, hei hāpai i te ratonga o ngā hōtaka whakaako e whai hua ana. Me whakapai ake te kounga o ngā whakaakoranga. Inā koa, me hāngai te ako ngaio, te whakawhanaketanga ngaio hoki o ngā kaiako ki te:

  • whakapai ake i te mōhiotanga me te whakamahinga o ngā kaiako i te kiko o Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Reo
  • whakarato i ngā rautaki ki ngā kaiako, hei whakapai ake i ngā hōtaka whakaako, ako hoki, kia tutuki ai ngā matea o ia ākonga ake
  • whakapai i te mōhiotanga o te kaiako, me tā rātou whakamahinga hoki i te aromatawai mō te ako.

Te Reo Māori

Ko ngā tāngata e matatau ana ki te reo Māori e hāpai ana i ngā tamariki ki te ako me te whakamahi i te reo Māori. Ka rumakina ngā tamariki ki te reo me ngā tikanga Māori, puta noa i te rā. Ka whakarato ngā kaiako i ngā whakaakoranga ōkawa, ngā akoranga ōkawa hoki o te reo Māori, hei whakapakari i te āheinga o ngā ākonga ki te kōrero me te tuhituhi i te reo Māori.

He māhorahora, he māori hoki te whakamahinga a ngā ākonga i te reo Māori.

Ka kitea te tū pakari o ngā ākonga ki te whakamahi i te reo Māori.

Ngā Iwi

Ka whakarato ngā kaiako i te whānuitanga o ngā whai wāhitanga me ngā wheako ki ngā ākonga, kia ako ai rātou i a rātou anō. E mōhio ana ngā ākonga ki ō rātou ake hononga ā-whakapapa, hononga tuku iho hoki, me ō rātou herenga ki Tauranga Moana. E mōhio ana ngā ākonga ki te whānuitanga o ngā tūmomo mōteatea, waiata hoki o te rohe. He whai wāhitanga anō hoki mō ngā ākonga ki te uru atu, te ārahi rānei i ngā kaupapa ā-iwi o te hapori. Ka taunekeneke rātou ki ētahi manuhiri nō tāwāhi, ā, ka ako i ētahi atu ahurea.

  • Ka kitea te manawa whakahī o ngā ākonga mō ō rātou whānau, ō rātou hapū, ō rātou iwi hoki.
  • Ka whakaatuhia e ngā ākonga te pai o ngā hononga ki ētahi atu.

Te wāhanga hei whakawhanake anō

Te mōhiotanga ki te kāwanatanga, me ngā whakangungu.He urupū ngā mahi a te poari ki te whakatutuki i ētahi o ā rātou take pūtea. Kua arotakengia, kua whakamahinetia hoki e rātou ngā kaupapa here me ngā mahi e pā ana ki te whakahaere o roto i te pūtea. Engari, he nui tonu ētahi āhuatanga o te kāwanatanga hei whakatutuki wawe, hei whakatau kia tika anō hoki. Me toro atu te poari ki te tautoko o waho hei āwhina i a rātou ki te whakapakari i ō rātou tūranga kāwanatanga, ā rātou kawenga hoki, ki ngā wāhanga matua o te whakahaeretanga o te pūtea, ngā kaimahi, me te āhua mahi.

Te Ao

Ka whakapau kaha ngā kaiako me ngā mema o te whānau ki te whakaako ki ngā ākonga ngā āhuatanga e pā ana ki tō rātou ao ake, me te ao whānui hoki. Ka whakamahia te hangarau hei rauemi whakaako e whakaatu ana i ngā whakaaro hou, i ngā wāhi hou, i ngā āhuatanga hou anō hoki ki ngā ākonga. Haereere ai ngā ākonga, huri noa i Tauranga, ā, i waho atu hoki. E āhei ana ngā ākonga ki te whakataurite me te whakataurite i ngā āhuatanga ōrite, me ngā āhuatanga rerekē hoki ki waenga i a rātou, me ngā tāngata o hapori kē, o ahurea kē, o wāhi kē hoki.

Ka whakatewhatewha, ka tūhura hoki ngā ākonga i te ao Māori me te ao whānui

Ka taki ngā ākonga i ngā karakia, ka mōteatea, ka tūhura hoki i ō rātou hononga ā-whakapapa ki a rātou anō, ki te taiao hoki

Haereere ai ngā ākonga, hei tūhura i te ao Māori me te ao whānui

Ka taunekeneke ngā ākonga ki ngā tāngata o ahurea kē

Ka wheako ngā ākonga i te angitu i roto i ngā hākinakina.

4. Te Whakatau Te Aho Matua a te Whānau ki ngā Wāhanga Tautukunga

Hei whakatutuki i āna kawenga i whakaaetia ai, me tahuri te poari ki te:

  • whakatinana i Te Marautanga o Aotearoa me Ngā Whanaketanga Rumaki Māori

[The National Curriculum: Foundation Curriculum Policy Statements – Te Marautanga o Aotearoa – Te Pānui o Te Kahiti o Aotearoa, 29 Whiringa-ā-nuku 2009, whārangi 3811]

  • arohaehae i ia tau, i te tumuaki me ngā kaimahi katoa.

[s 77C Te Ture Kaimahi Kāwanatanga 1988; Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana]

5. Te Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia toro atu te poari ki te tautoko tonutanga o waho, hei whakawhānui ake i tō rātou mōhiotanga ngātahi ki ō rātou tūranga kāwanatanga, inā koa, ki ngā take kaimahi, take pūtea hoki.

6. Whakaritenga Whaimuri

E takune ana te Tari Arotake Mātauranga ki te arotake anō i te kura i roto i te kotahi ki te rua o ngā tau.

 

Makere Smith

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

26 Pipiri 2013

 

1. Background

Introduction

A Te Aho Matua review evaluates the quality of education received by students and the performance of the Board of Trustees in providing education services.

Reported evaluation of improvements in student learning will be most useful to a board where the board is able to provide reliable achievement information.

About the Kura

Location

Welcome Bay Tauranga

Ministry of Education profile number

1873

Kura type

Years (1-8)

Teaching staff: Roll generated entitlement Other Number of teachers

5.76 5

Roll number

74

Ethnic composition

Māori 74

Gender composition

Boys 34

Girls 40

Special features

Kura Kaupapa Māori Te Aho Matua

Review team on site

April 2013

Date of this report

26/6/2013

Previous ERO reports

Supplementary Review, October 2009

Te Aho Matua Review, June 2008

Supplementary Te Aho Matua Review, March 2006

2. Te Aho Matua Summary

The Te Aho Matua vision for the whānau of Te Kura Kaupapa Māori o Otepou is:

te tamaiti

he mātauranga te kai

he taniwha te tangata

Te Kura Kaupapa Māori o Otepou is in Welcome Bay Tauranga. Te reo Māori is the main language for teaching and learning. Tikanga Māori underpin kura operations and daily practices. This kura whānau follow Te Aho Matua as the philosophy for teaching and learning and for governance.

The whānau and staff focus on supporting and fostering the physical, spiritual and emotional well being of students. Students experience warm and caring interactions and relationships.

The physical environment of the kura is well maintained and provides a suitable and attractive learning environment for students. Students are comfortable and confident at kura.

Students know who they are and their tribal connections. They are supported to learn from local kaumātua who model tikanga Māori and local kawa practices for students.

Students value their identity, are confident and display positive self esteem.

Students are respectful, caring, considerate and co-operative.

Students are proud of their achievement in winning the local kapa haka competition.

Students display confidence in using te reo Māori.

Students exhibit personal pride in their whānau, hapū and iwi.

Students investigate and explore the Māori world and the wider world.

Students participate in iwi events and occasions with international visitors.

Although new to her role the principal has been instrumental in guiding developments and improvements in the kura. This includes developing the kura charter and the graduate profile. She has also begun the formal process for appraising teachers and has a strong focus on professional development and learning for all staff. The board, whānau and staff recognise and value the commitment of the principal to the students and to the community of the kura.

The board of trustees have made good progress in addressing key financial issues. The new treasurer is highly experienced and has worked hard with the board to implement more robust policies, internal controls and practices.

The board of trustees shouldstrengthen their governance roles and responsibilities through targeted training in finance, personnel, performance management and self review. They should also support the principal and staff in the provision of high quality teaching and learning. This should include development in the implementation of Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori.

Future Action

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

3. Evaluation Kaupapa Findings

Ngā Tino Uaratanga

Students experience success in a range of ways including through sporting and cultural endeavours. Students work towards meeting the aims and aspirations of whānau to embrace education and to strive for excellence.

Te Ira Tangata

Students have positive interactions and relationships with each other and with adults. Students are caring, confident and respectful. Teachers have clear expectations for students.

  • Students value their identity, are confident and display positive self esteem
  • Students are happy and enthusiastic about learning
  • Students display enthusiasm for learning
  • Students are respectful, caring, considerate and co-operative.

Āhuatanga Ako

Teachers provide students with a range of learning experiences. Students enjoy being in class. They know and follow routines and have developed some self management techniques.

  • Students are responsive and responsible in classrooms and know the daily routines
  • Students are proud of their achievement in winning the local kapa haka competition
  • Students use ICT as part of the learning process
  • Students participate in art, music and cooking classes
  • Students are involved in career guidance programmes
  • Students are engaged in learning.

Area for development

Learning and teaching. Students are not provided with differentiated teaching and learning that aims to meet their individual needs. Teachers do not effectively provide tailored teaching and learning to individual students. There is insufficient assessment information about the progress and development of students. Teachers do not adequately use assessment to support the provision of effective teaching programmes. The quality of teaching requires further improvement. In particular professional learning and development for teachers should focus on:

  • improving teachers knowledge about and use of Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori
  • providing teachers with strategies to improve teaching and learning programmes to cater for the individual needs of students
  • improving teachers’ knowledge and use of assessment for learning.

Te Reo Māori

Fluent speakers of te reo Māori support children to learn and to use te reo Māori. Students are immersed in te reo me ngā tikanga Māori throughout the day. Teachers provide formal teaching and learning in te reo Māori to build students capability and capacity to speak and write in te reo Māori.

  • Students use te reo Māori in spontaneous and natural ways
  • Students display confidence in using te reo Māori.

Ngā Iwi

Teachers provide students with numerous opportunities and experiences to learn about who they are. Students know their own ancestral connections and those that relate to Tauranga Moana. Students know a wide range of local mōteatea and waiata. Opportunities are provided for students to participate in and lead local iwi activities. They interact with international visitors and learn about other cultures.

  • Students exhibit personal pride in their whānau, hapū and iwi
  • Students demonstrate effective relationships with others

Area for development

Governance knowledge and training.The board has worked diligently to address some of the financial issues they are facing. They have reviewed and refined policies and practices for the internal control of finance. However, there are significant ongoing aspects of governance that need to be addressed and brought to a satisfactory conclusion and closure in a timely manner. The board requires support to help them strengthen their governance roles and responsibilities in the key areas of finance, personnel and performance management.

Te Ao

Teachers and whānau members make every effort to teach students about their immediate world and the wider world. Technology is used as a teaching tool to expose students to new ideas, places and things. Students go on trips both around Tauranga and beyond. Students are able to compare and contrast similarities and differences between themselves and their lives with those of differing communities, cultures and places.

  • Students investigate and explore the Māori world and the wider world
  • Students recite karakia, sing mōteatea, explore their whakapapa links to each other and to the local environment
  • Students go on trips to explore the Māori world and the wider world
  • Students are exposed to peoples from other cultures
  • Students experience success in sport.

4. Te Aho Matua Whānau Assurance on Compliance Areas

In order to meet its agreed accountabilities, the board must:

  • implement Te Marautanga o Aotearoa and Ngā Whanaketanga Rūmaki Māori

[The National Curriculum: Foundation Curriculum Policy Statements – Te Marautanga o Aotearoa – NZ Gazette Notice, 29 October 2009, page 3811]

  • annually appraise the principal and all staff

[s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreements]

5. Recommendation

ERO recommends that the board of trustees seek continued support to extend their collective knowledge about their governance roles and specifically personnel matters and finance.

6. Future Action

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

 

Makere Smith

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

26/6/2013

 

26/6/2013

To the Parents and Community of Te Kura Kaupapa Māori o Otepou

These are the findings of the Education Review Office’s latest report on Te Kura Kaupapa Māori o Otepou.

The Te Aho Matua vision for the whānau of Te Kura Kaupapa Māori o Otepou is:

te tamaiti

he mātauranga te kai

he taniwha te tangata

Te Kura Kaupapa Māori o Otepou is in Welcome Bay Tauranga. Te reo Māori is the main language for teaching and learning. Tikanga Māori underpin kura operations and daily practices. This kura whānau follow Te Aho Matua as the philosophy for teaching and learning and for governance.

The whānau and staff focus on supporting and fostering the physical, spiritual and emotional well being of students. Students experience warm and caring interactions and relationships.

The physical environment of the kura is well maintained and provides a suitable and attractive learning environment for students. Students are comfortable and confident at kura.

Students know who they are and their tribal connections. They are supported to learn from local kaumātua who model tikanga Māori and local kawa practices for students.

Students value their identity, are confident and display positive self esteem.

Students are respectful, caring, considerate and co-operative.

Students are proud of their achievement in winning the local kapa haka competition.

Students display confidence in using te reo Māori.

Students exhibit personnel pride in their whānau, hapū and iwi.

Students investigate and explore the Māori world and the wider world.

Students participate in iwi events and occasions with international visitors.

Although new to her role the principal has been instrumental in guiding developments and improvements in the kura. This includes developing the kura charter and the graduate profile. She has also begun the formal process for appraising teachers and has a strong focus on professional development and learning for all staff. The board, whānau and staff recognise and value the commitment of the principal to the students and to the community of the kura.

The board of trustees have made good progress in addressing key financial issues. The new treasurer is highly experienced and has worked hard with the board to implement more robust policies, internal controls and practices. To strengthen these processes, the board would benefit from specialist external support in finance, personnel and performance management.

ERO recommends that the Ministry of Education provide intervention to assist the board to:

  • strengthen their governance roles and responsibilities through targeted training in finance, personnel, performance management and self review
  • support the principal and staff in the provision of high quality of teaching and learning throughout the kura. This should include development in the implementation of Te Marautanga o Aotearoa and Ngā Whanaketanga Rumaki Māori.

Future Action

ERO is not confident that the board of trustees can make improvements without significant external support. Therefore ERO recommends that Secretary for Education provides an intervention. ERO intends to review the kura again within one to two years.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

If you would like a copy of the full report, please contact the school or see the ERO web page, http://www.ero.govt.nz.

 

Makere Smith

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