TKKM o Tamarongo

Education institution number:

4223

School type:

Full Primary

School gender:

Co-Educational

Definition:

Kura Kaupapa Maori

Total roll:

Telephone:

06 761 7430

Address:

169 Tasman Street, Opunake

View on map

Te Kura Kaupapa Māori o Tamarongo - 30/06/2017

30 Jun 2017

1 Te Horopaki

E tū ana Te Kura Kaupapa Māori o Tamarongo ki Ōpunake. Ka whakarato te whānau i ngā whiringa mātauranga mō ngā ākonga o ngā Tau 1 ki te 8. Nō Ōpunake, nō tēnei takiwā hoki te nuinga o ngā ākonga.

Whai muri i te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2013, kua pā mai ētahi rerekētanga ki ngā tūnga kaimahi i te kura. Nō te tau 2014 te tūranga o te tumuaki i whakatūturungia ai. Nō te tau 2017 ētahi kaimahi hou i whakatūngia ai. He hou anō hoki ētahi o ngā kaitiaki i te poari ki ō rātou tūranga kāwanatanga. He hou te nuinga o ngā whānau me ngā ākonga ki te mātauranga rumaki reo Māori. Ko te nuinga o ngā ākonga i te kura, kāhore e mōhio ana ki te kōrero i te reo Māori.

2 Te Tino Uaratanga

He pēhea rawa ngā ākonga e whakaatu i tā rātou eke angitu ki roto i tētahi horopaki rumaki reo Māori?

Ko ngā paetae mātauranga o ngā ākonga tētahi āhuatanga e āwangawangatia ana. Ahakoa he pārongo e pā ana ki ngā paetae ākonga, kāhore i te tōtika, kāhore rānei e whaitake ana.

Te Ira Tangata

Ahakoa ka whakamātau ki te aro atu ki ngā matea ā-whatumanawa, ā-tinana hoki o ngā ākonga, he āhuatanga tēnei hei whakawhanake tonu. E whiwhi ana ētahi o ngā tamariki i te kura i te tautoko o waho. Engari, kāhore te kura e whakarato mārika ana i te tino tautoko mō aua tamariki, puta noa i te whānuitanga o ō rātou matea. Kua whakaritea e te tumuaki ētahi āhuatanga, pērā i te whakarato i ngā kai me ngā kete hauora mā ngā tamariki. He rautaki tēnei mō tēnei wā tonu, ā, kāhore e taea te rōnaki tonu mō te wā roa. He harikoa te āhua o ngā ākonga i roto i ngā akomanga e rua.

Te Reo

Kāhore te poari, te tumuaki, me ngā kaimahi e whakarato ana i te mātauranga rumaki reo Māori ki ngā ākonga. Kāhore te reo Māori i te reo whakaako, ā, ahakoa i rangona te whakamahinga o te reo Māori i ētahi wā o te arotake, tē taea e Te Tari Arotake Mātauranga te whakatau te whakatūturu, mō te whakamahinga o te reo Māori hei reo whakaakoranga i ia rā. Ahakoa he paetae reo matatini e tohu ana i ngā taumata papai o te reo matatini, e taupapatu ana tēnei ki te tokorima anake o ngā tamariki e whakawhiti kōrero ana mā te reo Māori. Ko ngā tamariki e kaha ana ki te kōrero noa i te reo Pākehā, kāhore i a rātou te āheinga reo Māori kia aromatawaihia mā te reo Māori. E kōrero ana te nuinga o ngā ākonga i te reo Pākehā.

Āhuatanga Ako

Kāhore i te rawaka te kounga o te mātauranga. Ahakoa he tuhinga e whakatakoto ana i ētahi tirohanga whānui ki te āhua pea o ngā akoranga, kāhore e taea te āta whakatau te ārahitanga o ēnei i ngā whakaritenga, te whai pānga rānei o ēnei ki ngā matea o ngā ākonga, te whakatutukitanga rānei o ēnei i te New Zealand Curriculum, i Te Marautanga o Aotearoa rānei. Kua aromatawaihia ngā ākonga e ngā kaimahi ki Ngā Whanaketanga Rumaki Māori, ahakoa kāhore i te pakari te reo ā-waha Māori o ngā ākonga. Kāhore he aromātai hōtaka e whakamōhio ana i ngā kaiako me pēhea te whakarerekē haere i ā rautaki whakaako ina e tika ana. Kāhore hoki e kitea ana te taetae atu o te tumuaki, o ngā kaimahi rānei ki ngā whakawhanaketanga ngaio e whai pānga ana ki te hāpai i a rātou ki te whakarato i te mātauranga o te kounga kairangi. E noho mōrearea ana ngā akoranga a ngā ākonga.

3 Te Arotake Whaiaro me te Ārahitanga

Kāhore te ārahitanga ngaio e whai hua ana. Kāhore e taea e te tumuaki te whakaatu tōna māramatanga ki ngā tūmanako me ngā kawenga e whai pānga ana ki tōna tūranga ārahi ngaio. Kei te kaha kē atu tēnei āhuatanga nā tana kore tae atu ki ngā whai wāhitanga e pā ana ki te whakawhanaketanga ngaio. Ki te kore e whakatutukihia tētahi arohaehae matawhānui o te tumuaki, e kore e taea e te poari te whakatau te whakatutukitanga o tōna tūranga me ōna matea whakawhanaketanga ngaio. Kua roa nei ngā tau kua kore whakaotia e te tumuaki te arohaehae kaimahi.

Kāhore he aromātai o roto. Ahakoa kua waitohungia ētahi o ngā kaupapa here, ā, e noho wātea ana hoki, kāhore e tino kitea ana te whai pānga o ēnei nā te kore whakaratonga o te kura i te mātauranga rumaki reo Māori o Te Aho Matua.

4 Ētahi atu take

Ahakoa he hou te poari ki ō rātou tūranga, kāhore i a rātou te mōhiotanga me te mātanga ki te kōkiri i ngā whakarerekētanga e tika ana ki te whakatutuki i ngā take i tāutuhia ai ki tēnei arotake.

Kāhore ngā take e pā ana ki ngā kaimahi e āta whakahaerehia ana. Ahakoa he tokoiti ngā tamariki ki te rārangi ingoa o te kura, nō nā tata tonu nei te tumuaki i whakatū ai i tētahi kaimahi kāhore e taea te kōrero Māori, hei whakarato i tētahi hōtaka puoro ki ngā ākonga. Kāhore taua whakatūnga i ahu mai i ngā matea mātauranga o ngā ākonga e hiahia ana ki te whai wāhi atu ki te mātauranga rumaki reo Māori. Kāhore hoki e āta kitea ana te tino whakatinanatanga o te whakahaere i te āhua o ngā mahi, nā te kore whiwhinga o te tumuaki, o ngā kaimahi rānei, i te whakawhanaketanga ngaio ka hāpai i te whakatinanatanga ake o te mātauranga rumaki reo Māori.

5 Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari 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 rātou herenga ā-ture e pā ana ki:

ngā whakahaere a te poari
te marautanga
ngā whakahaere mō te hauora, te haumaru, me te oranga 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
ngā tukanga ki te whakatū kaimahi
te whakaunu, te aukati, te pana me te whakarerenga
te tae ā-tinana atu a ngā ākonga ki te kura.

Kia tutukihia ai e te whānau ā rātou herenga ā-ture, me tahuri rātou ki te:

pūrongo i ngā paetae o ia ākonga, ki ngā ākonga, ngā mātua, me te poari, mō te ahu whakamua o ngā ākonga i roto i ngā akoranga
[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(c), Ngā Aratohu Whakahaere Mātauranga ā-Motu 2A(a), Ngā Aratohu Whakahaere Mātauranga ā-Motu 1]
āta whakarite i te hononga o te waihanga me te whakapuakitanga o te marau ā-kura, ki te tirohanga me te tauāki taketake o te tūtohinga o te kura, hei whakarato ki ngā ākonga katoa ngā whai wāhitanga ki te eke angitu i roto i ngā akoranga
[Te Kahiti o Aotearoa, 29 Whiringa-ā-nuku 2009, wh. 3813]
āta whakarite i te whakatinanatanga o ngā kaupapa here me ngā tukanga e pā ana ki te whakahaere kaimahi, hei āta whakatau i te whakatutukitanga o ngā herenga katoa e pā ana ki te kaituku mahi pai
[Ngā Aratohu Whakahaere Mātauranga ā-Motu 3, s77a & s77c Te Ture Kaimahi Kāwanatanga 1998 ]
whakawhanake me te whakatinana i ngā kaupapa here me ngā tukanga e whai pānga ana ki te arohaehae i ngā kaimahi katoa
[s77c Te Ture Kaimahi Kāwanatanga 1998; Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana]
whakatinana i tētahi hōtaka arotake whaiaro e hāngai ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka o te kura - tae atu ki te aromātai i ngā paetae ākonga - hei whakatutuki i ō rātou tūranga kāwana me ā rātou kawenga kāwana.
[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)]

6 Ngā Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia whai whakaaro te Hekeretari o te Mātauranga i te wawaotanga i raro i te Wāhanga 7A o te Ture Mātauranga 1989, ki te whakatutuki i ngā whakapaitanga kei raro iho nei, arā, ko te:

whakarato i te mātauranga o te kounga kairangi ki ngā ākonga katoa
kāwanatanga o te kura me te ārahitanga ngaio ka whai hua.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Tamarongo ki Ōpunake. Ahakoa e wātea ana ētahi mōhiohio e pā ana ki ngā paetae ākonga, he uaua te tātari i te tōtika, i te whaitake rānei o aua pārongo. Nā tēnei, e āwangawangatia ana ngā paetae mātauranga o ngā ākonga.

Hei ā hea Te Tari Arotake Mātauranga arotake anō ai i te kura?

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Kaupapa Māori o Tamarongo i roto i te kotahi ki te rua o ngā tau, arā, ko Te Pupuketanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

30 Pipiri, 2017

Ngā Kōrero e pā ana ki te kura

Te tūwāhi	Kei Ōpunake
Te tau a te Tāhuhu o te Mātauranga	4223
Te tūmomo kura	Kura Kaupapa Māori Te Aho Matua
Te tokomaha o ngā ākonga o te kura	21
Te ira tangata	Kōtiro 8 Tama tāne 13
Ngā hononga ā-iwi	Māori	100%
Ngā āhuatanga motuhake	Te Aho Matua
Te wā i te kura te rōpū arotake	1 Haratua 2017
Te rā o tēnei pūrongo	30 Pipiri, 2017
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua	Here-turi-kōkā 2013 Hōngongoi 2011

1 Context

Te Kura Kaupapa Māori o Tamarongo is in Ōpunake. The whānau provide education choices for students from Years 1 – 8. Most students come from Ōpunake and the local area.

Since the 2013 ERO report there have been personnel changes at the kura. The tumuaki was permanently appointed in 2014. New appointments have been in place since 2017. Some of the board are new to their governance roles. Most whānau and students are new to education in an immersion setting. The majority of students enrolled at the school, are non-speakers of te reo Māori.

2 Te Tino Uaratanga

To what extent do students show they are achieving in an immersion setting?

Students’ academic achievement is of concern. Although there is student achievement information available, it is not reliable or valid.

Te Ira Tangata

While there is some effort to respond to the emotional and physical needs of students, this is an area that requires additional development. There are children in the school who receive some external support. However, the school does not provide the depth of support for these children across their diverse needs. The principal has established some practices like providing food and health packs for children. This interim strategy is not sustainable over a long period of time. Students in both classes appear to be happy.

Te Reo

The board, principal and staff do not provide a Māori medium education for students. Te reo Māori is not the language of instruction, and although some language use was observed during the course of the review, ERO cannot be assured that this is the language of delivery every day. Although there are some literacy results that indicate good levels of literacy, this is contradicted by the fact that, only five children use te reo Māori conversationally. The children who predominantly speak English do not have the language capability to be tested in te reo Māori. Most students speak English.

Āhuatanga Ako

The quality of education is inadequate. Although there are documents that appear to provide some overview of what learning might occur. It is not clear if these, guide practice, reflect the needs of the learners or provide coverage of either the New Zealand Curriculum or Te Marautanga of Aotearoa. The staff has assessed the learners against Ngā Whānaketanga Rūmaki Māori, despite the lack of oral language capability in this space. There is no programme evaluation to inform teachers about how to modify their teaching strategies if necessary. Neither is it evident that the principal or the staff attend targeted professional development to support them to provide, high quality education. Students learning is at risk.

3 Self-Review and Leadership

Professional leadership is ineffective. The tumuaki is unable to demonstrate that she understands the expectations and responsibilities of her professional leadership role. This is further compounded by her absence from professional development opportunities. Without a comprehensive principal appraisal, the board cannot be assured she is fulfilling her role, or where her professional development needs are met. The principal has not completed staff appraisal for a number of years.

There is no internal evaluation. Although some policies have been signed and are available, there relevance is questionable, given that the school does not provide Te Aho Matua Māori medium education.

4 Other matters

Although the board are new to their roles, they lack the knowledge and experience to make the changes needed to address concerns identified within this review.

Personnel matters are not carefully managed. Despite the fact that the school roll is small, the principal has recently appointed a staff member who cannot speak Māori, to provide a music programme option for students. This appointment was not based on the education needs of the students who seek to receive Māori medium education. Neither is it clear that performance management is rigorously implemented, when neither the principal nor the staff are receiving professional development for the implementation of immersion education.

5 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.

In order for the whānau to meet compliance requirements they must:

Report on achievement of individual students to students, to parents and the board about student progress in learning
[NAG 2(c), NAG 2A(a), NAG 1]
Design and delivery of the school curriculum is linked to the vision and mission statement of the school charter to provide all students with opportunities to achieve success in learning
[NZ Gazette, 29 October 2009, p 3813]
Ensure personnel management policies and procedures are implemented to assure that all good employer obligations are met
[NAG 3; s 77A & s77C State Sector Act 1988]

Develop and implement policies and procedures for appraisal of all staff
[s 77c State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement]
Implement a programme of self-review in relation to school policies, plans and programmes including evaluation of student achievement information to fulfil their governance roles and responsibilities.
[NAG 2(b)]

6 Recommendations

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about the following improvements:

the provision of high quality education to all students
effective school governance and professional leadership.

Conclusion

Te Kura Kaupapa Māori o Tamarongo is in Opunake. Although there is information available about student achievement, it is difficult to determine the reliability or validity of this information. Consequently, students’ academic achievement is a concern.

When is ERO likely to review the kura again?

The next ERO review of Te Kura Kaupapa Māori o Tamarongo will be over the course of one-to-two years - Te Pūpuketanga – Development Evaluation.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

30 June 2017

Information about the Kura

Location	Ōpunake
Ministry of Education profile number	4223
Kura type	Kura Kaupapa Māori Te Aho Matua
Kura roll	21
Gender composition	Girls 8 Boys 13
Ethnic composition	Māori		100%
Special features	Te Aho Matua
Review team on site	1 May 2017
Date of this report	30 June 2017
Most recent ERO report(s)	Te Aho Matua review Te Aho Matua review	August 2013 July 2011

Te Kura Kaupapa Māori o Tamarongo - 17/12/2013

17 Dec 2013

1 Te Whakarāpopototanga Te Aho Matua

E tū ana Te Kura Kaupapa Māori o Tamarongo ki Ōpunake. He kura iti tēnei, he kura kaupapa Māori Te Aho Matua anō hoki, ā, ka ahu mai āna ākonga i te tāone o Ōpunake, i Parihaka hoki. Kotahi te kaiako, ā, ko ia hoki te tumuaki.

He tau, he hāneanea hoki te noho o ngā ākonga ki te taiao o tēnei kura. He mauritau ngā taunekeneke me ngā hononga, ā, ka rongo i te mārie, puta noa i te kura.

E mōhio ana ngā ākonga ki tēnā e tūmanakohia ana, ā, ka kawe rātou i ā rātou ake mahi. He pai te whakariterite, te whakamahere, me te whakareri a te kaiako i ia rā. E mōhio ana ngā ākonga ki tēnā e akohia ana e rātou. Ka whakamahi te kaiako i te whānuitanga o ngā tūmomo rauemi ako papai hei hāpai i te ngana o ngā ākonga ki te ako. He tākare ngā ākonga ki te ako, ā, ka kitea tō rātou ngākau nuitanga ki ā rātou akoranga. Ka tahuri ngā ākonga ki te ako, ā, he hihiri hoki rātou ki te ako.

Ka whai wāhi ngā kaumātua, ngā mātua, me ngā mema o te hapori ki te hāpai i ngā ākonga ki te ako me te whakamahi i te reo Māori. He pakari te whai wāhi o ngā ākonga ki ngā whakawhitinga kōrero ki waenga i a rātou anō, ki ngā pākeke anō hoki. Ka kitea te whakawhanaketanga haere o te mōhiotanga o ngā ākonga ki te reo me ngā tikanga Māori.

Ka ako ngā ākonga i te whakahirahiratanga, te whai pānga nui hoki o Parihaka ki a Taranaki, ā, ki Aotearoa hoki. E whakawhanake ana te mōhiotanga o ngā ākonga ki tō rātou tuakiri ā-tangata, ā-hapū, ā-iwi hoki, me tōna whai pānga ki a Parihaka me Taranaki.

E mōhiotia ana, e whakatinanahia ana hoki e ngā ākonga tō rātou tūnga hei kaitiaki. He kaitiaki ngā ākonga o tō rātou taiao, o rātou anō, o ētahi atu tino toki i te hapori. E ako ana ngā ākonga ki te mahi hei kaitiaki o mōhiotanga, ngā tikanga, me te reo tuku iho o Taranaki.

Me hāpai ake, me āwhina ake hoki i te kaiako ki te āta mārama, me te āta whakamahi hoki i Ngā Whanaketanga Rumaki Māori. Me whakakaha ake ngā mahi, kia pai ake ai te whai me te pūrongo i te ahunga whakamua, te whakawhanaketanga, me ngā paetae hoki o ngā ākonga.

He harikoa te āhua o ngā ākonga, he pai te mahi ngātahi, ā, ka kitea te tino aroha, te tino whakaute hoki mō ētahi atu.
He kaitiaki ngā ākonga o te taiao.
He mārie, he tau hoki ngā ākonga ki te kura, ā, ka whai wāhi atu rātou.
Ka whakaputa ngā ākonga i ā rātou mahi mā te reo Māori, ā, ka whakamahi rātou i te reo Māori i a rātou e whakawhiti kōrero ana.
He pai te taunekeneke a ngā ākonga ki te whānau me ngā kaumātua.
E ako ana ngā ākonga i ngā ritenga hauora.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

2 He Whakamārama

Te Tauāki o Ngā Putanga o Te Aho Matua

E whakatinana ana Te Kura Kaupapa Māori o Tamarongo i Te Aho Matua hei tūāpapa o ngā tikanga e pā ana ki te whakaako, te ako, te kāwanatanga, me te whakahaeretanga. Ka whakarite te poari, te whānau, me ngā kaimahi i te whakatakotoranga, te whakatinanatanga hoki o ngā mātāpono o Te Aho Matua ki te katoa o ngā tukanga me ngā whakaritenga o te kura.

Ka whai wāhi ngā ākonga ki tētahi taiao e hāpai ana i a rātou ki te ahu whakamua ki te whakatutuki i tō rātou tino pūmanawatanga i roto i ngā āhuatanga katoa o te taha mātauranga, te taha ahurea, te taha whakahoahoa, me te taha wairua.

Te Tirohanga a te Whānau mō Te Aho Matua

Ka arotahi te tirohanga o te whānau ki te ekenga o ia ākonga ki tōna tino pūmanawatanga. Ka whakahaere te whānau i tēnei kura kaupapa Māori i runga anō i ngā mātāpono o Te Aho Matua. Kua whakatōngia ngā mahinga a te whānau ki te reo Māori o Taranaki, me ngā uaratanga, ngā whakapono, me ngā tikanga tuku iho hoki o Parihaka me Taranaki.

Te Kaupapa Aromātai

I whiriwhirihia e te whānau me te tumuaki ko te hauora tā rātou kaupapa aromātai mō tēnei arotake. Kua arotahi te whakaako me te ako ki te whakapuaki i ngā ariā me ngā mahinga o te hauora ki ngā ākonga, mā te whānuitanga o ngā tūmomo huarahi. Kua ako ngā ākonga i te whai pānga o te hauora ki a rātou, ki te taiao, ki tō rātou hapori, te hapori whānui hoki, me ngā whakapono, ngā whakaritenga anō hoki o te hapū me te iwi.

3 Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

Ka kitea te manaaki me te whai whakaaro o ngā ākonga ki ētahi atu.

Te Ira Tangata

Ka kitea te aroha me te whakaute ki waenganui anō i ngā ākonga, ā, he pai hoki tō rātou whanonga.

He tau, he hāneanea hoki te noho o ngā ākonga ki te taiao o te kura. Ka kitea te pai o ngā taunekeneke me ngā hononga, ā, he mauritau te wairua o roto, o waho hoki i te akomanga.

Ka kitea te kaupapa o te hauora mō te whakaako me te ako, puta noa i ngā hōtaka akoranga, ngā wheako akoranga hoki e whakaratohia ana mā ngā ākonga. Ko ngā kowae mahi – tae atu ki te whakawhanaunga ki tētahi kaumātua, te kaupapa hoki e kīia ana ‘ko au’, me te rangahau e pā ana ki te taiao – i whai pānga ngātahi ki te māramatanga me te whakatinanatanga o ngā ākonga i ngā uaratanga o te whakaute, te aroha, me te manaaki. E mōhio ana ngā ākonga ki tēnā e tūmanakohia ana mō rātou, ā, ka kawe rātou i ā rātou ake mahinga.

He pai te mahi ngātahi a te tuakana me te teina. Ka hāpai, ka āwhina hoki tētahi i tētahi o ngā ākonga tuākana me ngā ākonga tēina, i roto i te whānuitanga o ngā tūmomo mahi.

He harikoa te āhua o ngā ākonga, he pai tā rātou mahi ngātahi, ā, ka kitea te tino aroha, te tino whakaute hoki mō ētahi atu.

Ka ngākau nui ngā ākonga ki te whai i ngā ture me ngā mahinga a te akomanga, a ngā rōpū, a te kura hoki.

Ka kitea te pai o te whanonga o ngā ākonga me tā rātou tino whai wāhi nui ki ngā kaupapa, puta noa i te rā.

Āhuatanga Ako

Ka ngana ngā ākonga ki te ako.

E mōhio ana ngā ākonga ki tēnā e akohia ana e rātou. He nui ngā tūmanako ka whakatakotohia e te kaiako mō ngā ākonga, me te kounga hoki o ā rātou mahi. Ka whakarato te kaiako i ngā wheako akoranga o te kounga pai mō ngā ākonga. He pai te whakarite, te whakamahere, me te noho reri a te kaiako mō ngā mahi o ia rā. E tino mōhio ana ia ki ētahi āhuatanga o ngā matea o ngā ākonga, ā, ka whakatutuki pai i aua matea. Ka noho hihiri ngā ākonga ki te ako.

Ka whakaratohia tētahi hōtaka akoranga i whakahāngaitia ai mō te whānuitanga o ngā tūmomo reanga āheinga o ngā ākonga i roto i te pānui. Kua whakahāngaitia ngā hōtaka pānui ki ngā matea me ngā kaha o ia ākonga. Ka whakamahi te kaiako i te whānuitanga pai o ngā rauemi ako hei hāpai i te whai wāhi mai o ngā ākonga ki te ako, me tā rātou ahu whakamua, tō rātou whakawhanaketanga hoki. He tākare ngā ākonga ki te ako, ā, ka kitea tō rātou noho hihiri ki tēnā e akohia ana e rātou.

He whai wāhitanga anō hoki i ia te wā mō ngā ākonga ki te ārahi. Ka whakahaere ngā ākonga i ngā wā karakia me ngā wā waiata. Ka whakatutuki pai ngā ākonga ki ngā whai wāhitanga ki te ārahi.

E mōhio ana ngā ākonga me pēhea te toro atu ki te tautoko e tika ana i roto i ā rātou akoranga.
Ka ngākau nui ngā ākonga ki te haere ki te kura.
He mārie, he tau hoki ngā ākonga ki te kura, ā, ka whai wāhi atu ki ngā momo kaupapa.

Te Reo Māori

Ka whakamahi ngā ākonga i te reo Māori.

Ka whakatairangatia, ka hāpaitia, ka whakanuia hoki te reo o Taranaki ki tēnei kura. Ka whai hua ngā ākonga nā te noho tahi, te whai wāhi atu hoki ki ngā kaikōrero o te reo Māori i te whānuitanga o ngā tūmomo horopaki. Ka whai wāhi ngā kaumātua, ngā mātua, me ngā mema o te hapori ki te hāpai i ngā ākonga ki te ako me te whakamahi i te reo Māori. E mōhio ana, e whakamahi ana hoki ngā ākonga i ētahi āhuatanga o te reo me ngā tikanga o Taranaki.

He tau, he pakari hoki te āhua o ngā ākonga ki te taiao o tō rātou kura. Nā tēnei, he pakari te whakamahinga o ngā ākonga i te reo Māori e mōhio ana rātou ki tēnei horopaki. Ka ngākau nui ngā ākonga ki te āta whakamātau i te reo Māori e ākona ana e rātou. Kāhore he āwangawanga tō rātou ki te hapa, hei āwhina kē i a rātou ki te ako, te ahu whakamua, me te whakawhanake hoki kia matatau ai rātou ki te reo Māori. He pakari te whai wāhi o ngā ākonga ki ngā whakawhitinga kōrero ki waenga i a rātou, ki ngā pākeke hoki.

E whanake haere ana te mōhiotanga o ngā ākonga ki te reo me ngā tikanga Māori, me te whai pānga o ēnei ki a rātou. Haere ai ngā ākonga ki te whānuitanga o ngā tūmomo huihuinga, kaupapa hoki e whai pānga ana ki te reo me ngā tikanga Māori i tō rātou ake taiao tonu, i te hapori whānui anō hoki o Taranaki. Ka ako ngā ākonga i te whakatinanatanga o ngā tikanga me te reo Māori ki ngā horopaki māoriori, tūturu hoki. Ka kitea te whakawhanaketanga haere o ngā mōhiotanga o ngā ākonga ki ngā waiata me ngā karakia tuku iho, hou hoki o te rohe nei. E ako ana ngā ākonga i te whai huatanga me te pūtake o te reo me ngā tikanga Māori.

Ka whakaemi, ka pūrongo hoki te kaiako i ngā hōtuku e pā ana ki te ahunga whakamua me ngā paetae a ngā ākonga i roto i te reo Māori. Kua whakaemihia Ngā Whanaketanga Rumaki Māori, mā te tautoko hoki o te Tāhuhu o te Mātauranga. Ahakoa he kōkiritanga hou tēnei ki te kaiako, kua whakapau kaha ia ki te rapu i te āwhina me te ārahitanga ki te whakapai ake i te whakaemi, te tātari, me te whakamārama i ngā hōtuku, me te pūrongo i ngā paetae ākonga. Ko ngā hōtuku tīmatanga e tohu ana i te ahu whakamua o te nuinga o ngā ākonga i roto i te pānui, te tuhituhi, me te reo ā-waha.

Ka whakaputa ngā ākonga i ā rātou mahi mā te reo Māori.
Ka mōhio, ka aro pai hoki ngā ākonga ki ngā tohutohu me ngā whakamāramatanga mā te reo Māori.
Ka whakamahi ngā ākonga i te reo Māori ki ngā horopaki whakawhitinga kōrero.
Ka whai hua ngā ākonga nā te ako i te reo me ngā tikanga e whakatairangatia ana i ngā haerenga ki ngā marae o te hapori, te whai wāhi atu ki ngā huihuinga kaupapa Māori, me te taunekeneke ki ngā kaumātua.

Ngā wāhanga hei whakawhanake anō

Me hāpai ake, me āwhina ake i te kaiako ki te āta mārama, te āta whakamahi hoki i Ngā Whanaketanga Rumaki Māori. Me hāpai te poari me te whānau i a ia ki te tae atu ki te whakawhanaketanga ngaio, ngā whakangungu ngaio hoki, mō te whakamahinga me te whakatinanatanga i Ngā Whanaketanga Rumaki Māori. Me whakapakari ake ngā mahi hei āta whai ake, hei āta pūrongo hoki i te ahunga whakamua o ngā ākonga, me tō rātou whakawhanaketanga, tā rātou whakatutukitanga hoki mā te reo Māori.

Ngā Iwi

He pai te whakawhanaunga atu o ngā ākonga ki ngā tāngata o te hapori me te kura whānui.

Kua whakawhanakehia e ngā ākonga me te hapori o te kura ngā hononga mahi e whai pūtake ana, ki te taha o ngā tūmomo rōpū, umanga hoki o waho. Ka whai hua aua hononga ki ngā tāngata katoa e whai pānga ana.

Haere ai ngā ākonga ki Parihaka i ia te wā. Ka whai wāhi rātou ki ngā huihuinga ki te taha o ngā kaumātua me ngā mema o te hapori, hei whakanui i te ao me te oranga o Te Whiti o Rongomai. Ka ako ngā ākonga i te whakahirahiratanga me te whai pānga nui o Parihaka ki a Taranaki, ki Aotearoa hoki. E whanake haere ana te mōhiotanga o ngā ākonga ki tō rātou tuakiri ā-ahurea, ā-hapū, ā-iwi hoki, me tōna whai pānga ki a Parihaka me Taranaki.

Ko ngā kaupapa me ngā akoranga hākinakina he whai wāhitanga mō ngā ākonga ki te whakawhanake i tō rātou waiora ā-tinana, me te whakamahine hoki i ō rātou pūkenga hākinakina, ō rātou āheinga hākinakina hoki. Ka tākaro ngā ākonga i ngā tūmomo hākinakina ki te taha o ō rātou hoa, mai i ētahi atu kura. Ka haere hoki rātou ki te whānuitanga o ngā tūmomo kaupapa, whakangungu pūkenga hoki, ki ngā ratonga hākinakina, kori tinana hoki. Ka tākaro ngā ākonga i te tēnehi, ka whai wāhi ki ngā kaupapa ‘iron Māori’, ka tākaro i te poipātū, ā, ka tae atu hoki ki ngā rā hākinakina o ngā kura. He pai te hāpai i ngā ākonga ki te whakawhanake i te ngākau nui ki te hākinakina me te kori tinana.

I whakarato te kaupapa Tātarakihi i te whai wāhitanga pai ki ngā ākonga, ki te haere ki ētahi atu hapori. I whai wāhi ngā ākonga ki te whakanui i ngā kōrero tuku iho, ngā hononga, me ngā toi o Taranaki. Ka kitea tō rātou manawa whakahī ki ā rātou taonga tuku iho, ā, ka whakanui i ngā uaratanga, ngā whakapono, me ngā tikanga tuku iho hoki o Taranaki.

Ka taunekeneke pai ngā ākonga ki te taha o te whānau me ngā kaumātua.
Ka whai pūtake ngā wheako akoranga a ngā ākonga ki ngā rōpū, ngā ratonga tautoko, me ētahi atu hoki o te hapori whānui.
He pai te taunekeneke a ngā ākonga ki ētahi atu ki te hāpori me ngā marae o te takiwā.
Ka whai wāhi ngā ākonga ki ngā huihuinga o ia rā, tae atu ki ngā karakia i te kōhanga reo.

Te Ao

E mōhiotia ana, e whakatinanahia ana hoki e ngā ākonga tō rātou tūranga hei kaitiaki.

He kaitiaki ngā ākonga o tō rātou taiao, o rātou anō, o ētahi atu tino tāngata i te hapori. Ka ako, ka whakatinana hoki ngā ākonga i tō rātou tūranga hei kaitiaki, mā te whānuitanga o ngā tūmomo huarahi.

Kua tīmata ngā ākonga ki te ako me te whakapūmau i ngā mōhiotanga e hāngai pū ana ki ia marae i te takiwā o Ōpunake. E mōhiotia ana, ka kōrerohia hoki e ngā ākonga ngā momo pepeha e pā ana ki ia marae o te takiwā. Ka mōhio hoki rātou ki ētahi o ngā tikanga, ngā hītori, me te reo Māori e whai pānga ana ki aua marae, ki te takiwā hoki. E ako ana ngā ākonga ki te tū hei kaitiaki o ngā mōhiotanga ki te ahurea, me ngā tikanga, te reo hoki o Taranaki.

Ka ako ngā ākonga i ngā āhuatanga o te kaitiakitanga e whai pānga ana ki te taiao, ki a rātou anō hoki. Kua whakapuakihia e te whānau me ngā kaimahi ngā hōtaka hangarua i te kura. Ka kitea ngā ākonga e tiaki ana i te taiao o te kura. Kua whai wāhi hoki ngā ākonga ki tētahi hōtaka ka whakawhanake, ka whakahaere hoki i tētahi māra kai i te kura. Ko te pikinga o Puanga, te whetū o Matariki, te wā pai i tīmatahia ai e ngā ākonga ki te ako me te whai wāhi atu ki te whakatō i ngā kai hauora pai mā rātou, mā ngā kaumātua o te takiwā, mā ngā mema hoki o te whānau. I whai wāhi hoki ngā ākonga ki te kaupapa e kīia ana ko ‘Green Feet’, ā, he kaupapa ka whakatairanga, ka whakaako hoki i ngā kai hauora, me te kai pai. He mātātoa ngā ākonga ki te tiaki i te taiao me te manaaki i a rātou anō, i ētahi atu hoki.

Ka ako ngā ākonga i ngā ritenga hauora.
He kaitiaki ngā ākonga o te taiao.
Ka whakawhanake ngā ākonga i ngā hononga pai ki te taiao, i roto i tō rātou tūranga hei kaitiaki.
He kaitiaki anō hoki ngā ākonga o ngā mōhiotanga me ngā tikanga tuku iho, me te reo hoki o Taranaki.
Ka ako, ka whakatinana hoki ngā ākonga i ngā mahi hangarua.

4 Ngā Taunakitanga

Kai pai ake ai tāna āhua mahi, me tahuri te poari ki te:

whakarato i te haere tonutanga o te whakawhanaketanga ngaio mō te poari, te whānau, me ngā kaimahi i Ngā Whanaketanga Rumaki Māori.
whakapai i te whakaemi, te tātari, te whakamārama, me te pūrongo o ngā paetae ākonga e pā ana ki te reo Māori ki te poari, te whānau, ā, ki te ākonga hoki.

5 Whakaritenga Whaimuri

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

Lynda Pura-Watson

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

17 Hakihea 2013

Ngā Kōrero mō te Kura

Te tūwāhi	Kei Ōpunake
Te tau a te Tāhuhu o te Mātauranga	4223
Te tūmomo kura	He kura kaupapa Māori
Ngā kaiako: mai i te rārangi ā-kura ētahi atu te maha o ngā kaiako	1.3 1
Te rārangi ā-kura	12
Ngā hononga ā-iwi	Māori 11 Iwi kē 1
Te ira tangata	Tama tāne 4 Kōtiro 8
Ngā āhuatanga motuhake	Te Aho Matua
Te wā i te kura te rōpū arotake	Here-turi-kōkā 2013
Te wā i whakamanahia tēnei pūrongo	Hakihea 2013
Ngā pūrongo o mua a te Tari Arotake Mātauranga	Arotake Mātauranga Te Aho Matua, Whiringa-ā-nuku 2010 Arotake Mātauranga, Haratua 2008 Arotake Tāpiri, Pipiri 2005

1 Te Aho Matua Summary

Te Kura Kaupapa Māori o Tamarongo is in Opunake. This small Te Aho Matua Kura Kaupapa Māori has students who come from the township of Opunake and from Parihaka. There is one teacher who is the principal.

Students are settled and comfortable in the kura environment. There are positive interactions and relationships and a warm calm tone in the kura.

Students know what is expected of them and take responsibility for their actions. The kaiako is well organised, planned and prepared for the day. Students know what they are learning about. The kaiako uses a good range of learning resources to support student engagement in learning. Students are enthusiastic about learning and they show that they are interested in learning. Students are engaged and motivated to learn.

Kaumātua, parents and community members contribute to supporting students to learn and use te reo Māori. Students confidently participate in conversations with each other and with adults. Students demonstrate that they have a developing knowledge of te reo and tikanga Māori.

Students learn about the importance and significance of Parihaka to Taranaki and to Aotearoa. Students have a developing knowledge about their cultural, hapu and iwi identity as it relates to Parihaka and to Taranaki.

Students know about and practice their role as kaitiaki. Students are kaitiaki of their environment, themselves and significant others in the community. Students are learning to be kaitiaki of cultural knowledge, tikanga and of te reo o Taranaki.

The kaiako needs further support and assistance to fully understand and make use of Ngā Whanaketanga Rūmaki Māori. A more concerted effort is required to better track and report students’ progress, development and achievement.

Students appear to be happy, work well together and display genuine aroha and respect for others.
Students are caretakers of the environment.
Students are calm, involved and settled at kura.
Students publish their work in te reo Māori and use te reo Māori in conversational settings.
Students interact well with whānau and kaumātua.
Students learn about healthy habits.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

2 Introduction

Te Aho Matua Outcome Statement

Te Kura Kaupapa Māori o Tamarongo uses Te Aho Matua as the foundation philosophy for teaching, learning, governance and management. The board, whānau and staff ensure that the principles of Te Aho Matua are embedded and implemented in all kura procedures and practices.

Students participate in an environment that supports them to work towards reaching their full potential in all aspects of academic, cultural, social and spiritual life.

Whānau Te Aho Matua Vision

The whānau vision focuses on each student reaching their full potential. The whānau operates this kura kaupapa Māori in accordance with the principles of Te Aho Matua. Whānau practices are grounded in te reo Māori o Taranaki, traditional values, beliefs and tikanga of Parihaka and Taranaki.

Evaluation Kaupapa

The whānau and principal selected hauora as their evaluation kaupapa for this review. Teaching and learning has focussed on introducing students to hauora concepts and practices in a variety of ways. Students have learnt about hauora as it applies to them, the environment, to the local and wider community and to hapu and iwi beliefs and practices.

3 Evaluation Kaupapa Findings

Nga Tino Uaratanga

Students demonstrate care and consideration toward others.

Te Ira Tangata

Students demonstrate aroha and respect for one another and display positive behaviour.

Students are settled and comfortable in the kura environment. Positive interactions and relationships are evident and there is a warm calm tone in and out of the classroom.

The hauora theme for teaching and learning permeates throughout learning programmes and experiences provided for students. Units of work including the adopt a kaumātua project, the ko au unit and the nature study contributed collectively to students understanding and practising the values of respect, aroha and care. Students know what is expected of them and take responsibility for their actions.

Tuakana and taina work well together. Senior and junior students support and help each other for a variety of purposes.

Students appear to be happy, work well together and display genuine aroha and respect for others.
Students follow class, group and school rules and routines willingly.
Students display positive behaviour and contribute fully throughout the day.

Ahuatanga Ako

Students are engaged in learning.

Students know what they are learning about. The kaiako sets high expectations for students and for the quality of their work. The kaiako provides good quality learning experiences for students. The kaiako is well organised, planned and prepared for the day. She knows aspects of student needs well and responds to them. Students are motivated to learn.

A tailored learning programme is provided for the various ability levels of the students in reading. Reading programmes are tailored to suit individual needs and strengths. The kaiako uses a good range of learning resources to support student engagement in learning, progress and development. Students are enthusiastic about learning and they show that they are interested in what they are learning about.

Leadership opportunities are provided for students on a regular basis. Students lead karakia times and waiata sessions. Students respond well to leadership opportunities.

Students know how and where to seek teaching and learning support.
Students willingly attend school.
Students are calm, involved and settled at kura.

Te Reo Māori

Students are users of te reo Māori.

The local dialect of te reo o Taranaki is promoted, supported and celebrated in this kura. Students benefit from meeting and engaging with te reo Māori speakers in a variety of contexts. Kaumātua, parents and community members contribute to supporting students to learn and use te reo Māori. Students know and use aspects of te reo me ngā tikanga o Taranaki.

Students appear to be comfortable and confident in their kura environment. Consequently students confidently use the te reo Māori that they know in this setting. Students willingly take risks when learning te reo Māori. They are willing to make mistakes to help them to learn, progress and develop as speakers and users of te reo Māori. Students confidently participate in conversations with each other and with adults.

Students have a developing knowledge of te reo and tikanga Māori as it applies to them. Students attend a wide range of different te reo and tikanga Māori occasions and events in their immediate environment and in the wider Taranaki community. Students learn about the practical application of tikanga and te reo Māori in natural, real life settings. Students show that they have a developing knowledge of local, traditional and contemporary waiata and karakia. Students are learning about the value and purpose of te reo and tikanga Māori.

The kaiako gathers and reports data about student progress and achievement for te reo Māori. Ngā Whanaketanga Rūmaki Māori data has been collated with support from the Ministry of Education. While this initiative is new to the kaiako she has made every effort to seek help and guidance to improve data gathering, analysis, interpretation and reporting of student achievement information. Early data shows that most students are making some progress in reading, writing and oral language.

Students publish their work in te reo Māori.
Students know and respond well to commands and instructions in te reo Māori.
Students use te reo Māori in conversational settings.
Students benefit from language and tikanga learning that is supported through visits to local marae, participation in kaupapa Māori events and through interacting with kaumātua.

Area for development

The kaiako needs further support and assistance to fully understand and make use of Ngā Whanaketanga Rūmaki Māori. The board of trustees and whānau needs to enable her to attend professional development and training about the use and implementation of Ngā Whanaketanga Rūmaki Māori. A more concerted effort is required to better track and report students’ progress, development and achievement in te reo Māori.

Nga Iwi

Students relate well to people in the local and wider kura community.

Students and the kura community have developed meaningful working relationships with a variety of external groups and organisations. These relationships are mutually beneficial to all involved.

Students regularly visit Parihaka. They participate in occasions with kaumātua and community members that aim to celebrate the life and times of Te Whiti o Rongomai. Students learn about the importance and significance of Parihaka to Taranaki and to Aotearoa. Students have a developing knowledge about their cultural, hapu and iwi identity as it relates to Parihaka and to Taranaki.

Hākinakina events and learning provide opportunities for students to develop their physical well being and to refine their sports skills and abilities. Students play sports with peers from other kura. They also attend a wide range of events and skills based training with local sporting and recreation organisations. Students play tennis, participate in iron Māori events, play squash and attend kura sports days. Students are well supported to develop a love of sport and recreation.

The Tātarakihi promotion provided students with a good opportunity to visit other communities. Students helped to promote Taranaki stories, connections and art. They demonstrate pride in their heritage and promote Taranaki values, beliefs and cultural practices.

Students interact well with whānau and kaumātua.
Students have meaningful learning experiences with wider community groups, support agencies and others.
Students interact well with others in the local community and at local marae.
Students participate in daily events including karakia at the local kōhanga reo.

Te Ao

Students know about and practice their role as kaitiaki.

Students are kaitiaki of their environment, themselves and significant others in the community. Students learn about and practise their role as kaitiaki in a variety of ways.

Students have begun to learn about and retain knowledge specific to each marae in the local Opunake area. Students know and can talk about the various pepeha for each of the local marae. They also know aspects of tikanga, history and te reo Māori that relate to these marae and to the local area. Students are learning to be kaitiaki of cultural knowledge, tikanga and te reo o Taranaki.

Students learn about aspects of kaitiakitanga that relate to the environment and to themselves. Whānau and staff members have introduced recycling programmes at kura. Students demonstrate care for the kura environment. Students have also been part of a programme to develop and manage māra kai at kura. Puanga, the rising of the Matariki constellation, provided a timely beginning for students to learn about and become involved in planting healthy eating options for themselves, local kaumātua and whānau members. Students were also part of the green feet project that promotes and teaches healthy eating and nutrition. Students are active in protecting the environment and caring for themselves and others.

Students learn about healthy habits.
Students are caretakers of the environment.
Students develop positive relationships with the environment in their role as kaitiaki.
Students are kaitiaki of cultural knowledge, tikanga and te reo o Taranaki.
Students learn about and practice recycling.

4 Recommendations

In order to improve its performance the board should:

Provide ongoing professional development for the board, whānau and staff in Ngā Whanaketanga Rūmaki Māori.
Improve the gathering, analysing, interpreting and reporting of student achievement information about te reo Māori to the board, whānau and to students.

5 Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Lynda Pura-Watson

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

17/12/2013

About the Kura

Location	Opunake
Ministry of Education profile number	4223
Kura type	Kura Kaupapa Māori
Teaching staff: Roll generated entitlement Other Number of teachers	1.3 1
Roll number	12
Ethnic composition	Māori 11 Other 1
Gender composition	Boys 4 Girls 8
Special features	Te Aho Matua
Review team on site	August 2013
Date of this report	December 2013
Previous ERO reports	Te Aho Matua Review, October 2010 Education Review, May 2008 Supplementary Review, June 2005

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

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

Students are settled and comfortable in the kura environment. There are positive interactions and relationships and a warm calm tone in the kura.

Students appear to be happy, work well together and display genuine aroha and respect for others.
Students are caretakers of the environment.
Students are calm, involved and settled at kura.
Students publish their work in te reo Māori and use te reo Māori in conversational settings.
Students interact well with whānau and kaumātua.
Students learn about healthy habits.

Future Action

ERO is confident that the board of trustees can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

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.

Lynda Pura-Watson

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