TKKM o Te Hiringa

He Mātaitanga o te Reo Matatini me te Pāngarau: Te Kura Kaupapa Māori o Te Hiringa, i Tokoroa

Te Horopaki o te Rangahau 

E tū ana Te Kura Kaupapa Māori o Te Hiringa ki Tokoroa, ā, kei raro tēnei kura i te maru o Te Kura Kaupapa Māori o Whakarewa i te Reo ki Tūwharetoa, e tū ana ki Taupō. E whakarato ana te kura nei i te mātauranga mā ngā tikanga whakaaro o Te Aho Matua, ki ngā ākonga o ngā tau 1 ki te 12. Hei te tau 2022 tā rātou reanga Tau 13 tīmata ai. 105 ngā ākonga ki ngā tau 1 ki te 8, ā, e 29 ngā ākonga ki ngā tau 9 ki te 12, he Māori te katoa. Tokorima ngā kaimahi whakaako mō ngā tau 1 ki te 8, tokotoru ngā kaimahi whakaako ki ngā tau 9 ki te 12.  

Pērā i ngā kura rumaki reo Māori katoa, ko te reo Māori te reo whakaako. Ko te whāinga matua o Te Aho Matua, kia tū pakari, kia tū rangatira ngā ākonga katoa hei raukura mō ō rātou iwi. Ko ngā tikanga whakaaro o Te Aho Matua mō te whakaako me te ako, ka ahu mai i te rongomaiwhiti, i te motuhake hoki o ngā uara me ngā whakapono e whai ake nei:  

Ka hāngai Te Tino Uaratanga o Te Aho Matua ki:  

• Te Ira Tangata – kia whakawhanake te ākonga i tōna oranga ā-tinana, ā-wairua, ā-hinengaro hoki, i tōna mōhio ki tōna mana āhua ake, ā, i te mātau, i te whakaute hoki ki a ia anō, ki ētahi atu
• Te Reo Māori - kia mātau te ākonga ki te whakaaro, ki te kōrero, ki te pānui, me te tuhi i roto i te reo Māori me te reo Tauiwi 
• Ngā Iwi - kia mau tūhonohono te here o te ihomatua o te ākonga ki ōna mātua tūpuna, ā, ki ngā tūmanako me ngā wawata hoki o te whānau, o te hapū, me te iwi
• Te Ao - kia mōhio te ākonga ki ngā tirohanga moroki me ngā tirohanga tuku iho o te ao Māori, o te ao whānui, o te ao tūroa, o tōna nā ao tonu
• Āhuatanga Ako - E whakaihiihia ana te hinengaro o te ākonga ki tētahi taiao e āta poipoi ana i te ako.

Kua whakatinanahia ki te tirohanga a te kura, ko ngā wawata o te whānau mō ngā tamariki, arā, ko “Te piko o te māhuri mai i tōna ao, tērā te tupu o te rākau” – e meatia ana, kia poipoia ngā ākonga ki te taiao e whai hua ana ki te whakanui i ō rātou pūmanawa me ō rātou matea; ā, e hāpai ana hoki i te tupu me te whanaketanga kia ngākau nui te ako mō āke tonu atu.

Nō te Here-turi-kōkā o te tau 2021 te rōpū rangahau i toro atu ai ki Te Kura Kaupapa Māori o Te Hiringa, ā, i kōrero tahi rātou ki tētahi kaiako matua me ngā kaiārahi hoki o te reo matatini me te pāngarau i te kura, hei āta kapo atu i ngā tirohanga a te kaiako me ngā kaiārahi.

Ngā Kitenga: Te Reo Matatini 

Te angitu mō ngā ākonga o Te Reo Matatini 

He mārama ngā wawata o te kura nei me te whānau, kia mātau, kia ngākau titikaha hoki ngā ākonga i roto i te ao Māori me te ao Pākehā. Hei āta whakatau i taua tūāhuatanga, me eke angitu ngā ākonga i roto i te reo Māori me te reo Pākehā. Koia nei e pou here ana i te āhua o te angitu ki tēnei kura.

I tāutu te kura i ngā tūāhuatanga i whai wāhi atu ai ki te whakawhanake i aua pūkenga me aua pūmanawa. Ka whai pānga ki aua tūāhuatanga, ko te whakahāngai i ngā kaupapa ki ngā ngākau nuitanga o ngā ākonga, me ngā horopaki o te ao Māori, me te whakarato i te tautoko e whai pānga ana ki tēnā ākonga, ki tēnā ākonga. Ka whakanui ngā kaiako i te hirahira o “te reo Māori and te reo Pākehā.”  He teitei ngā whakatutukitanga o ngā ākonga i roto i Te Taumata Mātauranga ā-Motu kua Taea, ā, kua tohua taua āhuatanga ki te whiwhinga o ngā ākonga katoa i te Kaiaka, i tua atu rānei i roto i Te Taumata Mātauranga ā-Motu kua Taea i te tau 2020.

He aha te whakaratonga o Te Reo Matatini i tēnei wā?

E hāngai ana ngā hōtaka whakaako me ngā hōtaka ako ki ngā matea o ngā ākonga me ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea. Ka mahi ngā ākonga kia riro i a rātou ngā whiwhinga i roto i te reo Māori, ā, i te Reo Rangatira hoki i ngā wā e tika ana. Ko ngā ākonga ka whai wāhi atu ki Te Reo Rangatira, ka whai atu hoki i ētahi atu akoranga i Te Wānanga o Raukawa. Ka whakatutuki haere rātou i ngā mahi kia riro i a rātou te Heke Mātauranga Māori. E hāpai ana aua kōkiritanga i ngā ākonga ki te whai wāhi nui ki ngā kaupapa me ngā horopaki e whai pānga nui ana ki a rātou, i a rātou e whakatutuki haere ana i ngā tohu mātauranga, puta noa i te rāngai. Ka whakamahi ngā kaiako i ngā pūkete, ki te whakaemi i ngā whakaaturanga e pā ana ki ngā aromatawai o Te Taumata Mātauranga ā-Motu kua Taea.

Kua whakawhārikihia e te kura nei ngā huarahi auaha ki te hāpai i te ahu whakamua o ngā ākonga ki te hiringa. I ngā wā katoa, ka panoni haere rātou i tā rātou aronga whakaako, hei āta whakatau i te hāngai pū o ā rātou mahi ki ngā matea o ngā ākonga, ā, ka whakahāngai anō hoki i ā rātou hōtaka ki ngā kaupapa e ahu mai ai i ngā horopaki o te ao Māori. Ko tētahi tauira o taua tūāhuatanga, ko tā rātou whakahāngai i ngā hōtaka ki te kapa haka, me te whakamahi i ngā waiata me ngā haka hei kaupapa mō te pānui, te tuhituhi, me te kōrero, hei akoranga, hei aromatawai. Nā taua mahi, he whai wāhitanga mō ngā ākonga ki te whakatōpū tahi i te ako i ngā waiata me te whakatutukitanga o ngā whiwhinga.

He aha ngā āhuatanga e tika ana mō te whakapuakitanga o te kounga kairangi o ngā whakaakoranga me ngā akoranga o Te Reo Matatini? 

E whakaae ana ngā kaiako me ngā kaiārahi katoa, me whiwhi i ngā rauemi, i te whakawhanaketanga ako ngaio hoki e tika ana, e whai pānga ana, hei hāpai i te whakapuakitanga o ngā hōtaka whakaako me ngā hōtaka akoranga o te kounga kairangi. I tēnei wā, kāhore he rauemi, he whakawhanaketanga ako ngaio rānei e tika ana, e whai pānga ana, nō te mea he “Eurocentric” te nuinga. Ko te nuinga o te whakawhanaketanga ako ngaio e whakatutukihia ana e ngā kaiako i te kura, he mahi o roto, he mahi ōpaki hoki, arā, ka toro atu rātou ki ngā hoa mahi o te takiwā, ki ētahi atu kura rānei o Te Aho Matua, hei ārahi, hei tautoko i a rātou.

Pērā i ngā kura rumaki reo Māori maha, he kaha te rauhanga o tēnei kura, ā, ka whakarato i te whakawhanaketanga ako ngaio o roto, ka waihanga rānei i ā rātou ake rauemi. He hirahira ki te kura te whakawhanaketanga ako ngaio ka whakaratohia e Te Runanga Nui o Ngā Kura Kaupapa Māori o Aotearoa mō Te Taumata Mātauranga ā-Motu kua Taea, nā te whai pānga nui, nā te whai pūtake hoki ki tō rātou kura. E mōhio ana rātou, he hua o roto i te whakaratonga o te whakawhanaketanga ako ngaio e hāpai ai i ngā kaiako ki te ahu whakamua ki tētahi marau ā-kura tūturu i āta tuituia ai, otirā, e whakakoia ana i ngā ākonga hei uri Māori.

Ngā Kitenga: Pāngarau 

He pēhea rawa te āhua o te angitu mō ngā ākonga i roto i te pāngarau? 

He tirohanga ngātahi tā te kura me te whānau mō te angitu o ā rātou ākonga. He mea nui kia pārekareka ki ngā ākonga te whai wāhi atu ki te pāngarau, kia ngākau titikaha hoki rātou i roto i tēnei kaupapa. Ka noho mātua rā, ko te whakaatu mai o ngā ākonga i tō rātou mōhiotanga ki ngā wāhanga katoa o te pāngarau, ā, ko tō rātou mōhio hoki ki te whakamahi i ngā kupu o te reo pāngarau. Ka hāpai ngā kaiako i ngā ākonga kia mātau, kia ngākau titikaha hoki tā rātou aro atu ki ngā whakamātautau, hei āta whakatau i te angitu i roto i Te Taumata Mātauranga ā-Motu kua Taea me te Tiwhikete Whakauru Whare Wānanga. E ū ana te whakaaro o te kura me te whānau, koia nei te tūāpapa e tika ana hei āta whakatau i tā rātou eke angitu i roto i Te Taumata Mātauranga ā-Motu kua Taea.

Ko ngā tūāhuatanga e whai wāhi atu ai ki te whakawhanake i aua pūkenga me aua pūmanawa, ka hāngai hoki ki te teitei o ngā tūmanako, ā, ki te whakapono ki te āheinga o ngā ākonga ki te eke angitu ka tahi, ka rua, ki te whakapono anō hoki ka whakatutukihia e ngā ākonga. Ka tuitui ngā kaiako i te ao Māori me ngā āhuatanga e ngākau nuitia ana e ngā ākonga ki ā rātou hōtaka pāngarau, hei āta whakatau i te whai wāhi nui mai o ngā ākonga. Ka āta whakahāngai ngā kaiako ki te Papatau Ako Pāngarau, hei āta whakatau i te whakatutukitanga o ngā wāhanga katoa o te pāngarau, ā, hei hāpai i te whakariterite a ngā ākonga mō ngā whakamātautau, i mua i ngā whakamātautau o waho. Ka whakahaerehia e rātou ngā whakamātautau whakaharatau e toru, hei āta whakatau i te whiwhinga o ngā ākonga i ngā pūkenga me ngā mōhiotanga e tika ana, i mua i te whakamātautau ōkawa whakamutunga. Ka hāpai taua huarahi i ngā kaiako me ngā ākonga ki te aroturuki i te ahu whakamua, me te whakapakari haere i te ngākau titikaha me te noho mārama ki ngā āhuatanga o te whakamātautau.

E ai ki te kura me te whānau, kei te eke ngā ākonga katoa ki tua atu i ngā tūmanako, ā, kei te tino eke angitu rātou i roto i Te Taumata Mātauranga ā-Motu kua Taea. Kua tohua taua āhuatanga ki ngā hōtuku o Te Taumata Mātauranga ā-Motu kua Taea mō te tau 2020, otirā, i te whakatutukitanga o ngā ākonga katoa i te Taumata 1 o te pāngarau.

He aha te whakaratonga o te pāngarau i tēnei wā?

E kōkirihia ana ngā hōtaka whakaako me ngā hōtaka akoranga o tēnei kura ki ngā matea o ngā ākonga me ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea. Ka whakamahi ngā kaiako i ngā whakamāoritanga o aua taumata, ā, ka tuitui hoki i ngā horopaki o te ao Māori. Ko te pāngarau i ngā tau 9 ki te 11, ka whakapuakihia e ngā kaiako mā te reo Māori me te reo Pākehā. Ka whakamahia te e-asTTle hei whakatakoto i ngā mōhiohio e pā ana ki ngā pūmanawa o ngā ākonga me ā rātou whāinga ako mō meāke nei. Ka āta whakatau ngā kaiako o tēnei kura i te whiwhinga o ā rātou ākonga i ngā rauemi whai hua, mā te waihanga tonu i aua rauemi. Ka whakamahi rātou i ngā taputapu matihiko hei hāpai i te ako a ngā ākonga, pērā i te NZ Maths me Education Perfect.

He kaha te mahi ngātahi o te whānau ki te taha o te kura, hei āta whakatau i te hāngaitanga o ngā akoranga a ngā ākonga ki ō rātou matea me ō rātou huarahi hei te pae tawhiti. Tū ai ngā hui i te mutunga o te tau mātauranga, hei whakariterite mō te tau ka whai ake. I aua hui, ka whakamahere te whānau, ngā kaiako, me ngā ākonga mō te tau ka whai ake, mā te aro nui ki ngā whāinga me ngā huarahi o ngā ākonga. Ka whakapuakihia e te whānau ō rātou wawata, me tēnā e hiahia ana rātou kia whakatinanahia ki te hōtaka akoranga, ā, ka aro nui te kura ki te reo o te whānau.

Ka whakatakoto te kura me te whānau i te tangongitanga o ngā huarahi auaha e hāpai ai i te ako a ngā ākonga kia eke rātou ki te kairangi. Hei wāhanga tonu o te hōtaka o te Tau 9 ki te 10, e whakatutuki haere ana ngā ākonga katoa i ngā mahi kia riro i a rātou ngā whiwhinga pāngarau mō te Taumata 1 o Te Taumata Mātauranga ā-Motu kua Taea, ā, nā taua mahi, he moata tā rātou whakatutukitanga i ngā whiwhinga pāngarau. Tāpiri atu ki tēnā, ka mahi ngātahi ngā kaiako o te kura tuakana me ngā kaiako o te Tau 7 me te tau 8, ki te whakahāngai ake i ngā hōtaka akoranga, ā, kia riro i ngā ākonga ngā pūkenga e tika ana mō te eke angitu i roto i Te Taumata Mātauranga ā-Motu kua Taea. E ai ki ngā kaiako, he aronga tēnei e hāpai ana i te whakawhiti ngāwari o ngā ākonga i te kura teina ki te kura tuakana.

He aha ngā āhuatanga e tika ana mō te whakapuakitanga o te kounga kairangi o ngā whakaakoranga me ngā akoranga o te pāngarau?   

Pērā anō hoki i te reo matatini, ki tā ngā kaiako titiro, e tika ana te whiwhi wawe i ngā rauemi me te whakawhanaketanga ako ngaio e whai pānga ana, e wāhi pūtake ana hoki, hei whakapuaki i ngā hōtaka whakaako me ngā hōtaka akoranga o te kounga kairangi. Mō ngā kaiako e whakaako ana i te pāngarau, he hiahia nui tō rātou mō te whakawhanaketanga ako ngaio e hāpai ai i te whakawhanake tonutanga o te reo Māori me te ao Māori.

E hiahia ana ngā kaiako o tēnei kura kia whakawhanakehia tētahi pukapuka kaupapa pāngarau e whakatakoto ana i te katoa o ngā mōhiohio e tika ana mō te hāpai i ngā ākonga, i ngā kōrero hoki mā ngā kaiako, mō ngā akoranga ka tae atu ki te Tau 5. Me noho mātua rā ki te waihanga o taua pukapuka kaupapa, ko te whai wāhi matua mai o te ao Māori me te mātauranga Māori, kia kite ai ngā ākonga i ō rātou uara me ō rātou whakapono e whakatauirahia ki taua rauemi.

Tanya Savage
Te Pou Mataaho - Manager Evaluation and Research – Māori Services

Te Reo Matatini me Pāngarau Case Study: Te Kura Kaupapa Māori o Te Hiringa, Tokoroa

Te Horopaki o te Rangahau | Research context 

Te Kura Kaupapa Māori o Te Hiringa is in Tokoroa and is a satellite unit connected to Te Kura Kaupapa Māori o Whakarewa I Te Reo Ki Tuwharetoa based in Taupō. This kura provides education based on the philosophy of Te Aho Matua for student from Years 1-12. They will have their first cohort of Year 13’s in 2022. The kura has a roll of 105 students in Years 1-8 and 29 students in Years 9-12, all of which identify as Māori. There are five teaching staff in Years 1-8 and 3 teaching staff in Years 9-12.  

Like all Māori-medium kura, te reo Māori is the language of instruction. The overarching goal of Te Aho Matua is that students are high achievers who exemplify the hopes and aspirations of their people. The philosophy for teaching and learning is based on the following unique and distinctive values and beliefs.

Te Tino Uaratanga o Te Aho Matua are: 

• Te Ira Tangata – The student develops physical, spiritual, and emotional wellbeing, an awareness of his or her individual uniqueness and knowledge and respect for him or herself and others 
• Te Reo Māori - The student is a competent thinker, speaker, reader, and writer of Te Reo Māori and English 
• Ngā Iwi - The student is secure in the knowledge of ancestral links, and the hopes and aspirations of whānau, hāpu and iwi 
• Te Ao - The student knows the contemporary and traditional views of te Ao Māori, the wider world and the physical and natural world 
• Āhuatanga Ako - The student is intellectually stimulated in an environment conducive to learning.  

The kura vision epitomises whānau aspirations for tamariki “Te piko o te mahuri mai tōna ao, tērā te tupu o te rākau” - to nurture students in a positive environment that acknowledges their strengths and needs; and encourages growth and development towards lifelong learning.

The research team visited Te Kura Kaupapa Māori o Te Hiringa in August 2021 and spoke with a key kaiako and leaders of te reo matatini and pāngarau in the kura to gain kaiakoand leader’s perspectives.

Ngā Kitenga - Findings: Te Reo Matatini

Success for students in Te Reo Matatini 

This kura and whānau have clear aspirations for students to be competent and confident in te ao Māori and te ao Pākehā. To ensure this, students need to be successful in te reo Māori and English. This underpinned what success looked like in this kura.

The kura identify factors that contribute to developing these skills and attributes. These include aligning topics to students’ interests, te ao Māori contexts and providing differentiated support for learners. Kaiako emphasise the importance of both “te reo Māori and te reo Pākehā”. Students achieve highly with NCEA, and this is evident with all students gaining Merit or higher in NCEA in 2020.

What is the current provision of Te Reo Matatini?

Teaching and learning programmes are based on student needs and NCEA standards. Students work towards gaining credits in te reo Māori and where appropriate Te Reo Rangatira. The students who participate in Te Reo Rangatira also complete extracurricular work through Te Wānanga o Raukawa. They are progressively working towards the Diploma in Māori Studies. Such innovations enable students to be highly engaged in relevant content and context while gaining qualifications across the sector. Kaiako use portfolios to gather evidence for NCEA assessment purposes.

This kura has found innovative ways to support students towards excellence. They continually modify their teaching approach to ensure it best meets student need and they align their programmes with kaupapa from te ao Māori contexts. An example of this is when they align programmes to kapa haka and use the waiata and haka as topics to read, write and talk about for learning and assessment purposes. This allows students an opportunity to consolidate the learning of the waiata and gain credits simultaneously.

What is required to deliver high quality teaching and learning in Te Reo Matatini? 

All kaiako and leaders agree that having appropriate and relevant resources and professional learning and development (PLD) are required to deliver high quality teaching and learning programmes. Currently there is a total lack of appropriate and relevant resources and PLD due to most being too “Eurocentric”. Most PLD accessed by kaiako at the kura tends to be internal and informal, meaning that they will reach out to colleagues from the area, or other kura Aho Matua, for guidance and support.

This kura, like many others in Māori-medium are highly resourceful and provide PLD internally or make resources themselves. This kura highly values the PLD for NCEA provided through Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa (TRN) as it is both relevant and appropriate to their kura. They see the benefit of providing PLD that supports kaiako to move towards an integrated, authentic mārau ā-kura which affirms students as Māori.

Ngā Kitenga - Findings: Pāngarau 

What does success look like for students in pāngarau? 

Kura and whānau are unified in their vision for success for their students. It is important that students enjoy participating in pāngarau and demonstrate a confidence in this area. It is critical for students to demonstrate knowledge across all areas of pāngarau and have a working knowledge of the pāngarau terminology. Kaiako support students to become competent and confident with exams to ensure success with both NCEA and University Entrance. The kura and whānau firmly believe that this is what provides students with the necessary grounding to guarantee success in NCEA. 

Factors that contribute to developing these skills and attributes include high expectations and a belief that students can and will succeed. Kaiako integrate te ao Māori and student interest areas into their pāngarau programmes to ensure students are engaged. Kaiako deliberately align to the Pāngarau Learning Matrix to ensure coverage of all pāngarau areas and support students with examination preparation prior to external examinations. They administer three practice tests to ensure that students have the necessary skills and knowledge before a final, formal examination. This enables kaiako and students themselves to monitor progress whilst building confidence and familiarity with test conditions.  

The kura and whānau report that all students are exceeding expectations and that students are highly successful in NCEA. This is evident in the 2020 NCEA data where all students achieved NCEA Level 1 pāngarau.  

What is the current provision of pāngarau? 

Teaching and learning programmes in this kura are driven by student needs and NCEA standards. Kaiako utilise the translations of these standards and integrate te ao Māori contexts. Pāngarau in Years 9 to 11 is delivered by the kaiako in both te reo Māori and English. E-asTTle is used as a tool to provide information about student strengths and future learning goals. Kaiako in this kura ensure their students are well resourced by creating relevant resources themselves. They use digital tools to support student learning such as NZ Maths and Education Perfect.

Whānau work closely with the kura to ensure student learning is tailored to student needs and future pathways. Hui is held at the end of the academic year to prepare for the following year. At these hui whānau, kaiako and students plan for the following year based around student goals and pathways. Whānau articulate their aspirations and what they want to see implemented in the learning programme and the kura are responsive to whānau voice.

The kura and whānau find a range of innovative ways to support student learning towards excellence. As a component of the Years 9 and 10 programme, all students are working towards gaining Level 1 NCEA pāngarau credits which means they receive numeracy credits earlier. Alongside this, kaiako from the senior kura work with kaiako in Years 7 and 8 to better align learning programmes so that students have the skillset required to be successful in NCEA. These kaiako note that this enables students to transition smoothly between ‘kura teina and kura nui[1]’.

What is required to deliver high quality teaching and learning in pāngarau? 

As with te reo matatini kaiako refer to the immediate need for appropriate and relevant resources and PLD in order to deliver high quality teaching and learning programmes. For the kaiako who teach pāngarau, there is a real need to focus on PLD to support further development of te reo Māori and te ao Māori.

Kaiako in this kura would like to see the development of a pāngarau textbook that has all the information required with supporting student and teacher notes up to Tau 5. It would be essential that this textbook integrates te ao Māori and mātauranga Māori so that students can see their values and beliefs mirrored in the resource.

Tanya Savage
Te Pou Mataaho - Manager Evaluation and Research – Māori Services

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[1] Primary and senior school.

Ngā Whakaaturanga

E tū ana Te Kura Kaupapa Māori o Te Hiringa ki Tokoroa. He kura Te Aho Matua tēnei. Ahakoa te tokomaha o ngā ākonga e whakaatu ana i te pakari o te kiritau, te ngākau titikaha, me ngā āhuatanga o te ārahitanga, kāhore e tino mārama ana pēhea nei te ahu whakamua o ngā ākonga i roto i te mātauranga. E āhei ana te nuinga o ngā ākonga ki te whakawhiti kōrero mā te reo Māori, ā, e whakawhanake noa ana ngā ākonga hou o te reo Māori i ō rātou mōhiotanga, ō rātou māramatanga, me ō rātou pūkenga. Me toro atu te poari, te whānau, me ngā kaimahi ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.

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

1 Te Horopaki

“Te piko o te māhuri mai i tōna ao, tērā te tupu o te rākau”

Ko tā te whānau tirohanga, he poipoi i ngā ākonga ki tētahi taiao pai e whakamana ana i ō rātou pūmanawa me ō rātou matea, ā, e akiaki ana hoki i te tupu me te whakawhanaketanga ki te ako tūroa.

E tū ana Te Kura Kaupapa Māori o Te Hiringa ki Tokoroa. Koia nei anake te kura Te Aho Matua ki tēnei takiwā e whakarato ana i te mātauranga rumaki reo Māori mō ngā tau 1 ki te 8. Ko tētahi kaupapa matua, ko te whakapakari i ngā tino hononga ki ngā kōhanga reo, ki ētahi atu kura, me te hapori whānui hoki. E hāpai ana aua hononga i te whānau o te kura.

Whai muri i te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2013, kua pā mai ngā rerekētanga ki te ārahitanga, ngā tūnga kaimahi, me te kāwana i te kura. He hou te tumuaki whakaako ki te mahi hei tumuaki, he tokomaha hoki ngā kaiako hou, ā, kātahi anō te poari ka whakatūngia. Kua piki tonu te tatauranga tamariki. Ko Te Aho Matua me te reo Māori te mātauranga e hiahiatia ana e te whānau.

2 Te Tino Uaratanga

He pēhea rawa ngā ākonga e whakaatu i tō rātou kiritau, tō rātou ngākau titikaha, me tā rātou ārahitanga?

Ahakoa te tokomaha o ngā ākonga e whakaatu ana i te pakari o tō rātou kiritau, tō rātou ngākau titikaha, me ētahi āhuatanga o te ārahitanga, kāhore e tino māramahia ana pēhea nei te ahu whakamua o ngā ākonga katoa i roto i te mātauranga.

Te Ira Tangata

He whakaute ngā ākonga, ā, he kaha tā rātou mahi tahi. Kua waihangatia e te whānau tētahi taiao e mau pūmau ana i ngā uaratanga o te aroha, te whakaute, me te manaaki. Ka whakatauira te tumuaki me ngā kaiako i te noho o te tuakana me te teina, kia mārama ai ngā ākonga ki te whakahirahiratanga o te ārahi me te tautoko o tētahi i tētahi. Ka whai pānga ki ngā wheako akoranga, ko ngā whai wāhitanga ki te taunekeneke ki ētahi atu tāngata, puta noa i te whānuitanga o ngā tūmomo horopaki. Ko tētahi o ngā wawata o te whānau, kia whakawhanakehia e ngā ākonga ō rātou pūkenga ki te ārahi. He whai wāhitanga mō rātou ki te ārahi i ō rātou hoa, mai i ngā 1 ki te 8. Ka whakarato ngā kaiako i te whānuitanga o ngā tūmomo wheako ōkawa, wheako ōpaki hoki. Nā ngā taumahi ahurea me ngā taumahi hākinakina, ka mātakitaki ngā ākonga i ngā kaiārahi o te hapori me ngā kaiārahi Māori, ā, ka noho ki tō rātou taha. Ka kitea te harikoa me te manaakitanga o ngā ākonga.

Te Reo

Ka taea e te nuinga o ngā ākonga te whakawhiti kōrero mā te reo Māori, ā, e whakawhanake noa ana ngā ākonga hou o te reo Māori i ō rātou mōhiotanga, ō rātou māramatanga, me ō rātou pūkenga. Kua whakaae te poari me te whānau, kia uru mai ki te kura, ko ngā ākonga kāhore e mōhio ana ki te kōrero i te reo Māori. Ahakoa he ratonga mō aua ākonga ki te whakawhiti ki tētahi horopaki rumaki reo Māori, kei te whanake tonuhia taua āhuatanga. E whakamahi ana ngā kaiako i te whānuitanga o ngā tūmomo rautaki e hāpai ana i te whakawhanaketanga reo o ngā ākonga. Ko ētahi o ēnei, ko te whakamahi i te reo ki ngā tūmomo horopaki, pērā i te akomanga, te papa tākaro, te kāinga, me te marae; me te whakapuaki anō hoki i ngā kupu hou; te whakamahi i ngā kīwaha me ngā whakataukī; me te whakatauira i ngā hanganga reo me te tika o te whakatakotoranga. E ako ana ngā ākonga i te reo.

Kāhore ngā putanga reo matatini o ngā ākonga e tino tohu ana i ō rātou āheinga reo, ā, i ō rātou pūkenga ā-hinengaro rānei. E arotahi ana ngā kaiako ki te whakawhanake i ngā pūkenga reo matatini o ngā ākonga. Ka whakaemi, ka tātari hoki rātou i ētahi o ngā hōtuku. Ka hui hoki rātou ki te whakawhiti kōrero, te whakapuaki, me te tāutu hoki i ngā whakaritenga ka whai ake, hei whakatinana haere i ngā mahere. He rerekē te āhua o te ahu whakamua o ia ākonga.

Ngā Iwi

Ka kitea ki ngā tamariki tō rātou whakamana i tō rātou ahurea, tō rātou reo, me tō rātou tuakiri. E whakanui ana, e whai pānga nui ana hoki te marautanga o te kura ki te Kīngitanga me ētahi atu iwi. Ka whakarato ngā kaiako i ngā whai wāhitanga mō ngā ākonga ki te whai wāhi atu ki ngā kaupapa me ngā huihuinga o Waikato-Tainui. E hāpai ana aua horopaki ako i te whai wāhi atu a ngā ākonga ki ngā tikanga o te hapū me te iwi e whakatūturuhia ana. Ka whakamahi rātou i aua tauira, ā, e ākina ana tā rātou whakatinanatanga i aua tikanga ki ngā horopaki i te kura. Ka whakamahi ngā kaiako i aua taumahi hei whakapūmau i ngā kawa o te marae e whai pānga ana ki ngā whakaritenga puta noa i te kura. Ka whakaritea te whānuitanga o ngā tūmomo taumahi, kia āhei ai ngā ākonga ki te taunekeneke ki te whānuitanga o ngā tūmomo rōpū i te hapori. Ka kitea te aronga toi whenuatanga ki te nuinga o ngā ākonga.

Te Ao

He pakari te whakatinanatanga o ngā ākonga i tō rātou tirohanga Māori ki te ao. Ko ngā tirohanga Māori me ngā tikanga Māori i tuku iho ai, ko ērā hoki o te ao hurihuri nei, e whai pānga ana ki te hōtaka akoranga. Kei te hōtaka pūtaiao me te hangarau te whai wāhitanga ki te tūhura i ngā take taiao e pā ana ki te tiaki i a Papatūānuku, te hangarua, me te kounga o te wai. Ka akiaki hoki tēnei i te noho mōhio o ngā ākonga ki te rōnakitanga mō te pae tawhiti. Ko te marautanga hauora, ko te whakapakari anō hoki i te waiora, tētahi tirohanga o te kura katoa. Ka ako ngā ākonga i ngā taonga māoriori me ngā mātauranga Māori, hei waihanga i ngā rongoā Māori. E whakatairanga ana te māra kai o te kura i ngā akoranga e pā ana ki te whakatō, te whakatupu, me te hauhake hoki i ngā kai pai. E whanake ana ngā ākonga hei kaitiaki.

Āhuatanga Ako

Ko tētahi āhuatanga e whakawero ana i te taiao whakaako me te taiao ako, ko te whānuitanga o ngā matea ako o ngā ākonga e ako ana ki te kōrero i te reo Māori, e whakawhanake ana hoki i te mātau i roto i te reo Māori. Ahakoa ka whakamātau ngā kaiako i ngā ākonga, kāhore ngā putanga e hāngai pū mārika ana ki ngā āheinga ake o tēnā me tēnā. Waihoki, ka whakamahia aua putanga e ngā kaiako, i a rātou e ako ana ki te tātari me te whakamahi i aua mōhiohio hei whakatinana haere i ā rātou hōtaka akomanga, me ngā mahere ā-kura. E mahi ana te tumuaki ki te taha o ngā kaimahi ki te whakapakari ngātahi ake i ngā āheinga o te katoa.

He whānui ngā tūmomo huarahi tautoko mō ētahi o ngā ākonga, i roto i ngā whakaakoranga me ngā akoranga. E hāpai ana ngā kaiāwhina mātanga i ngā ākonga e mau nei i ngā matea ako me ngā matea whanonga i tāutuhia ai. Kei ngā ākonga nei ā rātou ake mahere mātauranga i whakatakotohia ai mā ngā whakawhitinga kōrero ki waenga i te whānau, ngā kaiako, me te Kaiako Takawaenga o te Ako me te Whanonga.

Ka arotahi anō hoki ki te mōhiotanga ngaio me ngā whakaritenga ngaio, hei hāpai i te whai huatanga o ngā kaiako i roto i ā rātou whakaritenga. Ko te aronga ki te whakapakari i te āheinga i roto i tēnei tūāhuatanga, e aro nui ana hoki ki te āta toro atu ki ngā pūmanawa o te katoa, hei mahinga ngātahi. Nā tēnei, ko ngā hui me ngā mahi whakawhanaketanga ngaio, he whai wāhitanga anō hoki mō te ako ngātahi e whai hua ana ki te katoa. E whakawhanake ana ngā kaimahi i ō rātou mōhiotanga me ō rātou pūkenga ki te whakamahere me te whakatinana i te hōtaka, te aromātai o roto, me te aromatawai.

3 Te Aromātai o roto me te Ārahitanga

Kāhore i te rawaka te aromātai o roto. Ahakoa te maha o ngā kaupapa here me ngā tukanga e whakamōhio ana i ngā whakaritenga kāwanatanga, he hou te poari ki ō rātou tūranga, ā, me whai tonu rātou i te hōhonutanga o ngā whakangungu me te tautoko. Ahakoa te tirohanga o te whānau ki te poipoi i ngā ākonga me te whakanui i ō rātou pūmanawa me ō rātou matea, ā, ki te akiaki hoki i te tupu me te whanaketanga, kāhore e tino mārama ana te huarahi ka whāia e te poari hei whakatutuki i taua āhuatanga. Kua tukua e rātou tā rātou tātari i ngā rerekētanga, ā, e tāutu ana tēnei i ngā hōtuku ngoikore i roto i te reo matatini me te pāngarau. Engari, he mahi anō e toe ana i roto i ā rātou whakaritenga ki te whakatutuki i aua āwangawanga.

Koia nei te wā tuatahi kua tū te tumuaki whakaako hei tumuaki, ā, he hou ia ki tōna tūranga hei kaiārahi. Ahakoa e mahi ana ki te whakapakari i te āheinga ki waenga i ngā kaimahi, me āta whakarite hoki te poari ki te whakarato i te tautoko ngaio e tika ana anō hoki mōna. E mārama ana ki a ia te whai painga o ngā paetae ākonga, ā, e mōhio ana ia me pēhea te whakamahi i aua mōhiohio ki te whakahāngai i te āhua o ngā whakaakoranga me ngā akoranga.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

E whanake ana te kāwanatanga me te whakahaeretanga, puta noa i te kura. Kāhore anō te poari me te tumuaki kia tautuhi i ngā tūāhuatanga me ngā tūmanako e pā ana ki te kāwanatanga, te ārahitanga, me te whakahaeretanga. Kāhore rānei e tino kitea ana tō rātou māramatanga ki ō rātou tūranga ake.

Kāhore i te rawaka te aromātai o roto. Me whai i ngā kaupapa here papai, te pakari o ngā pūnaha, me te āta whakatinanatanga o aua tūāhuatanga.

Kāhore ngā mahere rautaki e āta tohu ana i te tirohanga o te whānau o tēnei wā, i Te Aho Matua, i ngā tūmanako hoki hei whakatutuki i te whānuitanga o ngā tūmomo matea o ngā ākonga katoa. Kāhore i te rawaka te whakamahere ā-kura mō te whakawhiti o ngā ākonga kāhore e mōhio ana ki te reo Māori, ki te mātauranga rumaki reo Māori. Me mātātoa te toro atu a te whānau ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.

Me tautoko ngaio i ngā kaiako e mau ana i ngā tiwhikete takitaro. He āhuatanga matua tēnei hei āta whakarite i te whakatutukitanga o aua kaiako i ngā tikanga e pā ana ki te tiwhikete tūturu, ā, hei āta whakatairanga hoki i te kounga o ngā whakaakoranga me ngā akoranga.

E whanakehia ana te ariā e pā ana ki te whakaako me te ako. I ngā kaiako hou e ako ana i ō rātou tūranga me ā rātou kawenga, kāhore ngā ākonga matea whānui e āta hāpaitia ana. He mea nui ngā rautaki hopu reo ki te whakapakari i te māramatanga ki tētahi reo hou. Ko ētahi wāhanga ki te whakawhanake, ko te whakamahere hōtaka, te aromatawai, me te aromātai, hei whakawhānui, hei whakawero hoki i ngā hinengaro o ngā ākonga.

4 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 tutuki i te poari me te whānau ā rātou herenga ā-ture, me tahuri ki te:

• whakawhanake me te whakapūmau i te haere tonutanga o tētahi arotake whaiaro e pā ana ki ō rātou tūranga me ā rātou kawenga, te whakahāngaitanga o ngā mahere rautaki ki te tirohanga a te whānau, me te whakapai ake i ngā paetae ākonga
  [ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)]

• whakawhanake me te whakatinana i ngā rautaki whakaako, rautaki ako hoki ka whakatutuki i ngā matea o ngā ākonga me ngā āhuatanga o te marautanga, inarā, i ngā mahi ki te whakawhānui me te whakawero i te ako a ngā ākonga katoa
  [ngā Aratohu Whakahaere Mātauranga ā-Motu 1]

• whakawhanake me te whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te whakahaeretanga o ngā kaimahi, hei whakatutuki i ngā haepapa hei kaituku mahi, inarā, hei hāpai i kaiako tiwhikete takitaro.
  [ngā Aratohu Whakahaere Mātauranga ā-Motu 3, s77a Te Ture Kaimahi Kāwanatanga 1998]

5 Ngā Taunakitanga

Me toro atu te poari, te whānau, me ngā kaimahi ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ki te:

• whakatupu i te āheinga ki te kāwana, te ārahi, me te whakahaere
• āta whakatakoto i te māramatanga ki te whakaratonga o te mātauranga Te Aho Matua
• whakapai i te kounga o ngā whakaakoranga me ngā akoranga.

Te Whakarāpopototanga

E tū ana Te Kura Kaupapa Māori o Te Hiringa ki Tokoroa. He kura Te Aho Matua tēnei. Ahakoa te tokomaha o ngā ākonga e whakaatu ana i te pakari o te kiritau, te ngākau titikaha, me ngā āhuatanga o te ārahitanga, kāhore e tino mārama ana pēhea nei te ahu whakamua o ngā ākonga i roto i te mātauranga. E āhei ana te nuinga o ngā ākonga ki te whakawhiti kōrero mā te reo Māori, ā, e whakawhanake noa ana ngā ākonga hou o te reo Māori i ō rātou mōhiotanga, ō rātou māramatanga, me ō rātou pūkenga. Me toro atu te poari, te whānau, me ngā kaimahi ki te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.

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 Te Hiringa i roto i te kotahi ki te rua o ngā tau, arā, ko Te Pupuketanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

21 Hakihea, 2017

Ngā Kōrero e pā ana ki te kura

Te tūwāhi	Kei Tokoroa
Te tau a te Tāhuhu o te Mātauranga	3100
Te tūmomo kura	He kura tuatahi (Tau 1-8)
Te tokomaha o ngā ākonga o te kura	83
Te ira tangata	Kōtiro 40 Tama tāne 43
Ngā hononga ā-iwi	Māori	100%
Ngā āhuatanga motuhake	Te Aho Matua
Te wā i te kura te rōpū arotake	27 Whiringa-ā-rangi 2017
Te wā o tēnei pūrongo	21 Hakihea, 2017
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga Te Aho Matua Arotake Mātauranga Te Aho Matua Arotake Tāpiri Te Aho Matua	Mahuru 2013 Haratua 2010 Whiringa-ā-nuku 2007

Findings

Te Kura Kaupapa Māori o Te Hiringa is located in Tokoroa. It is a Te Aho Matua kura. Although a number of students demonstrate self-esteem, confidence and aspects of leadership, it is not clear how well all students are progressing academically. Most students can communicate in te reo Māori, while new learners of te reo Māori are only developing their knowledge, understanding and skills. The board, whānau and staff should seek support from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.

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

1 Context

“Te piko o te mahuri mai tōna ao, tērā te tupu o te rākau”

The whānau vision is to nurture students in a positive environment that acknowledges their strengths and needs; and encourages growth and development towards lifelong learning.

Te Kura Kaupapa Māori o Te Hiringa is located in Tokoroa. It is the only kura Te Aho Matua that provides an immersion education for Years 1 – 8 in the area. Building strong relationships with kōhanga reo, other schools and the local community is a priority. These connections support the kura whānau.

Since the 2013 ERO report, there have been changes in leadership, staffing and governance. There is a first time teaching tumuaki, a number of new kaiako and a newly elected board. The roll has continued to increase. Te Aho Matua and te reo Māori have become the education choice for whānau.

2 Te Tino Uaratanga

To what extent do students demonstrate self-esteem, confidence and leadership?

Although a number of students demonstrate self-esteem, confidence and aspects of leadership, it is not clear how well all students are progressing academically.

Te Ira Tangata

Students are respectful and cooperative. The whānau has created an environment based on the values of aroha, respect and manaaki. The tumuaki and kaiako model tuakana teina relationships, so that students understand the importance of guiding and supporting each other. Learning experiences include opportunities to interact with people across a range of contexts. The whānau aspirations include that students will develop their leadership skills. They have opportunities from years 1 – 8 to lead their peers. Kaiako provide a range of formal and informal experiences. Cultural and sporting activities allow students to see and be amongst community and Māori leaders. Students appear happy and caring.

Te Reo

Most students can communicate in te reo Māori, while new learners of te reo Māori are only developing their knowledge, understanding and skills. The board and whānau have allowed non-speakers of te reo Māori to enrol in the school. Although there is some provision for these students to transition into an immersion setting, this is still developing. Kaiako use a range of strategies to support students’ language development. These include using language across different settings like in the classroom, in the playground, at home and on the marae; introducing new vocabulary; the use of kīwaha and whakataukī; modelling language conventions; and grammatical correctness. Students are language learners.

Student literacy results are not a true reflection of either their language or cognitive abilities. Kaiako are focused on developing students’ literacy skills. They gather and analyse some data. They meet to discuss, share and identify next steps to inform planning. Students’ progress at different rates.

Ngā Iwi

Students show that they value their culture, language and identity. The school curriculum acknowledges and reflects respect for Te Kīngitanga and other iwi. Kaiako provide students with opportunities to participate in the annual Waikato-Tainui events and celebrations. These learning contexts support students to observe hapū and iwi tikanga in real situations. They use these models and are encouraged to practice in school settings. Kaiako use these activities to reinforce marae etiquette related to school wide practices. A range of activities are organised for students to interact with different community groups. Most students display a sense of belonging.

Te Ao

Students confidently demonstrate their understanding of the Māori world view. Māori traditional and contemporary views and practices influence the learning programme. The science and technology programme provides opportunity to explore environmental matters related to care for Papatūānuku, recycling, and water quality. This also encourages students to be aware of long term sustainability. The health curriculum and building wellbeing are a school wide focus. Students learn about natural resources and the use of Māori knowledge, to create alternative medicines. The school māra kai promotes planting, growing and harvesting healthy kai. Students are developing as kaitiaki.

Āhuatanga Ako

The diverse learning needs of students who are learning to speak te reo Māori, developing fluency and competency in te reo Māori creates a challenging teaching and learning environment. Although kaiako test students, results do not fairly reflect their individual abilities. Nevertheless, these results are then used by kaiako, as they learn how to analyse and use this information to inform their classroom programmes and school wide planning. The tumuaki is working alongside staff to build their collective capability.

For some students there are a range of supports for teaching and learning. Specialist kaiāwhina provide support for students with identified learning and behavioural needs. These students have their own Individual education plans (IEP), created in consultation with whānau, kaiako and the resource teacher of learning and behaviour (RTLB).

There is a focus on professional knowledge and practice to support kaiako as effective practitioners. The approach to build capability in this area focuses on using collective strengths. This means that meetings and professional development provide opportunities for mutually beneficial learning. The staff are developing their knowledge and skills for programme planning and implementation, internal evaluation and assessment.

3 Internal evaluation and leadership

Internal evaluation is inadequate. Although there are a number of policies and procedures to inform governance practice, the board are new to their roles and require further in-depth training and support. Despite the whānau vision to nurture students, acknowledging their strengths and needs and encouraging growth and development, it is not clear how the board plan to achieve this. They have submitted their analysis of variance that identifies poor data results in literacy and numeracy. However, their planning to address these concerns requires further work.

The tumuaki is a first time teaching principal who is new to his leadership role. While he works to build capability amongst his staff, the board must ensure that they provide him with the professional support he needs. He understands the importance of student achievement information and how to use this to focus teaching and learning.

Kura-identified areas of development

School wide governance and management is developing. The board and the tumuaki have not defined the differences and expectations associated with governance, leadership and management. Nor is it clear that they understand their respective roles.

Internal evaluation is inadequate. Good policies, strong systems and effective implementation are required.

Strategic planning does not reflect the vision of the current whānau, Te Aho Matua and expectations to respond to the diverse needs of all students. School wide planning for the transition of non-speakers of te reo Māori into Māori medium is inadequate. The whānau should actively seek support from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.

Professional support for the provisionally certificated teachers is required. This is critical to ensure these teachers will meet requirements for full certification, and to enhance the quality of teaching and learning.

Teaching and learning pedagogy is developing. As new teachers learn about their roles and responsibilities, students with diverse needs are not well supported. Language acquisition strategies are essential to build an understanding of a new language. Programme planning, assessment and evaluation to extend and challenge students are areas for development.

4 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 board of trustees and whānau to meet compliance requirements, they must:

• Develop and maintain an ongoing programme of self review in relation to their roles and responsibilities, alignment of strategic planning to the vision of the whānau, and improving student achievement [NAG 2(b)]

• Develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum, in particular extending and challenging learning for all students [NAG 1]

• Develop and implement personnel management policies and procedures to meet good employer obligations, in particular support for provisionally certificated teachers. [NAG3; s77A State Sector Act 1988]

5 Recommendations

The board, whānau and staff should seek support from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa to:

• grow governance, leadership and management capability

• create clarity around the provision of Te Aho Matua education

• improve the quality of teaching and learning.

Conclusion

Te Kura Kaupapa Māori o Te Hiringa is located in Tokoroa. It is a Te Aho Matua kura. Although a number of students demonstrate self-esteem, confidence and aspects of leadership, it is not clear how well all students are progressing academically. Most students can communicate in te reo Māori, while new learners of te reo Māori are only developing their knowledge, understanding and skills. The board, whānau and staff should seek support from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa.

When is ERO likely to review the kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori

21 December 2017

Information about the Kura

Location	Tokoroa
Ministry of Education profile number	3100
Kura type	Full Primary (Years 1 - 8)
Kura roll	83
Gender composition	Girls 40 Boys 43
Ethnic composition	Māori		100%
Special features	Te Aho Matua
Review team on site	27 November 2017
Date of this report	21 December 2017
Most recent ERO report(s)	Te Aho Matua Review Te Aho Matua Review Supplementary Te Aho Matua Review	September 2013 May 2010 October 2007