Te Kura Kaupapa Māori o Te Hiringa - 20/09/2013

1 He Whakamārama

Te Whānuitanga Atu

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

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

2 Te Whakarāpopototanga Te Aho Matua

Te piko o te māhuri, tērā te tipu o te rākau

E tū ana Te Kura Kaupapa Māori o Te Hiringa ki Tokoroa. He kura Te Aho Matua tēnei.

E whakawhanake ana ngā ākonga i tō rātou mōhiotanga ki ō rātou hononga whakapapa, tuku iho.

He hāneanea, he pakari hoki ngā ākonga ki te taiao o te kura. Ka whakaatu ngā kaiako me te whānau i te aroha, te manaaki, me te atawhai mō ngā ākonga.

Ka whakatutuki ngā kaiako i ngā matea akoranga ake o te nuinga o ngā ākonga. He pai tā rātou whakaritenga mō ngā whakaakoranga me ngā akoranga. Kei te tino mōhio ngā kaiako i ā rātou ākonga, ā, ka whakarato i ngā wero papai mā rātou. Ka whakaongaonga ngā taiao akoranga hihiri, ā, he pai hoki te whakatakotoranga o ēnei. He aronga mārama ki te whakanui i te angitu i roto i te mātauranga ki ngā ākonga. He mātātoa te whai wāhi atu a ngā ākonga ki ngā kaupapa i te kura me ngā wheako akoranga. Ka ngana rātou ki te ako.

E whakawhanake ana ngā ākonga i te pai o ngā pūkenga whakawhitiwhiti whakaaro. Ka pānui te nuinga o ngā ākonga ki te taumata e tika ana mō rātou, ki runga ake rānei i aua taumata. E tuhi ana te nuinga o ngā ākonga ki te taumata e tika ana mō rātou. Ka riro i a rātou e tīmata noa ana ki te kōrero i te reo Māori ngā tino pūkenga e pā ana ki te whakawhiti kōrero. Ka tautokona ia ākonga hou o te reo Māori e tētahi kaiāwhina mōna. E āhei ana ngā ākonga ki te whakawhiti kōrero mā te reo Māori.

Ka hāpai ngā mema o te whānau me ngā kaiako i ngā ākonga ki te ako me te whakatinana i ngā tikanga me ngā kawa e pā ana ki te hapori me te ao whānui.

  • Ka wheako, ka whakahonohono hoki ngā ākonga i te whanaungatanga ki ngā tāngata o ētahi atu ahurea, o ētahi atu wāhi.
  • Kei te mārama ngā ākonga ki Te Aho Matua me tōna whai pānga ki tō rātou ao hei Māori, hei tangata hoki o te ao.
  • He harikoa, he tau, he pakari hoki ngā ākonga.
  • E mōhio ana ngā ākonga ki ngā tikanga me ngā kawa e whai pānga ana ki a Ngāti Raukawa me Tainui, ā, ka whakamahia e rātou.
  • E mōhio ana ngā ākonga ki a rātou, ki tō rātou tūrangawaewae hoki.
  • Ka hāpaitia ngā ākonga ki te tū pakari ki ngā tūranga me ngā whai wāhitanga ki te ārahi.
  • He pakari ngā ākonga ki te whakapuaki i ō rātou whakaaro mā te reo Māori.

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.

3 Ngā Whakamārama

Te Tauāki o Ngā Putanga o Te Aho Matua

E whakahaerehia ana te kura i raro i ngā mātāpono o Te Aho Matua. Ko te tirohanga me ngā wawata o te whānau e hāngai ana ki te whakatutukitanga o ia ākonga i tōna tino pūmanawa. He pai te mahi ngātahi a te whānau me ngā kaiako ki te whakarato i tētahi taiao akoranga mauritau e hāngai pū ana ki ngā ākonga. Ka whakapau kaha rātou ki te āta whakarite i te pūmautanga o te manaaki, te wairua, me te aroha ki ngā whakaritenga i te kura, ki te taiao akoranga anō hoki. E mōhio ana ngā ākonga ki ā rātou kawenga hei ākonga, hei mema hoki o te whānau o Te Kura Kaupapa Māori o Te Hiringa.

Te Tirohanga a te Whānau mō Te Aho Matua

E oke ana Te Kura Kaupapa Māori o Te Hiringa ki te whakawhanake i ngā mōhiotanga matua puta noa i ngā wāhanga akoranga katoa o ngā akomanga, ā, kia hāngai ēnei ki te mahi ngātahi, te pakirehua, ā, kia tuituia ngā mātāpono o Te Aho Matua ki te katoa o ngā hōtaka whakaako, ako hoki, puta noa i te kura.

4 Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

E whakawhanake ana ngā te mōhiotanga o ngā ākonga ki ō rātou hononga tuku iho.

Te Ira Tangata

E tino hāpaitia ana ngā ākonga, ā-tinana, ā-whatumanawa, ā-wairua hoki.

He hāneanea, he tau hoki ngā ākonga ki te taiao o te kura. Ka kitea te aroha, te manaaki, me te atawhai o ngā pākeke mō ngā ākonga. Ka noho tuwhera te kura ki te whānau, ā, ka tino whai wāhi atu rātou. Ka ngākau nui te whānau mō ā rātou tamariki. E tino hiahia ana rātou kia tino eke angitu ā rātou tamariki. Ka whakapau kaha rātou ki te tae atu ki te kura i ia rā, me te whai wāhi atu i ia te wā ki te ao o te kura, ki te taha o ā rātou tamariki.

Ko ngā hōtaka hākinakina tētahi āhuatanga nui ki te kura. He hōtaka whakapakari tinana ki te kura, ki te hapori whānui hoki, ā, he hōtaka hākinakina hoki ka whakaratohia mā ngā ākonga. Ka ākina, ka tautokona hoki ngā ākonga ki te whai wāhi atu ki ngā tūmomo kaupapa hākinakina ki te kura.

Ka āta kitea te hononga pakari ki waenga i te tuakana me te teina ki te kura. Ka tino tautoko ngā ākonga i a rātou anō, ki te whānuitanga o ngā tūmomo horopaki.

  • He harikoa, he hāneanea, he pakari hoki ngā ākonga.
  • Ka whakanui ngā ākonga i te whai wāhi nui mai o tō rātou whānau ki te ao o te kura.
  • E mōhio ana ngā ākonga ki ngā tūmomo karakia, ā, ka whakamahia ki te whānuitanga o ngā horopaki.
  • E mōhio ana ngā ākonga ki te tikanga me te kawa o Ngāti Raukawa me Tainui, ā, ka whakamahia e rātou.

Āhuatanga Ako

Ka whakatutuki ngā kaiako i ngā matea akoranga ake o te nuinga o ngā ākonga.

He pai te whakariterite o ngā kaiako ki te whakaako me te ako. Kei te tino mōhio ngā kaiako ki ā rātou ākonga, ā, he tika hoki ngā tūmomo wero ka whakaratohia mā rātou. Ka whakarite rātou i ngā mahinga me ngā tūmanako e mārama ana mō ngā ākonga. Ka whakamahi ngā kaiako i ngā rōpū iti ki te āta whakahāngai i te whakaako me te ako. Ka aro rātou ki ngā ākonga hei tautoko ake. Ka whakarato ki ngā ākonga ngā rauemi e tika ana ki te whakaoti i ngā mahi. Ka whakaongaonga ngā taiao akoranga hihiri, ā, he pai hoki te whakatakotoranga. He tino aronga ki te whakatairanga i te angitu i roto i te mātauranga, mō ngā ākonga katoa. Ka ngana ngā ākonga ki te ako. He mātātoa tā rātou whai wāhi atu ki ngā taumahi me ngā wheako akoranga e whakaratohia ana mā rātou.

Ka whakamahi ngā kaiako i te whānuitanga o ngā tūmomo rautaki aromatawai e tika ana i ia te wā, hei tāutu i ngā matea o ia ākonga. Ka whakarato hoki i te tautoko ake anō ki ngā ākonga hei āta hāpai.

  • E mōhio ana ngā ākonga ki ō rātou tūranga, ā rātou kawenga hoki hei mema o te kura.
  • Ka tahuri, ka ngana hoki ngā ākonga ki ngā akoranga.
  • He tākare te kawe a ngā ākonga i ō rātou hononga hei tuakana, hei teina.
  • Ka ngākau nui ngā ākonga ki te noho ki te kura, ā, he tākare hoki tā rātou whai wāhi atu ki ngā āhuatanga katoa o ā rātou akoranga.

Ngā wāhanga hei arotake, hei whakawhanake

Te hāpai i ngā ākonga e mau ana i ngā matea tauwhāiti. Me tāutu ake ngā kaiako i ngā tino matea ake o ia ākonga. Me toro atu rātou ki ngā tohutohu ngaio hei hāpai i a rātou ki te whakawhanake i tētahi aronga nahanaha ki te āwhina i aua ākonga i roto i ngā akomanga.

Te tautoko i ngā ākonga, kia mōhio ai rātou ki ngā taumata akoranga ka whai ake. Me whakapai ake ngā kaiako i tā rātou aromatawai whanake. Kāhore ngā ākonga e tino whakamōhiotia ana mō ngā taumata akoranga ka whai ake.

Te reo Māori

E whakawhanake ana ngā ākonga i te pai o ngā pūkenga ki te whakawhitiwhiti whakaaro mā te reo Māori.

Ka pānui te nuinga o ngā ākonga ki te taumata e tika ana mō rātou, ki runga ake rānei. Ka tuhi hoki rātou ki te taumata e tika ana mō rātou.

E whakaraupapa ana te tūtohinga i te tirohanga o te kura ki te whakatairanga, ki te whakanui ake hoki i ngā whakatutukitanga i roto i te reo Māori. Ka whakatakotohia ngā paetae ākonga te tino aronga mō te whakaako me te ako i te reo Māori. Ko ngā taumata mō ngā ākonga o ngā tau 5 ki te 8, ka hāngai hoki ki te ako i ngā kīwaha me ngā whakataukī, me te whakapai ake i ngā hanganga reo. He aronga nahanaha tā te kura ki te whakapai i te āheinga o ngā ākonga i roto i te reo Māori.

Ka whakarato ngā kaiako i te hōhonutanga o ngā taiao me ngā wheako o te reo Māori mō ngā ākonga. He kaha rātou ki te whakanui me te whakapūmau hoki, hei akiaki, hei whakahihiri anō hoki i ngā ākonga ki te ako. Ka rongo ngā ākonga i ngā kaiako, ā, he tino tauira rātou o te reo Māori, ā, ka āta whakawhitiwhiti kōrero ki ngā ākonga i ia te wā.

Ka ākina, ka hāpaitia hoki ngā ākonga e tīmata ana ki te kōrero i te reo Māori, kia riro ai i a rātou ngā tino pūkenga ki te whakawhitiwhiti whakaaro. Ka tautokona ia ākonga hou o te reo Māori e tētahi kaiāwhina mōna i roto i ngā akomanga.

  • Ka whakarongo ngā ākonga ki te reo, ā, ka whakautu, ka tūhura haere, ka whakawhitiwhiti kōrero hoki mō te reo.
  • E mōhio ana ngā ākonga ki tēnā e akohia ana e rātou, me te āhua hoki o te angitu.
  • He pakari te whakapuaki o ngā ākonga i ō rātou whakaaro.
  • He manawa whakahī tō ngā ākonga i a rātou e mōteatea ana.

Ngā Iwi

Ka kitea te manawa whakahī o ngā ākonga mō tō rātou whānau, tō rātou hapū, tō rātou iwi hoki.

Ka āta tautokona ngā ākonga ki te ako i te whānau, te hapū, me te iwi. He aronga matua ki te whakawhanake i te mōhiotanga o ngā ākonga ki te Kīngitanga. Ka tautoko, ka whakatairanga, ka whakanui hoki te kura i te Kīngitanga. Ka whakariterite, ka whai wāhi atu hoki ngā mema o te whānau i ngā haerenga ka whakatairanga ake i te ako i ngā iwi.

Ka whakaakona ngā waiata, ngā tauparapara, ngā mōteatea, ngā kīwaha, me ngā whakataukī o te takiwā nei ki ngā ākonga. Kei te mārama ngā ākonga ki ngā tikanga o roto, me te whai pānga o ēnei ki tō rātou whānau, tō rātou hapū, tō rātou iwi hoki.

Ka ako hoki ngā ākonga i ngā tāngata me ngā wāhi ki waho atu i tō rātou ake taiao. Ka whakarato ki a rātou ngā whai wāhitanga ki te mātakitaki i ētahi atu ahurea, me te whakatairite hoki ki tō rātou ake ahurea.

  • E mōhio ana ngā ākonga ki a rātou anō, ki tō rātou tūrangawaewae hoki.
  • He mōhiotanga tō ngā ākonga mō tō rātou ake iwi, tō rātou ake hapū hoki, ā, nā tēnei, e āhei ana rātou ki te āta whai wāhi atu i tēnei wā, hei ngā tau hoki kei te heke mai.
  • Ka whakapuaki ngā ākonga i ō rātou mōhiotanga ki te whānau.
  • E ākina ana ngā ākonga ki te tū ki te kawe i ngā mahi ārahi, i ngā whai wāhitanga anō hoki ki te ārahi.

Te Ao

E mōhio ana ngā ākonga ki tō rātou tūnga ki te ao Māori, ki te ao whānui hoki.

Ka whakaraupapa te tūtohinga i te tirohanga, ngā whāinga, me ngā mātau matua a te kura hei hāpai i ngā ākonga ki te whakawhanake i ngā tino hononga ki ngā tāngata o tō rātou ake taiao, o te ao whānui hoki. Ka whai wāhi ngā ākonga ki te whānuitanga o ngā tūmomo wheako akoranga, kia āhei ai rātou ki te whakawhanake i ngā hononga ki te ao whānui.

Ka hāpai ngā mema o te whānau me ngā kaiako i ngā ākonga ki te ako me te whakamahi i ngā tikanga me ngā kawa e whai pānga ana ki te hapori, ki te ao whānui hoki.

  • Ka wheako, ka whakapakari hoki ngā ākonga i ngā hononga ki ngā tāngata nō ētahi atu ahurea, nō ētahi atu wāhi hoki.
  • Ka whakawhanake ngā ākonga i ngā tino hononga ki te ao Māori, ki te ao whānui.
  • Ka whai wāhi atu, ka taunekeneke atu hoki ngā ākonga ki ētahi atu ahurea ki te whānuitanga o ngā taumahi i whakaritea ai, te puna reo, me ko’oanga.
  • Kei te mārama ngā ākonga ki Te Aho Matua me te whai pānga o aua mātāpono ki tō rātou ao hei Māori, hei tāngata hoki o te ao whānui.

5 Ngā Taunakitanga

Hei whakapai ake i te āhua o āna mahi, me whai whakaaro te poari ki te:

  • whakapakari ake i te tautoko e whakaratohia ana mō ngā ākonga e mau ana i ngā matea tauwhāiti

  • tautoko i ngā kaiako mā te whakawhanaketanga ngaio, hei whakapai ake i te aromatawai whanake, ā, kia whai wāhi ai hoki ngā ākonga ki ngā mōhiotanga e pā ana ki ngā taumata akoranga ka whāia tonuhia e rātou.

6 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.

Makere Smith

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

20 Mahuru 2013

Ngā Kōrero mō te Kura

Te tūwāhi

Kei Tokoroa

Te tau a te Tāhuhu o te Mātauranga

3100

Te tūmomo kura

He kura tuatahi (Tau 1-8)

Ngā kaiako:

mai i te rārangi ā-kura

ētahi atu

te maha o ngā kaiako

2.6

3

Te rārangi ā-kura

42

Ngā hononga ā-iwi

Māori 42

Te ira tangata

Tama tāne 21

Kōtiro 21

Ngā āhuatanga motuhake

Kura Kaupapa Māori Te Aho Matua

Te wā i te kura te rōpū arotake

Haratua 2013

Te wā i whakamanahia ai tēnei pūrongo

Mahuru 2013

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga Te Aho Matua, Haratua 2010

Arotake Tāpiri Te Aho Matua, Whiringa-ā-nuku 2007

Arotake Mātauranga Te Aho Matua, Here-turi-kōkā 2006

1 Background

Introduction

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

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

2 Te Aho Matua Summary

Te piko o te māhuri tērā te tipu o te rākau

Te Kura Kaupapa Māori o Te Hiringa is in Tokoroa. This is a Te Aho Matua kura.

Students are developing knowledge of their ancestral links.

Students are comfortable and confident in the kura environment. Teachers and whānau demonstrate love, care and concern for students.

Teachers meet the individual learning needs of most students. They are well prepared and organised for teaching and learning. Teachers know their students well and provide suitable challenges for them. Learning environments are stimulating, interesting and well presented. There is a clear focus on promoting academic success for students. Students are actively involved in kura activities and learning experiences. They are engaged in learning.

Students are developing effective communication skills. The majority of students read at or above their expected level. The majority of students are writing at their expected level. Emergent speakers of te reo Māori acquire effective skills for communicating. New learners of te reo Māori are provided with one to one support from kaiāwhina. Students are able to converse in te reo Māori.

Whānau members and teachers support students to learn and apply tikanga and kawa associated with the local community and the wider world.

  • Students experience and build relationships with people from other cultures and places.

  • Students understand Te Aho Matua and how it applies to their lives as Māori and as citizens of the world.

  • Students are happy, comfortable and confident.

  • Students know about and use tikanga and kawa that relates to Ngāti Raukawa and Tainui.

  • Students know who they are and where they are from.

  • Students are supported to accept and embrace leadership roles and opportunities.

  • Students confidently articulate their ideas in te reo Māori.

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.

3 Introduction

Te Aho Matua Outcome Statement

The kura operates in accordance with the principles of Te Aho Matua. The vision and aspirations of whānau focus on each student reaching their full potential. The whānau and teachers work well together to provide a harmonious and settled student-centred learning environment. They make every effort to ensure that the concepts of manaaki, wairua, and aroha are reflected in kura practices and within the learning environment. Students know their responsibilities as learners and as whānau members of Te Kura Kaupapa Māori o Te Hiringa.

Whānau Te Aho Matua Vision

Te Kura Kaupapa Māori o te Hiringa seeks to develop the key competencies across all learning areas in classrooms that are cooperative and inquiry focussed, the mātāpono of Te Aho Matua will be imbued into all teaching and learning programmes across the kura.

4 Findings

Nga Tino Uaratanga

Students are developing knowledge of their ancestral links.

Te Ira Tangata

Students are supported well physically, emotionally and spiritually.

Students are comfortable and confident in the kura environment. Adults demonstrate love, care and concern for students. The open door policy of the kura is well used and supported by whānau members. Whānau are passionate about their children. They want to their children to succeed and achieve well. They make every effort to attend kura daily and to regularly participate in the life of the kura alongside their children.

Hākinakina programmes feature strongly in the kura. Fitness courses within the kura and out in the community and physical development programmes are provided for students. Students are encouraged and supported to participate in kura sporting pursuits.

Tuakana/taina relationships are strong and evident at the kura. Students support each other well in a range of settings.

  • Students are happy, comfortable and confident.

  • Students value the contribution and participation of their whānau members in the life of the kura.

  • Students know and use karakia for a variety of purposes.

  • Students know about and use tikanga and kawa that relates to Ngāti Raukawa and Tainui.

Ahuatanga Ako

Teachers meet the individual learning needs of most students.

Teachers are well prepared and organised for teaching and learning. Teachers know their students well and provide them with suitable challenges. They establish clear routines and expectations for students. Teachers use small groups to provide targeted teaching and learning. They are responsive to students needing support. Students are provided with the resources they need to complete tasks. Learning environments are stimulating, interesting and are well presented. There is a clear focus on promoting academic success for all students. Students are engaged in learning. They are actively involved in the activities and learning experiences that are made available.

Teachers use a range of regular and relevant assessment techniques to identify individual student’s needs. Extra, targeted support is provided to students that require help.

  • Students know their roles and responsibilities as a member of the kura.

  • Students are on task and are engaged in learning.

  • Students embrace their tuakana/taina responsibilities with enthusiasm.

  • Students willingly attend kura and participate eagerly in all aspects of their learning.

Areas for review and development

Supporting students with special needs. Teachers need to better identify individual student’s specific needs. They should seek professional advice to help them develop a planned approach to assist with these students in classrooms.

Supporting students to know about their next steps for learning. Teachers need to improve their formative assessment practices. Students are not well informed about their next steps for learning.

Te Reo Māori

Students are developing effective skills in communicating in te reo Māori.

The majority of students read at or above their expected level. They are also writing at their expected level.

The charter outlines the kura vision for raising and promoting achievement in te reo Māori. Student achievement targets set a sound direction for teaching and learning in te reo Māori. Targets for Years five to eight students include learning kiwaha and whakatauki and improving language structure. The kura takes a planned approach to improving student’s te reo Māori capability.

Teachers provide students with rich te reo Māori learning environments and experiences. They use praise and affirmation well to encourage and motivate students to learn. Students are exposed to teachers who are good models of te reo Māori and readily engage students in conversations.

Emergent speakers of te reo Māori are encouraged and supported to acquire effective skills in communication. New learners of te reo Māori are provided with one to one support from kaiawhina in classrooms.

  • Students listen to, respond to and explore and discuss language.

  • Students know what they are learning about and what success looks like.

  • Students confidently articulate their ideas.

  • Students sing mōteatea with pride.

Nga Iwi

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

Students are well supported to learn about whānau, hapū and iwi. There is a particular focus on developing student knowledge about the Kingitanga. The kura supports, promotes and celebrates the Kingitanga. Whanau members plan and participate in excursions that enhance ngā iwi learning.

Waiata, tauparapara, mōteatea, kīwaha and whakatauki from the local area are taught to students. Students know the meaning of these and how they relate to their whānau, hapū and iwi.

Students learn about people and places from outside of their immediate environment. They are provided with opportunities to observe and compare other cultures with their own.

  • Students know who they are and where they are from.

  • Students have knowledge about their own iwi and hapū that enables them to make meaningful contributions now and in the future.

  • Students share their knowledge with whānau.

  • Students are encouraged to accept and embrace leadership roles and opportunities.

Te Ao

Students know their place in te ao Māori and the wider world.

The charter outlines the vision, goals and key competencies the kura has to support students to develop meaningful relationships with people from their immediate environment and the wider world. Students participate in a variety of learning experiences that enable them to develop connections with the wider world.

Whanau members and teachers support students to learn and apply tikanga and kawa associated with the local community and the wider world.

  • Students experience and build relationships with people from other cultures and places.

  • Students develop meaningful relationships in te ao Māori and the wider world.

  • Students participate in and interact with other cultures in a variety of organised activities including fitme, puna reo and ko’oanga.

  • Students understand Te Aho Matua and how these concepts apply to their lives as Māori and as citizens of the wider world.

5 Recommendations

In order to improve its performance the board should consider:

  • improving the support provided for students with special needs

  • supporting teachers through professional development to improve formative assessment and to involve students in knowing about their next steps for learning.

6 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.

Makere Smith

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

20/9/2013

About the Kura

Location

Tokoroa

Ministry of Education profile number

3100

Kura type

Full Primary (Years 1-8)

Teaching staff:

Roll generated entitlement

Other

Number of teachers

2.6

3

Roll number

42

Ethnic composition

Māori 42

Gender composition

Boys 21

Girls 21

Special features

Kura Kaupapa Māori, Te Aho Matua

Review team on site

May 2013

Date of this report

September 2013

Previous ERO reports

Te Aho Matua Review, May 2010

Supplementary Te Aho Matua Review, October 2007

Te Aho Matua Review, August 2006

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

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

Te piko o te māhuri tērā te tipu o te rākau

Te Kura Kaupapa Māori o Te Hiringa is in Tokoroa. This is a Te Aho Matua kura.

Students are developing knowledge of their ancestral links.

Students are comfortable and confident in the kura environment. Teachers and whānau demonstrate love, care and concern for students.  

Teachers meet the individual learning needs of most students. They are well prepared and organised for teaching and learning. Teachers know their students well and provide suitable challenges for them. Learning environments are stimulating, interesting and well presented. There is a clear focus on promoting academic success for students. Students are actively involved in kura activities and learning experiences. They are engaged in learning.

Students are developing effective communication skills. The majority of students read at or above their expected level. The majority of students are writing at their expected level. Emergent speakers of te reo Māori acquire effective skills for communicating. New learners of te reo Māori are provided with one to one support from kaiāwhina. Students are able to converse in te reo Māori.

Whānau members and teachers support students to learn and apply tikanga and kawa associated with the local community and the wider world.

  • Students experience and build relationships with people from other cultures and places.

  • Students understand Te Aho Matua and how it applies to their lives as Māori and as citizens of the world.

  • Students are happy, comfortable and confident.

  • Students know about and use tikanga and kawa that relates to Ngāti Raukawa and Tainui.

  • Students know who they are and where they are from.

  • Students are supported to accept and embrace leadership roles and opportunities.

  • Students confidently articulate their ideas in te reo Māori.

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.

Makere Smith

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