Te Kura Kaupapa Māori o Te Hiringa - 21/12/2017

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