Te Kura Kaupapa Māori o Te Kotuku - 08/12/2014

1 Te Horopaki

Kei Rānui, ki te Hauāuru o Tamaki Makaurau,Te Kura Kaupapa Māori o Te Kōtuku e tū ana. E tau ana te noho a te whānau i tēnei kura ātaahua me te whenua e hora ana i mua i a rātou.

Nā te tawhiti te o te kura nei ki ētahi atu kura, kōhanga reo hoki, he kaupapa e kōrerotia nei e te whānau i tēnei wā tonu. He kaupapa matua hoki tēnei mō te ohu kōhanga reo e kimi ana tētahi huarahi hei whakangāwari ake te haere ki te kura. Heoi, ahakoa ngā tai roa a Kupe, kei te puāwai tonu ana te whānau i raro i ngā mātāpono o Te Aho Matua. He kaha rātou ki te whai haere i ngā tikanga tuku iho, te whai i te reo Māori me ngā tukuihotanga o rātou mā. He mauritau tō ngā tamariki i roto i ēnei āhuatanga whakahirahira.

E whārikihia ana ngā tuhinga mō tēnei pūrongo i raro i ngā whakaaro i pupū ake mai i Te Aho Matua e kī ana “ko te tamaiti te pūtake”. Arā, ka whai wāhi ai te whānau me ngā kaimahi ki te tautoko i ā rātou tamariki, kia puāwai, kia anga whakamua, kia puta a-ihu. Ka mahi ngātahi ai te whānau me ngā kaimahi hei hāpai i ngā akoranga whānui o ngā tamariki me tō rātou waiora hoki. Ko ngā whakaaro e whai ake nei e kōpani ana i ngā mātāpono o Te Aho Matua.

“E te piki kōtuku, kia iho tāmore kia aho kōmata, whakaae te pito mata”

“E te matahīapo, ao ake mehe kotuku rerenga tahi”

“E Te raukura, tōiri ana Te Mura o aho matua, ko mauriora te huatau”

2 Te Tino Uaratanga

He aha ngā hua ka rea ake i tā ngā kaitiaki whakaariari i ngā tini whanaungatanga kia mauriora te kōtuku i ōna rerenga?

Kei te tipu mātoro ngā tamariki i roto i o rātou tuakiri, e whai oranga ana, arā, kei te rongo i te mahana o te korowai o te whānau. Anō rā hoki, kei te whakatinanahia ngā mātāpono o Te Aho Matua.”

E tiaki kaha ana te whānau i te ākonga. Ko tōna tuakiri te pūtake o tōna whakatipuranga hei ārahi i tōna whanaketanga. He mana tō te tamaiti i roto i āna akoranga. He tamaiti tū pakari, tū māia, ā, ka whai koha ai i roto i āna mahi. Ko ōna tuakana ngā tino tauira hei whainga māna. E kitea ana te tikanga tuakana, teina e puāwai ana. Kei te tipu te tamaiti hei kaiārahi i roto i ngā kaupapa huhua pēra i ngā mihimihi, ngā karakia, te tito waiata, hanga kiriata, tiaki māra me te manaaki tangata. E pono ana ia ki ngā tikanga o te kura. He tamaiti harikoa, whai whakaaro, aroha ki te tangata. He māia ki te whakaaroaro me te whakatau i āna mahi. Kei te pakari haere i roto i ngā āhuatanga ako, tae atu hoki ki te reo Māori. Kei roto hoki ia i ngā hakinakina me ngā tūmomo āhua o te mau rākau. He mana tō te tamaiti i raro i te korowai awhi o te whānau.

Kei ngā ohu whānau te mana whakahaere mo te kura hei oranga mō ngā tamariki. Kei ia ohu a rātou ake kawenga. Mā tēnei ka māmā ake ngā wāhanga whakahaere o te kura. He mīharo te kite atu i te kounga o te mahitahi, te whai i ngā huarahi pārekareka, te tuku pūrongo ki te whānau me te āta whakatakoto mahere. Kei te tiro whakamua te whānau me te hāpori i runga i te whakaaro kōtahi hei painga mō ngā tamariki. He whānau kaha, ka āta titiro ā mua, ā, kō ētahi he tohunga i roto i a rātou mahi. Ko tētahi o ēnei ohu he mātau ki te tuitui tangata, arā, hei whakangāwari ai te urunga o ngā whānau hou ki te kura. Tau ana te mauri o ngā tamariki hou nā te kaha o te kura ki te manaaki i a rātou. Kua kitea te tohungatanga o te manaaki tangata, ā, kua mau i roto i te whatumanawa o ngā ākonga. He whāinga matua tō te hauora hei oranga mō ngā tamariki.

Ko te whānau whānui te kupenga hao mō ngā tauira, he kupenga, tautoko, he kupenga āwhina. Ko ngā kaumātua, kuia ngā pou o te kura. Ko te ohu kōhanga reo e te kimi haere he huarahi hei whakatū he kōhanga reo e pātata ana ki te kura.

Kua tipu haere te whanaungatanga ki waenganui i ngā tamariki me te hapori nā te hono tahi i roto i ngā hākinakina. Ka haere ngā tauira ki te toro atu ki ētahi atu kura. He hononga hoki ki te whare wānanga i roto i ngā rangahau e pā ana ki te pāngarau. Kei te whānui haere ngā whanaunga o te kura, ā, he ngāwari te nekehanga o ngā tamariki mai i te kura ki ngā Whare Wānanga.

Kia mauriora te kōtuku i ōna rerenga. Mai i ngā momo wheako e pupū ake ana i roto i te whanaungatanga ka mōhio ngā tamariki i te painga o te hono tahi ki te whānau. Arā noa atu ngā wheako o te kapa haka, ngā haerenga, te maara kai o te kura, te hakinakina, ngā pō whakanui me te aroha o te whānau. Me mahara hoki ki ngā tikanga tuku iho ā rātou mā e ārahi nei i ngā ākonga. E tū pakari ana ngā tamariki i roto i te whakawhanaungatanga.

Kei runga noa atu ngā hua o te ako mō ngā tamariki. Kua whakaritea he taiao e tūwhera ana e taea ai te tautoko tētahi ki tētahi me te aro turuki i ngā tauira katoa. Kua waia te ohu kaiako ki ēnei āhuatanga. Ka rere te wairua o Te Aho Matua i roto i ngā mahi katoa. Ko te aratohu o te ako kei raro i ēnei kaupapa

  • “te pai o te kōtuku” - te whakaako me ngā mahi ako, te whai hua me te anga whakamua
  • “te wao o te kōtuku” – he tautoko mai i waho, te mauri i roto i te kaupapa hei ārahi i ngā mahi ako.

Kua waia te ohu kaiako ki te whakarite mahere ako mō ia tamaiti. Ka mahi i roto i te takitahi, ā rōpū, tuakana-teina, ā-tōpū hoki. Ka whakapau kaha rātou katoa kia whai hua ai ngā mahi. E whakatūwhera ana ngā tatau o te whakawhanake ngaiotanga ki te ohu kaiako me the whānau hoki. He rōpū e whakaaroaro ana kia eke panuku, eke Tangaroa i roto i ā rātou kawenga katoa. Hāngai katoa ngā akoranga ki te puāwaitanga o ngā tamariki.

E mōhio ana te ohu kaiako ki te tuakiri o ia tamaiti, ā, ki ngā piki me ngā heke hoki. Ko te tiaki i te wairua o te tamaiti te tino kaupapa. Ka tīmata ngā aromatawai mai i te tuakiri, ā, ka riro mā ngā matea o te tuakiri e āta arahi i ngā akoranga. Mā tēnei āhua e taea ai te tauira ki te anga whakamua i runga anō i tōna ake kaha. Kei te tipu pai te tuakiri o te tamaiti.

Ka whiriwhiria he rōpū tamariki mai i ngā reanga katoa hei araturuki i ā rātou āhuatanga ako katoa. Mai i tērā e taea ai te kite i te kaha, te hiahia o ia tauira me te whakarite he huarahi hei āwhina i tēnā, i tēnā o rātou. Ka pēnei te āhua o te aro turuki mō te roanga o te tau. I te mutunga ka hua ai ngā mahi. Ka tuku pūrongo te ohu ki te whānau. E tipu ana ngā tamariki i roto i ēnei tūāhua.

E hiahia ana te whānau kia Māori mai te reo o ngā ākonga. Kei roto i ngā mahi o te Aho Pipi Kōrero ka whai wā ngā ākonga ki te whakarite kaupapa kōrero i runga kiriata hei whakaatu ki ngā kaiako me ngā mātua. Ko te tū, te tuku kōrero ētahi o ngā tirohanga. Ko te tamaiti tonu hei aromātai i aia anā. Ka whiwhi pūrongo mai i te kaiako. Ka mōhio ngā tauira ki ngā tikanga o te whakaputa kōrero. Kua tipu haere te māiatanga o ngā tauira i roto i te reo Māori.

E māro ana te haere o ngā mahi arotake whaiaro kia ahu whakamua tonu ngā tamariki i roto i ngā akomanga. Kei roto i ngā pūrongo o ia ohu mana whakahaere ngā arotake tino whai kiko. He teitei rawa ngā whāinga o ngā mātua mō ā rātou tamariki. Ko ēnei whāinga e akiaki ana i te whānau. Ko te whakaaro tahi e whakahau ana. E mōhio ana rātou he huarahi tēnei hei whakawhanake tonu. Ka mihi ki ngā taumata kua kakea e ngā ākonga.

E whakapono ana te whānau whānui kei te ahu whakamua ngā mahi o te kura. Nā te pono ki te kaupapa, ngā hua e puta mai ana i ngā tamariki, te kaha o ngā kaiako ki te whakatinana i te kaupapa me te noho roa o te katoa, kua eke pai ai te kaupapa. Ka mihi hoki ki te kaha o te tumuaki ki te ārahi i te whānau. He tino kaupapa tēnei ki a ia. E tika ana te kōrero, he toa takitini tēnei whānau, ā, ko te kura te kāinga rua mō rātou. Kei te tino ora rawa atu, he harikoa hoki ngā tamariki.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atua i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere 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 rātau herenga ā-ture e pā ana ki:

  • ngā whakahaere a te poari
  • te marautanga
  • ngā whakahaere mō te hauora, te haumaru me te orange 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
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga kit e kura.

3 Ngā Taunakitanga

Kia kaha te whānau ki te whanake i ngā kaupapa o te kura kia tū pakari.

Hei ā hea te Tari Arotake Mātauranga arotake anō a ii te kura?

Tērā ka whakahaeretia e te Tari Arotake Mātauranga te arotake whai muri, i roto i ngā tau e toru.

Lynda Pura-Watson

National Manager Review Services Maori (Te Uepū a-Motu)

8 Hakihea 2014

1 Context

Te Kura Kaupapa Māori o Te Kōtuku is in Ranui, West Auckland. The whānau are well established and enjoy their unobstructed hilltop position overlooking Auckland.

The whānau are discussing the distance of the kura to other kura and kōhanga reo. The whānau are looking for ways to make access to the kura easy. This is a priority for the ‘ohu kōhanga reo’ who continue to investigate possibilities. However, the kura whānau continue to grow and flourish in the values of Te Aho Matua. The whānau have a clear understanding of the principles of Te Aho Matua. They adhere to the principle of ‘ngā tikanga tuku iho’, pursue te reo Māori and traditional Māori teachings. Students are happy and enjoy being a valued member of this whānau.

An important aspect of this report is that the principles of Te Aho Matua declare, “the child is the heart of the matter”. Consequently, the whānau, the extended whānau and staff collectively contribute to the development, progress and achievement of the students. Whānau and staff work together to make positive contributions to students learning and wellbeing. The principles of Te Aho Matua are represented in the following statements:

“E te piki kōtuku, kia iho tāmore kia aho kōmata, whakaae te piko mata”

“E te matahīapo, ao ake mehe kōtuku rerenga tahi”

“E te raukura, tōiri ana te mura o aho matua, ko mauriora te huatau"

2 Te Tino Uaratanga

How successfully are students individual intellectual, spiritual, emotional, physical and mental wellbeing nurtured by focused whānau support?

Student’s individual intellectual, spiritual, emotional, physical and mental wellbeing is successfully nurtured by focused whānau support. They embody the principles of Te Aho Matua.

Students are well cared for by the whānau. Strengthening students’ knowledge of their identity supports and guides their development. Students are secure in their learning. They are confident and able to make positive contributions to tasks and activities. The tuakana are models for their taina. This tuakana, taina concept is practised consistently. Students undertake leadership roles and are developing various skills including leading karakia, meeting and greeting visitors, composing waiata, creating and producing videos, taking care of their kura garden, hosting whānau and visitors to the kura. They have a strong belief in the philosophy of their kura. The students are happy, courteous and respectful. Students ably reflect on their tasks and make decisions. They are strengthening skills in various areas of learning including te reo Māori. Students participate in a number of sports as well learning about mau rākau. Student’s overall wellbeing is well catered for and supported by the whānau.

The way that whānau ohu manage the kura, benefits students. Each ohu have specific roles. Because of this the management of the kura is well supported. They use a professional approach and produce high quality reports that are effectively planned and well researched. They consistently review content in terms of progressively moving forward. They are developing as a whānau working together to benefit their children. The groups are strong, forward thinking and several members are professionals. A particular group takes responsibility for new whānau members to make their transition easy. They take good care of them and ensure the children settle in well. Manaaki is an integral value that reflects the character of the whānau. Students practice manaaki well. The health and wellbeing of students is a priority for the whānau.

Students are well supported by the contribution of the extended whānau. They work together to maintain, sustain and contribute to student achievements. The kaumātua and kuia support the kura. The kōhanga reo ohu are investigating ways to establish a kōhanga reo nearby.

Students have developed positive relationships with local community sports teams. Students often visit other kura. They have links to a university pāngarau project. These types of relationships in the wider community positively support students to transition to tertiary study.

Students thrive on the variety and quality of experiences the whānau provide. Students recognise the strength and value of the whānau through their collective contribution to various experiences. These include kapa haka, outings, the kura garden, sport, celebrations, pipi kōrero and the care and support of the whānau. The learning and teaching from experts about customs and rituals, mōteatea and karakia is highly valued by all. Students are confident in their relationships with others.

Students experience quality teaching and learning from staff. This is an open plan environment allowing for staff to support each other and to collectively monitor students. Staff are accustomed to this design and work well together as a team. The principles of Te Aho Matua are constantly present. Focused strategies for learning are:

  • “to prepare the kōtuku” –teaching and learning, achieving and progressing
  • “te wao o te kōtuku” - extra support, bringing stability and meaning to learning.

Staff plan individually for students. They work with individuals, groups as well as whole class groups. The strengths and expertise of staff, whānau and students are utilised well. There is regular professional learning and development for staff and whānau. Staff strive for excellence. They plan together. They are aware of their responsibilities. Students are responsive and becoming more independent. Programmes of work are planned and organised with good detail. Students benefit from focused individual teaching and learning.

Student holistic wellbeing is identified including students strengths and areas for development. Staff know their students well. Caring for the spiritual wellbeing of each student is a priority. Assessment acknowledges the wellbeing and needs of the student. This enables each student to determine and utilise the curriculum for their learning needs. Students progress at their own pace. Student wellbeing is being nurtured.

A group of students are selected from each level to be monitored closely. Kaimahi are able to identify strengths, needs and design appropriate support for each of them. They are monitored throughout the year. Focused teaching for each emerges. Reports are prepared for parents. Students are progressing well using this approach.

Te reo Māori for students is a priority. A prominent task for students is the Aho Pipi Kōrero. Students take responsibility to prepare a presentation, using a video, for staff and parents. They focus on their presentation skills and the clarity of their messages. The students assess their own performance. They receive a report from staff. Students are becoming more aware of oral presentation skills. Student’s confidence presenting in te reo Māori has developed.

Ongoing review of student progress and achievement is rigorous. Monthly ohu reports provide strong evidence of self review against group goals and expectations. Whānau have very high expectations for students and aim for excellence. Collective goals drive the whānau. They acknowledge pathways for monitoring student progress are still developing. Student achievement is acknowledged.

The whānau have a strong belief in the kura to focus on the future for their children. Their belief in the kaupapa, the quality of learning emerging from their children, the sustained effort of staff, the stability of the whānau has contributed to their success. The tumuaki is a capable leader of the whānau. She is committed to this kaupapa and her skill is reflected in the proverb –“he toa takitini te whānau”- the kura is their second home. Students are well and happy.

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.

Recommendation:

The whānau continue to strengthen and develop the kaupapa of the kura.

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in three years.

Lynda Pura-Watson

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

8 December 2014

About the Kura

Location

Rānui, West Auckland

Ministry of Education profile number

3104

Kura type

Years 1-8

Kura roll

65

Gender composition

Girls 32

Boys 33

Ethnic composition

Māori 63

Pākeha 2

Special features

Kura Kaupapa Māori, Te Aho Matua

Revie team on site

August 2014

Date of this report

8 December 2014

Most recent ERO reports

Supplementary Review

Education Review

Supplementary Review

July 2010

June 2008

April 2006