Te Kura Kaupapa Māori o Te Kotuku - 29/10/2010

1. He Whakamārama

He Kupu Whakataki

Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā tētahi ō ngā Kaiwhakahaere Matua ā-Rohe o te Tari Arotake Mātauranga.

E aromātai ana tētahi arotake tāpiri i te whānuitanga me te whai huatanga o ngā mahi ā tētahi kura ki te whakatutuki i ngā take i whakatakotohia ai i te arotake mātauranga o mua atu, ā, i ētahi atu wāhanga rānei kua tāutuhia whai muri o taua arotake.

I whakaritea tēnei pūrongo arotake tāpiri i runga o ngā tikanga whakahaere paerewa kua whakamanatia e te Āpiha Kaiarotake Matua.

Ngā Whakataunga mo Ngā Whakapuakitanga

Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te poari me te rōpū whakahaere o Te Kura Kaupapa Māori o Te Kōtuku, e pā ana ki ngā wāhanga i tāutuhia e te pūrongo o 2008. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:

  • Te Reo – tae atu ana ki te mātauranga rumaki, me ngā taumata mō ngā ākonga;
  • Āhuatanga Ako – tae atu ana ki te whakawero i te ako a ngā ākonga, ngā rautaki whakaako, te kaitātakitanga; me
  • ētahi atu take tēra ka pupū ake i te wā o te arotake.

Ngā Kōrero e pā ana ki te Kura

Te tūwāhi

Kei Rānui, ki te Hauāuru o Tāmaki-makau-rau

Te tau a te Tāhuhu o te Mātauranga

3104

Te tūmomo kura

Tau 1 - 8

Te tatauranga hāpori ōhanga

3

Ngā kaiako:

mai i te rārangi ingoa ētahi atu

te maha o ngā kaiako

 

3.04

3.04

Te rārangi kura

34

Te ira tangata

Tama tāne 23 Kōtiro 11

Hononga ā-iwi

Māori 33

Pākehā 1

Ngā āhuatanga motuhake

He kura kaupapa Te Aho Matua

Ngā wā i te kura te rōpū arotake

Hōngongoi 2010

Te rā o tēnei pūrongo

29 Whiringā-ā-nuku 2010

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Arotake Mātauranga Te Aho Matua, Pipiri 2008

Arotake Tāpiri Te Aho Matua, Paenga-whāwhā 2006

Arotake Mātauranga Te Aho Matua, Poutū-te-rangi 2005

2. Te Aromātai a te Tari Arotake Mātauranga

Mahi ngātahi i roto i te aroha,

Tētahi ki tētahi hei korowai mō ngā tamariki,

Hei atawhai i ngā tamariki.

E noho pūmau ana te poari, te whānau, te tumuaki, me ngā kaiako ki tēnei tirohanga mō te kura. Ka ngana rātou ki te mahi ngātahi hei painga mō ngā ākonga. Kua whakawhanaunga atu te kura nei ki ētahi atu kura kaupapa Māori, ki ngā kura o te hāpori, me ngā kaitautoko hoki o-waho, hei whakapakari ake i ō rātou puku mahinga.

Nō nā tata tonu nei te whānau i hūnuku ai ki tō rātou kura hou, ki Rānui, whai muri mai i te nohonga ki te Kura Tuarua o Rutherford mō ngā tau tekau mā whitu. Kei runga puke te kura, e titiro whakate waho ana ki te Hauāuru o Tāmaki-makau-rau, tae atu anō hoki ki te whanga. Ko te whakatakotoranga o te kura e hāpai ana i ngā tikanga o te whānau, pērā i te manaakitanga, te whanaungatanga, te kaitiakitanga, ngā karakia, me ngā whakamihi. Kātahi anō te tumuaki ka hoki mai i muri mai i te whānautanga mai o tana pepi. He kaiako hoki te tumuaki. I mua o tana hokinga mai, i te kawe tētahi tumuaki whakakapi i tōna tūranga whakahaere.

Nā te tautoko o te kaitohutohu mātanga, te tumuaki, me te tumuaki whakakapi, kua pai te ahunga whakamua ki te whakatutuki i ngā āhuatanga i tāutuhia ki te pūrongo o Pipiri 2008, hei whakapai ake. I hāngai ēnei wāhanga ki te mātauranga rumaki me ngā taumata e pā ana ki ngā paetae ākonga i roto i te reo Māori, me te whakarato i ngā wero mō ngā akoranga a ngā ākonga, ngā rautaki whakaako, me te ārahitanga.

He pakari ngā akonga ki te reo Māori. Ko te reo Māori te reo tuatahi, te reo whakawhitiwhiti kōrero ki te kura. E hāngai ana ngā whāinga rautaki me ngā taumata ākonga ki te whakawhanaketanga o te reo Māori. Ka whakatū ētahi wānanga, hei āwhina i ngā mema o te whānau ki te whakapiki i tō rātou āheinga ki te reo Māori. He mātātoa te tautoko a te whānau i te kura. Ka whakamahere, ka whakawhanake hoki ngā kaiako i ngā hōtaka akoranga kua tuituia, ā, e hāngai ana ēnei ki te whakapiki ake i te mātau ki te reo Māori. Ko ngā matea o ngā ākonga i roto i te reo Māori, te pūtake o ngā mahi whakamahere hōtaka. Ko te whai wāhitanga o ngā ākonga ki ngā mahi toi, pērā i te kapa haka me ngā whakaari e whakatairanga ana i ngā whai wāhitanga ki te ako i te reo.

E hāngai ana te tirohanga matua ki te waiora ā-wairua, ā-whatumanawa, ā-tinana hoki. He tau, he mārie ngā ākonga, ā, kua rite ki te ako. Nā te whakatakotoranga māhorahora o ngā akomanga, ka āhei ngā tēina ki te ako ngātahi ki te taha o ō rātou tuākana. Ka āta tautoko, ka āta akiaki, ka āta kipakipa ngā kaiako i ngā akoranga a ngā ākonga i roto i tēnei taiao. Ka ako, ka tūhura hoki ngā ākonga i tō rātou ake taiao, i te hāpori whānui hoki. E mōhio ana te whānau me ngā kaiako, me whakawhānui ake rātou i ngā whai wāhitanga mō ngā ākonga ki te whakapakari haere i tā rātou kōkiri i a rātou ake akoranga, me te mahi ko rātou anake.

Ko tētahi tino tukanga e pā ana ki te arotake whaiaro, e hāngai ana ki te whakawhanake tonutanga o te mātauranga. Kua tāutuhia e te whānau me ngā kaiako, he mea nui ki te whakawhānui i ngā rautaki whakaako, ako hoki, hei āta whakamahi tōtika i te takotoranga māhorahora o ngā akomanga.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga i te āheinga o te poari whakahaere ki te whakahaere i te kura hei painga mō ngā ākonga me te Karauna, me te whakatutuki i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotake anō te Tari Arotake Mātauranga i te kura, i roto i ngā tau e toru.

3. Ngā Whakaaturanga

Te Reo

He whakamārama

I tāutu te pūrongo o Pipiri 2008, he mea nui kia whakawhanake, kia whakatinana hoki te whānau me ngā kaiako i ngā rautaki ka āta whakarite i te kōrerotanga o te reo Māori, ki ngā ākonga, i ngā wā katoa. E ai hoki ki taua pūrongo, me whakawhānui ngā taumata e pā ana ki te reo matatini o ngā ākonga, kia whai pānga hoki ki ia rōpū o ngā reanga.

Ngā wāhanga kua pai ake

Te mātauranga rumaki me ngā taumata e pā ana ki ngā paetae ākonga.E tino whakapūmau ana te whānau me ngā kaiako ki te whakapakari i te reo Māori hei reo matua ki te kura. Ko te arotakenga o te whakamahinga o te reo Māori ki te kura, i whai pānga ki te whakawhanaketanga o ngā whāinga rautaki e hāngai ana ki te whakapikitanga ake o te pūmautanga me te āheinga o te whānau me ngā ākonga i te reo Māori. Ka whakaatuhia hoki tēnei aronga ki ngā taumata e pā ana ki ngā paetae ākonga, e aro nui ana ki te whakapai ake i te āheinga o ngā ākonga i roto i te pānui me te pāngarau, me te whakapiki ake i te māia o ngā ākonga ki te karakia. Ko te whakawhanaketanga pai o te mahere ā-tau, e āta tāutu ana i ngā rautaki e hāpai ana i te whakatutukitanga o ngā taumata. Kei roto hoki i tēnei mahere, ko te whakawhanaketanga ngaio o ngā kaiako e hono ana ki ngā tino wāhanga e whāia ana. Ko te auau o te aroturuki me te pūrongo i runga anō i ngā taumata, e whakarato ana i ngā mōhiohio ki te whānau me ngā kaiako mō te āhua o te ahunga whakamua a ngā ākonga.

E ākina ana, e hāpaitia ana te whānau kia whakapakari ake i ō rātou mātau ki te reo Māori. He mātātoa tā rātou whai wāhi atu ki ngā wānanga e tū ana i ia wā. Ka tautoko katoatia e te whānau ngā taumahi a te kura. Nā ngā whai wāhitanga ki te āwhina ki te kura, ka rongo, ka ako hoki ngā mātua i te reo Māori e kōrerohia ana e ā rātou tamariki, me ngā kaiako. Ka whakatauira ngā kaumātua i te whakamahinga taketake o te reo Māori me ngā tikanga. Ko tā rātou tae ā-tinana atu ki ngā huihuinga o te kura, e noho pūmau ana ki te waiora ā-wairua, ā-tangata hoki o te whānau o te kura. Ko ngā taonga e tākohatia ana e te whānau, e tohu ana i ngā wā katoa, i te whakahirahiratanga o te reo me ngā tikanga ki te kura.

E hāngai ana ngā mahi whakamahere hōtaka ki te whakatairanga i ngā akoranga a ngā ākonga i te reo Māori. Ka whakamahere ngātahi ngā kaiako, i ngā hōtaka akoranga kua tuituia. Ko te aromatawai a ngā kaiako i ngā matea reo o ngā ākonga, e ārahi ana i ngā whakamāhere. Nā te whakawhanake ngaiotanga, e āhei ana ngā kaiako ki te whakamahi i ngā rautaki tika e pā ana ki te ako i te reo tuarua, hei whakanui i te reo Māori.

Ko ngā mahi toi tētahi tino āhuatanga i te kura. He pakari ngā ākonga ki ngā mahi haka, me te whai wāhi hoki ki ngā whakaari pakiwaitara, ki mua i ngā kaimātakitaki e ngākau nui ana ki ā rātou mahi. Nā ēnei taumahi, e āhei ana ngā ākonga ki te whakamahi i ō rātou taha pohewa, taha auaha hoki, i a rātou e whakawhiti kōrero ana ki te reo Māori. Nā tēnei, ka rongo, ka kōrero hoki ngā ākonga i te reo Māori i roto i te whānuitanga o ngā tūmomo horopaki akoranga. Ka whakaatu rātou i te māia ki te aro ki te reo Māori i ngā horopaki ōkawa, ōpaki hoki. E pūāwai ana ngā ākonga hei kaikōrero mātau, hei kaikōrero pakari i te reo Māori.

Āhuatanga Ako

He whakamārama

E ai ki te pūrongo Arotake Mātauranga o Pipiri 2008, he mea nui ki te whakawhānui i ngā tūmomo rautaki whakaako, hei aro ki ngā tino matea takitahi. I tāutu hoki, he mea nui mō ngā kaiako te hāpai i ngā ākonga katoa ki te aro mārika ki ngā akoranga. I tāutu te pūrongo o mua a te Tari Arotake Mātauranga, me tautoko te tumuaki hou. Engari, nō muri mai i te pūrongo o mua, he tumuaki hou tō Te Kura Kaupapa Māori o Te Kōtuku, ā, he nui ōna mātanga hei tumuaki i tētahi atu kura kaupapa Māori o mua. Kātahi anō te tumuaki ka hoki mai ki te kura muri mai i te whānautanga mai o tana pepi, ā, i te whakatutuki tētahi tumuaki whakakapi i tōna tūranga, i mua i tōna hokinga mai.

Ngā wāhanga kua pai ake

Ngā rautaki whakaako ki te whakawero me te whakawhānui i ngā akoranga a ngā ākonga.He tau, he mārie hoki ngā ākonga, ā, kua rite ki te ako. Ko te kaupapa matua mō ngā kaiako me te whānau i te tau kua pahure ake nei, ko te arotahi ki te waiora ā-wairua, ā-tinana, ā-whatumanawa hoki o ngā ākonga. Kua whakamahia e ngā kaiako te maha o ngā rautaki hei hāpai i tēnei kaupapa matua. Inā koa, e whakaū ana i ngā wā katoa, ngā uaratanga me ngā whakapono Māori, pērā i te manaakitanga, te whanaungatanga, te kaitiakitanga, ngā karakia, me ngā whakamihi. Ko te hūnukutanga ki te kura hou nō nā tata tonu nei, i whakanui ake i ngā whai wāhitanga ki te whakawhānui ake i ngā akoranga a ngā ākonga.

Tīmata ai te rā o ngā ākonga mā te parakuihi ki te wharekai, ā, ka kai rātou ki konei i ngā wā kai katoa. Ko te wā kai tētahi wā nui mō ngā mātua me ngā ākonga ki te rongo, te whakamahi, me te ako hoki i ngā tikanga Māori me te reo Māori. Ka pōwhiritia ngā manuhiri ki te whare, ā, he pai te whakatakotoranga o te kura ki te manaaki i ngā manuhiri ka noho ki te kura mō te po. Ka ako ngā ākonga i te kaitiakitanga, mā ngā mahinga taiao, pērā i te hangarua, te māra kai, me te pāmu noke. Ko ngā karakia me ngā whakamihi ētahi āhuatanga e noho pūmau ana ki ngā taumahi katoa o te kura. Nā te pakari o ngā hononga ki ētahi atu kura kaupapa Māori, me ngā kura o te hāpori, e āhei ana ngā ākonga ki te whakawhānui ake i te whanaungatanga, me te whakatairanga i ngā wheako akoranga ki ngā ākonga me ngā whānau o ēnei wāhi.

Nā te mea he hou te kura, e arotahi ana ngā kaupapa rangahau ki te ako o ngā ākonga i Te Kōtukutanga. Ka ako, ka tūhura hoki ngā ākonga i tō rātou kura me te hāpori whānui. Ka whakapuaki ngā manuhiri me te whānau i ō rātou mōhiotanga, ō rātou pūkenga hoki ki ngā ākonga. Nā te pai o ngā rauemi, me te hou, te māhorahora hoki o ngā akomanga, e āhei ana ngā tuakana me ngā tēina ki te ako ngātahi. E mōhio ana ngā ākonga ki ngā tūmanako e pā ana ki ngā akoranga. Nā ngā paearu angitu, e āhei ana rātou ki te aroturuki i ā rātou akoranga, i runga anō i ngā tūmanako nei. Ka hāpai, ka akiaki hoki ngā kaiako i ngā akoranga takitahi, takirōpū hoki. He pai ngā rauemi ki ngā akomanga, ā, he rorohiko hoki e wātea ana ki ngā ākonga. E whakaongaonga ana ngā ākonga ki te ako, ā, he hihiri hoki rātou ki ngā akoranga.

Te ārahitanga. He nui ngā tūmanako o te poari, te whānau, te tumuaki, me ngā kaimahi, mō te mātauranga o ngā ākonga. He mātau aua rōpū katoa, ā, e ngākau nui ana, e whakapau kaha ana hoki rātou ki te whakatutuki i ēnei tūmanako. Kua āwhina te kaitohutohu mātanga, te tumuaki whakakapi, me te tumuaki, i te whānau me ngā kaiako ki te whakapakari ake i tō rātou kāwanatanga, whakahaeretanga, whakaritenga whakaako hoki. Ka kitea te whakaute o ngā hononga. Ka manaakitia te whānau me ngā ākonga ki te kura, ā, ka noho haumaru, ka noho tau hoki ki konei. Ko ngā whakamātau o te rōpū ārahitanga i āwhina i ngā ākonga me te whānau ki te whakawhanake i tētahi tino aronga toi whenuatanga, me te whakapūmautanga ki te angitu o te kura.

Te wāhanga hei whakapai ake anō

Te whakaako me te ako ki akomanga māhorahora.Ahakoa he tau, he hihiri, he kipakipa hoki ngā ākonga ki te ako, ko te mahi mā ngā kaiako i nāianei, ko te whakawhānui i ngā rautaki whakaako, rautaki akoranga hoki, hei poipoi i ngā akoranga takitahi, me te akiaki i ngā ākonga ki te whakakaha ake i tā rātou kawe i ā rātou ake akoranga. E mōhio ana te whānau me ngā kaiako, he mea nui ki te whakapakari i ā rātou rautaki whakaako, ako hoki, me te whakanui ake i ngā painga e pā ana ki te whakaako ki ngā akomanga māhorahora. E whakarite ana ngā kaiako ki te rapu i te whakawhanake ngaiotanga, hei āwhina i a rātou ki te whakatutuki i tēnei.

4. Ētahi atu wāhanga

He whakamārama

Ahakoa, kāhore te arotake whaiaro i tāutuhia ki te pūrongo ā te Tari Arotake Mātauranga i te tau 2008, ka tino kitea ngā whakaritenga e pā ana ki te arotake whaiaro, ki te kura. Ko te kaha o ngā mōhiohio arotake whaiaro, e hāpai ana i te whakahāngaitanga o te whakawhanaketanga me te whakapaitanga ki ngā wāhanga katoa o ngā paetae ākonga.

Te wāhanga kua pai ake.

Te arotake whaiaro.Kua tīmatahia e te whānau, te poari, me ngā kaiako, tētahi tino tukanga e pā ana ki te arotake whaiaro. E noho ngākau nui ana te whānau ki ngā wānanga kōrero i tūngia ki te tāutu i ō rātou wawata mō ā rātou tamariki, me te kura. Ko ngā mōhiohio mai i te wānanga, i whakaraupapatia ai, ā, i whakaatuhia ai hoki, ā, koia nei te pūtake o ngā whāinga rautaki o te kura. E arotake ana te poari me ngā kaiako i ngā whakahaeretanga kura, ā, e mārama ana rātou ki te whakahirahiratanga o ngā mahi whakaaro huritao. Ka whakamahia ngā mōhiohio e pā ana ki ngā paetae ākonga, hei ārahi i tēnei arotake. E arotahi ana te whānau, te poari, te tumuaki, me ngā kaiako, ki te whakawhanaketanga tonutanga o te mātauranga e whakawhiwhia ana e ngā ākonga.

5. Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia:

  1. whakapakari ngā kaiako, te whānau, me te whakahaeretanga o te kura, i ngā whakaritenga whakaako, me ngā whai wāhitanga akoranga, hei whakanui ake i ngā hua e pā ana ki te ako ki tētahi taiao akomanga māhorahora.

6. Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga i te āheinga o te poari whakahaere ki te whakahaere i te kura hei painga mō ngā ākonga me te Karauna, me te whakatutuki i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotake anō te Tari Arotake Mātauranga i te kura, i roto i ngā tau e toru.

Makere Smith

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

1. Background

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a school has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

This supplementary review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Te Kura Kaupapa Māori o Te Kotuku Board of Trustees and management in relation to areas identified in the 2008 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • Te Reo including immersion education and students targets;
  • Āhuatanga Ako including challenging students learning; teaching techniques and leadership; and
  • Any other significant issues that arise during the review.

About the kura

Location

Rānui, West Auckland

Ministry of Education profile number

3104

School type

Years 1-8

Decile rating*

3

Teaching staff:

Roll generated entitlement

Other Number of teachers

 

3.04

3.04

Kura roll

34

Gender composition

Boys 23

Girls 11

Ethnic composition

Māori 33 Pakeha 1

Special features

Kura Kaupapa Te Aho Matua

Review team on site

July 2010

Date of this report

29 October 2010

Previous ERO reports

Te Aho Matua Review, June 2008

Supplementary Te Aho Matua Review, April 2006

Te Aho Matua Review, March 2005

*Decile 1 schools draw their students from areas of greatest socio-economic disadvantage, Decile 10 from areas of least socio-economic disadvantage.

2. The Education Review Office (ERO) Evaluation

Mahi ngā tahi i roto i te aroha,

Tētahi ki tētahi hei korowai mo ngā tamariki,

Hei atawhai i ngā tamariki.

The board, whānau, tumuaki and kaiako are committed to this vision for the kura. They strive to work together for the benefit of the students. A wide network of relationships has been developed with other kura kaupapa Māori, local schools and external support people to further reinforce their efforts.

The whānau has recently moved into their new kura at Rānui, after seventeen years based at Rutherford High School. The kura sits on top a hill and overlooks West Auckland with views to the harbour. The design of the kura supports the whānau practice of Māori values such as manaakitanga, whanaungatanga, kaitiakitanga, karakia and whakamihi and tīkanga. At the time of the review the tūmuaki, who also teaches, had just returned from maternity leave. Prior to this, a relieving tūmuaki had carried out the management role.

With the support of a specialist advisor, the tūmuaki and the relieving tūmuaki, good progress has been made in addressing the areas for development identified in the June 2008 report. These areas included immersion education and student achievement targets in te reo Māori and providing challenges for student learning, teaching techniques, and leadership.

Students are confident speakers of te reo Māori. Te reo Māori is the first language of communication in the kura. Strategic goals and student targets, focus te reo Māori development. Wānanga are organised to help whānau members to increase their te reo Māori capability. Whānau are active supporters of the kura. Kaiako plan and develop integrated programmes of learning that focus on increasing competence in te reo Māori. Student needs in te reo provide the basis for programme planning. Student participation in performing arts such as kapahaka and drama also enhances language learning opportunities.

A major focus has been on spiritual, emotional and physical wellbeing. Students are settled, calm, and prepared for learning. Open plan classrooms enable teina to learn alongside their tuakana. Kaiako actively support, encourage and prompt student learning in this environment. Students learn about and explore their immediate environment and the wider community. Whānau and kaiako acknowledge that they need to further extend opportunities for students to become independent and self motivated learners.

A robust process of self review focuses on ongoing educational development. The whānau and kaiako have identified the need to extend teaching and learning strategies so that optimum use is made of the open plan environment.

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 within three years.

3. Findings

Te Reo

Background

The June 2008 report identified the need for whānau and kaiako to develop and implement strategies to ensure that te reo Māori is spoken at all times to students. It also stated that student literacy targets should be extended to include the different year groups.

Area of progress

Immersion education and student achievement targets. Whānau and kaiako are strongly committed to strengthening te reo Māori as the first language of communication in the kura. A review of kura te reo Māori practice has influenced the development of strategic goals aimed at increasing whānau and student te reo Māori commitment and capability. This focus is reflected in student achievement targets that concentrate on improving student capability in reading and numeracy and increasing student confidence in using karakia. A well developed annual plan clearly identifies strategies to support the achievement of targets. This plan includes kaiako professional development linked to the specific target areas. Regular monitoring and reporting against the targets provides whānau and kaiako with information about how well students are progressing.

Whānau are encouraged and supported to increase their competence in te reo Māori. They are active participants in the regular wānanga. Whānau fully support kura activities. Opportunities to assist in the kura enable parents to hear and learn te reo Māori through that which is spoken by their children and kaiako. Kaumatua model traditional use of te reo Māori and tīkanga. Their attendance at kura events is integral to the spiritual and cultural wellbeing of the kura whānau. Taonga given by whānau are daily reminders of the importance of te reo me ngā tīkanga in the kura.

Programme planning is focussed on enhancing student learning in te reo Māori. Kaiako collaboratively plan integrated learning programmes. Kaiako assessment of student language needs guides planning. Professional development has enabled kaiako to use appropriate second language learning strategies to promote te reo Māori.

A particular strength of the kura is the performing arts. Students ably perform kapahaka and participate in dramatic story telling in front of appreciative audiences. These activities allow students to use their imagination and creativity while communicating in te reo Māori. Consequently, students hear and speak te reo Māori in different learning situations. They display confidence to engage in te reo Māori in formal and informal settings. Students are developing as competent and capable speakers of te reo Māori.

Āhuatanga Ako

Background

The June 2008 Education Review report stated that there needed to be a wider variety of teaching strategies to respond to specific individual needs. It also identified the need for kaiako to support all students to be effectively engaged in learning. The previous ERO report identified the need to support the new principal. However, since the time of the previous review, Te Kura Kaupapa o Te Kotuku has a new principal who has had extensive experience as a tūmuaki in another kura kaupapa Māori. At the time of this review, the tūmuaki had just returned from maternity leave with a relieving principal undertaking the role prior in her absence.

Area of progress

Teaching strategies to provide challenge and extend student learning.Students are calm, settled and prepared for learning. The priority for kaiako and whānau over the previous year has been to focus on the spiritual, physical and emotional wellbeing of students. Kaiako have employed several strategies to support this priority. In particular, there is constant reinforcement of Māori values and beliefs such as manaakitanga, whanaungatanga, kaitiakitanga, karakia and whakamihi. The recent move to the new kura has provided greater opportunities to extend student learning.

Students start the day with breakfast in the wharekai where all meals are taken. Kai time becomes an important period for both parents and students to hear, use and learn tīkanga Māori and te reo Māori. Visitors are welcomed in the whare and the kura is well designed to manaaki visitors who stay overnight. Students learn about kaitiakitanga through environmental practices such as recycling, maara kai and the worm farm. Karakia and whakamihi are integral to all kura activities. Strong networks developed with other Kura Kaupapa Māori and local schools enable students to extend whanaungatanga links and enhance learning experiences with the students and whānau of these places.

Because the kura is new, kaupapa study focuses on student learning about Te Kotukutanga. Students learn about and explore their kura and the wider community. Visitors and whānau share their knowledge and skills with students. The well resourced, modern, open plan classrooms enable tuakana and teina to learn alongside each other. Students know learning expectations. Success criteria enable them to monitor their learning against these expectations. Kaiako are supportive of and encourage individual and group learning. Classrooms are well resourced and computers are available. Students are motivated and interested in learning.

Leadership. The board, whānau, tūmuaki and staff have high expectations for the education of students. All parties are knowledgeable, committed, and are working hard to meet these expectations. The specialist advisor, the relieving tūmuaki and the tūmuaki have helped the whānau and kaiako strengthen their governance, management and teaching practices. Respectful relationships are evident. Whānau and students feel welcome, safe and secure in the kura. The efforts of the leadership team have helped students and whānau to develop a strong sense of belonging and commitment to the success of the kura.

Area for development.

Open plan teaching and learning. While students are settled, interested, and motivated to learn, the next phase for kaiako is to extend teaching and learning strategies to foster independent learning, and to encourage students to take more responsibility for their own learning. Whānau and kaiako acknowledge the need to strengthen their teaching and learning strategies and maximise the benefits of open plan teaching. Kaiako plan to seek further professional development to assist them in working towards this end.

4. Other significant areas

Background.

While self review was not identified in the 2008 ERO report, there is clear evidence of self review practice in the kura. Robust self review information supports focused development and improvement to all areas of student achievement.

Area of progress.

Self Review. The whānau, board, and kaiako have instigated a robust process of self review. Whānau are positive about consultation wānanga held to identify their aspirations for their children and the kura. Information from wānanga has been prioritised and displayed and forms the basis of kura strategic goals. The board and kaiako review kura operations and understand the importance of critically reflective practice. Student achievement information is used to guide this review. The whānau, board, tūmuaki and kaiako are focused on ongoing development of the education received by students.

5. Recommendations

ERO recommends that:

  1. kaiako, whānau and kura management strengthen teaching practices and learning opportunities so that learning in an open plan environment is optimised.

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 within three years.

Makere Smith

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

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

This supplementary review evaluates the quality of education received by students and the performance of the Board of Trustees in relation to specific terms of reference.

The Education Review Office [ERO] evaluation of Te Kura Kaupapa Māori o Te Kōtuku follows.

Mahi ngā tahi i roto i te aroha,

Tētahi ki tētahi hei korowai mo ngā tamariki,

Hei atawhai i ngā tamariki.

The board, whānau, tumuaki and kaiako are committed to this vision for the kura. They strive to work together for the benefit of the students. A wide network of relationships has been developed with other kura kaupapa Māori, local schools and external support people to further reinforce their efforts.

The whānau has recently moved into their new kura at Rānui, after seventeen years based at Rutherford High School. The kura sits on top a hill and overlooks West Auckland with views to the harbour. The design of the kura supports the whānau practice of Māori values such as manaakitanga, whanaungatanga, kaitiakitanga, karakia and whakamihi and tīkanga. At the time of the review the tūmuaki, who also teaches, had just returned from maternity leave. Prior to this, a relieving tūmuaki had carried out the management role.

With the support of a specialist advisor, the tūmuaki and the relieving tūmuaki, good progress has been made in addressing the areas for development identified in the June 2008 report. These areas included immersion education and student achievement

targets in te reo Māori and providing challenges for student learning, teaching techniques, and leadership.

Students are confident speakers of te reo Māori. Te reo Māori is the first language of communication in the kura. Strategic goals and student targets, focus te reo Māori development. Wānanga are organised to help whānau members to increase their te reo Māori capability. Whānau are active supporters of the kura. Kaiako plan and develop integrated programmes of learning that focus on increasing competence in te reo Māori. Student needs in te reo provide the basis for programme planning. Student participation in performing arts such as kapahaka and drama also enhances language learning opportunities.

A major focus has been on spiritual, emotional and physical wellbeing. Students are settled, calm, and prepared for learning. Open plan classrooms enable teina to learn alongside their tuakana. Kaiako actively support, encourage and prompt student learning in this environment. Students learn about and explore their immediate environment and the wider community. Whānau and kaiako acknowledge that they need to further extend opportunities for students to become independent and self motivated learners.

A robust process of self review focuses on ongoing educational development. The whānau and kaiako have identified the need to extend teaching and learning strategies so that optimum use is made of the open plan environment.

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 within three years.

When ERO has reviewed a kura we encourage boards to inform their community of any follow-up action they plan to do. You should talk to the board or principal if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the kura or see the ERO website, http://www.ero.govt.nz.

Makere Smith

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

General Information About Reviews

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of kura kaupapa Māori and kōhanga reo throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve quality of education for children in kōhanga reo; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on outcomes for tamariki and build on each kōhanga reo self review.

Review Focus

ERO’s framework for reviewing and reporting is based on four review strands.

Planning and Evaluation – in particular the quality of planning and evaluation. This area is most likely to support long term improvement. Implicit in this is the quality of whānau management and the quality of education.

Kōhanga Reo Priorities – based on Te Whāriki, the whānau through their management and programme, influence positive outcomes for tamariki.

Compliance with Legal Requirements – assurance that this kōhanga reo has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of kōhanga reo performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for tamariki and useful to this kōhanga reo.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a kōhanga reo is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this kōhanga reo.