Te Kura Kaupapa Māori o Te Raki Paewhenua - 10/05/2013

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 whānau 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 putanga hua ki ngā ākonga.

Ngā Kōrero mō te Kura

Kei hea

Kei Tāmaki-makau-rau

Te tau a te Tāhuhu o te Mātauranga

1584

Te tūmomo kura

He kura hiato

Ngā kaiako: mai i te rārangi ā-kura ētahi atu te maha o ngā kaiako

8.80 10

Te rārangi ā-kura

86

Ngā hononga ā-iwi

Māori 86

Te ira tangata

Tama tāne 40 Kōtiro 46

Ngā āhuatanga motuhake

He Kura Kaupapa Māori Te Aho Matua

Te wā i te kura te rōpū arotake

Poutū-te-rangi 2013

Te rā o tēnei pūrongo

Haratua 2013

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga Te Aho Matua, Whiringa-ā-nuku 2009

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

Arotake Tāpiri Te Aho Matua, Pipiri 2000

2 Te Whakarāpopototanga Te Aho Matua

‘Whāia kia mau rawa’

Ko tā te tirohanga a te whānau me ngā kaimahi o Te Kura Kaupapa Māori o Te Raki Paewhenua, kia mahi ngātahi te whānau me ngā kaimahi, ā, kia whai wāhi nui rātou ki te angitu o te whakaako, te ako hoki o te katoa o te tamaiti, ā, kia pou herea tēnei e te tikanga, e ngā mātāpono hoki o Te Aho Matua, mā te reo Māori.

Ko te whānau me ngā kaimahi:

  • e tautoko ana i te tiaki, i te whakawhānuitanga haere hoki o te reo Māori
  • e whakanuia ana ngā mātāpono o Te Aho Matua ki ngā āhuatanga katoa o te ao o te kura
  • e poipoi ana i ngā matea ā-hinengaro, ā-wairua, ā-whatumanawa, ā-tinana hoki o te katoa
  • e whakapūmau ana, e whakanui ana hoki i ā rātou uaratanga
  • e whakatauira ana i te kounga o te ako me te whakaako, kia angitu ai, kia oke ai hoki ngā ākonga katoa ki te hiranga
  • e whakamana ana, e whakanui ana, e hāpai ana hoki i ngā tāngata katoa
  • e whakanui ana, e whakaaro huritao ana, e akiaki ana, e ārahi ana, e whai pānga ana hoki ki te angitu ā meāke nei.

I whakaritea e te whānau me ngā kaimahi ko Te Raukura o te Kura tā rātou kaupapa aromātai mō tēnei arotake. Ka tautuhi ia mātāpono i ngā tino whāinga me ngā putanga ākonga e tūmanakohia ana, i runga i Te Raukura o te Kura.

E whakahaerehia ana Te Kura Kaupapa Māori o Te Raki Paewhenua i runga i ngā mātāpono o Te Aho Matua. Ka kitea aua mātāpono ki te noho pūmau o te whānau me ngā kaimahi ki te whakarato i te mātauranga o te kounga kairangi mō ngā ākonga. Kua tino whakatōngia te whanaungatanga ki te kura.

He tākare te whakatewhatewha, te tūhura hoki a ngā ākonga i te ao Māori me te ao whānui.

Ka kitea te pakari o te tuakiri o ngā ākonga, me tō rātou kaha ki te whakatinana haere i ā rātou whāinga me ō rātou wawata.

He pakari te whakamahinga a ngā ākonga i te reo Māori, ā, e whakawhanake haere ana tō rātou mātau ki te reo Pākehā.

Ka whakaongaongatia ngā hinengaro o ngā ākonga, ā, he hihiri tō rātou ki te ako.

Ka whakatauira ngā ākonga i ngā āhuatanga o ō rātou ngākau tapatahi ki te whakapūmau i ngā mātāpono o Te Aho Matua.

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.

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

3 Ngā Whakaaturanga Aromātai o ngā Kaupapa

Ngā Tino Uaratanga

He mauritau ngā ākonga i roto i tō rātou mōhiotanga ki ō rātou tātai whakapapa.

Ka kitea ngā mahi arotake whaiaro ki ngā wāhanga katoa o te kura, me te whānuitanga o ngā tuhinga, tae atu ki te tūtohinga me te mahere ā-tau, ngā meneti, ngā kōrero urupare a ngā kaimahi, ngā kaupapa whakamahere, te whakamahere marautanga, ngā kaupapa here me ngā tukanga, me ngā pūrongo e pā ana ki te arohaehae kaimahi.

He momoho te kura nā te whakamahinga o te arotake whaiaro ki te āta whakapūmau i te ahunga whakamua ki te whakatutuki i ngā whāinga. Ka whāia ngā taumata ka whakatakotohia, ā, ka āta aroturukitia. Ko te kiko o ngā mōhiohio i kitea ai ki te tūtohinga o te kura e komokomo ana i ngā whāinga paetae rautaki ki te mahere ā-tau, ā, ka hono ake anō hoki ēnā ki ngā aromatawai a ngā ākonga. He ihupuku te poari ki te whakapūmau i ngā pūnaha ka whakatutuki i te pai o ngā putanga whānui, puta noa i ngā whakahaeretanga katoa ki te kura.

He matawhānui te aromatawai i ngā ākonga, ā, ka whai kiko, ka āta whakaritea hoki. Ka whakamahia te whānuitanga o ngā huarahi aromatawai e tika ana ki ngā wāhanga o te marautanga, tae atu hoki ki te reo matatini me te pāngarau. Ka āta aroturukitia, ka whakahou akehia hoki ngā hōtaka mātauranga o ia ākonga. He riterite te tuku pūrongo. Ka pērā hoki te tuhi me te pūrongo i ngā aromatawai a ngā ākonga tuākana. He pai te kounga o te whakaemi hōtuku, te tātari, me te whakarite hoki i ngā taumata. Ka whakarite hoki i ngā whai wāhitanga e pā ana ki te whakawhanaketanga ngaio, hei hāpai ake i ngā kaimahi. Ko ngā putanga a ngā ākonga, ka hāngai ki te ngākau nui o ngā kaimahi kia eke angitu ngā ākonga.

Te Ira Tangata

Ko te ahurea o te kura ka whakanui, ka whakamana hoki i ngā ākonga ki te whakatutuki, me te eke angitu.

Kua āta whakatōngia te whanaungatanga. Kua whakaritea te whakawhirinakitanga ki ngā hononga, nā ngā rautaki i āta whakarite paitia ai. He mārama ki ngā ākonga ki te āhua o te whai wāhi atu hei mema o te whānau. Ka kitea te whakaute ki ngā whakawhitinga kōrero, ngā taunekeneke hoki a ngā ākonga ki ngā kaimahi, ki ō rātou hoa hoki.

Ko te noho a te tuakana me te teina tētahi āhuatanga nui o te kura. I ngā wā katoa, ka whakatauira ngā tuākana i te pai o ngā whanonga, te ārahitanga, me te āheinga ki te eke angitu. Ka wawata ngā tēina ki te eke angitu nā te whakatauira o ngā tuākana i te pūmanawa. Ka arotahi ngā ākonga, ā, ka tino kawe i ngā mahi ārahi.

He nui ngā tūmanako ka whakatakotohia e ngā kaimahi. Ka tino mōhio rātou ki tēnā me tēnā o ā rātou ākonga. Ka kawe ngā kaimahi katoa i ngā mahi hei āta poipoi i ngā ākonga, mai i tā rātou tīmatanga, tae atu ki te wā ka puta i te kura. I ngā wā katoa, e rapu ana ngā kaimahi i ngā rautaki ki te whakawhiti ngāwari ki ia wāhanga. Ko ngā huarahi katoa ki te whakatutuki i tēnei āhuatanga, ka kōrerohia, ka tūhuratia, ka tuhia hoki.

Ka whakaritea te kiko o ngā hōtaka mātauranga o ia ākonga, nā te whānuitanga o ngā putanga aromatawai. Ka aroturukitia ēnei i ia te wā, ā, ka pūrongohia ki te poari me te whānau. Ko ngā mōhiohio o te kounga kairangi ka whai wāhi ki te waihanga tika o te marautanga, kia whakatutuki pai ai ngā kaimahi i ngā akoranga a ngā ākonga. He nui te aronga ki te whakatakoto me te whakatutuki i ngā whāinga o tēnā me tēnā.

Ka wheako ngā ākonga i te angitu, ā, e whakawhanake haere ana i ō rātou ake pūmanawa.

Ka kōkiri ngā ākonga i a rātou anō ki te ako.

Ka whai whakaaro nui, ka mahi ngātahi hoki ngā ākonga ki ētahi atu.

Ka kitea te tākare o ngā ākonga ki te ako.

Ka whai wāhi ngā ākonga, ā, he hihiri hoki rātou.

E mōhio ana ngā ākonga o te wharekura i ō rātou huarahi mātauranga ka whāia e rātou.

Ka whakawhiti kōrero te whānau mō te whai huatanga o te taiao e poipoi ana i ngā ākonga.

Āhuatanga Ako

Ka tino whakatutukihia te whakaako, me te whakatairanga i ngā akoranga a ngā ākonga.

Ko te āta aro ki te ahunga whakamua me ngā whakatutukitanga o ia ākonga tētahi tino kaupapa matua ki te whānau me ngā kaimahi. Ko te āta tuhi i ngā mahere e whakatakoto ana i ngā taumata teitei mō te ako a ngā ākonga me te whakaako. Ka whakamahia te whānuitanga o ngā huarahi aromatawai hei tātari i te whakatakotoranga o te tautoko me te ārahi. Ka whakaritea ngā hōtaka mātauranga o tēnā me tēnā o ngā ākonga katoa. Ka tohu ngā hōtuku o Ngā Whanaketanga i te pai o te ahunga whakamua me ngā whakatutukitanga i te reo matatini me te pāngarau i roto i te roanga o te wā.

Kua wheako ngā ākonga tuākana o te wharekura i te angitu, ā, he pai ā rātou putanga i Te Taumata Mātauranga ā-Motu Kua Taea. Ka eke angitu anō hoki rātou i ngā kaupapa hākinakina, ahurea hoki, i ngā whakataetae ā-hapori, ā-rohe, ā-motu hoki. He pai te mahi ngātahi a te whānau me ngā kaimahi kia pārekareka ai ki ngā ākonga ā rātou akoranga, ā, kia āhei ai rātou ki te whakawhanake hoki i ō rātou pūkenga, ō rātou ngākau nuitanga mā ngā kaupapa o Te Aho Matua.

Nō te tau 2010 i huri ai te kura ki tētahi kura hiato mō ngā ākonga o te Tau 1 ki te Tau 15. E āwangawanga ana te whānau nā te kore ahu whakamua o ngā whakawhanaketanga ki ngā whare me ngā rauhanga o tō rātou wharekura. Nā tēnei, kāhore e taea e te kura tāna marautanga me ngā wheako akoranga te whakawhānui ake ki tērā e hiahiatia ana. Ka hāngai hoki tēnei ki te āheinga ki te whakarato i ngā whakaakoranga mātanga, ngā akoranga mātanga hoki i ngā kaupapa pērā i te pūtaiao, ngā toi, me te kori tinana, tae atu ki te whakarato anō hoki i tētahi wāhi motuhake mō te reo Pākehā ki te kura. E rapu tonu ana ngā kaimahi me te whānau i te ahunga whakamua, hei whakarite i te hāpaitanga o ā rātou tamariki ki te eke ki ō rātou ake pūmanawatanga.

Ka kitea ki ngā mahi whakaako, ko te pakari o ngā akoranga ngaio, te whanaketanga ngaio hoki. Ka aro, ka ngana atu hoki ngā ākonga. He pai ngā rauemi ki ngā akoranga. He mauritau ngā akomanga nā te whanaungatanga. Ko te whanaungatanga e poipoi ana i te taiao mārie, pai hoki. E manaaki tōtikatia ana ngā ākonga. He tau, he harikoa hoki rātou.

Ka whakapuaki, ka whai hoki ngā ākonga i ō rātou huarahi akoranga i tāutuhia ai.

Ka whakaatu hoki ngā ākonga i te ngākau nui ki te ako.

Ka whai wāhi ngā ākonga ki te whakatau i ngā whakaritenga e pā ana ki ā rātou akoranga.

Ka whakarato ngā kaiako i ngā taumahi me ngā rauemi hei whakatairanga i ngā akoranga.

Ka whakamahi ngā kaiako i ngā aromatawai ōkawa, ōpaki hoki, i ngā mātakina hoki e whai pūtake ana, hei tātari i ngā matea akoranga o ngā ākonga.

Ka aro ngā kaiako ki ngā matea akoranga o ia ākonga.

Ngā Reo

Ko te whakapūmau i te reo Māori tētahi kaupapa matua tonu ki te kura.

Kua āta whakapūmau paitia te reo Māori, ā, e pou herea ana e ngā tikanga. Ka whakamahi ngā ākonga i te reo Māori i ngā wā katoa, ki te whānuitanga o ngā horopaki. Ka hāngai ēnei ki ngā hui ōkawa, ngā mihimihi, me te whakaatu, te whakawhiti kōrero hoki mō ngā kaupapa. Kei te taumata teitei ngā whakawhitinga kōrero ki waenga i ngā kaimahi, ngā hoa, me ētahi atu. Ko te reo Māori te reo whakawhiti kōrero.

He pai ngā kaimahi me te whānau ki te whakatauira i te reo. Ka whakaako tonu, ka whakawhanake tonu hoki rātou i te reo pāngarau ki ngā ākonga tuākana, hei whakatairanga i tō rātou māramatanga ki ngā ariā pāngarau. Ko te pai o te ako ngaio, te whakawhanake ngaio hoki ki te pāngarau, ka hāpai i ngā kaimahi ki te whakatutuki ake i ngā matea ako o ngā ākonga. Kua whakapuakihia te reo Pākehā hei kaupapa mō ngā ākonga o te wharekura. Ka whai rautaki te whakawhiti i aua ākonga ki te reo Pākehā. He maioha ngā ākonga ki ngā reo, ā, he māramatanga hoki tō rātou ki ngā hua o aua reo.

He manawa whakahī tō ngā ākonga ki te eke angitu i roto i ngā reo.

He tauira ngā ākonga i te reo Māori me ngā tikanga Māori.

Ka rapu ngā ākonga i ngā wāhi ka hāpai i te reo Māori me ngā tikanga Māori.

Ka whakamahi ngā ākonga i te reo Māori me te reo Pākehā ki te whakapuaki i ō rātou tuakiri.

E mōhio ana ngā ākonga ki te hua o te ako me te kōrero i te reo Māori.

Kua āta whakatōngia ki ngā ākonga, ko tō rātou reo, ko tō rātou ahurea hoki.

He mātau te whakamahinga a ngā ākonga i te reo Māori ki te whānuitanga o ngā horopaki.

Ngā Iwi

He pai te ahunga whakamua o ngā kaupapa rautaki ngātahi kia whai wāhi ai te whānau hei painga mō te ngana, te whakatutukitanga, me te ahu whakamua a ngā ākonga.

He auaha te ārahitanga e whakatutukihia ana mā ngā tukanga e whai whakaaro ana ki ngā mema, ā, e whai hua ana anō hoki ki te whakaemi i ngā mōhiohio me te tātari, te pūrongo hoki i aua mōhiohio ki te whānau. Ko ngā Whāiti e kōkiri whakamua ana i ngā whanaketanga a te kura, ngā kaimahi, me te whānau. Ka āta whakamahia e rātou ngā tūmomo pūkenga o ngā mema. I roto i te whakawhanaketanga i Te Raukura o te Kura, he whānui ngā whakawhitinga kōrero ki ngā whānau, ngā kaimahi, me ngā ākonga, i te roanga o te wā. Ko te putanga, ko te whakamanatanga i te tika, te whai pūtaketanga, me te whānui hoki o te pūmanawa kia eke angitu ngā ākonga. E whakaae katoa ana te poari, ko ngā ākonga ka āta whakarite ki te wheako i te angitu, ā, ka hāpaitia, ka arahina hoki i runga i tō rātou huarahi, ka whakatutuki i ō rātou wawata. Kua mahi ngātahi te whānau me ngā kaimahi ki te whakarite i te huarahi ako angitu mō ā rātou ākonga.

Ka whakawhiti kōrero ngā ākonga me te whānau mō ō rātou wawata i roto i ngā akoranga.

Ka kitea te tuakiri Māori, ā-whānau, ā-hapū, ā-iwi hoki o ngā ākonga.

Ka kitea te māramatanga o ngā ākonga ki ngā tikanga me ngā kawa, nā runga i te āhua o ā rātou mahi.

He pūmanawa tō ngā ākonga ka kitea ki ngā whai wāhitanga ki te ārahi.

Te Ao

‘Tū māia i te ao.’ Ka whakarato te whānau i te tirohanga, te aronga, me ngā whakaritenga e whakatairanga ana i te ako a ngā ākonga.

Ka āta whakaritea ngā ākonga ki ngā āhuatanga e pā ana ki te ao Māori me ngā tikanga. He pakari tā rātou kawe i ngā mātāpono o te ao Māori ki roto i te ao whānui. Ka tū kaha hoki rātou nā tō rātou tuakiri, tō rātou ahurea hoki. Nō nā tata tonu nei, nā te angitu o Te Raukura o te Kura, i tū pakari ai tētahi ākonga o mua ki tāwāhi, me tōna rumaki ki tētahi ahurea anō, ki tētahi reo anō. Nā te hangarau, ka whakapā mai te whānau i ia te wā. Kua wheako ngā ākonga i te maha o ngā haerenga ki tāwāhi, ā, e āhei ana rātou ki te whakataurite pai i ngā ahurea me ngā reo. He whai wāhitanga anō hoki ki te whakapā atu ki te ao. Nā tētahi aronga pūtaiao, i tūhura ngā ākonga i ngā taiao o mua, me ngā taiao o nāianei, me te whai pānga o ēnei ki te ao Māori me te ao whānui. Ka tautoko, ka mārama hoki ngā ākonga ki te tikanga o te kaitiakitanga.

Ka whakatewhatewha, ka tūhura hoki ngā ākonga mā te pūtaiao me te hangarau.

Ka kite ngā ākonga i te hononga ki waenga i a rātou me tō rātou tūrangawaewae.

Ka tautoko te whānau i ngā ākonga ki te ako i tō rātou hononga ā-whakapapa ki te ao.

Ka whai wāhi ngā tamariki ki ngā haerenga me ngā kaupapa e whakatairanga ana i ngā akoranga.

4 Te Whakatau Te Aho Matua a te Whānau ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukihia e te poari whakahaere me te tumuaki o Te Kura Kaupapa Māori o Te Raki Paewhenua heTauāki Kupu Tūturu Te Aho Matua a te Whānau mā te Tari Arotake Mātauranga, me tētahiRārangi 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 whakahaerenga ā te poari
  • te marautanga
  • ngā whakahaerenga e pā ana ki te hauora, te haumaru, me te oranga tinana
  • ngā whakahaerenga e pā ana ki ngā kaimahi
  • ngā whakahaerenga pūtea
  • ngā whakahaerenga e pā ana ki ngā rawa.

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 whakahaere whanonga, te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito, me ngā tukanga amuamu);
  • te haumaru ā-tinana o ngā ākonga (tae atu ki ngā kaupapa here me ngā tukanga e pā ana ki ngā akoranga ki waho i te akomanga, te tāutu i ngā āhuatanga mōrearea, te ārai i ngā whara, ngā aituā, me ngā rongoā);
  • te rēhitatanga o ngā kaiako;
  • te whakaunu, te aukati, te pana me te whakarerenga;
  • te tae ā-tinana atu a ngā ākonga ki te kura.

5 Te Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia:

  • tūhura tonu te whānau me ngā kaimahi i te whakawhanaketanga o Te Manukura o te Kura, hei whakamahi ngātahi me te tuhinga whai hua a Te Raukura o te Kura.

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.

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

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

10 Haratua 2013

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.

About the Kura

Location

Auckland

Ministry of Education profile number

1584

Kura type

Composite

Teaching staff: Roll generated entitlement Other Number of teachers

8.80 10

Roll number

86

Ethnic composition

Māori 100%

Gender composition

Boys 40 Girls 46

Special features

Kura Kaupapa Māori Te Aho Matua

Review team on site

March 2013

Date of this report

May 2013

Previous ERO report

Te Aho Matua Review, October 2009

Te Aho Matua Supplementary Review, August 2006

Te Aho Matua Supplementary Review, June 2005

2 Te Aho Matua Summary

‘Whaia kia mau rawa’

The vision for the whānau and staff of Te Kura Kaupapa Māori o Te Raki Paewhenua is for the whānau and staff to work collaboratively and be instrumental in the successful teaching and learning of the whole child underpinned by the philosophy and principles of Te Aho Matua through te reo Māori.

The whānau and staff:

  • support the maintenance and ongoing extension of te reo Māori

  • recognise the principles of Te Aho Matua are integral throughout all aspects of kura life

  • nurture the mind, spiritual, emotional and physical needs of everyone

  • maintain and promote their values

  • exemplify quality learning and teaching where all students succeed and strive for excellence

  • empower, value and support everyone

  • acknowledge, reflect, encourage, guide and inform future success.

The whānau and staff chose Te Raukura o te Kura as their evaluation kaupapa for this review. Each of the mātāpono defines specific objectives and expected student outcomes relating to Te Raukura o te Kura.

Te Kura Kaupapa Māori o Te Raki Paewhenua operates in accordance with the principles of Te Aho Matua. These principles are reflected in the commitment of the whānau and staff to provide high quality education for students. The kura culture is firmly grounded in the principles of whanaungatanga.

Students enthusiastically investigate and explore te ao Māori and te ao whānui.

Students demonstrate a strong sense of identity and aspire to uphold their aims and aspirations.

Students confidently use te reo Māori and are developing competence in English.

Students are intellectually stimulated and motivated learners.

Students exemplify characteristics of personal integrity in upholding the principles of Te Aho Matua.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

3 Evaluation Kaupapa Findings

Nga Tino Uaratanga

Students are secure in the knowledge of their ancestral links.

Self review practices across all areas of the kura are evident in a range of documents including the kura charter and annual plan, minutes, staff feedback, planning projects, curriculum planning, policies and procedures, and staff appraisal reports.

The kura thrives on self review as a vehicle for maintaining progress to reaching goals. Next steps are followed up and monitored closely. Detailed information sighted in the kura charter, incorporates strategic achievement objectives, in to the annual plan and further links these to target students’ assessment. The board is conscientious in maintaining systems to achieve positive overall outcomes across kura operations.

Student assessment material is comprehensive, detailed and organised well. A wide range of assessment tools appropriate to curriculum areas as well as literacy and numeracy is used. Individual Education Programmes (IEP) for each student are carefully monitored and updated. Reporting is consistent. Senior student assessments are documented and reported in the same manner. Quality of data collation, analysis and target preparation is well done. Professional development opportunities to further support staff are targeted. Students’ results reflect staff commitment to students achieving.

Te Ira Tangata

The kura culture promotes and empowers students to achieve and succeed.

Whanaungatanga is firmly embedded. Trusting relationships are established through effectively planned strategies. Students understand the reality of being a contributing whānau member. Mutual respect is seen in the way students communicate and interact with staff and their peers.

Tuakana/ teina roles are a feature of the kura. Tuakana consistently model ideal behaviours, leadership and the ability to succeed. Teina aspire to be successful as tuakana model potential. Students are focused and confidently accept leadership roles.

Staff set high expectations. They know each of their students well. All staff take responsibility to ensure students are nurtured from enrolment to graduation. Staff continue to seek strategies to make the transition across each area a smooth process. All possible avenues for this to occur are discussed, explored and documented.

Detailed IEP are prepared based on a wide range of assessment results. These are monitored regularly and reported to the board and whānau. High quality information contributes to appropriate curriculum design that enables staff to cater well for student learning. High priority is given to setting and meeting individual goals.

Students experience success and are developing unique characters.

Students are self motivated learners.

Students are considerate and co-operative.

Students show enthusiasm towards learning.

Students are involved and motivated.

Wharekura students know the academic pathways they intend to follow.

Whānau discuss the value of a nurturing environment.

Āhuatanga Ako

Teaching and promoting student learning is diligently practised.

Focussed attention on progress and achievement of every student is a priority for whānau and staff. Meticulous planning documentation sets high standards for students learning and teaching. A wide range of assessment tools are utilised well to ascertain where support and guidance will be placed. Individual Education Programmes are prepared for all students. Ngā Whanaketanga data shows positive progress and achievement in literacy and numeracy over time.

Senior students in the wharekura have experienced success with positive NCEA results. They also excel in sports and cultural activities at local, regional and national levels. Whānau and staff work well together to ensure students enjoy their learning and can develop their skills and interests within the kaupapa of Te Aho Matua.

The kura became a composite school for Years 1 to 15 students in 2010. Whānau are concerned at the lack of progress being made to develop their wharekura buildings and facilities. Consequently the kura has not been able to extend its curriculum and learning experiences in the way it had hoped. This includes the ability to provide specialist teaching and learning in courses such as science, the arts and physical education, as well as the physical space to maintain a distinct English language domain within the kura. The staff and whānau continue to seek a way forward to ensure their children are well supported to achieve their potential.

Teaching practices reflect sound professional learning and development. Students are attentive and responsive. Lessons are well resourced. Whanaungatanga in classrooms sets a positive tone. Warm relationships foster a calm yet positive learning environment. Students are well cared for. They are settled and happy.

Students articulate and follow their defined learning paths.

Students demonstrate a keen interest in learning.

Students contribute to decision making about their learning.

Teachers provide activities and resources to enhance learning.

Teachers use formal and informal assessment, alongside purposeful observation, to determine the learning needs of students.

Teachers respond to the learning needs of individual students.

Ngā Reo

Embedding te reo Māori continues to be the kura priority.

Te reo Māori is embedded well and underpinned by tikanga. Students use te reo Māori at all times and in various ways. These include formal meeting and greeting, presenting and discussing kaupapa. Conversations with staff, peers and others are of a high standard. It is the language of communication

Staff and whānau model language use well. They continue to teach and develop the language of mathematics to senior students to enhance their understanding of mathematical terms. Good professional learning and development in mathematics support staff to better cater for student learning needs. English has been introduced as a subject for wharekura students. Transition for these students to English medium is a strategic move. Students have an appreciation for ngā reo and understand their value. Students show pride in achieving ngā reo.

Students are ambassadors for te reo Māori and tikanga Māori.

Students seek environments that support te reo Māori and tikanga Māori.

Students use te reo Māori and English to express their identity.

Students know the value of learning and speaking te reo Māori.

Students are well grounded in their language and culture.

Students use te reo Māori competently in a range of different situations.

Nga Iwi

Strategic collaborative activity to involve whānau participation to benefit student engagement, achievement and progress is progressing well.

Innovative leadership management is achieved through processes that accommodate members yet effectively collate information, analyse these and report back to whānau. The Whāiti keep kura, staff and whānau developments to the forefront. They capitalise on the various skills of their members. The development of Te Raukura o te Kura involved a wide consultation with whānau, staff and students over a period of time. The result has given justification to a positive, purposeful and far reaching potential for students to successfully reach their goals. The board agree that students who are prepared well to experience success and are supported and guided along their journey can realise their aspirations. Whānau and staff have worked collaboratively to prepare a successful learning pathway for their students.

Students and whānau discuss their aspirations for learning.

Students exhibit pride in Māori, whānau, hapū and iwi identity.

Students demonstrate their understanding of tikanga and kawa through their actions.

Students show natural talent for leadership opportunities.

Te Ao

’Tū maia i te ao’–Stand tall in this world. The whānau provides vision, direction and decisions that promote student learning.

Students are well prepared in te ao Māori and tikanga. They take the underpinning principles of te ao Māori confidently into the wider world. They are well grounded in their own identity and culture. The success of Te Raukura o te Kura has seen a recent graduate of the kura cope well in a foreign country and immersed in another culture and language. Technology allows the whānau to have regular contact. Students have experienced many trips overseas and are able to compare culture and language in positive ways. They have opportunities to access te ao. A science focus has enabled students to explore traditional and contemporary environments and how these impact on te ao Māori and te ao whānui. Students accept and understand the concept of kaitiakitanga.

Students investigate and explore through science and technology.

Students see a connection between themselves and their place in the world.

Whānau support students to learn their place in the whakapapa of the world.

Students participate in trips and events that enhance learning.

4 Te Aho Matua Whānau Assurance on Compliance Areas

During the review, the board and principal of Te Kura Kaupapa Māori o Raki Paewhenua completed theTe Aho Matua Whānau Assurance Statement and Self-Audit Checklist. In this document they attested they had taken all reasonable steps to meet the legislative requirements related to:

  • board administration

  • curriculum

  • management of health, safety and welfare

  • personnel management

  • financial management

  • asset management.

ERO checked the following items because they have a potentially high impact on outcomes for children:

  • emotional safety (including behaviour management, prevention of bullying and abuse, complaints procedures)

  • physical safety (including policies and procedures relating to EOTC, hazard identification, prevention of physical harm, accidents and medication)

  • staff qualifications and organisation

  • stand-downs, suspensions, expulsions and exclusions

  • monitoring of student attendance.

5 Recommendation

ERO recommends:

  • the whānau and staff continue their exploration of developing a Te Manukura o te Kura document to use in tandem with the successful Te Raukura o te Kura document.

6 Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

Makere Smith

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

10/5/2013

To the Parents and Community of >Te Kura Kaupapa Māori o Te Raki Paewhenua

These are the findings of the Education Review Office’s latest report on

‘Whaia kia mau rawa’

The vision for the whānau and staff of Te Kura Kaupapa Māori o Te Raki Paewhenua is for the whānau and staff to work collaboratively and be instrumental in the successful teaching and learning of the whole child underpinned by the philosophy and principles of Te Aho Matua through te reo Māori.

The whānau and staff:

  • support the maintenance and ongoing extension of te reo Māori

  • recognise the principles of Te Aho Matua are integral throughout all aspects of kura life

  • nurture the mind, spiritual, emotional and physical needs of everyone

  • maintain and promote their values

  • exemplify quality learning and teaching where all students succeed and strive for excellence

  • empower, value and support everyone

  • acknowledge, reflect, encourage, guide and inform future success.

The whānau and staff chose Te Raukura o te Kura as their evaluation kaupapa for this review. Each of the mātāpono defines specific objectives and expected student outcomes relating to Te Raukura o te Kura.

Te Kura Kaupapa Māori o Te Raki Paewhenua operates in accordance with the principles of Te Aho Matua. These principles are reflected in the commitment of the whānau and staff to provide high quality education for students. The kura culture is firmly grounded in the principles of whanaungatanga.

Students enthusiastically investigate and explore te ao Māori and te ao whānui.

Students demonstrate a strong sense of identity and aspire to uphold their aims and aspirations.

Students confidently use te reo Māori and are developing competence in English.

Students are intellectually stimulated and motivated learners.

Students exemplify characteristics of personal integrity in upholding the principles of Te Aho Matua.

Future Action

ERO is confident that the board of trustees can govern the school in the interest of the students and the Crown and bring about the improvements outlined in this report. ERO is likely to carry out the next review in three years.

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)