TKKM o Te Rawhiti Roa

Education institution number:

1154

School type:

Composite

School gender:

Co-Educational

Definition:

Kura Kaupapa Maori

Total roll:

190

Telephone:

09 435 4488

Address:

42 Vinegar Hill Road, Tikipunga, Whangarei

View on map

Te Kura Kaupapa Māori o Te Rawhiti Roa

20 Oct 2021

1 He Kupu Arataki

Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, me ngā hapori ki te whakatakoto i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i ngā whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai.

2 Te Horopaki

Ko Te Kura Kaupapa Māori o Te Rāwhiti Roa anake te kura o Te Aho Matua ki Whangārei. I whakatūngia e tētahi rōpū kaha i arotahi ai ki te whakatōpū i te hapori, i te reo Māori hoki, me te whakapūmau i ngā tikanga whakaaro o Te Aho Matua. E whakanui tonu ana, e whakakoia tonu ana hoki te whānau i tō rātou tino hononga me tō rātou ngākau nuitanga ki Te Parawhau, ki Ngāti Hau, ki Ngāti Wai o Manaia, ā, ki Ngāti Wai o Hurupaki.

I te tau 2019, i whakatūngia tētahi kaikōmihana ki te whakapakari ake i ngā mahi kāwana a te whānau, ki te tautoko i te ārahitanga me te whakahaeretanga o te kura, me te whakahāngai i te titiro a ngā ngaio ki te whakarato i tētahi taiao e āhuru ana i ngā whatumanawa o ngā ākonga, kia whiwhi ai rātou i ngā whakaakoranga me ngā akoranga o te kounga kairangi.

3 Te Aronga o te Aromātai

He pēhea rawa te whakaatu mai o ngā ākonga i tā rātou whakatutukitanga, i tō rātou whakatinanatanga hoki o ngā tūmanako me ngā wawata o tō rātou iwi?

Kāhore i te rawaka te tautoko i ngā ākonga kia whakatutukihia ō rātou pitomata, kia whakatauirahia rānei e rātou ngā wawata o tō rātou iwi.

4 Ngā Whakaaturanga

Te Ira Tangata

Kei te ngoikore te poipoi i te waiora o ngā ākonga me ngā kaimahi. E noho wehe rua ana te whānau mō te ahurea o te kura. I whakapuaki ētahi i ā rātou āwangawanga mō te wairua me ngā āhuatanga Māori. E taimaha ana ngā hononga ki waenga i ngā kaimahi, ā, e tīmata noa ana te whakawhanaketanga o ētahi atu. Kua whai pānga aua tūāhuatanga ki te waiora o ngā kaimahi, ki te whanonga a ngā ākonga, me te taetae atu ki te kura. Tērā tonu ngā take e pā ana ki te aukati me te whakaunu ākonga. E taupatupatu ana taua tūāhuatanga i ngā tikanga whakaaro o Te Aho Matua. Kāhore i te riterite te whakatauiratanga o te manaaki, te whanaungatanga, me te aroha ki ngā ākonga, nō reira, kāhore e whakatinanahia ana ngā wawata o te whānau, te hapū, me te iwi mō ngā ākonga.

Te Reo

Ahakoa e rongo ana ngā ākonga i te reo o Ngāpuhi, ahakoa te tokomaha hoki o ngā kaimahi e tino mātau ana ki te reo Māori, kāhore i te riterite te whakamahinga o te reo Māori. Kāhore he rautaki reo Māori ki te whakatairanga ake i ngā pūkenga reo o te whānau, o ngā ākonga rānei. Kāhore i te tino kaha te taetae atu a te whānau ki ngā akoranga o te reo Māori. Kāhore e āta whakamaheretia ana, kāhore rānei e āta aroturukitia ana te whakawhanaketanga reo me te ahu whakamua o ngā ākonga. Ko te reo Pākehā te reo whakawhitiwhiti e ngākau nui ake ana i ngā ākonga, inarā, i a rātou o te wharekura.

Āhuatanga Ako

Kāhore i te rawaka te kounga o ngā whakaakoranga me ngā akoranga. He whāiti ngā whakaaturanga e tohu ana i te ako a ngā ākonga. Kāhore i te rawaka ngā mahere, kāhore e whai kiko ana, kāhore rānei e riterite ana. Kāhore he whakaaturanga o te aromātai hōtaka, hei āta whakatau i te whai pānga o ngā hōtaka, i te whai aronga hoki o ngā hōtaka ki te whānuitanga hoki o ngā tūmomo matea o ngā ākonga. Kei te mākihakiha te taiao ako, kāhore e whakahihiri ana. He iti rawa te whakawhanaketanga ngaio i whakaratohia ai, i rapua ai rānei hei tautoko i ngā kaiako ki te whakapai tonu ake i ā rātou whakaritenga ngaio. He iti noa ngā taunekeneke ki waenga i ngā kaiako me ngā ākonga, ā, i ētahi wā, kāhore i te tino whakakoia aua taunekeneke. I ētahi wā kei te arokore, kei te takeo hoki te āhua o ngā ākonga.

Wharekura

Kāhore i te rawaka te mātauranga o te wharekura. He whāiti ngā whiringa kaupapa. Kāhore he pūkenga i roto i te kura, ki te whakarato i te katoa o ngā kaupapa ako. Ka whakapā atu ki ngā ratonga o waho mō te Pāngarau, te reo Pākehā, me te Reo Rangatira. He iti noa ngā tūmomo kaupapa me ngā ratonga o waho e wātea ana ki ngā ākonga, kia tutuki i a rātou Te Taumata Mātauranga ā-Motu kua Taea. Ahakoa te pai o ngā paetae ākonga i te wharekura o mua, nō nā noa nei i pā mai ai ngā whakarerekētanga ki ngā tūnga kaimahi, kāhore rānei he pūkenga o roto, he mahere rautaki takune rānei, ā, nā aua tūāhuatanga kei te noho rangirua ngā ratonga mō ngā ākonga tuākana mō meāke nei. Waihoki, kei te pā tōraro hoki ki ngā paetae ākonga, ko te kaha o te kore taetae mai o ngā ākonga ki te kura. Kāhore he whakaritenga, he rautaki rānei hei whakatika i te kore taetae mai ki te kura. Kāhore he whai wāhitanga mō ngā ākonga ki te eke angitu.

Te ārahitanga me te whakahaeretanga

Kāhore te ārahitanga e whai hua ana. Kāhore he māramatanga ā-kura ki ngā tūmanako ngaio mō te whakamahere, te pūrongo, me te kounga o te whakaako. Ahakoa he rōpū ārahitanga matua, kei te wero ētahi kaimahi i te aronga me ngā whakataunga. He uaua ki te whakapūmau i te riterite o ngā whakaritenga. Ahakoa he tukanga arohaehae i whakatakotohia ai, he moata rawa ki te tātari i te whai huatanga, inarā tonu, nā ngā take e hāngai ana ki te kounga o te whakaako me te ako. He take āwangawanga te kore taetae ki te kura, te kore noho pūmau hoki o ngā ākonga tuākana.

Te kāwana i te kura

Kāhore i te rawaka te arotake whaiaro. Kāhore e whakamaheretia ana te whakapaitanga ake o ngā putanga ako. Ahakoa ngā wawaotanga, he iti noa te ahu whakamua ki te whakatutuki i ngā āwangawanga i whakaputaina ai ki te pūrongo o mua a Te Tari Arotake Mātauranga.

Kua whakatutukihia ētahi mahi e pā ana ki te arotake whaiaro, tae atu ki ngā amuamu, te hauora me te haumaru, me ngā take whai taharua. Kua whakamāramahia, kua whakapūmautia hoki te tukanga e pā ana ki te whakatū kaimahi. Engari, kāhore taua āhuatanga i tino whai wāhi atu ki te whakapai ake i ngā putanga ki ngā ākonga me ngā hononga o te whānau.

Kua whakaritea e te kaikōmihana tētahi rōpū ā-whanau mō te whakawhitiwhiti whakaaro. Ko te pūtake o te rōpū nei, kia whai wāhi mai te whānau ki ngā whakataunga, ā, kia whakapakarihia hoki ngā pūkenga ki te kāwana i te kura. He nui tonu ngā mahi hei whakatutuki i roto i taua tūāhuatanga.

He ngoikore te taetae atu ki ngā wānanga o Te Aho Matua i kōkirihia ai e Te Runanga Nui o Ngā Kura Kaupapa Māori o Aotearoa. Kāhore ngā mātāpono o Te Aho Matua e whakatinanahia ana i te ahurea o te kura me ngā hononga. Kāhore te whānau e whakamanatia ana, kia whai wāhi atu ai rātou ki te whakapaitanga ake o ngā putanga ki ngā ākonga.

E āta whakapuakihia ana e te whānau tō rātou wawata kia rahi ngā whakangungu o Te Aho Matua, ā, kia tautokona tonuhia rātou.

5 Te Whakatau ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te Kaikōmihana 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; me
te tae ā-tinana atu a ngā ākonga ki te kura.

Hei whakatutuki i ngā herenga ā-ture, me tahuri ki te:

whakapūmau i te haere tonutanga o tētahi hōtaka o te arotake whaiaro, mō ngā kaupapa here, ngā mahere, ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua o ngā ākonga me ā rātou paetae

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)]

whakawhanake me te whakatinana i ngā hōtaka whakaako me ngā hōtaka akoranga: mā te whakarato ki ngā ākonga katoa o ngā tau 1 ki 10 ngā whai wāhitanga ki te eke angitu

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 1(a) (i)]

whakarato i tētahi taiao haumaru ā-tinana, ā-whatumanawa hoki mō ngā ākonga, ā, me whakatutuki i ngā herenga ā-ture hei āta whakatau i te noho haumaru o ngā ākonga (tae atu ki te ārai i ngā mahi whakawetiweti)

[Ngā Aratohu Whakahaere Mātauranga ā-Motu 5; Te Ture mō te Hauora me te Haumaru ki te Wāhi Mahi 2015]

āta whakarite i ngā tukanga kia tika te whakatakoto haere, te aroturuki, me te whai atu i te kore taetae atu a ngā ākonga ki te kura.

[s25 Ture Mātauranga 1989; Ngā Aratohu Whakahaere Mātauranga ā-Motu 6; Ngā Herenga ā-Ture Mātauranga e pā ana ki te Taetae o te Ākonga ki te Kura 1951]

whakawhanake i ngā whakaritenga e pā ana ki te whakahaeretanga o ngā pūmanawa mahi e whakarato ai i te tautoko ki ngā kaiako.

[s77a Te Ture Kaimahi Kāwanatanga; Ngā Aratohu o te Tāhuhu o te Mātauranga]

6 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia ū tonu te Tāhuhu o te Mātauranga i te wawaotanga mā te ture s171 o te Ture Mātauranga me te Whakangungu 2020, mō ēnei o ngā tūāhuatanga, arā, mō:

te whakapakari me te tautoko i te tirohanga me te wawata o te whānau mō tō rātou hapori
te whakarite i te poari, i ōna tūranga, i āna kawenga mahi hoki
te ārahitanga me te whakahaeretanga
te waiora ā-tinana, waiora ā-whatumanawa, me te haumaru o ngā ākonga
te kounga o te mātauranga o Te Aho Matua
te marautanga, te aromatawai, me ngā paetae ākonga.

E taunaki ana hoki Te Tari Arotake Mātauranga kia:

tautokona e Te Runanga Nui o Ngā Kura Kaupapa Māori o Aotearoa ngā wawata o te whānau e whakapūmau ana i Te Aho Matua, i ōna mātāpono, ā, i te whakaratonga hoki o te mātauranga kounga kairangi
hāpaitia te whakahōhonu ake o te whānau i tō rātou whai māramatanga ki Te Aho Matua.

Darcy Te Hau
Toka-ā-Nuku
Te Uepū ā-Motu – Māori Review Services

20 Whiringa ā-nuku, 2021

7 Ngā kōrero e pā ana ki te Kura

Kura	Te Kura Kaupapa Māori o Te Rāwhiti Roa
Te tau a te Tāhuhu o te Mātauranga	1154
Te tūwāhi	Kei Tikipunga, ki Whangārei
Te tūmomo kura	He kura hiato (Tau 1 ki te 13)
Te tokomaha o ngā ākonga o te kura	177
Te ira tangata	Kōtiro 85, Tama 92
Ngā hononga ā-iwi	Māori 177
Ngā āhuatanga motuhake	Te Aho Matua
Te wā i te kura te rōpū arotake	Hōngongoi 2021
Te wā o tēnei pūrongo	20 Whiringa-ā-nuku 2021
Ngā pūrongo o mua a Te Tari Arotake Mātauranga	Arotake Mātauranga, Pipiri 2018; Arotake Mātauranga, Hui-tanguru 2014; Arotake Mātauranga, Poutū-te-rangi 2012

1 Introduction

The Education Review Office, whānau, leaders and communities have collaborated to provide evaluation insights that foster improvement, identify progress and build evaluation capability.

2 Context

Te Kura Kaupapa Māori o Rāwhiti Roa is the only Te Aho Matua kura in Whangarei. It was established with a strong focus to build community, te reo Māori and uphold the philosophy of Te Aho Matua. The whānau continue to acknowledge and affirm their connection and commitment to Te Parawhau, Ngāti Hau, Ngāti Wai o Manaia, Ngāti Wai o Hurupaki.

In 2019, a commissioner was appointed. The role of the commissioner was to build whānau governance, support kura leadership and management, to provide a safe emotional environment for learners, and high-quality teaching and learning.

3 Evaluation Focus

To what extent do students show they achieve and exemplify the hopes and aspirations of their people?

Students are not supported sufficiently well to achieve their potential or exemplify the aspirations of their whānau.

4 Findings

Te Ira Tangata

An environment that fosters the wellbeing for students and staff is lacking. Whānau are divided over the kura culture. Some expressed concerns about the wairua and āhuatanga Māori. Collegial relationships are strained. This has impacted staff wellbeing, student behaviour and attendance. There remain issues pertaining to student suspensions and stand downs. This contradicts the philosophy of Te Aho Matua. Students experience inconsistent modelling of manaaki, whanaungatanga and aroha. The aspirations whānau, hapū and iwi hold for students are not being realised.

Te Reo

Despite the fact that students are exposed to te reo o Ngāpuhi and several staff are strong language role models, the use of te reo Māori is inconsistent. There is no te reo Māori strategy to improve the capability of either whānau or students. Te reo Māori classes for whānau are not well attended. The language development and progress of students is not well planned or monitored. The English language is the preferred mode of communication by students, particularly in the wharekura.

Āhuatanga Ako

The quality of teaching and learning is inadequate. Evidence of student learning is limited. The planning is insufficient and lacks detail and consistency. There was no evidence of programme evaluation to ensure that the programmes are relevant and respond to the diverse range of student needs. The learning environment is dull and uninspiring. Kaiako and student interactions are minimal and not always affirming. Students appear disinterested and bored at times. Despite a range of professional development opportunities for kaiako there has been limited impact on the quality of teaching and learning and outcomes for students.

Wharekura

Wharekura education is inadequate. Subject options are limited. There is a lack of capability to offer all core curriculum areas internally. Maths, English and Te Reo Rangatira are accessed from external providers. Students are reliant on a small range of subjects and external providers to achieve NCEA. While previous student achievement in the wharekura was positive, the recent staffing changes, lack of internal capability and intentional strategic planning has created uncertainty for the future provision for senior students. Furthermore, high student absence is having a negative impact on student achievement. There are no plans or strategies to address student attendance. Students lack the opportunities to be successful.

Leadership and management

Leadership is ineffective. There is no school wide clarity on professional expectations for planning, reporting, and the quality of teaching. While there is a senior leadership team in place, some staff members challenge direction and decision making. It has been difficult to establish consistency of practice. Although there is an established appraisal process it is too soon to determine its effectiveness given the issues around the quality of teaching and learning.

Governance

Self-review is inadequate. Improved student outcomes are not planned for. Despite formal intervention, little progress has been made to address concerns raised in the previous ERO report.

Some work has been completed on policy review, including complaints, health and safety and conflict of interest. The staff appointments process has been clarified and confirmed. However, this has made no significant difference to improving student outcomes and whānau relationships.

The commissioner established a whānau reference group. This was to provide whānau input into decision making and build capability in governance. There is still considerable work to be done in this area.

Te Aho Matua wananga facilitated by Te Runanga Nui have been poorly attended. The principles of Te Aho Matua are not evident in the culture of the kura and its relationships. Whānau are not empowered to contribute to improving positive student outcomes.

Whānau clearly articulate a desire to have fulsome Te Aho Matua training and ongoing support.

5 Assurance on Legal Requirement

Actions for Compliance

Before the evaluation, the whānau and Tumuaki 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 evaluation, 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.

To meet compliance requirements, they must:

maintain an ongoing programme of self-review in relation to policies, plans and programmes including evaluation of good quality assessment information on student progress and achievement
[National Administration Guideline 2(b)]
develop and implement teaching and learning programmes: providing all students in Years 1-10 with opportunities to achieve for success
[NAG 1(a) (i)]
provide a safe physical and emotional environment for students and comply with legislation to ensure the safety of students (including prevention of bullying)
[NAG 5; Health and Safety at Work Act 2015]
ensure there are processes in place to correctly record, monitor and follow up student absences.
[s 25 Education Act 1989; NAG 6; Education School Attendance Regulations 1951]
develop human resource management practices that provide support for teachers.
[section 77A State Sector Act; MoE Guidelines].

6 Recommendation

ERO recommends that the Ministry of Education maintain intervention under S171 of the Education and Training Act 2020 in relation to:

building and supporting whānau, vision and aspiration for their community
establishing a board, its roles, and responsibilities
leadership and management
the physical and emotional wellbeing and safety of students
the quality of Te Aho Matua education
curriculum, assessment, and student achievement.

ERO also recommends:

that Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, support the whānau aspiration to uphold Te Aho Matua, its principles and the provision of high-quality education
that the whānau are supported to deepen their understanding of Te Aho Matua.

Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services

20 October 2021

7 Information about the Kura

Kura	Te Kura Kaupapa Māori o Te Rāwhiti Roa
Profile Number	1154
Location	Tikipunga, Whangārei
Ministry of Education profile number	1154
Kura type	Composite (Years 1-13)
Kura roll	177
Gender composition	Girls 85, Boys 92
Ethnic composition	Māori 100%
Special features	Te Aho Matua
Review team on site	July 2021
Date of this report	20 October 2021
Most recent ERO report(s)	Education Review, June 2018; Education Review, February 2014; Education Review, March 2012

Te Kura Kaupapa Māori o Te Rawhiti Roa - 07/02/2014

07 Feb 2014

7 February 2014

To the Parents and Community of Te Kura Kaupapa Māori o Te Rāwhiti Roa

A supplementary Te Aho Matua review evaluates the quality of education received by student and the performance of the board of trustees in relation to specific areas of concern as identified during a previous accountability review or as raised with ERO.

This is a summary of our latest report on Te Kura Kaupapa Māori o Te Rāwhiti Roa.

Te Kura Kaupapa Māori o Te Rawhiti Roa is in Tikipunga, Whangārei. Students from the local area and greater Whangārei region attend the kura.

This supplementary review follows the March 2012 ERO report which identified issues with the management of student behaviour, the quality of teaching and student engagement in learning. Furthermore, the principles of Te Aho Matua needed to be incorporated into governance roles and responsibilities of the Board of Trustees (BoT).

A Limited Statutory Manager (LSM) has successfully completed her role. She has worked extensively and successfully with staff to identify the areas of concern and ways to address these. The LSM has helped staff focus positively on the needs of students and their professional responsibility for student learning and success.

The BoT and principal is effectively addressing the areas for review and development identified in the previous review report. A number of priority areas including Te Ira Tangata, Ngā Iwi, Āhuatanga Ako and Te Aho Matua development and understanding have improved considerably.

Te Aho Matua is clearly defined in the kura charter. The charter describes how principles of Te Aho Matua support the child by promoting academic excellence and fostering balanced and holistic growth and development. Te Aho Matua principles are applied to all aspects of the kura and its operations.

There are good management systems throughout the kura that have helped to improve performance. The BoT is in a strong position to fulfil its governance responsibilities. There are numerous people who are supporting the kura including the kaitiaki of Te Rūnanganui o Ngā Kura Kaupapa Māori, Student Achievement Function Practitioner, the Resource Teacher of Learning Behaviour (RTLB) Te Reo Māori, the Kaiārahi i te Reo, whānau members and kaumātua. The senior management team is supporting their staff well.

1. He Whakamārama

Te Whānuitanga Atu

E aromātai ana te arotake tāpiri Te Aho Matua i te kounga o te mātauranga e whakawhiwhia ana ki ngā ākonga, me te āhua o ngā mahi a te whānau i roto i ngā wāhanga i whai pānga nui ai ki ngā take.

Kei raro iho nei ko ngā whakataunga mō ngā whakapuakitanga mō tēnei arotake tāpiri.

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te whānau me te rōpū whakahaere o Te Kura Kaupapa Māori o Te Rāwhiti Roa, e pā ana ki ngā wāhanga i tāutuhia e te pūrongo arotake a te Tari Arotake Mātauranga o Poutū-te-rangi 2012. Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:

Te Ira Tangata, tae atu ki te whakawhānui ake i te whanonga pai o ngā ākonga, me te whakarite ake i te whakaratonga a ngā kaimahi i te taiao o te kounga kairangi e hāpai ana i ngā ākonga ki te whai wāhi tika atu ki ngā akoranga.

Ngā Iwi, tae atu ki te whakapai i te tūnga o ngā kaiwhakahaere matua ki te whakatairanga i ngā tūmanako nunui me te kounga o ngā whakaakoranga, kia tahuri ai ngā ākonga ki ngā akoranga.

Āhuatanga Ako, tae atu ki te whakapai i te whakahaeretanga me te waihanga o te marautanga, kia whai hua ai ki ngā akoranga a ngā ākonga, me te āta whakamahi i te tātari hōtuku hei whakamōhio i ngā whakataunga e pā ana ki te whakaako.

Ngā Kōrero e pā ana ki te Kura

Te tūwāhi	Kei Tikipunga, ki Whangārei
Te tau a te Tāhuhu o te Mātauranga	1154
Te tūmomo kura	He kura hiato (Tau 1–13)
Ngā kaiako: mai i te rārangi ā-kura ētahi atu te maha o ngā kaiako	21.2 22
Te tokomaha o ngā ākonga	182
Hononga ā-iwi	Māori 182
Te ira tangata	Kōtiro 85 Tama tāne 97
Ngā Āhuatanga motuhake	Te Aho Matua
Te wā i te kura te rōpū arotake	Mahuru 2013
Te rā o tēnei pūrongo	Hui-tanguru 2014
Ngā pūrongo o mua a te Tari Arotake Mātauranga	Arotake Mātauranga Te Aho Matua, Poutū-te-rangi 2012 Arotake Mātauranga Te Aho Matua, Hui-tanguru 2010 Arotake Motuhake, Pipiri 2005

2. Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kura Kaupapa Māori o Te Rāwhiti Roa ki Tikipunga, ki Whangārei. Ka ahu mai ngā ākonga o te kura i te hapori me te rohe whānui hoki o Whangārei.

Ka whai ake tēnei arotake tāpiri i te pūrongo a te Tari Arotake Mātauranga i te Poutū-te-rangi o 2012, ā, i tāutuhia taua pūrongo i ngā take i hāngai ai ki te whakahaeretanga o te whanonga o ngā ākonga, te kounga o te whakaako me te whai wāhi atu a ngā ākonga ki te ako. Waihoki, me tuitui ake hoki ngā mātāpono o Te Aho Matua ki ngā tūranga kāwanatanga, ngā kawenga kāwanatanga hoki a te poari whakahaere.

Kua tino whakatutukihia e te Kaiwhakahaere Manatū ā-wā āna mahi ki tana tūranga. Kua tino mahi ia, kua whai hua anō hoki ia ki te taha o ngā kaimahi, ki te tāutu i ngā wāhanga i āwangawangatia ai, me ngā huarahi hoki ki te whakatutuki i aua āhuatanga. Kua hāpai te Kaiwhakahaere Manatū ā-wā i ngā kaimahi ki te whai whakaaro nui ki ngā matea o ngā ākonga me tā rātou kawenga ngaio mō te ako me te eke angitu o ngā ākonga.

E whai hua ana te poari me te tumuaki ki te whakatutuki i ngā wāhanga i tāutuhia ai ki te pūrongo arotake o mua hei arotake, hei whakawhanake ake. He maha ngā wāhanga matua kua tino whai hua ake – tae atu ki te Ira Tangata, Ngā Iwi, Āhuatanga Ako, me te whakawhanaketanga o Te Aho Matua, me te māramatanga ki Te Aho Matua.

Kua āta tāutuhia Te Aho Matua ki te tūtohinga a te kura. Ka whakamārama te tūtohinga i te whai pānga o ngā mātāpono o Te Aho Matua ki te hāpai i te tamaiti, mā te whakatairanga i te eke angitu i roto i te mātauranga, me te poipoi i te riterite me te katoa o te tupu, te whakawhanaketanga anō hoki o te tamaiti. Ka whakatinanahia ngā mātāpono o Te Aho Matua ki ngā āhuatanga katoa o te kura me āna whakahaeretanga.

He pai ngā pūnaha whakahaere puta noa i te kura, ā, kua whai hua ēnei ki te whakapai ake i te āhua o ngā mahi. He kaha te tūnga o te poari ki te whakatutuki i āna kawenga kāwanatanga. He tokomaha ngā tāngata e hāpai ana i te kura, tae atu ki te kaitiaki o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, te Mātanga e pā ana ki ngā Paetae Ākonga, te Mātanga Whanonga Ako Māori, te Kaiārahi i te Reo, me ngā mema o te whānau, ngā kaumātua hoki. He pai te tautoko o te rōpū whakahaere matua i ā rātou kaimahi.

Whakaritenga Whaimuri

E whakapono ana te Tari Arotake Mātauranga e āhei ana te poari ki te whakahaere i te kura, i runga i te whai whakaarotanga nui ki ngā ākonga me te Karauna, ā, e āhei ana hoki rātou ki te whakatinana i ngā whakapainga i tāutuhia ai ki tēnei pūrongo.

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

3. Ngā Whakaaturanga

Te Ira Tangata

Kua tino pai ake te whakahaeretanga i te whanonga ākonga, whai muri i te arotake o mua. Ko te whakapakari i ngā hononga mauritau, me te whakawhirinaki, te whakaute hoki o tētahi ki tētahi, ngā āhuatanga matua ki te whakapai ake i ngā whaiaro me te whanonga.

He pai te arotahi ki ngā ākonga. Kua whakawhanakehia e te whānau te ahurea o te whakaaro huritao me te arotake, i runga i te pono me te māramatanga. E kawe ake ana ngā pākeke i ngā mahi. Nā tēnei, kua pupū ake te pai o ngā whakawhitinga kōrero me ngā taunekeneke. Ka kitea hoki te hāpai ngātahi, me te tautoko o tētahi ki tētahi.

Kua whai hua te pānga o ngā kaiwhakahaere matua ki te whakawhanake i te ahurea hou, te ahurea mauritau anō hoki ki te kura. Ka ahu mai ngā whakataunga i ngā mōhiohio i whakaemihia ai i te whānuitanga o ngā matatiki, tae atu hoki ki ngā ākonga. Ka tātarihia ngā mōhiohio i whakaemihia ai, ā, ka tāutuhia ngā mahi ka whai ake. Ka whai wāhi te whānau me ngā ākonga ki ngā whakawhitinga kōrero, ā, ka ahu mai i reira, te whakapaitanga ake o te whakatau i ngā whakaritenga. Ka tautokona ngā ākonga me te whānau ki ngā taumata maha.

Kua pai ake te kounga o te whakaako. Ka whai wāhi ake ngā ākonga, ā, he iti ake ngā take whanonga. Ka whakawerohia ā-tinana, ā-wairua, ā-whatumanawa, ā-hinengaro hoki. E mōhio ana ngā ākonga me ngā kaiako ki tēnā e tūmanakohia ana mō rātou, ā, ka oke ki te whakatutuki i aua tūmanako. Ka manaaki rātou, ka whai whakaaro nui hoki ki ētahi atu, ā, ka mahi ohu hoki.

Ka tū māia ngā ākonga, ā, he pakari tō rātou kiritau
Ka kitea te aroha, te whakaaro nui hoki o ngā ākonga ki ētahi atu
Ka marama ngā ākonga i ngā āria o te tuakana me te teina.

Ngā Iwi

Nā te whakatū i tētahi tumuaki hou, kua pā mai te pai o ngā rerekētanga me te aronga i ahu mai i ngā mahi whakatau ngātahi a ngā kaiwhakahaere. Ka whai hua ake te whakawhitinga kōrero, ā, ka arotahi ake ki ngā tāngata, kaua noa ki ngā pūnaha.

Ka wheako ngā ākonga i te angitu ki te whānuitanga o ngā tūmomo hākinakina. Ka tino whakahaerehia ngā hākinakina ā-kura e tētahi kaiwhakahaere hākinakina. Ka eke angitu ngā ākonga i roto i te kapa haka me Ngā Manu Kōrero. Ka noho pūmau, ka arotahi hoki ngā rōpū whakaako ki ngā akoranga a ngā ākonga.

Ka wheako ngā kaimahi katoa i te tautoko, te ārahi, me te whakawhanaketanga ngaio e tika ana. Kua tino whakawhanakehia ā rātou mahi ki te whakaaro huritao. Ka whai wāhi atu ngā ākonga ki ngā akoranga. Ka whai wāhi atu, ka aro nui, ā, ka noho whakahihiri hoki. Ka tautoko ngā ākonga i ngā akoranga a ō rātou hoa. Kua whai hua ngā whakarerekētanga ki te wātaka, ā, ka arotahi ki te whakanui i te ako. Kua whai pānga pai anō hoki tēnei ki te whakamahere me te whakatinana, ā, ka hāpai i ngā ākonga ki te noho hihiri tonu ki te ako, ā, kua whakanui ake i ā rātou whai wāhitanga ki te eke angitu.

He pakari ngā pūnaha aroturuki i ia te wā. Pūrongotia ai ngā akoranga a ngā ākonga me te ahunga whakamua i ia te wā. Kei te mārama te poari ki te tuku o ngā rauemi, me ngā huarahi anō hoki ki te tohatoha i aua rauemi. Ka noho pūmau ngā ākonga ki te kura i ngā reanga o ngā tuākana. He harikoa rātou, ā, e atawhaitia ana hoki.

Haere ai ngā ākonga ki te whānuitanga o ngā tūmomo huihuinga Māori ā-whānau, ā-hapū, ā-iwi hoki
Ka whakapuaki ngā ākonga i ā rātou wheako akoranga ki te whānau
Ka mahi ngātahi ngā ākonga ki ō rātou hoa, ki ētahi atu whānau hoki
Ka tūhura, ka waia haere hoki ngā ākonga ki ngā tūranga me ngā kawenga mahi i te kura
Ka wheako ngā ākonga i te angitu i roto i ngā akoranga.

Āhuatanga Ako

He nui te whakapaitanga ake o te waihanga me te whakahaeretanga o te marautanga. Ha matawhānui ngā mahere, ā, e tino whai kiko ana. Kei roto i ēnei ngā āhuatanga katoa e tika ana, ā, ka aro mārika ki ngā akoranga ka tino whai pūtake ki ngā ākonga, puta noa i te kura.

He mārama, he riterite hoki te pūrongo i te ahunga whakamua me ngā paetae hoki o ngā ākonga. Ka kitea ki ngā whakaaro huritao o ngā kaimahi i ia rā, te hāngaitanga ake o ngā whakaaro ki ā rātou whakaritenga. Ka mahi ngātahi ake ngā kaimahi, ā, ka tautoko tētahi i tētahi. Ka noho maioha ngā kaimahi ki te tautoko ka whiwhi rātou. Kua whakatutukihia te whānuitanga o ngā whai wāhitanga ki te whakawhanake ngaio, tae atu ki te reo matatini me te pāngarau.

He tau, he mārie hoki te whai wāhi nui o ngā ākonga o te wharekura ki ngā akoranga. Ka kitea ā rātou hononga whakaute ki ngā ākonga me ngā kaimahi. He pai te whakawhanaketanga ake o ngā rautaki ako, hei kapo atu i ngā ngākau nuitanga o ngā ākonga. Kua āta whakaritea ngā whāinga ako, ā, he pai hoki te whakariterite, te noho rite anō hoki o ngā kaiako.

Ka arotahi ngā huarahi umanga ki ngā wawata o ngā ākonga me ā rātou whāinga umanga. He hua o roto i ngā paetae a Te Taumata Mātauranga ā-Motu Kua Taea. Ka whai wāhi ake ngā mātua ki te tautoko i ngā ākonga. Ka tino whakaemihia, ka tino tātarihia hoki ngā hōtuku aromatawai i te reo matatini me te pāngarau, ā, ka whakatinanahia ngā taumata ako ka whāia tonuhia, puta noa i te kura teina. Kua puta mai ētahi hua pai. Ka tāutuhia ngā wāhanga hei whakawhanake ake, ā, kua whakaritea ngā hōtaka tautoko i whakahāngaitia ai ki ēnā. E mōhio ana ngā kaimahi ki ngā tūmomo huarahi aromatawai e whakamahia ana e rātou. He tau ngā ākonga, ā, he pārekareka ki a rātou te ako.

Kua whai hua te whakapuakitanga o tētahi tukanga arohaehae pakari, ā, kua tuituia tēnei ki ngā mātāpono o Te Ira Tangata. He māmā noa te whakahaere i te tuhinga arohaehae, ā, kua puta hei tino tuhinga e whai pūtake ana ki te tautoko i ngā mahi a ngā kaimahi.

Ka whakarongo pīkari ngā ākonga
Ka arotahi ngā ākonga ki te taumahi e whakatutukihia ana e rātou
E mōhio ana ngā ākonga ki ngā huarahi mātauranga ka whāia e rātou
He mauritau ngā taunekeneke a ngā ākonga.
E mōhio ana ngā ākonga ki ā rātou whāinga ako
He roa ake te noho o ngā ākonga ki te kura

4. Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki o Te Kura Kaupapa Māori o Te Rāwhiti Roa teTauāki Kupu Tūturu a Te Poari 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 ō 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 te 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 o ngā ākonga ki te kura.

5. Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te whānau o te kura ki te:

5.1 arotahi ki te whakapai i te reo Māori, hei painga mō ngā kaimahi, te whānau, me ngā ākonga.

5.2 whakapūmau tonu i ngā tukanga e pā ana ki te arotake whaiaro.

5.3 whakawhanake tonu i te marautanga o te kura, kia hāngai ai ki Te Aho Matua.

6. Whakaritenga Whaimuri

Ka arotakehia anō e te Tari Arotake Mātauranga te kura, hei wāhanga o te huringa arotake o te wā.

Lynda Pura Watson

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

7 Hui-tanguru 2014

1. Background

Introduction

A supplementary Te Aho Matua review evaluates the quality of education received by students and the performance of the whānau in relation to specific areas of concern. The terms of reference for this supplementary review are specified below.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Te Kura Kaupapa Māori o Te Rawhiti Roa whānau and management in relation to areas of concern identified in the March 2012 ERO Report. The terms of reference for this review are to investigate:

Te Ira Tangata including increasing positive student behaviour and better ensuring that staff provide a high quality environment that supports students to engage in learning appropriately.
Ngā Iwi including improving the role of senior managers to promote high expectations and quality teaching to engage students in learning.
Āhuatanga ako including improving .curriculum management and design to positively impact on student learning and using data analysis effectively to inform teaching decisions

About the Kura

Location	Tikipunga, Whangarei
Ministry of Education profile number	1154
Kura type	Composite (Years 1–13)
Teaching staff: Roll generated entitlement Other Number of teachers	21.2 22
Roll number	182
Ethnic composition	Māori 100%
Gender composition	Boys 97 Girls 85
Special features	Te Aho Matua
Review team on site	September 2013
Date of this report	February 2014
Previous ERO reports	Te Aho Matua Review, March 2012 Te Aho Matua Review, February 2010 Special Review, June 2005

2. The Education Review Office (ERO) Evaluation

Te Kura Kaupapa Māori o Te Rawhiti Roa is in Tikipunga, Whangārei. Students from the local area and greater Whangārei region attend the kura.

Future Action

ERO is confident that the whānau can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

3. Findings

Te Ira Tangata

Student behaviour management has improved significantly since the previous review. Building positive relationships, reciprocal trust and respect have been key factors in improving attitudes and behaviour.

The focus on students is positive. The whānau has developed a culture of reflection and review based on honesty and transparency. Adults are taking more responsibility. This has contributed to positive communication and interactions. Collaborative and collegial support is apparent.

Senior managers have had a positive impact on developing a new and positive culture within the kura. Solutions are based on information gathered from a range of sources including students. Information gathered is analysed and appropriate next steps are identified. Whānau and students have contributed to discussions leading to improved decision making. Students and whānau are given support at many levels.

The quality of teaching has improved. Students are more engaged and there are fewer behaviour problems. They are challenged physically, spiritually, emotionally and academically. Students and teachers know what is expected of them and strive to meet these. Students demonstrate whanaungatanga in its broadest sense. They are caring, considerate and co-operative.

Students are confident and have high self esteem.
Students display aroha and respect toward others.
Students understand concepts of tuakana/teina.

Ngā Iwi

The appointment of a new principal has brought positive change and direction based on collaborative decisions among managers. Communication is more effective and focussed on people rather than systems.

Students are experiencing success in a range of sports. School-wide sport is capably organised by a sports co-ordinator. Students successfully compete in kapahaka and Manu Kōrero. Teaching teams are committed and focused on student learning.

All staff experience appropriate support and guidance and professional development. Their reflective practices have developed well. Students are engaged in learning. They are responsive, attentive and motivated. Students are supportive of each other's learning. Changes to the timetable are positive and focus on maximising learning. This has had a positive impact on planning and implementation, supporting students to remain motivated for learning and increasing opportunities for them to succeed.

Regular monitoring systems are robust. Student's learning and progress is reported regularly. The board of trustees is clear about where and how resources need to be allocated. Students are staying at kura through to senior levels. They are happy and well cared for.

Students attend a range of Māori whānau, hapū and iwi events.
Students share their learning experiences with whānau.
Students work alongside their peers and other whānau.
Students explore and become familiar with kura roles and responsibilities.
Students experience success with learning.

Āhuatanga ako

There has been a significant improvement in curriculum design and management. Planning is comprehensive and detailed. It contains all of the necessary elements with a particular focus on purposeful learning for students across the school.

Reporting student progress and achievement is transparent and consistent. Staff daily reflections show more focused awareness of their practices. There is more collaboration where staff support each other. Staff appreciate the support they receive. A range of professional development opportunities, including literacy and numeracy have occurred.

Wharekura students are settled, calm and engaged in learning. They demonstrate respectful relationships both with students and staff. Teaching strategies to capture students' interests are developing well. Learning goals are well established, teachers are prepared and well organised.

Career pathways focus on student aspirations and career goals. National Certificate of Educational Achievement (NCEA) results are encouraging. Parents are more involved in supporting students. Literacy and numeracy assessment data is effectively gathered, analysed and next steps are implemented across the kura teina. Some good results have occurred. Areas for development are identified and modified programmes of support are in place. Staff are familiar with the assessment tools they use. Students are settled and enjoying learning.

A robust appraisal process, infused with the principles of Te Ira Tangata, has been introduced successfully. The appraisal document is user friendly and has become a purposeful working document and that supports staff.

Students are attentive listeners
Students are focused on the activity they are engaged in
Students know the academic pathway they intend to follow
Students interact positively
Students know their learning objectives
Students stay longer at kura.

4. Board Assurance on Legal Requirements

Te Kura Kaupapa Māori o Te Rāwhiti Roa Before the review, the board of trustees and principal ofcompleted an EROBoard Assurance Statement and Self-Audit Checklist. In these documents they attested that they had taken all reasonable steps to meet their legal 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 students’ 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.

5. Recommendations

ERO recommends the kura whānau:

5.1 focus on improving te reo Māori for staff, whānau and students.

5.2 continue to embed self review processes.

5.3 continue kura curriculum development to align with Te Aho Matua.

6. Future Action

ERO is confident that the whānau can manage the kura in the interests of the students and the Crown and bring about the improvements outlined in this report.

ERO will review the kura again as part of the regular review cycle.

Lynda Pura Watson

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

7/2/2014