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

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

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.

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.

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.

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