Te Kura Kaupapa Māori o Te Rawhiti Roa - 29/03/2012

1. He Whakamārama

He kupu whakataki

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

E aromātai ana te arotake tāpiri i te whānui me te whai hua o ngā mahi kua mahia e te kura, ki te whakatutuki i ngā take motuhake i tāutuhia ai i te arotake mātauranga o mua, i ērā atu take rānei kua kitea, mai i taua arotake.

Ngā Whakataunga mō Ngā Whakapuakitanga

I whakaritea tēnei arotake tāpiri i runga i te aromātai i ngā whakahaere a te poari whakahaere o Te Kura Kaupapa Māori o Te Rāwhiti Roa,e pā ana ki ngā wāhanga i tāutuhia e te pūrongo a te Tari Arotake Mātauranga, oPoutū-te-rangi otetau 2010.

Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki:

  • te whakaratonga o tētahi taiao e haumaru ā-tinana, ā-waiora hoki mō ngā ākonga
  • te whai wāhitanga o ngā ākonga ki ngā akoranga
  • ngā hononga ki waenganui i te rōpū whakahaere me ngā kaitiaki o te poari whakahaere
  • te whai pānga o te Kaiwhakahaere Manatū ā-wā
  • ētahi take i pupū ake pea i te wā o tēnei arotake.

2. Te Aromātai a te Tari Arotake Mātauranga

E tū ana Te Kura Kaupapa Māori o Te Rāwhiti Roa ki Whangārei, ki te hāpori o Tikipunga. E ahu ana ngā ākonga o tēnei kura i te takiwā whānui o Whangārei. E whai muri ana tēnei arotake tāpiri i te pūrongo a te Tari Arotake Mātauranga o Hui-tanguru te tau 2010, ā, i tāutuhia ai tēnei, ko te whanonga o ngā ākonga me te kounga o ngā whakaakoranga, ētahi tino āwangawanga nui.

I taua wā, ko te ngoikore o ngā hononga ki waenganui i te tumuaki me te poari, i pā tōraro ki te ahurea o te kura, me te taiao ako, whakaako hoki. Kāhore he pūnaha hei aroturuki i te rēhitatanga o ngā kaiako.

E mau tonu ana ngā āwangawanga e pā ana ki te kounga o te whakaako, te whanonga o ngā ākonga, me te whakahaeretanga o ngā akomanga. Kua whakatinanahia tētahi pūnaha e pā ana ki te whakahaeretanga o te whanonga. Engari, he tokomaha tonu ngā ākonga e whakaatu ana i te whanonga ka whai pānga tōraro ki ngā whai wāhitanga akoranga o ō rātou hoa. He tōraro tonu ngā taunekeneke ki waenganui i ētahi o ngā ākonga me ngā kaimahi.

Me whakapai ake te whakapuakitanga o te hōtaka akoranga i te nuinga o ngā akomanga. Nō reira, he mea nui kia rapu te rōpū whakahaere i te āwhina o waho i te kura, me te whai whakaaro nui i roto i te aronga ki te whakawhanake i tētahi hōtaka hāpai ngaio e whai pānga ana ki ngā kaiako katoa. Me whakarite i tētahi tino pūnaha arohaehae i te āhua o ngā mahi, hei āwhina i ngā kaiako ki te whakapiki i tā rātou whai huatanga, mā te tāutu i ā rātou āhuatanga hei whakawhanake ake.

Kua pai ake te hononga ki waenganui i te poari me te tumuaki. Nā te tautoko o te Kaiwhakahaere Manatū ā-wā, kua āta whakawhiti kōrero te poari ki te whānau whānui, kua arotake te tūtohinga kia hāngai ai ki ngā wawata o te whānau, ā, kei te arotake tonu i ia te wā i ngā whakaritenga a te kura, hei whakapai haere i te āhua mahi. Kua tāutuhia e te poari, ngā kaimahi, me te whānau ngā rautaki hei hāpai i te kura ki te ahu whakamua.

E whakapau kaha ana ngā ohu ki te whakatutuki i ngā ritenga e pā ana ki ngā aratohu mātauranga me ngā aratohu whakahaere mahi mō te motu. Kua whakatūngia ngā kaiārahi i te reo, hei whakapakari i te reo Māori. Kua whakawhitiwhiti whakaaro mō te whakariterite anō i ētahi wāhanga o te kura. Ka whai hua ngā mōhiohio i roto i ngā aromātai e whakatutukihia ana e te tumuaki. Me pūrongo i ia te wā, i ngā paetae ākonga o te kura whānui, ki te poari.

E arotahi ana te poari, te whānau, me ngā kaimahi katoa o te kura, ki te whai hua i roto i ngā whakapaitanga. Engari, e mōhio ana rātou, he āhuatanga anō hei whakawhanake tonu. E taunaki ana, kia rapu te kura i te āwhina o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, hei tuitui i ngā mātāpono o Te Aho Matua ki ngā whakaritenga katoa o te kura.

Whakaritenga Whaimuri

Kāhore te Tari Arotake Mātauranga e whakapono ana ki te āheinga o te poari whakahaere ki te whakapai ake, me te kore whakapā atu ki te tino tautoko o-waho. Kua tuku taunakitanga te Tari Arotake Mātauranga ki te Hekeretari o te Mātauranga, kia whai wawaotanga tonu te kura.

E takune ana te Tari Arotake Mātauranga ki te whakahaere i te arotake whai muri, i roto i ngā marama tekau mā rua, hei aromātai i te ahunga whakamua ka whakatutukihia i roto i taua wā.

3. Ngā Whakaaturanga

He whakamārama

Ko tēnei arotake tāpiri, e whai muri ana i tētahi pūrongo Arotake Mātauranga Te Aho Matua, o Hui-tanguru te tau 2010. I tāutuhia e taua pūrongo, ngā āwangawanga nui e toru, i hāngai ai ki te kounga o ngā whakaritenga ki te kura. I te tino āwangawanga mō te whanonga o ngā ākonga, tae atu ki ngā taunekeneke tōraro ki waenga i ngā ākonga tonu, ā, ki waenga hoki i ngā ākonga me ngā kaimahi, te tauwhati a ngā ākonga i ngā whakaakoranga me ngā akoranga, me tō rātou whakaatu anō i te whanonga whakatuki.

I te ngoikore te kounga o ngā whakaakoranga, ā, kāhore ngā ākonga i te aro atu ki ngā akoranga.

I taua wā kua roroku ngā hononga ki waenganui i ngā kaitiaki o te poari me te rōpū whakahaere, ā, me tuitui hoki i ngā mātāpono o Te Aho Matua ki ngā tūranga me ngā kawenga mahi e pā ana ki te kāwanatanga. I whakatūngia tētahi Kaiwhakahaere Manatū ā-wā ki te kura, hei:

  • hāpai i te whakapaitanga ake o te whakahaeretanga i te pūtea, me ngā pūnaha kawenga takohanga
  • whakanui i ngā hononga mauritau
  • whakarite i te whakatutukitanga o ngā tūmanako nui i hāngai ai ki te hauora me te haumaru o ngā ākonga
  • whakapakari i te whakapuakitanga o te marautanga
  • whakarite i te whakawhanaketanga, te whakatinanatanga hoki o ngā ritenga papai e pā ana ki te kāwanatanga me te whakahaeretanga.

Āhuatanga Ako

Ngā wāhanga kua pai ake

Te pūnaha hei aroturuki i ngā tikanga e pā ana ki te rēhitatanga o ngā kaiako. I naiānei, ka aroturukitia te rēhitatanga o ngā kaiako. E hāngai ana ki te rā, ngā rēhitatanga katoa o ngā kaiako, ā, kua whakamanahia te manatū whāiti o ētahi o ngā kaimahi o te kura, ki te whakaako.

Te pūnaha hei hāpai i te whakahaeretanga o te whanonga. E whakarato ana ngā pūnaha whakahaere whanonga i ngā tino aratohu mārama, kia āhei ai ngā kaimahi ki te whakahaere me te aroturuki i te whanonga o ngā ākonga e āwangawanga nuitia ana. Kua tuituia ngā mātāpono o Te Aho Matua ki te katoa o te tukanga, ā, kua whakawhiti kōrero hoki mō ngā rautaki e pā ana ki te whakahaere akomanga. Kua whakaratohia ētahi mahi whakawhanaketanga ngaio.

E ai ki ngā kaimahi me ngā kaitiaki o te poari, kua pai ake te whanonga o ngā ākonga.

Ngā wāhanga hei whakawhanake tonu

Te kounga o te whakaako. Ko te kore aro atu o ngā ākonga ki ngā akoranga, tētahi āhuatanga tonu e āwangawangatia ana. Kua whakatūngia ngā pūnaha hei ārahi i te whakaritenga ngaio, pērā i te whakamahere, te aromatawai, me te whakaaro huritao. Ka whakatutuki tōtika ngā kaimahi i ngā whakaritenga nei, ā, i āta kitea ētahi tauira papai. E haere tonu ana ngā whakawhitiwhiti whakaaro ngaio i ia te wā.

Engari, e whakakōroiroi te kounga ngoikore o ētahi o ngā whakaakoranga ki ngā akomanga, i ngā akoranga a ngā ākonga. He mea nui kia:

  • tāutu te rōpū whakahaere matua me ngā kaimahi i te āhua o te eke angitu i roto i ngā whakaakoranga me ngā akoranga, hei āta whakatutuki i te tirohanga o te kura
  • whakaae ngā mema katoa o te whānau o te kura, me pēhea te whakawhanake i tētahi taiao whakaako, ako hoki o te kounga kairangi, ki Te Kura Kaupapa Māori o Te Rāwhiti Roa
  • āta tuhia, kia āta okea i ngā wā katoa, te angitu i roto i ngā tūmanako whakaako
  • whiwhi ngā kaiako i te whakawhanaketanga ngaio ā-kura, mai i ngā ratonga e tika ana, hei whakapiki i tō rātou māramatanga, tō rātou mōhiotanga hoki ki te āhua o ngā whakaritenga whakaako o te kounga kairangi
  • whakatinana i tētahi tino pūnaha arohaehae e pā ana ki te āhua mahi, hei hāpai i te whakawhanaketanga ngaio o ngā kaiako.

He mea nui hoki, kia arotakengia ngā tūmanako nei i ia te wā, e ngā kaimahi katoa o te kura, hei āta whakarite i te whai pānga tonu o ēnei.

Te pūrongo i ngā mōhiohio e pā ana ki ngā paetae ākonga o te kura whānui. Ka whakaemihia, ka tātarihia ngā mōhiohio aromatawai e ia kaiako. Engari, he iti noa te tātari me te whakamahinga o ngā mōhiohio aromatawai hei kura katoa. Me whakarite te tumuaki kia tātarihia, kia whakamāramahia hoki ngā mōhiohio aromatawai ā-kura, tae rawa atu ki ngā mōhiohio e hāngai ana ki te whakatutukitanga o ngā taumata e hiahiatia ana, ā, kia pūrongohia ki te poari.

Ka kitea ngā tino tauira o te arotake me te whakaaro huritao e hāngai ana ki ngā whakaritenga whakaako, ako hoki. Me whakarite te tumuaki, kia whakaemihia, kia tātarihia, ā, kia pūrongotia hoki ki te poari ngā mōhiohio arotake nei, hei whakamōhio i ngā whakaritenga e pā ana ki te arotake whaiaro. I tēnei wā, kāhore te poari e whiwhi ana i ngā mōhiohio o te kounga kairangi, hei whakatau i ngā whakaritenga e pā ana ki ngā huarahi papai ka hāpai i ngā ākonga ki te ako me te eke angitu.

Te Ira Tangata

Te whakapiki i ngā whanonga papai o te ako o ngā ākonga.Kua whakaratohia ki ngā kaimahi ngā rautaki e pā ana ki te whakahaere whanonga. Engari, kāhore anō te maha o ngā rautaki nei kia tuituia ki ngā whakaritenga o te akomanga. Ka whakaaetia tonu te maha tonu o ngā whanonga hē, mai i ngā ākonga, ā, kāhore ētahi akomanga kia āta whakariteritea. Kua tae ki te wā, kia whakatinana te rōpū whakahaere o te kura i tētahi hōtaka tautoko, hei āwhina i ngā kaimahi ki te āta whakatinana tōtika i ngā rautaki whakahaere akomanga e whai pānga nui ana ki ō rātou ake matea. Me āta whakarite ngā kaimahi i tā rātou whakaratonga o tētahi taiao akoranga o te kounga kairangi, e hāpai ana i ngā ākonga ki te whai wāhi tōtika ki ngā akoranga.

Te kāwanatanga me te whakahaeretanga o te kura

Ngā wāhanga kua pai ake

Kua tū tētahi poari hou, mai i te tau 2009. He hou hoki te heamana o te poari, ā, he aronga whai kiko tāna ki ngā take kāwanatanga. E ai ki te poari, te rōpū whakahaere, me ngā kaimahi, kua whai hua te whai wāhi atu a te Kaiwhakahaere Manatū ā-wā ki ngā whakaritenga o te kura. Kua oti i te poari me te Kaiwhakahaere Manatū ā-wā:

  • te whānuitanga o ngā whakawhitinga kōrero ki te whānau, hei tāutu iō ratou wawata mō ā ratou tamariki
  • tētahi tūtohinga e tuituia ana ngā wawata o te whānau
  • te whakatūnga o tētahi ohu hei hāpai i te kura ki te whakatutuki i ngā tikanga kāwanatanga.

Ka whakatutuki haere ratou i te aw hei tautu ingā wāhanga o ngā mahinga me ngā whakaritenga o te kura e tika ana hei whakapai ake, ā, me pēhea hoki e whakapai.

Kua pai ake te hononga ki waenga i ngā kaitiaki o te poari me te tumuaki. He pai te mahi ngātahi a ngā kaitiaki katoa o te poari me te Kaiwhakahaere Manatū ā-wā, ā, e noho pūmau ana ki te whakarerekē haere hei painga. Engari, e mōhio ana rātou katoa, he maha tonu ngā āhuatanga hei whakarerekē, kia tutuki ai tō rātou tirohanga kia eke angitu ngā ākonga.

Ngā wāhanga hei whakawhanake tonu

Te whai wāhitanga o Te Aho Matua.Me whai whakaaro te poari, me pēhea te tuitui me te whakamahi i ngā mātāpono o Te Aho Matua, hei ārahi i a rātou i roto i ō rātou tūranga kāwanatanga, ā rātou kawenga kāwanatanga anō hoki.

4. Ngā Tauanakitanga

E taunaki ana te Tari Arotake Mātauranga kia:

  • rapu te whakahaeretanga o te kura i te tautoko o Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, hei tuitui i ngā mātāpono o Te Aho Matua ki:
    • ngā tūranga me ngā kawenga mahi e pā ana ki te kāwanatanga
    • ngā whakaritenga e pā ana ki te whakaako me te ako
    • ngā rautaki e pā ana ki te whakahaere whanonga.
  • rapu te whakahaeretanga o te kura i te tautoko o-waho, hei whakawhanake i tētahi hōtaka e tika ana ki te hāpai mārika i ngā kaiako, me tā rātou whakaratonga i ngā whakaakoranga me ngā wheako akoranga o te kounga kairangi ki ngā ākonga o Te Kura Kaupapa Māori o Te Rāwhiti Roa.

5. Whakaritenga Whaimuri

Kāhore te Tari Arotake Mātauranga e whakapono ana ki te āheinga o te poari whakahaere ki te whakapai ake, me te kore whakapā atu ki te tino tautoko o-waho. Kua tuku taunakitanga te Tari Arotake Mātauranga ki te Hekeretari o te Mātauranga, kia whai wawaotanga tonu te kura.

E takune ana te Tari Arotake Mātauranga ki te whakahaere i te arotake whai muri, i roto i ngā marama tekau mā rua, hei aromātai i te ahunga whakamua ka whakatutukihia i roto i taua wā.

Ani Rolleston

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

29 Poutü-te-rangi 2012

1. Background

Introduction

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

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

Terms of Reference

This supplementary review is based on an evaluation of the performance of the TeKura Kaupapa Māori o Te Rāwhiti RoaBoard of Trustees and management in relation to areas identified in the February, 2010 ERO report.

The terms of reference for this review are to investigate:

  • the provision of a safe physical and emotional environment for students
  • the engagement of students in learning
  • relationships between management and board members
  • the impact of the limited statutory manager
  • any issues that may arise during this review.

2. The Education Review Office (ERO) Evaluation

Te Kura Kaupapa Māori o Te Rāwhiti Roa is located in Whangārei, in the suburb of Tikipunga. Students who attend the kura come from Whangārei and surrounding districts. This supplementary review follows the February 2010 ERO report, which identified the behaviour of students and the quality of teaching as major concerns.

Poor relationships between the principal and the board impacted negatively on the culture of the kura and the learning and teaching environment. There was no system to monitor teacher registration.

Concerns about the quality of teaching, student behaviour and classroom management remain. A behaviour management system has been implemented. Staff report that student behaviour has improved. However, a number of students still demonstrate behaviour which impacts negatively on learning opportunities for their peers. Some students and staff continue to interact negatively.

The delivery of the learning programme in most classrooms requires improvement. It is therefore important for management to seek external assistance and take a considered approach to developing a professional support programme to involve all kaiako. A robust performance appraisal system is needed to assist kaiako to increase their effectiveness through identifying their areas for development.

Relationships between the board and the principal have improved. The board, with the support of the limited statutory manager, has consulted widely with whānau, reviewed the charter to reflect whānau aspirations and is continually reviewing kura practices in an attempt to improve performance. The board, staff and whānau have identified strategies to support the kura to move forward.

Ohu work to meet the requirements of national education and administration guidelines. Kaiārahi i te reo are employed to strengthen te reo Māori. Re-organisation in some areas of the kura has been debated. The evaluations the principal carries out contain useful information. Regularly reporting of school-wide student achievement to the board needs to occur.

The board, whānau and all kura personnel are focused on positive improvement. However, they acknowledge that areas for development remain. It is recommended that the kura seeks assistance from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, to integrate the principles of Te Aho Matua into all kura practices.

Future Action

ERO is not confident that the board of trustees can make improvements without significant external support. ERO has made recommendations to the Secretary for Education for continued intervention.

ERO intends to carry out another review within 12 months to evaluate the progress made over this time.

3. Findings

Background

This supplementary review follows a Te Aho Matua Education Review Report from February 2010. That report identified three major concerns about the quality of practices in the kura. There were serious concerns about student behaviour which included negative interactions among students and with staff, and students disrupting teaching and learning, and displaying aggressive behaviour.

The quality of teaching was poor and students were not engaged in learning.

Relationships between members of the board of trustees and management had deteriorated and the principles of Te Aho Matua needed to be incorporated into governance roles and responsibilities. A limited statutory manager had been assigned to the kura to:

  • support improvement in financial management and accountability systems
  • promote positive relationships
  • ensure the high expectations held for the health and safety of students are reached
  • strengthen curriculum delivery
  • ensure effective governance and management practices are developed and implemented.

Āhuatanga Ako

Area of progress

System to monitor teacher registration requirements.Teacher registration is now monitored. All teachers have up-to-date teacher registration and some kura personnel have limited authority to teach.

System to support behaviour management.Behaviour management systems provide clear guidelines for staff to manage and monitor the behaviour of students causing concern. The principles of Te Aho Matua are integrated throughout the process, and discussions about classroom management techniques have occurred. Some professional development has been provided.

Both staff and board members report that student behaviour has improved.

Areas for further development

Quality of teaching.The lack of student engagement in learning continues to be a concern. Systems are in place to guide professional practice such as planning, assessment and reflection. Staff carry out these practices appropriately and some good examples were noted. Professional discussions are regular and ongoing.

However, the poor quality of teaching in some classrooms hinders student learning. It is important that:

  • senior management and staff identify what excellence in teaching and learning looks like, so that the kura vision can be fully realised
  • all members of the kura whānau agree about how a high quality teaching and learning environment can be developed in Te Kura Kaupapa Māori o Te Rāwhiti Roa
  • teaching expectations of excellence are clearly documented and continually strived for
  • teachers receive school wide professional development from appropriate sources to increase their understanding and knowledge of what high quality teaching practice looks like
  • a robust performance appraisal system be implemented to support the professional development of kaiako.

It is also important that these expectations are regularly reviewed by all kura personnel to ensure their continuing relevance.

Reporting of school wide student achievement information. Assessment information is collected and analysed by individual kaiako. However, there is limited analysis and use of assessment information at a school-wide level. The principal needs to ensure that school-wide assessment information, especially information related to the achievement of student targets, is regularly analysed, interpreted and reported to the board.

There are some excellent examples of review and reflection focused on teaching and learning practices. The principal should ensure that this review information is collated, analysed and reported to the board to inform self review practice. Currently the board does not receive high quality information on which to base decisions about how best to support students to learn and achieve.

Te Ira Tangata

Increasing positive student learning behaviours. Staff members have been provided with behaviour management strategies. However, a number of these strategies are not well integrated into classroom practice. Many inappropriate student behaviours are still accepted and in some classrooms good organisation is lacking. It is timely for kura management to implement a programme of support to assist staff to effectively implement classroom management strategies relevant to their individual needs. Staff need to make sure they provide a high quality learning environment that supports students to engage appropriately in learning.

Kura Governance and Management

Areas of progress

A new board has been in place since 2009. The board also has a new chairperson who takes a practical approach to governance matters. The board, management and staff report that the limited statutory manager (LSM) has had a positive impact on kura practices. The board and the LSM have completed:

  • extensive consultation with whānau to identify their aspirations for their children
  • a charter which integrates whānau aspirations
  • the establishment of ohu to support the kura to meet governance requirements.

They continue to carry out self review to identify where and how improvements need to be made to kura practice and organisation.

Relationships between board members and the principal have improved. All members of the board and LSM work well together and are committed to making positive changes. However all acknowledge there are still many changes that need to occur to accomplish their vision of excellence for students.

Areas for further improvement

The inclusion of Te Aho Matua. The board needs to consider how the principles of Te Aho Matua can be incorporated and used to guide them in their governance roles and responsibilities.

4. Recommendations

ERO recommends that:

  • kura management seeks support from the Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa to integrate the principles of Te Aho Matua into:
    • governance roles and responsibilities
    • teaching and learning practices
    • behaviour management strategies.
  • kura management seeks external support to develop an appropriate programme that effectively supports kaiako to provide high quality teaching and learning experiences for the students of Te Kura Kaupapa Māori o Te Rāwhiti Roa.

5. Future Action

ERO is not confident that the board of trustees can make improvements without significant external support. ERO has made recommendations to the Secretary for Education for continued intervention.

ERO intends to carry out another review within 12 months to evaluate the progress made over this time.

Ani Rolleston

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

29 March 2012

About the kura

Location

Whangārei

Ministry of Education profile number

1154

School type

Composite (Years 1-13)

 

Teaching staff:

 

Roll generated entitlement: 19.99,  Number of teachers: 23

Kura roll

206

Gender composition

Boys 102 Girls 104

Ethnic composition

Māori 206

Special features

Te Aho Matua

Review team on site

October 2011

Date of this report

March 2012

Previous ERO reports

Te Aho Matua Review, February 2010

Te Aho Matua Review, November 2006

Special Review, June 2005

To the Parents and Community of Te Kura Kaupapa Māori o Te Rawhiti 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.

Te Kura Kaupapa Māori o Te Rawhiti RoaThis is a summary of our latest report on.

Te Kura Kaupapa Māori o Te Rāwhiti Roa is located in Whangārei, in the suburb of Tikipunga. Students who attend the kura come from Whangārei and surrounding districts. This supplementary review follows the February 2010 ERO report, which identified the behaviour of students and the quality of teaching as major concerns.

Poor relationships between the principal and the board impacted negatively on the culture of the kura and the learning and teaching environment. There was no system to monitor teacher registration.

Concerns about the quality of teaching, student behaviour and classroom management remain. A behaviour management system has been implemented. Staff report that student behaviour has improved. However, a number of students still demonstrate behaviour which impacts negatively on learning opportunities for their peers. Some students and staff continue to interact negatively.

The delivery of the learning programme in most classrooms requires improvement. It is therefore important for management to seek external assistance and take a considered approach to developing a professional support programme to involve all kaiako. A robust performance appraisal system is needed to assist kaiako to increase their effectiveness through identifying their areas for development.

Relationships between the board and the principal have improved. The board, with the support of the limited statutory manager, has consulted widely with whānau, reviewed the charter to reflect whānau aspirations and is continually reviewing kura practices in an attempt to improve performance. The board, staff and whānau have identified strategies to support the kura to move forward.

Ohu work to meet the requirements of national education and administration guidelines. Kaiārahi i te reo are employed to strengthen te reo Māori. Re-organisation in some areas of the kura has been debated. The evaluations the principal carries out contain useful information. Regularly reporting of school-wide student achievement to the board needs to occur.

The board, whānau and all kura personnel are focused on positive improvement. However, they acknowledge that areas for development remain. It is recommended that the kura seeks assistance from Te Rūnanga Nui o Ngā Kura Kaupapa Māori o Aotearoa, to integrate the principles of Te Aho Matua into all kura practices.

Future Action

ERO is not confident that the board of trustees can make improvements without significant external support. ERO has made recommendations to the Secretary for Education for continued intervention.

ERO intends to carry out another review within 12 months to evaluate the progress made over this time.

Ani Rolleston

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

29 March 2012