Te Kura Kaupapa Māori o Tupoho - 27/02/2013

1 Te Horopaki

He aha ngā āhuatanga whakahirahira o te horopaki o tēnei kura?

He Raupā, He Tūnga, He Tohu Iwi Whakauaua

E tū ana Te Kura Kaupapa Māori o Tūpoho ki te hapori o Castlecliff, ki Whanganui, ā, koia nei te wāhi ka toro atu te awa o Whanganui ki te moana. He hononga ā-whakapapa tō ngā ākonga me ngā kaimahi o te kura ki ngā iwi o Whanganui. Kua tuituia te whanaungatanga ki ngā āhuatanga katoa o te ao o te kura. Kua tapaina te kura ki te ingoa rongonui o te tupuna, a Tūpoho. Ka whakatauira te waharoa o te kura i a Tūpoho me ngā mātāpono e whitu o te ora, arā, ko Te Wānanga, Te Oranga, Te Ihi, Te Wehi, Te Mana, Te Ihowai, me Te Makurangi. Ki tō te whānau titiro, me rapu, me whai atu hoki i ngā mātāpono tuatahi e ono. Ko te mātāpono tuawhitu, ko Te Makurangi, ā, koia nei te waka wairua ka kawe atu i ngā wairua o rātou i whai ai i te ara o Ngā Mātāpono o te Ora. Ko te tūmanako, ka whai ngā ākonga ki te whakapūmau i Ngā Mātāpono o te Ora, i te katoa o tō rātou oranga. Ka whakamana hoki te kura i ngā mātāpono o Te Aho Matua, me ngā Aratohu Whakahaere Mahi ā-motu, ngā Aratohu Mātauranga ā-motu hoki. Ka whai pānga ēnei, ka ārahi hoki ēnei i te poari, te whānau, me ngā kaimahi, i a rātou e whai ana i tā rātou tirohanga.

He pai te tiaki i te kura, ā, kua whakatūngia tētahi hōro hou e kīia ana, ko Matariki. Nā te heke iho o te rārangi ingoa, kua pupū ake ngā whakaaro me ngā rautaki auaha, kia noho pūmau tonu ai te āhuatanga motuhake o te kura. Kua tīmata ngā kaiako, te poari, me te tumuaki ki te whakatinana i ngā rautaki ka whakapiki ake i te whai huatanga o te kura me tōna whai pānga ki ngā putanga mātauranga o ngā ākonga.

2 Te Tino Uaratanga

He pēhea te whānuitanga o ngā ākonga ki te whakatinana i ngā tūmanako me ngā wawata o ō rātou iwi?

He pai te eke angitu o ngā ākonga i roto i te maha o ngā tūmomo whai wāhitanga mātauranga e whiwhi ana rātou. Ka whakawhanake rātou i ngā pūmanawa ka whakatinana i ngā tūmanako me ngā wawata o ō rātou iwi.

Te Ira Tangata

Ka whakatairangatia te aronga toi whenuatanga me te tuakiri o te ākonga mā te āhuatanga motuhake o te kura. Ka tautokona ngā ākonga kia eke rātou ki ō rātou pūmanawa ki tētahi taiao e whakatinana ana i ngā uaratanga Māori, ā, e whakamana ana i te tuakiri Māori. Kua āta tuhia te tirohanga rautaki a te kura. Ko te Whanganuitanga, ngā mātāpono o Te Aho Matua, me Ngā Mātāpono o te Ora te tūāpapa o te tirohanga. Ko Te Makurangi – Tūpoho te hononga wairua ki waenga i ngā mātāpono me ngā whakaritenga. Ka whakapuaki Te Āhuatanga o te Ākonga i ngā tūmanako o te whānau me ngā iwi mō ngā ākonga.

Ka hono mārika te tirohanga rautaki ki te marautanga o te kura, te whakamahere hōtaka, me ngā whakaritenga.

Ka kitea te whanaungatanga me te manaakitanga ki ngā hononga ki waenga i ngā ākonga me ngā pākeke, me ngā tuākana me ngā tēina. Ko ngā tino tauira e hāpai ana i ngā ākonga ki te whakapūmau i aua uaratanga. Ka ākina te whai wāhi mātātoa ki te whānuitanga o ngā tūmomo wheako, whai wāhitanga hoki. Ko ētahi o aua wheako ko te whakawhanaketanga i te ārahi, ngā hākinakina, me ngā tūmomo kaupapa ā-motu, ā-rohe hoki e whai pānga ana. Ko ēnei āhuatanga, me te aronga anō hoki ki ngā mātāpono o te tūāpapa, ngā taunekeneke hoki ki te whānuitanga o ngā tūmomo tāngata, e hāpai ana i te whakawhanaketanga o te māia, te kiritau hoki o ngā ākonga.

Ka whakamana te ākonga i tōna tuakiri. He pakari rātou, ā, ka kitea hoki te pai o tō rātou kiritau.

Te Reo

Ka rumakina ngā ākonga ki tētahi taiao o te reo Māori. Ka rangona te reo ā-iwi o Whanganui e ngā ākonga, puta noa i te kura, ki te whānuitanga anō hoki o ngā tūmomo horopaki. He hononga ā-whakapapa tō te tumuaki me ngā kaimahi ki Whanganui, ā, he matatau, he tino tauira anō hoki rātou i te reo me ngā tikanga o Whanganui. Kua āta whakamaheretia ngā hōtaka reo, ā, e hāpai ana ēnei i te whakawhanaketanga o te mātau o ngā ākonga ki te reo Māori. Ka hono hoki ngā mahere me ngā hōtaka ki ngā wawata mō te reo i whakatakotohia ai ki te mahere mātauranga a te iwi.

E mōhio ana ngā ākonga ki te tūmanako kia whakamahia te reo Māori hei reo whakawhitiwhiti kōrero. He whai wāhitanga ōkawa, ōpaki hoki ā rātou ki te rongo me te whakamahi i te reo Māori mā te taetae atu ki ngā huihuinga i ngā marae, me ngā haerenga ki ngā kaupapa ahurea. Ka whakamahia e ngā kaiako me ngā ākonga te whānuitanga o ngā tūmomo rauemi, rautaki hoki hei whakapiki ake i tō rātou āheinga i roto i te reo Māori. Mō ngā ākonga o te wharekura, he whai wāhitanga te whakatinana i ngā tikanga me ngā kawa o Whanganui, ki te riro ngā whiwhinga o Te Taumata Mātauranga ā-Motu Kua Taea mā ngā aromatawai e whai whakaaro tika ana ki te ahurea. I te kura tuatahi, ka whakamahi ngā kaimahi i Ngā Whanaketanga Rumaki Māori, ā, kua tutuki, kua eke kē atu rānei te nuinga o ngā ākonga i ngā tūmanako ā-motu mō te pānui me te tuhituhi. Ko ngā ākonga e mau ana i te iti noa o te reo Māori ka āta tautokona anō hoki.

E whakawhanake ana ngā ākonga i ngā pūkenga whakawhiti kōrero mā te reo Māori.

Ngā Iwi

He pārekareka ki ngā ākonga ngā hononga mauritau, whakaute ki te kura, ki ētahi atu anō hoki ki te hapori whānui, ā, ka whakanuia, ka whakakoia hoki ēnei hononga. He hiahia tō te poari me ngā kaimahi ki te whakawhānui ake i ngā toronga a ngā ākonga, ngā kaimahi, me te whānau, hei whakanui ake i ngā whai wāhitanga o ia tangata, otirā, i te tupu me te whakawhanaketanga anō hoki o ngā iwi. Nā te aronga whakahirahira ki te māra kai me te whakariterite i tōna pūmautanga, kua toro atu rātou ki te whānuitanga ake o te tautoko me te ārahi o te hapori. E āhei ana ngā ākonga ki te mahi ngātahi me ngā mātanga o te hapori, ki te whakawhānui i tō rātou mōhiotanga e pā ana ki te ahumāra, te rōnakitanga, me te tohu kai.

Ko ngā haerenga ki ngā marae e whakanui ana i te whanaungatanga me ngā uaratanga anō hoki o ngā iwi o Whanganui. He pakari te whakatutuki haere i ngā karakia, ngā mōteatea, me ngā tūranga, ngā kawenga mahi anō hoki hei tangata whenua, hei manuhiri hoki.

Ka taunekeneke ngā ākonga ki te whānuitanga o ngā tūmomo ratonga o waho, ki tua atu anō hoki i tō rātou hapori ake. Ka whakapakaritia aua hononga i ngā haerenga, me te tae ā-tinana atu ki ngā kaupapa ā-motu, ā-rohe hoki.

Nā te tautoko anō hoki o ngā toronga e whānui haere ana, ka tautāwhi ngā ākonga i ngā taonga tuku iho me ō rātou hononga ki a Papatūānuku hei pātaka kai.

Te Ao

Ka whakaratohia ki ngā ākonga te whānuitanga o ngā tūmomo whai wāhitanga ako hei hāpai i a rātou ki te whakatutuki i ā rātou whāinga. E ngākau nui ana te kura ki te āwhina i ngā ākonga ki te whakawhanake i ngā pūkenga e whai pānga nui ana ki tō rātou tiaki i a rātou anō, i ō rātou whānau hoki. I roto i te roanga o ngā tau, kua arotahi te kura ki te whakariterite i te whenua me te whakatō haere, hei tiaki i taua whenua, hei whakarato hoki i te kai. Ka whai wāhi ngā ākonga katoa ki aua taumahi. Ko arahina ngā uaratanga o te manaaki me te kaitiakitanga i aua mahi. Ka whakawhanake aua wheako i ngā pūkenga me ngā mōhiotanga e tika ana mō ngā ākonga me ō rātou huarahi mahi ka whai ake. E tino tautokona ana rātou kia whakawhanake ai tō rātou taha manahau. Kua whakawhanakehia tētahi hōtaka e pā ana ki te pūmautanga o ngā māra mō te kura. He hiahia nō te poari, ngā kaimahi, me te whānau kia whakatinanahia taua mahere ā meāke nei. Ko te pūtaiao me te ao māori tētahi tino akoranga matua ki te kura.

Ka tino whakamahia te hangarau ki ngā akomanga hei whakawhānui i te ako o ngā ākonga i te ao whānui. He pakari ngā kaiako me ngā ākonga ki te whakamahi i taua rauemi.

Mā te tautoko hoki o te kura, ka tūhura haere ngā ākonga i te ao whānui.

He pakari te whai wāhi atu o ngā ākonga ki te ao māori me te ao tūturu.

Te Wāhanga hei Whakawhanake

Te whakawhanaketanga o te marautanga. I te kura e tatari ana kia whanakehia te marautanga o Te Aho Matua, me toro atu rātou i te tautoko ki te whakatīmata i te whakawhanaketanga o te hōtaka e pā ana ki te pūmautanga o ngā māra kai, hei wāhanga anō hoki o tā rātou marau mō te kura.

Āhuatanga Ako

Ka ako ngā ākonga ki tētahi taiao akoranga e tino hāpai ana i a rātou, ā, e mau ana i te maha o ngā taputapu tika. He atawhai, he mārie, he tau hoki te āhua o ngā akomanga i te nuinga o te wā. Ko ngā whakaaturanga o ngā mahi a ngā ākonga, me te noho wātea o ngā rauemi mō ngā ākonga, e whakarato ana i te taiao e whakaongaonga ana i te kanohi o te tangata. Ka whai wāhi mātātoa ngā ākonga ki te hōtaka akoranga, ā, he pakari tā rātou patapatai, tā rātou whakawhitiwhiti kōrero, me tā rātou akiaki i ētahi atu. Ka hāpai tētahi me tētahi i ā rātou akoranga. Ka whakatutuki ngā paetae ākonga o te wharekura i ngā tikanga a te kāwanatanga mō te Taumata 2 o Te Taumata Mātauranga ā-Motu Kua Taea. Engari, me whai whakaaro te kura ki te whakapiki ake i taua taumata hei hāpai i ngā ākonga katoa ki te whiwhi i te Taumata 2 o Te Taumata Mātauranga ā-Motu Kua Taea.

Arohaehaengia ai ngā kaimahi i ia te wā. Ka whakatutuki te ako ngaio me ngā whai wāhitanga whakawhanake i te ngākau nui o ia kaimahi, ā, ka hāpai anō hoki i ngā taumata o te kura. He matawhānui ngā mahere, ā, ka ārahi i te whakapuakitanga o te hōtaka akoranga.

He pai te mōhiotanga o ngā kaiako ki te marautanga me te whakaako. Nā te hāngai nui ki ngā pūmanawa o ngā kaiako i roto i ā rātou akoranga, ka arotahi rātou ki ngā matea ako me ngā ngākau nuitanga o ngā ākonga. Ka ako ngā kaiako i runga anō i ō rātou pūmanawa, hei whakapai ake i ngā paetae mō ngā ākonga o ngā tau 4 ki te 8. Kua tata tae atu tēnei kaupapa ki te mutunga o tana whakamātau mō ngā tau e rua, ā, hei te mutunga, ka arotakengia, ka aromātaihia anō hoki.

Ka aronui, ka arotahi hoki ngā ākonga, ā, ka whai wāhi nui ki ngā akoranga.

Te wāhanga hei whakawhanake

Te aromatawai. E tika ana kia tahuri ngā kaiako ki te:

  • whakapakari i ngā whakaritenga aromatawai ā-akomanga
  • whakamahi i te aromatawai whakawhanake ki ngā kaupapa ako katoa, hei aroturuki i te ahunga whakamua o ngā ākonga me te whakamōhio anō hoki i ā rātou whakaritenga
  • whakapai ake i te māramatanga o ngā pūrongo ki ngā mātua.

3 Te arotake whaiaro me te ārahitanga

Ka arotahi te whakamahere rautaki me te arotake whaiaro ki te whakapai ake i ngā putanga mātauranga mō ngā ākonga.

Ka kohikohi te poari i ngā mōhiohio, mai i te whānuitanga o ngā tūmomo puna. Ka whakaemi, ka whakamahi hoki rātou i aua mōhiohio hei whakapai ake, hei ārahi anō hoki i te whakawhanaketanga o te kura. Ko te māramatanga o ngā pūnaha, ngā mahere, me ngā tukanga, e hāpai ana i te kāwanatanga me te whakahaeretanga. Ahakoa ka whakamahia ngā paetae ākonga hei whakatutuki i ngā matea o ngā ākonga, me whakaemi ngā kaimahi i ngā hōtuku e whai pānga ana, e tika ana hoki, puta noa i te maha o ngā tūmomo kaupapa ako.

Nā te arotake whaiaro, kua tāutuhia e te poari, e tika ana kia:

  • whakakorengia ngā tūmomo āhuatanga e pā tōraro ana ki te whai wāhi atu o te whānau ki ngā akoranga o ā rātou tamariki
  • whakaratohia ngā hōtaka ako reo Māori mā te whānau, hei whakapiki i te whakamahinga o te reo Māori ki waho atu i te kura
  • whakapikingia te tatauranga o te rārangi ingoa
  • whakatinanahia te hōtaka e pā ana ki te whakapūmautanga o ngā māra kai.

Te ārahitanga

Ka tino whakamanahia te tumuaki e ngā kaimahi, ngā ākonga, me te whānau. He aronga tāna ki te ārahi i te kura mā te whakakotahi, mā te whakamana anō hoki, ā, ka whai wāhi ngā kaimahi, te whānau, me te poari ki te whakatau i ngā whakaritenga. Nā tōna whai wāhitanga, he tau, he pūmau hoki te āhua o ngā mahi, ā, nā tēnei, he tokomaha ngā kaiako e noho pūmau ana ki te whakaako ki te kura. E whakawhanake ana ngā kaimahi, te poari, me te tumuaki i tō rātou pakari ki te whakatinana i ngā rautaki e ahu mai ana i ngā whakaritenga o te arotake whaiaro. Ko ētahi o ngā whakaaro auaha, kei te kōrero tonuhia. Ko ētahi o ngā hōtaka e whakatinanahia ana, e whakatīmatahia ana rānei, ko:

  • te whakaako mātanga
  • te whakawhanaketanga o tētahi puna reo e hono ana ki te kura
  • te whakapūmau i te ahurea o te ako ngaio, te whakaaro huritao, me te whakawhanaketanga
  • whakaako mā te pakirehua.

Te Whakatau a te Whānau ki ngā Wāhanga Tautukunga

I mua atua i te whakahaerenga o te arotake i whakatutukitia e te poari whakahaere 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 rātau herenga ā-ture e pā ana ki:

  • ngā whakahaere a te poari
  • te marautanga
  • ngā whakahaere mō te hauora, te haumaru me te orange 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
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

4 Ngā Taunakitanga

Ko ngā taunakitanga, tae atu ki ētahi atu ratonga hei tautoko ake anō i te kura.

Hei whakapai ake i āna mahi, me tahuri te poari ki te whai whakaaro ki te:

  • whakapakari i te tukanga whakawhiti whakaaro ki te whānau, hei whakapakari ake anō i te tū o te whānau ki te whai wāhi mātātoa ake ki ngā akoranga a ā rātou tamariki, me ngā whakataunga i te kura
  • whakapā atu ki te tautoko mō ngā kaiako, hei whakapakari ake i tō rātou mōhiotanga, tō rātou āheinga hoki ki te aromatawai
  • whakawhanake i tētahi mahere me ngā kaupapa rautaki mō te whakatinanatanga o ngā whakaaro auaha e kōrero tonuhia ana.

Hei ā hea te Tari Arotake Mātauranga arotake anō a ii te kura?

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

Lynda Pura-Watson

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

27 February 2013

1 Context

What are the important features of this school’s context?

He Raupa, He Tunga, He Tohu Iwi Whakauaua

Te Kura Kaupapa Maori o Tupoho is located in the Whanganui suburb of Castlecliff, where the Whanganui river makes its way out to the sea. Students who attend the kura and staff have whakapapa links to Whanganui iwi. Whanganuitanga is interwoven into all aspects of kura life. The kura is named after the esteemed tupuna Tupoho. The entrance way to the kura contains symbolic representation of Tupoho and the seven principles of life, Te Wānanga, Te Oranga, Te Ihi, TeWehi, Te Mana, Te Ihowai, Te Makurangi. The whānau believe that the first six principles are to be sought and aspired to in life. The seventh, Te Makurangi, is the spiritual waka which gathers the spirits of those who have followed the pathway of Ngā Mātāpono o te Ora. It is expected that students will seek to uphold Ngā Mātāpono o te Ora during their lifetime. The kura also acknowledges the principles of Te Aho Matua, National Administrative Guidelines and National Education Goals. These are complementary and guide the board, whānau and staff in the pursuit of their vision.

The kura is well maintained and a new hall, Matariki, has been built. A decline in roll growth has prompted innovative thinking and strategies to retain the special character of the kura. Teachers, the board and principal have begun to implement strategies to increase the effectiveness of the kura and its impact on student educational outcomes.

2 Te Tino Uaratanga

To what extent do students exemplify the hopes and dreams of their people?

Students achieve well in the many educational opportunities they receive. They develop qualities which exemplify the hopes and dreams of their people.

Te Ira Tangata

Student belonging and identity is enhanced through the special character of the kura. Students are supported to reach their potential in an environment that practices Māori values and affirms Māori identity. The kura has a well documented strategic vision. Whanganuitanga, Te Aho Matua principles and Ngā Mātāpono o te Ora are the foundational tenets of the vision. Te Makurangi – Tupoho provides the spiritual link between principles and practice. Te Ahuatanga o te Akonga (the graduate profile) articulates whānau and iwi expectations for students.

The strategic vision links clearly to the kura curriculum, programme planning and practice.

Whanaungatanga and manaakitanga are evident in relationships between students and adults, tuakana and teina. Positive role models assist students to embed these values. Active participation in different experiences and opportunities is encouraged. Such experiences include; leadership development, sport and relevant national and regional events. These, along with the emphasis on the founding principles and interactions with a wide range of people, help develop students’ confidence and self esteem.

Students value his or her identity. They are confident and display positive self esteem.

Te Reo

Students are immersed in a te reo Māori environment. The Whanganui dialect is heard by students throughout the kura and in a number of different contexts. The tumuaki and staff have whakapapa links to Whanganui and are competent exponents and models of Whanganui language and customs. Well planned language programmes support the development of students’ te reo Maori capability. Planning and programmes are also linked to language aspirations in the iwi education plan.

Students are aware of the expectation to use te reo Māori as the language of communication. They participate in formal and informal opportunities to hear and use te reo Māori through regular attendance at marae events and excursions to cultural events. A variety of resources and strategies are used by teachers and students to increase their te reo Māori capability. For wharekura students, practical experiences using Whanganui tikanga and kawa are opportunities to acquire NCEA credits through culturally appropriate assessment. In the primary school, staff use Ngā Whanaketanga Rūmaki Māori with the majority of students achieving at or above national expectations in pānui and tuhituhi. Students with limited te reo Māori are provided with targeted support.

Students are developing communication skills in te reo Maori

Ngā Iwi

Students enjoy positive and respectful relationships in the kura and with others in the wider community are valued and affirmed. The board and staff are keen to extend student, staff and whānau networks to increase opportunities for individual, and as a consequence, iwi growth and development. The important focus on maara kai and recent permaculture planning, has led to accessing greater community support and guidance. Students are able to work alongside community experts to extend their knowledge about horticulture, sustainability and the preservation of food.

Marae visits promote whanaungatanga and the values of Whanganui iwi. Karakia, mōteatea, tangata whenua and manuhiri roles and responsibilities are carried out confidently.

Students interact with a wide range of external providers that extend beyond the immediate community. These networks are strengthened during excursions, and attendance at national and regional activities.

Supported by growing networks, students embrace their cultural heritage and their links to Papatuanuku as a food source.

Te Ao

Students are provided a range of learning opportunities to support them to achieve their goals. The kura are committed to helping students to develop the skills needed to provide for themselves and their families. Over several years the kura has focussed on preparing and planting the land for conservation and the provision of food. All students are involved in these activities. Values of manaaki and kaitiaki guide this work. These experiences develop the skills and knowledge students require for their future careers. They are well supported to develop resilience. A plan for the permaculture programme has been developed for the kura. The board, staff and whānau would like to see the plan implemented in the near future. Science and the natural world is a priority for learning in the kura.

Technology is used well in the classroom to extend student learning about the wider world. Both teachers and students are confident users of this resource.

With the support of the kura students explore the wider world.

Students confidently engage with the natural and physical worlds.

Area for Development

Curriculum development. While the kura is waiting for the Te Aho Matua curriculum to be developed, they should seek support to begin development of the permaculture programme in their kura curriculum.

Āhuatanga Ako

Students learn in a supportive and well equipped learning environment. Classroom tones are generally warm, calm and settled. Displays of student work and accessibility to resources provide a stimulating visual environment. Students are active participants in the learning programme and confidently question, discuss and prompt others. They are supportive of each other’s learning. Student achievement in wharekura meets the government target for NCEA level 2. However, the kura should consider setting a higher target to assist all students to gain level 2 NCEA.

Staff are appraised regularly. Professional learning and development opportunities meet the individual interest of staff as well as supporting kura targets. Planning is comprehensive and guides the delivery of the learning programme.

Teachers have good curriculum and teaching knowledge. “Specialised teaching”allows teachers to focus on student learning needs and interests. Teachers teach to their strengths to improve achievement for year 4 to year 8 students. This project is nearing the end of the two year trial when it will be reviewed and evaluated.

Students are responsive, focussed and engaged in learning

Area for Development

Assessment. It is important that kaiako:

  • strengthen classroom assessment practice
  • use formative assessment across all subject areas to monitor students’ progress and inform their practice
  • improve the clarity of reporting to parents.

3 Self Review and leadership

Strategic planning and self review is focussed on improving educational outcomes for students.

The Board of trustees gathers information from a number of sources. They collate the information and use it to make improvements and to guide kura development. Clear systems, plans and processes support governance and management. While student achievement information is used to respond to student needs, staff need to to gather data that is valid and reliable across a number of different subject areas.

Through self review the board has identified the need to:

  • remove barriers to whānau engagement in their children’s learning
  • provide te reo Maori learning programmes for whānau to increase the use of te reo Māori outside the kura
  • increase the roll
  • implement the permaculture programme.

Leadership

The principal is well respected by staff, students and whānau. He takes a collaborative, empowering approach to the leadership of the kura where staff, whānau and the board are involved in decision making. His presence provides a sense of stability and consequently many staff remain teaching in the kura. The staff, board and principal are developing confidence to implement strategies resulting from self review practice. Some of the innovative ideas are still at the discussion stage. Programmes implemented or beginning to be implemented include:

  • specialised teaching
  • the development of a puna reo attached to the kura
  • normalising a culture of professional learning, reflection and development
  • teaching as inquiry.

Whānau assurance on legal requirements

Before the review, the board of trustees and principal 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:

  1. board administration
  2. curriculum
  3. management of health, safety and welfare
  4. personnel management
  5. financial management
  6. asset management.

During the review, ERO checked the following items because they have a potentially high impact on student achievement:

  1. emotional safety of students (including prevention of bullying and sexual harassment)
  2. physical safety of students
  3. teacher registration
  4. processes for appointing staff
  5. stand-downs, suspensions, expulsions and exclusions
  6. attendance.

4 Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

In order to improve its performance the board should consider:

  • strengthening the consultation process with whānau to increase whānau confidence to take a more active part in their children’s learning and kura decision making
  • accessing support for teachers to strengthen their assessment knowledge and capability
  • developing a plan with priorities for the implementation of innovative ideas that are still at the discussion stage.

When is ERO likely to review the kura again?

ERO is likely to carry out the next review in three years.

Lynda Pura-Watson

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

27 February 2013

Ngā kōrero e pā ana ki te kura

Te Tūwāhi

Kei Whanganui

Te tau a te Tāhuhu o te Mātauranga

2377

Te tūmomo kura

He kura kaupapa Māori Tau 1 ki te 13

Te tokomaha o ngā ākonga o te kura

130

Te Ira Tangata

Kōtiro 67

Tama tāne 63

Hononga ā-iwi

Māori

130

Ngā āhuatanga motuhake

He kura kaupapa Māori Te Aho Matua

Te wā i te kura te rōpū arotake

Whiringa-ā-nuku 2013

Te rā o tēnei pūrongo

Hui-tanguru 2013

Ngā pūrongo o mua a te Tari Arotake Mātauranga

Arotake Mātauranga Te Aho Matua

Arotake Mātauranga Te Aho Matua

Arotake Kawenga Takohanga

Whiringa-ā-nuku 2010

Whiringa-ā-rangi 2006

Whiringa-ā-rangi 2000