Te Kura Mana Maori o Matahi - 01/04/2013

Ngā Whakaaturanga

1 Ko ngā Whakamāramatanga me te Horopaki

He aha ngā whakamāramatanga me te horopaki e hāngai ana ki te Arotake Paetawhiti o tēnei kura?

Kei te riu o Waimana, tua atu i Te Waimana Te Kura Mana Māori o Matahi. He taiao akoranga motuhake mō ngā akonga te awa, te ngahere me te marae. Kei te tomokanga ki Te Pāka a Motu o Te Urewera te kura nei. Ka takahi mai ngā akonga i ngā huarahi ki te kura mai i ngā rohe o konei.

E whakaae ana te whānau ka whakarato mā Te Marautanga o Aotearoa me te hāngai o te marautanga ki te Matahitanga.

I koretake ngā arotake o te kura i mua puta noa i ētahi tekau tau. I tonoa e te Tari Arotake Mātauranga te poari ki te whai wāhi ki te arahi tuatahi i te tukanga Arotake Paetawhiti i muri mai i te arotake o Poutū te rangi 2010. I whakatūria tētahi kaitohutohu ki te kura hei hāpai i te tumuaki me tōna turanga whakahaere i te kura. I hāpai Te Mana Mātauranga o Tuhoe i te poari me te whakaako me te ako me ngā kaimahi. Nā ngā tautoko me ngā arahi o ēnei me ētahi atu i taea ai te kura te hanga i tētahi pūtake pūmau mō rātou. He pai te tūranga o te kura ki te anga whakamua. Ko te hanga whanaungatanga me ngā rōpū tautoko, tāngata takitahi hoki tētahi tino take kua angitū te kura.

Ko te whāinga o te tauakī o te kura arā -Tōku ora, tōku Tuhoetanga tōku Matahitanga-ko te waihanga i tētahi taiao akoranga poipoi e tauawhi ana i ngā whakapono o Matahitanga o mua, ā, kua whai take, kua whai huarahi ako. Kei te poari, te tumuaki me te whānau ngā tino tumanako mō tō rātou kura me te angitu ā mātauranga o tēna, o tēna o ngā akonga.

2 Te Arotake me te Whakawhanaketanga

He pēhea rawa te whai hua o te kura ki te whakatutuki i āna kaupapa matua hei arotake, hei whakawhanaketanga?

Ngā kaupapa matua i tāutuhia hei arotake, hei whakawhanaketanga

Kua tōtika te whakatika o te poari, te tumuaki me te whānau i ngā wāhi i tāutu hei arotake, hei whanake hoki i te tau 2010.

Ko ngā whāinga matua i tāutu hei arotake mō te whānau i te tau 2010 ko te:

  • whakarite me te pupuri ki tētahi prepare and maintain a mahere ā tau, mahere rautaki whakakotahi
  • āhei kia tika te whakatakoto i ngā pironga paetae a ngā akonga e ai ki ngā hōtuku aromatawai pono mō ngā akonga
  • whakakaha i te arotake whaiaro me te arotahi ki ngā paetae o ngā akonga
  • whakaaro whāiti ki ngā paetae o ngā akonga ki te reo matatini me tētahi taiao akoranga e whai kounga ana.

Te ahunga whakamua

Ko te rua tekau mā tahi te rahi o ngā akonga i te kura i te tau 2010. The roll is now 31. There are 3 staff members and a reliever for principal release.

Kua whakaatu mai te tumuaki, te whānau me te poari i tō rātou ngākaunui ki te mahi ngātahi me rātou rōpū tautoko ki te whakū i te mahere rautaki a te kura mai i te 2012-2014. He mārama te tāutu me te tuhi o te marautanga a motu me ngā whāinga matua o te kura. Ka kōwhiria ngā whāinga reo matatini e pā ana ki te ako me te paetae o ngā akonga.

He pai te whakatakoto i ngā whāinga mō te marautanga, ngā hōtaka tautoko me te whanake o ngā kaiako. Kei ngā mahi whakahaere i te kura ngā whāinga e pā ana ki ngā kaimahi, ngā tukanga me ngā pūnaha. Kua oti te Mahere Whakahaere a Tau. Kua rite ngā mahere mahi mō te ako me ngā whāinga paetae hei piro reo matatini. Ka tukuna tētahi titiro whānui ki ngā pironga mō te whakapai ake i ngā paetae o ngā akonga me te arotahi ki te reo Māori. Ka kitea ki ngā whakaakoranga i te reo Ingarihi mō ngā akonga kei ngā tau 6 - 8 me ngā wetewete o ngā kōrero tīhoitanga mō te reo matatini ngā putanga me ngā mahi a meake nei mō ngā akonga. He pono ngā hono i waenganui i ngā whāinga rautaki me ngā whāinga a tau.

Ka kohia ngā hōtuku aromatawai e ai ki Ngā Whanaketanga. Ka whai wāhi a Poutama tau ki te hōtaka pangarau. Kua tīmata ētahi whakaōrite tuhituhi. Ka kōrerotia, ka wetewete, ka tuku pūrongo ki te poari i ia wa e pā ana ki ngā hōtuku paetae o ngā akonga. He mārama ēnei pūrongo me te hono ki ngā pironga paetae a tau me ngā whāinga rautaki. Nā te tautoko o tētahi kaitohutohu motuhake kua whai awhina te tumuaki ki te whanake pūkenga hei tuhi i ēnei purongo. Kei te mārama haere te poari ki te tūtohinga. Kua tuku pūrongo ki ngā mātua. Ka akina ngā mātua ki te tae atu ki ngā uiui.

Kei te mahere arotake whaiaro mō ngā tau e toru te marautanga, te whai wāhi o te whānau, ngā kaimahi, ngā pūtea, te hauora me te haumaru, te wāhi o te kura me ngā ture. Kua rārangitia ngā wāhi hei arotake whaiaro i ia tau me te hāngai ki te reo matatini me ētahi atu wāhi marautanga. Kei roto hoki ngā kaupapa here me ngā tukanga, ngā whiwhinga pūtea me ngā rawa o te kura.

Ka tāutu tētahi rautaki whanaketanga mō ngā tau e toru e hāngai ana ki ngā paetae o ngā akonga i ngā whāinga, mā wai hoki ēnei e aroturuki. Ka whakarārangi te rautaki whanaketanga toru tau mō te whanake taiao akoranga whai kounga i te ahurea me te hitori, ngā aromatawai, te tuku pūrongo, he marautanga ōrite, te ako me te whakaako, te whai wāhi o te whānau me te mahere a tau. He tino whanaketanga te whakatinanatanga o te marautanga o te kura e ai ki Matahitanga. Kua kōrerotia, kua whakamāramatia e Te Mana Mātauranga o Tuhoe te tuhinga aromatawai ko Te Haungāherehere hei kīnaki i te marautanga o te Matahitanga.

Kua awhina tētahi kaitohutohu motuhake me Te Mana Mātauranga o Tuhoe i ngā kaimahi o te kura ki te whakawhanake tuhituhi e hāngai ana ki tētahi taiao akoranga whai kounga. Kua oti e te tumuaki, ngā kaimahi me te whānau ngā titiro whānui ki te marautanga a tau, a wahanga a tau hoki me ngā pironga paetae me ngā putanga akoranga. He amiki ngā whakamahere a ngā kaimahi, ā, kei ēnei ngā tino āhua hei arahi i te whakaako me te ako.

Ka whakamārama kaupapa ngā kaimahi e ai ki ngā taumata akomanga. He pai tō rātou mōhio ki o rātou akonga me te whakamahere mō o rātou matea akoranga tauwhāiti. E ngākaunui ana te tumuaki ki te noh koia te kaiarataki marautanga, whakahaere hoki i te kura. He pai tōna whakahaere i ōna wā wātea, ā, i ēnei wa ka mahi ia i ngā mahi aromatawai, rānei kei te wātea ia ki te tautoko i ngā kaimahi. He pai te whakahaere i ngā akonga, kua rite ngā mahi mō ia ra, ā, kei te whanake ngā mahi pai ki ngā akomanga. Ka maheretia ngā whai wāhitanga whakawhanake ngaiotanga mō ngā kaimahi.

He tau ngā akonga, ā, he pai kia rātou te haere ki te kura. He pai te tiaki ia rātou. He mahana ngā whanaungatanga i waenganui i ngā kaiako me ngā akonga. He wahanga nui ngā tikanga me te reo Māori ki te ako i te kura. Ka ako ngā akonga ki tō rātou taiao, mai i tō rātou taiao hoki inā koa te whakaora me te pupuri ki tētahi oranga e motuhake ana ki Matahi. He mea nui ki ngā kaimahi te mōhio o te tumuaki ki te reo Māori, te ngahere me te Tuhoetanga. Kei te kaha haere te whai wāhi o ngā mātua, te whānau me te hapori ki te ako o ngā akonga. Kei ngā pūkete a ngā akonga ngā kōrero aromatawai. Kei te mōhio rātou ki o rātou ahunga whakamua.

3 Te rōnakitanga o ngā mahi me te arotake whaiaro

He pēhea te āhua o te kura i runga o te rōnakitanga me te whai tonu kia pakari ake, kia arotakehia hoki āna mahi?

Kei te mārama ki te poari me te tumuaki he aha o rātou mahi. Kua whakaratoa e o rātou ake kaitautoko ngā wā hui ōrite. Kei te tautoko tonu rātou me te arotake me te aromātai i ngā ahunga whakamua me te kōrero mō ngā putanga. Kua pai ake te mārama o te poari ki ngā kōrero paetae o ngā akonga me te whakamahi i ēnei kōrero i a rātou e whakarite ana i tā rātou tūtohinga. Kua whakaritea ngā tauira hei tautoko i te poari ki te whakatakoto i o rātou mahere kia tutuki ki ngā hanganga ture me ngā tikanga a pūrongo. He pai te whakatakoto o ngā miniti a te poari. Kua tohua ngā kawenga ki tēna, ki tēna o ngā mema te poari.

The principals' and staff appraisals are complete. Job descriptions and employment contracts are signed off. Administrative tasks are managed well. A self review overview has been documented to support the board, staff and whānau to develop consistent and ongoing self review responsibilities. They acknowledge the importance of progressing and seeking improvement. Whānau are included in discussions and decisions about the work of the school.

Networking with colleagues in schools around the area has been significant. They share expertise in reciprocal ways and readily invite members to meetings. Good relationships have been established.

Ngā kaupapa matua i tāutuhia hei arotake, hei whakawhanaketanga:

  • request more support for Ngā Whanaketanga
  • staff gather and analyse student achievement information to support planning
  • board continue to strengthen their skills and understanding of their roles and responsibilities.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki te Tauāki Kupu Tūturu a Te Poari 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 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;
  • ngā tikanga whakauru kaimahi hou;
  • te whakaunu, te aukati, te pana me te whakarerenga;
  • te tae ā-tinana atu o ngā ākonga ki te kura.

Hei ā hea te Tari Arotake Mātauranga arotake anō ai i te kura?

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

Findings

1 Background and Context

What is the background and context for this kura Arotake Paetawhiti review?

Te Kura Mana Māori o Matahi is located in the Matahi valley, near Waimana. The river, bush, and marae in this valley provide a unique learning background for the students. The school is situated at the gateway to Te Uruwera National Park. Many of the students travel to the school from outlying areas.

The whānau agree the provision of education at the school will be through Te Marautanga o Aotearoa, with a curriculum focus on Matahitanga.

The school has had a poor review history over a ten year period. ERO invited the board to participate in the pilot of the Arotake Paetawhiti process following the March 2010 review. An advisor was appointed to support the principal in his role as the school manager. The Tuhoe Education Authority (TEA)) provided support for the board and teaching and learning with staff. The support and direction from these and other sources, has contributed to the school being able to build a strong foundation. The school is in a good position to move forward. Building relationships with support groups and individuals has been a key factor in the school's success.

The school mission statement aim-Tōku ora, tōku Tuhoetanga tōku Matahitanga-to create a nurturing learning environment that embraces traditional Matahitanga beliefs has given purpose, and direction for learning. The board, principal and whānau have high aspirations for their school and for the educational success of each student.

2 Review and Development

How effectively is the kura addressing its areas for review and development?

Priorities identified for review and development

The board, principal and whānau have effectively addressed all areas identified for review and development in 2010.

The review priorities identified in 2010 for the whānau were to:

  • prepare and maintain a cohesive strategic and annual plan
  • ensure student achievement targets are set appropriately, based on valid and reliable student assessment data
  • strengthen self review and focus on student achievement
  • focus attention on student achievement in literacy and numeracy and a quality learning environment.

Progress

The school roll in 2010 was 21. The roll is now 31. There are 3 staff members and a reliever for principal release.

The principal, whānau and board has demonstrated a commitment to work together along with their support groups to affirm the school has a three year strategic plan from 2012-2014. National curriculum and school priorities are clearly identified and documented. Student learning and achievement goals in literacy and numeracy are selected.

Goals for curriculum, support programmes and teacher development are well set out. School organisation includes aims and goals for personnel, processes and systems. The Annual Operational plan is complete. Action plans have been prepared for learning and achievement goals as targets for achievement in literacy and numeracy. An overview of targets for improving student achievement with a focus on te reo Māori is presented. Teaching in English for students in Years 6-8 and an analysis of variance information for literacy and numeracy shows expected student outcomes and next steps. There are cohesive links between strategic and annual goals

Assessment data is gathered against Ngā Whanaketanga. Poutama tau is included in the mathematics programme. Some moderation of writing has begun. Student achievement data is discussed, analysed and reported to the board regularly. These reports are clear and link to annual achievement targets and strategic aims. The consistent support of a specialist advisor has assisted the principal to develop skills to write these reports. The board continues to develop an understanding of the charter. Reporting to parents has occurred. Parents are encouraged to attend interviews.

A three year self review plan includes curriculum, whānau engagement, personnel, finance, health and safety, property and legislation. Areas to be self reviewed each year are listed and cover literacy and numeracy and other curriculum areas. Policies and procedures, funding and property are included.

A detailed three year development strategy related to student achievement identifies aims and who will monitor these. The three year development strategy for developing a quality learning environment lists culture and heritage, assessments, reporting, a balanced curriculum, learning and teaching, whānau engagement and an annual plan. The implementation of the school curriculum, based on Matahitanga is a significant development. TEA has also discussed and introduced Te Haungāherehere assessment document to complement the Matahitanga curriculum.

A specialist advisor and TEA support has assisted school staff to develop documentation relating to a quality learning environment. The principal staff and whānau have completed annual and term curriculum overviews along with achievement objectives and learning outcomes. Staff planning is detailed and contains all the necessary elements to guide teaching and learning.

Staff interpret kaupapa as appropriate to class levels. They know their students well and plan to cater for their specific learning needs. The principal is committed to being the curriculum and management leader of the school. He manages his release time well and during this time conducts assessment tasks or is readily available to support staff. Students are managed well, routines are established, and good classroom practices are developing. Staff professional development opportunities are planned.

Students are settled and enjoy being at school. They are well cared for. There are warm relationships between teachers and students. Tikanga and te reo Māori are integral to learning at the school. Students learn about and from their natural environment particularly about reviving and maintaining a way of life unique to Matahi. The principal’s knowledge of te reo Māori, the bush and Tuhoetanga is special to staff. Parents, whānau and the community are becoming more involved with the students learning. Student’s profiles contain assessment information. They know how they are progressing.

3 Sustainable Performance and Self Review

How well placed is the kura to sustain and continue to improve and review its performance?

Priorities identified for review and development

  • request more support for Ngā Whanaketanga
  • staff gather and analyse student achievement information to support planning
  • board continue to strengthen their skills and understanding of their roles and responsibilities

Board assurance on legal requirements

Before the review, the board of trustees and principal of the kura completed the ERO Board 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 review, 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.

4 Recommendations

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

ERO recommends:

  • the principal and teaching staff begin to align Te Haungāherehere to their curriculum Matahitanga and collect data to support this curriculum.

When is ERO likely to review the kura again?

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

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

1 April 2013

About the Kura

Location

Matahi Valley, Waimana

Ministry of Education profile number

1809

Kura type

Full Primary

Kura roll

30

Gender composition

13 Boys

17 Girls

Ethnic composition

Māori

100%

Special Features

Kura ā iwi Special character

Review team on site

February 2013

Date of this report

1 April 2013

Most recent ERO report(s)

Supplementary Review

Education Review

Supplementary Review

September 2010

March 2009

2007