Te Kura Mana Maori o Matahi - 19/08/2016

Ngā Whakaaturanga

Ko Te Kura Mana Motuhake o Matahī tētahi kura mō ngā tau 1 ki te 8, ki te whāruarua o Waimana. Ka whakamahia ngā paetae ākonga hei aroturuki, hei tāutu hoki i te ahu whakamua o ngā ākonga me ngā matea o tēnā, me tēnā. Ka āta kitea te reo, te ahurea, me te tuakiri ki te marautanga o te kura, ā, he aronga nui ki te ‘Matahītanga’. E tino hāpaitia ana te ako a ngā ākonga.

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

1 Te Horopaki

He aha ngā āhuatanga whai take o tēnei kura, e whai pānga ana ki te akoranga a ngā ākonga?

‘Tātau katoa – Tātau ka toa’

E tū ana Te Kura Mana Motuhake o Matahī ki te whāruarua o Waimana, ki te tomokanga ki Te Urewera. Ko te nuinga o ngā ākonga Tau 1 ki te 8 ki te kura e ahu mai ana i te whāruarua o Waimana, i Ōpōtiki, ā, i Whakatāne hoki. E hiahia ana te whānau kia ako a rātou tamariki i ‘te reo o Waimana Kāku’. Ka whai pānga tēnei wawata ki ngā kōkiritanga a Tūhoe whānui ki te whakatupu ake me te whakapakari ake i te reo Māori. Ka whai wāhi nui ngā whakapono o Iharaira ki te aronga ā-uaratanga o te kura ki ngā akoranga a ngā ākonga. He iti te tatauranga tamariki ki ia akomanga, ā, ka ako ngā ākonga ki tētahi taiao e whakakoia ana, e whakapakari ana hoki i ō rātou hononga ki te whenua me te iwi.

Nō nā tata tonu nei te tumuaki i whai wāhi atu ai ki te hōtaka mō ngā tumuaki hou. He whānui ngā tūmomo ratonga o waho e whai wāhi atu ana ki te kura ki te whakarato i ā rātou momo ratonga mā ngā ākonga. Nō nā tata tonu nei i whakatūngia ai te tokomaha o ngā kaimahi hou.

2 Te Ako

He pēhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu a ngā ākonga?

Ka whakamahia ngā paetae ākonga hei aroturuki, hei tāutu hoki i te ahu whakamua a ngā ākonga me ngā matea o ia ākonga.

Ka whakaemi, ka tātari hoki ngā kaiako i ngā hōtuku o ia akomanga. Ka whakamahia aua hōtuku hei whakawhanake i ngā hōtaka akoranga e aro nui ana ki ngā matea o ngā ākonga. Ka whakaemihia, ka pūrongotia hoki ngā hōtuku e pā ana ki te reo matatini me te pāngarau. Ka whakamahia aua hōtuku e te tumuaki, hei pūrongo i ngā paetae ākonga, ā, hei tātari i ngā rerekētanga e hāngai ana ki ngā taumata a te kura. Whakawhiti kōrero ai ngā kaiako i ia te wā mō te ahu whakamua me te ako a ngā ākonga. Ka whakamahi rātou i aua whakawhitinga kōrero ki te whakawhanake i ngā hōtaka ā-kura ka hāpai i ngā ākonga me whai tautoko kē atu. Ka rongo ngā ākonga i te angitu i a rātou e ako ana.

Ka whakarite ngā kaiako i tētahi taiao e manaakitia ana, e whakamanahia ana anō hoki ngā ākonga. He pai, he whakakoia hoki ngā hononga. Ka kitea ki ngā taunekeneke ngā uaratanga o te whanaungatanga me te manaakitanga i runga anō i te ito o te kura e kīia ana ko ‘Ngā pou e whā’. He mahana, he atawhai hoki te āhua o ngā akomanga, ā, he nui ngā rauemi. Ka whakamahi ngā kaiako i te whānuitanga o ngā rautaki hei whakawhanake, hei whakapakari anō hoki i te reo Māori ki waenga i ngā ākonga. Ko te whānuitanga o ngā tūmomo taumahi pāhekoheko, ngā taumahi whakaongaonga anō hoki e akiaki ana i ngā ākonga ki te whai wāhi mātātoa atu ki ngā akoranga. Ko ētahi o ngā ratonga o waho e hāpai ana i ngā matea ake o ngā ākonga, ko te Kaiako Takawaenga o te Ako me te Whanonga, ko tētahi tauwhiro ā-kura, me REAP. Ka hāpai aua hōtaka i ngā ākonga ki te whakawhanake i ngā hononga papai me ngā pūkenga whakawhiti kōrero. He rite tonu tā ngā kaiako arotake, aromātai hoki i te hōtaka akoranga hei āta whakarite i tāna aronga ki ngā matea o ngā ākonga. He māia, he pākiki hoki ngā ākonga.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore i te matawhānui ngā paetae ākonga e whiwhi ana te poari, ā, kāhore e tino whai hua ana mō te whakatau i ngā whakaritenga. I tēnei wā, kāhore i te auau te pūrongo a ngā kaiako i te ahu whakamua a ngā ākonga ki te tumuaki. Kāhore i ngā kaiako he mahere aromatawai ā-tau e mau nei i ngā tino wā mahi. Ahakoa he pūnaha whakahaere ākonga tā te poari, kāhore anō tēnei kia whakatinanahia puta noa i te kura hei whakapiki ake i te kounga whānui o te whakamahere, te aromātai, te aromatawai me te pūrongo. E mōhio ana ngā kaimahi ka whai hua ake ngā ākonga mā ngā whakaritenga ka āta whakatakoto i te whakamahere, te aromātai, me te aromatawai.

3 Te Marautanga

He pēhea rawa te whai hua o te marautanga a tēnei kura i runga o te whakatītina me te tautoko i te akoranga a ngā ākonga? 

He tākare, he ngana hoki te ako a ngā ākonga.

Kei te āta kitea te reo, te ahurea, me te tuakiri ki te marautanga o te kura me tōna aronga ki te ‘Matahītanga’. Ka whakakoia tēnei i te mana motuhake o ngā ākonga hei ‘Uri o Waimana Kāku’, hei uri hoki o Tūhoe. Ka whakatinanahia te ako a ngā ākonga ki te whānuitanga o ngā tūmomo horopaki, tae atu ki ‘Te Whārua o Waimana’. He whai wāhitanga mō ngā ākonga ki te ārahi i ngā karakia me ngā waiata tautoko ki runga i tō rātou marae. Ka tuitui ngā kaiako i ngā mātauranga me ngā hītori o tēnei takiwā, me ngā tikanga wairua o Iharaira ki te hōtaka akoranga. Ka hāngai anō hoki tēnei ki tētahi aronga ngātahi ki ngā whakaakoranga, ā, ka whakaako ia kaiako i ā rātou ake tino kaupapa marau ki te kura whānui. Ka whakamahia ngā pūmanawa ō ngā kaiako me o rātou mōhiotanga ki te marautanga hei hāpai i ngā ngākaunuitanga me ngā matea o ngā ākonga. Ka ako ngā ākonga mā te hōhonutanga o te reo e whāngaihia ana e rātou e kōrero ana i te reo taketake o Tūhoe. 

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o tana tū? 

He pai te tūnga o te kura ki te rōnaki me te whakapakari tonu i tana tū.

Kua whakatakotohia ngā taumata o ngā paetae ākonga. Ka hāngai aua taumata ki ngā wāhanga maha, tae atu ki te reo matatini me te pāngarau. Ka tohu ngā putanga i te nui o ngā whakatutukitanga ki aua wāhanga, puta noa i te kura. Pūrongotia ai te ahunga whakamua a ngā ākonga ki te poari i ia te wā. Kua waihangatia e te tumuaki me ngā kaimahi ngā wāhi akoranga papai mō ngā ākonga. E noho pūmau ana te tumuaki ki te whakapai ake i ngā āhuatanga katoa o te kura, ā, he tino tauira ia mō ngā kaimahi me ngā ākonga. Ka whakarato ia i te whānuitanga o ngā tūmomo huarahi tautoko mō ngā kaimahi, mā te whakawhanaketanga ngaio e hāngai pū ana ki a rātou. Ka mātua noho te angitu me ngā whakatutukitanga o ngā ākonga.

Ka kitea ki te poari tā rātou whakapūmau, tō rātou tautoko anō hoki mō te tumuaki me te kura. E ako ana ngā kaitiaki i ō rātou tūranga me ā rātou kawenga i roto i ngā mahi kāwana, ā, e whakapakari ana rātou i tō rātou āheinga. Ko te waiora me ngā whakatutukitanga o ngā ākonga tētahi aronga nui.

Ngā Whakaritenga Matua ka Whai Ake

Kāhore te tūtohinga, te mahere rautaki me te puka kaupapa here o te kura e hāngai ana ki te rā. Kāhore ēnei e āta aroturukitia ana. Ka ārahi ngā kaupapa here me ngā tukanga o te kura i te whai huatanga o ngā mahi whakahaere me ngā whakaritenga o ia rā ki te kura.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga 

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he 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 ā 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 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.

Te Whakarāpopototanga

Ko Te Kura Mana Motuhake o Matahī tētahi kura mō ngā tau 1 ki te 8, ki te whāruarua o Waimana. Ka whakamahia ngā paetae ākonga hei aroturuki, hei tāutu hoki i te ahu whakamua o ngā ākonga me ngā matea o tēnā, me tēnā. Ka āta kitea te reo, te ahurea, me te tuakiri ki te marautanga o te kura, ā, he aronga nui ki te ‘Matahītanga’. E tino hāpaitia ana te ako a ngā ākonga.

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. 

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

19 Here-turi-kōkā, 2016

Ngā korero e pā ana ki te kura 

Te tūwāhi

Kei Matahī, ki Waimana 

Te tau a te Tāhuhu o te Mātauranga

1809

Te tūmomo kura

He kura tuatahi (Tau 1 ki te 8)

Te tokomaha o ngā ākonga o te kura

25

Te Ira Tangata

Kōtiro 13

Tama tāne 12

Ngā hononga ā-iwi

Maori

100%

Ngā āhuatanga motuhake

Rumaki Reo Māori

Te wā i te kura te rōpū arotake

Pipiri 2016

Te rā o tēnei pūrongo

19 Here-turi-kōkā, 2016

Ngā pūrongo o mua tata ake nei, ā te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri 

Paenga-whāwhā 2014

Pipiri 2010

Poutū-te-rangi 2009

Findings

Te Kura Mana Motuhake o Matahi is a year 1 – 8 kura in the Waimana Valley. Student achievement data is used to monitor and identity students learning progress and individual needs. Language, culture and identity are strongly reflected in the kura curriculum which has a focus on ‘Matahītanga’. Students are well supported in their learning.

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

1 Context

What are the important features of this school that have an impact on student learning?

‘Tātau katoa – Tātau ka toa’

Te Kura Mana Motuhake o Matahi is in the Waimana Valley, at the gateway to Te Urewera National Park. The kura caters predominantly for Year 1-8 students from the Waimana Valley, Ōpōtiki and Whakatane. Whānau want their children to learn ‘te reo o Waimana Kāku’.  This aspiration links to the wider Tūhoe initiatives to grow and strengthen te reo Māori. Iharaira spiritual beliefs are an integral part of the kura values based approach to student learning. Classroom sizes are small and students learn in an environment that affirms and strengthens their connections to the land and people.

The principal recently participated in the first time principal programme. A range of external agencies work alongside the kura to provide services to students. There have been a number of new staff appointments recently.

2 Learning

How well does this school use achievement information to make positive changes to learners’ engagement, progress and achievement?

Student achievement data is used to monitor and identity students learning progress and individual needs.

Kaiako gather and analyse classroom data. This data is used to develop programmes of learning that are responsive to students’ needs. Literacy and numeracy data is collected and reported on. This data is used by the principal to report on student achievement and to provide an analysis of variance based on kura targets. Kaiako have regular discussions about student progress and learning. They use these discussions to develop school-wide programmes that support students who require extra support. Students experience success in their learning.

Kaiako create an environment in which the students feel cared for and respected. Relationships are positive and affirming. Interactions reflect the values of whanaungatanga and manaakitanga as exemplified in the kura ethos, ‘Ngā pou e wha’. Classrooms are warm, inviting and well resourced. Kaiako use a range of strategies to develop and strengthen te reo Māori among students. A range of interactive and stimulating activities encourage students to be actively engage in learning. External support for student’s individual needs include Resource Teacher for Learning Behaviour (RTLB), Social Worker In School (SWIS) and REAP. These programmes assist students to develop positive relationships and communication skills. Kaiako regularly review and evaluate the learning programme to ensure it is responsive to student’s needs. Students are confident and inquisitive learners.

Key next steps

Student achievement received by the board lacks detail and is of limited use for decision making. Currently kaiako do not regularly report student progress to the principal. Kaiako do not have an annual assessment plan with clear timeframes. While the board has a student management system (SMS) this has not been implemented school wide to increase the overall quality of planning, evaluating, assessing and reporting. Kaimahi acknowledge that students will benefit more from well-established planning, evaluating and assessment practices.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

Students are enthusiastic and engaged in learning.

Language, culture and identity are strongly reflected in the kura curriculum which has a focus on ‘Matahītanga’. This affirms student’s uniqueness as ‘Uri o Waimana Kāku’ and their Tūhoe identity. Learning for students is applied in a range of contexts including ‘Te Whārua o Waimana’. Students have leadership opportunities in leading karakia and waiata tautoko on their local marae. Kaiako integrate local knowledge, histories and Iharaira spiritual practices in the learning programme. These include a collaborative teaching approach where teachers teach to their respective curriculum strengths across the entire kura. Kaiako strengths and curriculum knowledge are used to support students’ interests and needs. Students learn in a rich language environment supported by native speakers of te reo o Tūhoe.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The school is well placed to sustain and improve its performance.

Student achievement targets have been set. These targets focus on a number of areas including literacy and numeracy. Results show high levels of achievement in these areas across the kura. Student progress is reported to the board on a regular basis. The principal and kaimahi have created positive learning environments for students. The principal is committed to improving all aspects of the kura and is a good role model for staff and students. He provides a wide range of support for kaimahi through targeted professional development. Student success and achievement is a priority.

The board of trustees demonstrates commitment and support of the principal and the kura. Trustees are learning about their governance roles and responsibilities and building their capability. Student wellbeing and achievement is a priority.

Key Next Steps

The charter, strategic plan and kura policy manual are out of date. These are not monitored well. Kura policy and procedures guide effective management and day to day operations of the school.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school 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 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.

Conclusion

Te Kura Mana Motuhake o Matahi is a year 1 – 8 kura in the Waimana Valley. Student achievement data is used to monitor and identity students learning progress and individual needs. Language, culture and identity are strongly reflected in the kura curriculum which has a focus on ‘Matahītanga’. Students are well supported in their learning.

When is ERO likely to review the Kura again?

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

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

19 August 2016 

Purpose

The purpose of ERO’s reports is to give parents and the wider school community assurance about the quality of education that schools provide and their children receive. An ERO school report answers the question “How effectively is this school’s curriculum promoting student learning - engagement, progress and achievement?” Under that overarching question ERO reports on the quality of education and learning outcomes for children and for specific groups of children including Māori students, Pacific students and students with special needs. ERO also reports on the quality of the school’s systems for sustaining and continuing improvements. The report answers four key questions about the school. 

Information about the Kura 

Location

Matahi, Waimana

Ministry of Education profile number

1809

School type

Full Primary Year 1 - 8

School roll

25

Gender composition

Girls 13

Boys 12

Ethnic composition

Māori

100%

Special features

Māori Immersion

Review team on site

June 2016

Date of this report

19 August 2016

Most recent ERO report(s)

Education Review

Education Review

Supplementary  Review

April 2014

June 2010

March 2009