1 He Kupu Arataki
Kua mahi ngātahi Te Tari Arotake Mātauranga, ngā whānau, ngā kaiārahi, ngā kaimahi me ngā hapori ki te whakawhanake i ngā tirohanga aromātai e whai wāhi nui ai ki te hāpai i te kawenga takohanga me te whakapaitanga, ki te tautuhi i te ahu whakamua, ā, ki te whakapakari ake hoki i te āheinga ki te aromātai. E hāngai ana tēnei pūrongo ki ā rātou pūnaha, ki ā rātou whakaritenga, me ā rātou mahi whakahaere. Ka whakarato ngā pūrongo a Te Tari Arotake Mātauranga i ngā mōhiohio mātuatua mā ngā hapū me ngā iwi.
2 Te Horopaki
E tū ana Te Kura Mana Māori o Matahi ki te whārua o Matahī. E tū ana ki te tomokanga o Te Urewera. He kura tuatahi tēnei mō ngā ākonga o ngā tau 1 ki te 8. Nā te hekenga o te tatauranga tamariki ki te rārangi ingoa, e mahi takitahi ana te tumuaki, ā, ko ia hoki te kaiako.
3 Te Aronga o te Aromātai
He pēhea rawa te whakatinanatanga mai o ngā tamariki i te angitu hei ākonga?
He torutoru noa ngā whai wāhitanga mō ngā ākonga ki te rongo i te angitu.
4 He Whakamārama
I tautuhia ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2020, ngā take maha i te pā tōraro ki te mātauranga e whakaratohia ana ki ngā ākonga. Ka hāngai aua take ki te kāwana i te kura, ki ngā whakaritenga ārahi me ngā whakaritenga whakahaere, ā, ki te kounga hoki o te whakaako me te ako. I taua wā, i taunaki Te Tari Arotake Mātauranga kia whai whakaaro te Tāhuhu o te Mātauranga ki te wawaotanga, i raro i te Wāhanga 7A o te Ture Mātauranga 1989, hei whakapai ake i te kāwana, te whakahaeretanga, me te kounga o te mātauranga i te kura. Engari, kīhai Te Tari Arotake Mātauranga i whakatau ki te wawaotanga i taua wā.
Mai i taua wā, kua arotahi Te Tari Arotake Mātauranga ki te aroturuki i te ahu whakamua a te kura ki te whakatika haere i ngā take i tautuhia ai ki te pūrongo o mua a Te Tari Arotake Mātauranga. I tonoa e te poari te tautoko o te Tāhuhu o te Mātauranga, whai muri i pūrongo a Te Tari Arotake Mātauranga i te tau 2020, kia tutuki ngā take i whakatakotohia ai. I whakaritea e te Tāhuhu o te Mātauranga tētahi Kaihuawaere SAF, me te tautoko ngaio hoki mā Kia Āta Mai, hei whakapai ake i te whakaako me te ako.
I te tau 2021 me te tau 2022, i huihui, i taunekeneke hoki Te Tari Arotake Mātauranga me te tumuaki, te poari, me ngā kaiwhakahaere o te Tāhuhu o te Mātauranga i te tari ā-rohe o Whakatāne, tae atu hoki ki te Kaihuawaere SAF me Te Whakarōpūtanga Kaitiaki Kura o Aotearoa, ki te whakawhiti kōrero mō te ahu whakamua. I tirohia hoki e Te Tari Arotake Mātauranga ngā tuhinga o te kura, hei tātari i te kounga me te whai huatanga o aua tuhinga.
I toro atu Te Tari Arotake Mātauranga ki te kura i te Here-turi-kōkā i te tau 2022, hei āta whakatau i te whakatutukitanga o te poari i āna herenga ā-ture; hei mātakitaki, hei aromātai hoki i te kounga o te whakatinanatanga i te marau, o te whakaako me te ako, me te ahu whakamua hoki ki te whakatutuki haere i ngā take katoa i tautuhia ai ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2020.
5 Ngā Whakaaturanga
He iti noa te ahu whakamua ki te whakatutuki i ngā take i tautuhia ai ki te pūrongo a Te Tari Arotake Mātauranga i te tau 2020.
Te kāwana
Tē taea e ngā kaitiaki ō rātou tūranga, ā rātou kawenga hoki te āta whakatutuki nā te ngoikore o ngā mōhiohio e whiwhi ana rātou, mai i te tumuaki. He iti noa ngā mōhiotanga me ngā māramatanga o te poari ki ngā paetae ākonga. He mahi tene noa ngā whakangungu kāwana a Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. He uaua ki Te Whakarōpūtanga Kaitiaki Kura o Aotearoa ki te whakarato i te tautoko e tika ana, nā te maha o ngā wā ka hiki te hui, ka whakakorengia rānei i mua tata noa nei. I te wā o tēnei arotake, kāhore anō kia whakataungia ētahi atu whakangungu mō te tau 2022. Ahakoa kua pakari ake te poari ki te whakatutuki i ō rātou tūranga me ā rātou kawenga, e tika ana kia wawe te haere tonutanga o te tautoko me ngā whakangungu e pā ana ki te kāwana i te kura.
Kāhore te poari e whiwhi ana i te rawaka o ngā mōhiohio e tika ana mō te ahu whakamua me ngā paetae a ngā ākonga, hei āta hāpai i tā rātou whakatau i ngā whakaritenga. Kāhore rātou e whiwhi ana i ngā mōhiohio e whai pānga ana i roto i te wā tonu e tika ana, mai i te tumuaki. He nui ngā take mahi e pā ana ki te tumuaki:
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kua hipa te tiwhikete whakaako (arā, te rēhitatanga)
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ngā tūāhuatanga katoa e pā ana ki te kounga o te mātauranga.
Te ārahitanga
He ngoikore te ārahitanga me te whakahaeretanga, ā, kāhore ngā mahi ārahi e whakatutukihia ana. Me titiro wawe ki ngā wāhanga katoa o te ārahitanga ngaio. Kāhore i te rawaka ngā pūrongo mō te taetae mai o ngā ākonga ki te kura, mō tā rātou ahu whakamua, mō ngā paetae ākonga hoki. He iti noa te ārahitanga e hāpai ai i ngā kaimahi ki te āta whakatutuki haere i ā rātou kawenga mahi. Kei te ngoikore ngā mahi whakamahere, ngā mōhiotanga aromatawai, te ārahitanga, me te āheinga ki te whakatutuki me te whakatere i ngā paetae ākonga. Kāhore he whakaaturanga e tohu ana i te whakapaitanga ake o ngā hōtaka whakaako, me ngā hōtaka ako. He tino āwangawanga aua tūāhuatanga.
Te kounga o te mātauranga
Kāhore i te rawaka te kounga o te mātauranga e whakaratohia ana ki ngā ākonga. Kāhore te tumuaki e tino mārama ana i ngā whakaritenga e whai pānga ana ki te marau, i ngā tūāhuatanga o te whakaako me te ako e whai kounga ana, me ngā whakaritenga e whai wāhi atu ai ki te aromatawai papai. Mō te roanga ake o te tau kotahi, i whakarato te Kaihuawaere SAF i te tautoko o waho tino pakari, hei hāpai ake i te mōhiotanga me te māramatanga o ngā kaimahi ki te whakaako me te ako whai kounga. Waihoki, i hāpai a Kia Āta Mai i te whakatakotoranga o ngā pūnaha me ngā tukanga kia haere tonu ai te mahi aromatawai. Engari, kāhore aua tūāhuatanga i whai wāhi atu ki te whakapai ake i ngā mahi whakaako, ki te whakaterenga rānei o ngā paetae ākonga. E ai ki ngā hōtuku paepito i whakaemihia ai, ā, i pūrongohia ai mā ngā kaitiaki, kua tata ki te katoa o ngā ākonga kei raro noa, kei raro rawa rānei i ngā taumata paetae e hiahiatia ana i roto i ngā wāhanga matua katoa o te marau. Kei te tino whakamōreareatia te ahu whakamua me ngā paetae a ngā ākonga.
Ko tā Te Tari Arotake Mātauranga whakapae, i tēnei wā, kāhore te kura e hāpai ana i ngā ākonga ki te rongo i te angitu mā tētahi marau whakaongaonga i āta whakaarotia ai.
Me titiro wawe ki ngā wāhanga e whai ake nei, arā, ki:
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te kāwana me te kaitiakitanga i te kura, tae atu hoki ki te āta whakatakoto i te mahere rautaki me te mahere ā-tau
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te ārahitanga i te kura me te whakahaeretanga e tutuki ai te katoa o ngā herenga ā-ture
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te ārahitanga ngaio, me te whakawhanaketanga ngaio o te whakaako me te ako
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te whakatinanatanga o tētahi marau e aro nui ana ki ngā ākonga.
6 Te Whakatau a te Whānau o te Kōhanga Reo ki ngā Wāhanga Tautukunga
I te wā o te aromātai, i tirohia e Te Tari Arotake Mātauranga ngā pūnaha mō te whakahaeretanga o ngā wāhanga e whai ake nei:
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te haumaru aronganui o ngā ākonga (tāpiri atu ki te ārai i ngā mahi whakawetiweti me ngā mahi whakaaito)
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te haumaru ā-tinana o ngā ākonga
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te rēhitatanga o ngā kaiako
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ngā tukanga ki te whakatū kaimahi
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te whakaunu, te aukati, te pana me te whakarerenga
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te tae ā-tinana atu a ngā ākonga ki te kura
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ngā kaupapa here o te kura, me te whakatutukitanga o ērā i ngā tikanga e pā ana ki te Children’s Act 2014.
Ngā āhuatanga hei whakatutuki i ngā herenga ā-ture
Hei whakatutuki i ngā herenga ā-ture, me tahuri rātou ki te:
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whakapūmau i te haere tonutanga o tētahi hōtaka arotake whaiaro e pā ana ki ngā kaupapa here, ngā mahere, me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio aromatawai o te kounga pai mō te ahu whakamua me ngā paetae a ngā ākonga, ā, me pūrongo i te ahu whakamua a ia ākonga i roto i te marau, i te pāngarau me te reo matatini tonu, hei pānui ā-tuhi māramarama nei mā ngā ākonga me ō rātou mātua, i ngā wā putuputu e rua o te tau, koni atu rānei
[Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b) 2(c) (i), (ii)]
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whakawhanake me te whakatinana i ngā hōtaka whakaako me ngā hōtaka ako: me whakarato ki ngā ākonga katoa o ngā tau 1 ki te 10, ko ngā whai wāhitanga ki te eke angitu i roto i ngā wāhanga katoa o The National Curriculum, ā, mā te tātari i ngā mōhiohio aromatawai, me tautuhi i ngā rōpū kāhore e ahu whakamua ana, e eke angitu ana rānei, e noho whakamōrearea ana rānei te ahu whakamua me te angitu, ā, me whakawhanake, me whakatinana i ngā rautaki whakaako me ngā rautaki ako e whakatutuki ai i ngā matea o aua ākonga, me ngā āhuatanga hoki o te marau e tika ana kia āta tirohia
[Ngā Aratohu Whakahaere Mātauranga ā-Motu 1(a) (i), 1(c) (i), (ii), 1(d)]
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whakawhanake me te whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te whakahaeretanga o ngā mahi me te āhua mahi a ngā kaimahi
[s77C Te Ture Kaimahi Kāwanatanga 1998; Te Kāhiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana]
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whakawhanake i ngā whakaritenga mō te whakahaeretanga o ngā pūmanawa tāngata e hāpai ai i ngā kaiako.
[s77A Te Ture Kaimahi Kāwanatanga 1998; Ngā Aratohu a te Tāhuhu o te Mātauranga]
7 Te Taunakitanga
I whakawhanakehia e Te Tari Arotake Mātauranga te taunakitanga e whai ake nei, arā, kia:
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whakaarohia e te Tāhuhu o te Mātauranga te wawaotanga, i raro i te Wāhanga 7A o te Ture Mātauranga 1989, hei whakatutuki i ngā whakapaitanga ki ngā mahi kāwana me ngā mahi whakahaere i te kura, ā, ki te kounga hoki o te mātauranga.
Darcy Te Hau
Toka ā Nuku
Te Uepū-a-Motu – Māori Services
09 Whiringa ā-rangi, 2022
8 Ngā kōrero e pā ana ki te Kura
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Te tūwāhi
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Ke te whārua o Matahī
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Te tau a te Tāhuhu o te Mātauranga
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1809
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Te tūmomo kura
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He kura tuatahi (Tau 1-8)
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Te tokomaha o ngā ākonga o te kura
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18
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Ngā hononga ā-iwi
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Māori 18
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Ngā āhuatanga motuhake
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Kura Motuhake
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Te wā i te kura te rōpū arotake
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Mahuru 2022
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Te wā o tēnei pūrongo
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09 Whiringa ā-rangi, 2022
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Ngā pūrongo o mua a
Te Tari Arotake Mātauranga
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Arotake Mātauranga, Haratua 2020; Arotake Mātauranga, Here-turi-kōkā 2016; Arotake Mātauranga, Paenga-whāwhā 2013
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1 Introduction
The Education Review Office (ERO) in collaboration with whānau, leaders, kaimahi and their communities develop evaluation insights that foster accountability and improvement, identify progress and build evaluation capability. This report reflects their systems, operations and management practices. ERO reports provide important information for whānau, hapū and iwi.
2 Context
Te Kura Mana Māori o Matahi is located in the Matahi Valley. It is situated at the entrance to the Uruwera National Park. The kura is a full primary catering to students from Years 1-8. Due to a drop in the roll the tumuaki is now a sole charge teaching tumuaki.
3 Evaluation Focus
To what extent do students demonstrate success as learners?
Students have very limited opportunities to experience success.
4 Background
ERO’s 2020 report identified several concerns that impacted negatively on the education provided for students. These included governance, leadership and management practices and the quality of teaching and learning. At that time ERO recommended the Ministry of Education (MoE) consider an intervention in accordance with Part 7A of the Education Act 1989, to bring about improvements in kura governance, management and the quality of education. However, the MoE chose not to provide an intervention at the time.
ERO’s focus since that time has been to monitor the progress the kura is making toward rectifying the issues identified in the previous ERO report. The board of trustees requested support from the MoE following ERO’s 2020 report to address the issues raised. The MoE assigned a Student Achievement Function (SAF) facilitator to the kura and professional support through Kia Ata Mai to improve teaching and learning.
ERO had meetings and interactions with the tumuaki, the board of trustees and MoE – Whakatane Office officials, the SAF and the New Zealand School Trustees Association (NZSTA) during 2021 and 2022 to discuss progress. ERO also scoped school documentation to ascertain the quality and efficacy of these.
ERO visited the kura in August 2022 to seek assurance the board was meeting its legal requirements; to observe and evaluate the quality of curriculum implementation, teaching and learning and progress made on all issues identified in the 2020 ERO report.
5 Findings
There has been limited progress made to address the issues identified in ERO’s 2020 report.
Governance
Trustees are unable to carry out their roles and responsibilities dutifully due to the poor-quality information they receive from the tumuaki. The board have limited knowledge and understanding of student achievement. Governance training from NZSTA has been adhoc. NZSTA have found it challenging to provide the support required as meetings were often rescheduled at short notice or cancelled. At the time of this review further training had not been scheduled for 2022. While the board has increased confidence to fulfil their roles and responsibilities, ongoing governance support and training is still urgently required.
The board does not receive sufficiently reliable information about student progress and achievement to support them with decision making. They do not receive valid and timely information from the tumuaki. There are major personnel issues pertaining to the tumuaki:
Leadership
Leadership and management is lacking and leadership duties are not upheld. All areas of professional leadership require immediate attention. There is insufficient reporting on student attendance, progress and achievement. There is limited guidance to support staff to carry out their responsibilities well. There is a lack of planning, assessment knowledge, leadership and the capability to address and accelerate student achievement. There is no evidence to show improvement in teaching and learning programmes. Consequently, this is a major concern.
The quality of education
The quality of education provided to students is inadequate. The tumuaki is not clear about the requirements of the curriculum, the components of quality teaching and learning and practices for good assessment. The SAF provided intensive external support for over a year to improve staff knowledge and understanding of quality teaching and learning. Furthermore, Kia Ata Mai supported the establishment of systems and processes for ongoing assessment practice. However, this has not transferred into improved teaching practice or accelerated student achievement. Baseline data collated and reported to trustees shows nearly all students are below or well below expected achievement levels in all core curriculum areas. Student progress and achievement is seriously compromised.
It is ERO’s judgement that at present the school is failing to support learners to experience success through a considered and stimulating curriculum.
The following areas require immediate attention:
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school governance and stewardship, including rigorous strategic and annual planning
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school leadership and management of compliance across all legislative requirements
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professional leadership and development of teaching and learning
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implementation of a responsive curriculum.
6 Assurance on Legal Requirements
During the evaluation, ERO checked at the following areas:
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emotional safety of students (including prevention of bullying and sexual harassment)
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physical safety of students
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teacher registration
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processes for appointing staff
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stand-downs, suspensions, expulsions, and exclusions
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attendance
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school policies in relation to meeting the requirements of the Children’s Act 2014.
Actions for Compliance
To meet compliance requirements, they must:
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maintain an on-going programme of self-review in relation to policies, plans and programmes, including evaluation of good quality assessment information on student progress and achievement and report on individual student’s progress across the curriculum, including mathematics and literacy, to students and their parents in writing and in plain language at least twice a year
[National Administration Guideline 2(b) 2(c) (i), (ii)]
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develop and implement teaching and learning programmes: providing all students in Years 1-10 with opportunities to achieve success in all areas of The National Curriculum and through the analysis of assessment information, identify groups who are not progressing and achieving or are at risk of not progressing and achieving and develop and implement teaching and learning strategies to address the needs of these students, and aspects of the curriculum which require particular attention
[National Administration Guideline 1(a) (i), 1(c) (i), (ii), 1(d)]
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develop and implement policies and procedures for employment and performance management of staff
[section 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement]
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develop human resource management practices that provide support for teachers.
[section 77A State Sector Act; MoE Guidelines]
7 Recommendation
ERO has developed the following recommendation that:
Darcy Te Hau
Toka-ā-Nuku – Director
Te Uepū ā-Motu – Māori Review Services
9 November 2022
8 Information about the Kura
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Location
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Matahi Valley
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Ministry of Education profile number
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1809
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Kura type
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Full Primary (Years 1-8)
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Kura roll
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18
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Ethnic composition
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Māori 18
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Special features
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Kura Motuhake
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Review
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September 2022
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Date of this report
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9 November 2022
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Most recent ERO report(s)
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Education Review, May 2020; Education Review, August 2016; Education Review, April 2013
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