Te Kura Mana Maori o Whangaparaoa - 01/01/2013

1 Te Horopaki

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

Ko Tihirau te maunga

Ko Whangaparāoa te awa

Ko Kauaetangohia te hapū

Ko Te Whānau-ā-Apanui te iwi

He kura noho tuawhenua Te Kura Mana Māori o Whangaparāoa, e tū ana ki Ōpōtiki. E noho pū ana te kura ki ngā taumahi a te whānau, te marae, me tōna hapori. Ka whakawhirinaki rātou ki a rātou anō i roto i ngā tini āhuatanga. He mea nui te tautoko me te atawhai ki tēnei wāhi taratahi. Ko te reo taketake o Te Whānau-ā-Apanui e pou here ana i ngā āhuatanga katoa o tēnei wāhi. E mōhio ana te whānau, ko te rōnakitanga e kōkiri ana i te kura.

Kua whakawhanakehia tētahi tirohanga rautaki whakamua e arotake ana ki te angitu o te katoa o ia ākonga. Kua pupū ake tēnei nā te ū tonutanga ki te ngātahi o ngā whakaaro rautaki. Ka tino poipoia ngā matea o ngā ākonga katoa ki tēnei kura. Ko tētahi puna reo, me tētahi kōhanga reo e āta whakatau ana i te tupu haere o te tatauranga ākonga i te kura. Kua whakaritea ngā tino hononga ki ngā ratonga whare wānanga, hei hāpai i ngā ākonga o te tau 13. E haere ana rātou ki tētahi kura mahi ā-rehe, ā, e whakatutuki ana rātou i ngā kaupapa i whiriwhirihia ai e rātou, hei wāhanga tonu o tā rātou hōtaka Gateway.

Ka riro i ngā ākonga ngā whiwhinga kia tutuki ai Te Taumata Mātauranga ā-Motu Kua Taea. Nā aua whiwhinga, ka pupū ake te hiahia ki te ako tonu, whai muri i te wehenga i te kura. Nā te angitu o ngā ākonga, tae noa mai ki tēnei wā, ka whakaaro anō te whānau ki ngā āhuatanga e wātea ana ki ngā ākonga o te tau 12, hei te tau 2013. E whakawhiti kōrero ana te whānau mō ngā huarahi ki te hoko i ētahi kāinga e pā tata atu ana ki ngā whare wānanga, hei hāpai ake i ngā ākonga ki te ū tonu ki te huarahi mātauranga. He tino hua tēnei ka hiahiatia e ngā ākonga o te tau 9, tau 10 hoki. Ko te hoki mai o ngā ākonga ki tō rātou hapori, me ā rātou tohu mātauranga, tētahi whāinga roa o te whānau.

Ko te tauutuutu tētahi aronga o ngā taumahi ki tēnei hapori. Kua hono atu te kura ki ētahi atu kura i te rohe. Ka whai wāhi rātou ki ngā kaupapa hākinakina, ahurea hoki, ā, ko ngā pūtea ka puta i aua kaupapa, ka koha atu ki ngā ratonga ohorere, ratonga hauora hoki.

Kua tīmata ngā kōrero ki te whakatinana i tētahi rautaki mātauranga o Apanui. Ka whakarato tēnei i tētahi angamahi hei ārahi i te aronga whakamua o te mātauranga ki ngā kura katoa i te rohe o Te Whānau-ā-Apanui. Kua whai wāhi nui te tumuaki me te whānau ki aua whakawhitinga kōrero.

He nui te whai pānga pai o te tirohanga rautaki o te kura, mō ngā ākonga. Ko te whanaungatanga, te manaakitanga, te tautoko, me te aroha ētahi tino uaratanga e whakatauirahia ana, e whakatinanahia ana hoki. Ka hāngai, ka whakanui hoki aua uaratanga i ngā tino hononga ahurea.

2 Te Ako

Pēhea te pai o tēnei kura ki te whakamahi i ngā mōhiohio paetae, kia whai hua ai ngā whakarerekētanga mō te ngana, te ahunga whakamua, me ngā whakatutukitanga o ngā ākonga?

He pai te ahunga whakamua o ngā ākonga katoa. E eke ana ngā ākonga teina katoa ki ngā reanga ahu whakamua e tika ana ki te pāngarau me te reo matatini. Ko te tātari matawhānui i ngā paetae ākonga i whakahāngaitia ai ki Ngā Whanaketanga Rumaki Māori, e tāutu ana i ngā wāhanga hei whakawhanake ake, ā, ka taunaki ngā kaiārahi i te kura hei hāpai ake i ngā matea akoranga. He pai te aroturukitanga o ngā paetae ākonga. He pai te whakamahinga o te pūnaha KAMAR hei whakarato i ngā tino mōhiohio ki ngā ākonga me te whānau mō tā rātou ahunga whakamua, ā rātou whakatutukitanga hoki ki Te Taumata Mātauranga ā-Motu Kua Taea.

Kua āta tuhia te tātari o ngā ekenga i ia kaupapa o Te Taumata Mātauranga ā-Motu Kua Taea. E mōhio ana ngā mātua ki ngā reanga e tutukihia ana e ā rātou tamariki, i roto i ngā taumata ā-motu. Ka kitea ngā taumata akoranga ka whāia tonuhia, me ngā huarahi hoki mō ngā mātua ki te tautoko i ā rātou tamariki. He tau, he harikoa hoki ngā ākonga.

Whiwhi ai ngā kaiako i ngā kōrero urupare ngaio, matawhānui hoki i roto i ā rātou arohaehae. Kua haere rātou ki ngā whakangungu whakawhanaketanga ngaio, puta noa i te tau. Ka tino hono te nuinga o ngā whakawhanaketanga ngaio ki ngā whāinga arohaehae me ngā kōrero urupare.

Ka whakapuaki ngā kaiako i ngā kōrero urupare me ngā kōrero whakamua e tika ana ki ngā ākonga. Ka whakarato ngā pūkete ākonga i ngā mōhiohio o te wā e tika ana. E āhei ana ngā ākonga ki te whakamahi i ēnei hei aroturuki i tā rātou ake ahunga whakamua. Ka arotahi ngā mahere a ngā kaiako ki te hāpai i te ahu whakamua o ngā akoranga a ngā ākonga. Ko ngā whakaaro huritao i ia te wā, ka whai pānga nui hei rautaki e whakamahia e ngā kaiako ki te whakapai i ā rātou mahi, me te aroturuki i te ako o ngā ākonga takitahi, takirōpū hoki. He pai ngā rauemi i ngā akomanga. Ka whakarato ngā kaiako i ngā taiao akoranga ātaahua mō ā rātou ākonga.

3 Te Marautanga

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

Ko te marautanga motuhake o te takiwā nei, me te Marautanga o Aotearoa, e whakarato ana i te whānuitanga o ngā wheako papai mō ngā ākonga. Kāhore ēnei e hāngai noa ana ki te taha mātauranga. Ka whakapakari anō hoki ēnei i te mōhiotanga o ngā ākonga ki a rātou anō, tae atu ki tō rātou tūrangawaewae, me te āhua o te noho, te whai hua hoki ki tētahi taiao taratahi.

Ko te ngahere, ngā awa, te whenua, me te moana ētahi tino taonga ki tēnei wāhi. Ko te ako i te taiao tētahi āhuatanga e noho matua ana ki ngā akoranga. E ako ana ngā ākonga ki te mahi hei kaitiaki o tā rātou pātaka kai. He nui ngā kōrero tuku iho ā Whangaparāoa, tae atu ki te whakanuitanga o te Moki. E mōhio whānuitia ana ētahi kaiārahi, whānau hoki nō te iwi, mō ā rātou whakatutukitanga, mahi angitu hoki. He tino tauira rātou mō ngā ākonga me te whānau. He whakaiti ngā ākonga, ā, he manawa whakahī tō rātou mō tō rātou tū Whānau-ā-Apanui. Ka whakaaro huritao rātou. Ka tiaki rātou i ō rātou tāina, ā, he pai tā rātou mahi ngātahi hei whānau.

He pēhea rawa te kura e whakanui i te angitu mātauranga mō te Māori, hei Māori?

Kua tapaina te kura hei kura motuhake, ā, ka whai wāhi ngā ākonga katoa ki tētahi taiao akoranga e rumaki ana i a rātou. Ka whakamahia te reo taketake o Te Whānau-ā-Apanui. Kua waia ngā ākonga ki ngā whakapapa, ngā pepeha, ngā karakia, ngā waiata tawhito, ngā waiata ā-ringa, me ngā āhuatanga motuhake e whai pānga nui ana ki a rātou, ki ō rātou whānau, ki te hapū, ki te iwi hoki. Kua waia rātou ki ngā tikanga me ngā taonga tuku iho o te rohe, ā, ka tū pakari rātou ki tō rātou marae. Kei te kounga kairangi te mātau o ngā ākonga ki te reo. E āhei ana ngā mātua me te whānau ki te whakapā atu ki te tautoko mō te ako i te reo Māori. Nā te tautoko o te Whare Wānanga o Waikato, kua tino whakatinanahia e te kura te hōtaka o te Whakapiki i te Reo mō te whānau.

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 āna mahi?

Ka whakamahi te kura i te arotake whaiaro tino kaha i roto i ngā āhuatanga katoa o te whakahaeretanga o te kura. Ka whakawhanake rātou i ngā pātai, ka whakarite i ngā whakautu, ā, ka pūrongo hoki ki te poari.

I tāutuhia te pāngarau hei wāhanga hei whakapakari ake mō ngā ākonga. E rapu ana te tumuaki i tētahi kaiako mātanga, e mātau ana ki te pāngarau. Kua rite ia ki te tuku hoki i te kaiako nei ki tētahi atu kura, kia wā-kikī ai te tūnga mahi.

Kua whakaritea ki te whakatū i ētahi whare hou hei te tau 2013. Mā tēnei, ka pai ake ngā rauhanga mō ngā ākonga i te wharekura, ā, he rūma rahi anō hoki mō ngā kaupapa katoa, he whakahou ake anō hoki i ngā rauhanga mō te kura katoa.

He pakari ngā mema o te poari ki te kōkiri i te whakataunga pai o ngā whakaritenga, hei painga mō ngā ākonga. Kua whakaritea hoki e rātou tētahi tūtohinga kē kia āhei ai ngā kaitiaki ki te noho ki te poari mō ngā tau e rima, kāhore mō ngā tau noa e toru. Ka hāpai tēnei i te kura ki te whakawhanake i ngā tino āheinga o te whānau ki te kāwana, me te whakanui hoki i te rōnakitanga mō te wā roa.

Me tīmata te whānau ki te whai whakaaro ki te ārahitanga, me te whakarite i tētahi mahere tauatanga.

He pakari ngā whakaritenga ā te whānau ki te whakarato i ngā tino whai wāhitanga mātauranga mō ā rātou ākonga, me te whakahihiri i a rātou, te ū hoki i tā rātou noho 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 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.

1 Context

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

Ko Tihirau te maunga

Ko Whangaparāoa te awa

Ko Kauaetangohia te hapū

Ko Te Whānau-ā-Apanui te iwi

Te Kura Mana Māori o Whangaparāoa is a rural kura located at Cape Runaway, Opotiki. The kura is central to the activities of the whānau, the marae and its community. They are dependent on each other in various ways. Support and care in their isolated environment is vital. Te reo taketake o Te Whānau-ā-Apanui is the underpinning feature of all aspects of this area. The whānau acknowledges that sustainability is the driving force of the kura.

A progressive strategic vision that focuses on the holistic success for all students has been developed. This has come about through ongoing collaborative strategic thinking. All students’ needs are catered for in this kura well. A puna reo and kōhanga reo ensure a steady roll growth is sustained. Strong links with tertiary providers have been established to support year 13 students. They are attending a trade's academy and undertake courses they have selected as part of their Gateway programme.

Students earn credits for the New Zealand Certificates of Educational Achievement (NZCEA). These serve as an incentive to continue study following graduation. Student success to this point has prompted the whānau to consider what would be available for Year 12 students in 2013. The whānau is discussing ways to purchase homes in areas near tertiary institutions in order to support students to sustain study commitments. This process will be an incentive for the years 9 to10 students. Students returning as graduates into their community are the long term goal of the whānau.

Reciprocity is a focus on activities in this community. The kura has established links with other kura in the area. They participate in sports and cultural events where funds raised are donated to their emergency and health services.

Discussions have begun about implementing an Apanui education strategy. This will provide a framework to guide the future direction for education in all schools of Te Whānau ā Apanui hapū and iwi. The principal and whānau have made significant contributions to these discussions.

The strategic vision of the kura whānau has far reaching potential for students. Whanaungatanga, manaakitanga, tautoko and aroha are important values that are modelled and practised. These values reflect and promote strong cultural ties.

2 Learning

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

All students are making good progress. All the junior students are achieving at the required progression levels in both pangarau and te reo matatini. Comprehensive analysis of student achievement data that is aligned to Ngā Whanaketanga Rūmaki Māori (NWRM) identifies areas for further development and school leaders make recommendations to follow up learning needs. Student achievement is monitored well. The KAMAR system is used well to provide timely information to students and whānau about their progress and achievement in NCEA.

The pass rate analysis for each NCEA subject is documented well. Student achievement information over the previous three years provides good information for teachers and the Board of Trustees about how well students are progressing.

The kura reports to parents against NWRM. Parents know what levels their children are achieving at in terms of the national standards. Next steps for learning and how parents can support their children are highlighted. Students are settled and happy.

Teachers receive professional and constructive feedback through their appraisals. They have attended professional development courses throughout the year. Most professional development is clearly linked to appraisal goals and feedback.

Teachers provide appropriate feedback and feed forward to students. Student profile books provide relevant and up to date information. Students are able use these to monitor their own progress. Teacher planning is focussed on supporting progressive learning for students. Consistent reflections feature highly as a strategy that teachers use to improve their practice and to monitor the learning of individuals and groups of students. Classrooms are well resourced. Teachers provide attractive learning environments for their students.

3 Curriculum

How effectively does this kura curriculum promote and support student learning?

The unique local curriculum along with Te Marautanga o Aotearoa provides a range of positive experiences for students. These are not only academic. They build on student’s knowledge about themselves, including where they belong and how they can live and prosper in an isolated environment.

The forest, rivers, the land and sea are essential resources in this area. Environmental studies feature prominently in learning. Students are learning how to be kaitiaki of their pātaka kai. Whangaparāoa has unique traditional stories which include the Moki festival. Well known leaders and families from within the iwi continue to be recognised for their achievements and successes. They are significant role models for students and whānau to aspire to. Students are humble and proud of their identity as Te Whānau ā Apanui. They are reflective thinkers. They look after their taina and work well together as a whānau.

How effectively does the school promote educational success for Māori, as Māori?

The kura is a designated special character kura where all students participate in a total immersion learning environment. Te reo taketake o Te Whānau- ā-Apanui dialect is used. The students are familiar with whakapapa, pepeha, karakia, waiata tawhito, waiata-ā-ringa and special icons that are of significance to them, their whānau, hapū and iwi. They are familiar with the customs and traditions specific to the area and participate on their marae confidently. The quality of student’s language competency is high. Te reo Māori learning support is accessible to parents and whānau. The kura, with the support of the Waikato University, has successfully implemented a Whakapiki i te Reo programme for whānau.

4 Sustainable Performance and Self Review

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

The kura uses rigorous self review in all aspects of kura operations. They develop questions, prepare answers and report back to the board.

Mathematics was identified as an area requiring more support for students. The principal is seeking a skilled and specialist mathematics teacher. She is prepared to share this teacher with other kura in order to sustain a full time position.

A new building programme is planned to start in 2013. This will provide improved facilities for wharekura students and includes a large multipurpose room and a total refurbishment for the whole kura.

The members of the board of trustees are proactive and make good decisions that benefit students. They have also established an alternative constitution which enables trustees to remain on the board for five years rather than three. This will support the kura to develop high levels of whānau capability in governance and promote long term sustainability.

The whānau must begin to think about leadership and establish a succession plan.

The whānau has firm plans to provide the best possible educational opportunities for their students and to keep them motivated and in school.

Board assurance on legal requirements

Before the review, the board of trustees and principal 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.

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)

1 January 2013

About the Kura

Location

Whangaparāoa

Ministry of Education profile number

2084

Kura type

Designated special character

Kura roll

63

Gender composition

Boys 38

Girls 25

Ethnic composition

Māori

63

Special Features

Year 1 - 13 Total Immersion Māori language of instruction

Review team on site

November 2012

Date of this report

1 January 2013

Most recent ERO report(s)

Education Review

Education Review

February 2010

July 2006