Ngā Whakaaturanga
Kei Porirua Te Kura Māori o Porirua e tū ana, ki roto i te rohe o Ngāti Toa Rangatira, ā, nō rātou te mana whenua. He mārama te aronga rautaki e arotahi ana ki ngā putanga mā ngā uri, ā, koia nei te tūāpapa mō te kounga o te mātauranga. He ākonga hihiri ngā uri, ā, e whai ana rātou i ō rātou ake ngākaunuitanga me ā rātou ake huarahi angitu i whakatakotohia ai e rātou.
Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura Māori o Porirua i roto i ngā tau e whā.
1 Te Horopaki
Kei Porirua Te Kura Māori o Porirua e tū ana, kei roto i te rohe o Ngāti Toa Rangatira, ā, nō rātou te mana whenua. He mārama te whakakitenga ō Te Poumarumaru me ngā kaiārahi o te kura, ā, e arotahi ana tēnei ki te kounga kairangi o ngā putanga mā ngā uri, me te tuituitanga o Ngāti Toa Rangatira ki te marau a te kura. Ka āta whakamahia te ako ā-hangarau hei whakahihiri, hei whakaongaonga anō hoki i ngā hōtaka arotahi.
He mātātoa te whānau, ā, e hāpai ana rātou i ā rātou tamariki i tētahi taiao ako i runga i ngā tūmanakotanga ka whakatinanahia ai e te katoa ō rātou pitomata, ā, ka rongo i te angitu hei ākonga. I a rātou e koke ana i roto i te kura, ka whakawhanake rātou i ngā pūkenga me ngā āheinga ki te whai i ngā huarahi nā rātou anō i whakatakoto. He pakari ngā uri, ā, e mōhio ana rātou ki a rātou anō, ki ō rātou tūrangawaewae anō hoki.
He pēhea rawa tā ngā uri whakaatu i tō rātou punenga, i ō rātou ake mātauranga hoki?
E kitea ana nga uri, puta noa i ia reanga o te kura, tō rātou punenga, i ō rātou ake mātauranga hoki.
2 Ngā Putanga ki ngā Uri
Ka whakanui ngā uri i ngā whai wāhitanga e angitu ai rātou ki te ahureatanga, ki te pāngarau, me te reo matatini, hei ākonga. Ka mahi ngātahi ngā kaumātua, te whānau, Te Poumarumaru me ngā kaiako ki te whakawhanake i te ahureatanga e noho motuhake ana ki tēnei taiao. E aronui ana kia whai wāhi mai te whakapapa, ngā tikanga, me ngā kawa puta noa i te ao o te kura me ngā akoranga katoa. Ka tuituia ngā uaratanga o te aroha, te whakaute, me te manaaki ki ngā hōtaka akoranga. Ka hāpai tēnei i te noho mārama, i te whakamana anō hoki ō ngā uri i a rātou anō, i te āhua o tā rātou tākoha ki ā rātou akoranga me ngā akoranga a ētahi atu, ā, me tā rātou āta whakamahi i te reo Māori. Ka akiaki ngā kaiako, ā, ka whakarato rātou i ngā whai wāhitanga mō ngā uri ki te whai wāhi atu, ki te ārahi, me te whakatinana anō hoki i ā rātou akoranga mā te whānuitanga o ngā tūmomo horopaki, hei tuakana, hei teina hoki, ki te taha o ngā kaumātua, i ngā horopaki ōkawa, me ngā horopaki ōpaki.
He manawa whakahī tō ngā uri mō tō rātou tuakiri, mō tō rātou tūrangawaewae hoki. Ko te pāngarau me te reo matatini ngā wāhanga ako matua, ā, e hāpaitia ana, e ākina ana hoki ngā uri kia whanake ai ō rātou pūkenga me ō rātou mōhiotanga i roto i aua wāhanga. Ka whakarite ngā kaiako i ngā tino whāinga ako, taumata ako hoki e aro nui ana ki ngā tino matea ako o ia uri. Ka aro nui te hōtaka akoranga, ā, ka kawe ake ngā uri i ō rātou ake huarahi ako. Ka whakamahia e ngā kaiako ngā rautaki hopu reo hei whakawhanake i te mōhiotanga ki ngā kaupapa me te reo. Puta noa i ngā reanga katoa o te kura, ka arotahi ngā akoranga kia rongo ai ngā uri i te angitu ā- mātauranga. He pārekareka ki ngā uri tā rātou eke angitu i roto i te reo matatini me te pāngarau. He pakari ngā uri ki te whakapuaki i ō rātou whakaaro, ō rātou kare ā-roto hoki, me te toro atu ki ngā māramatanga e rapua ana e rātou.
He pākiki, he auaha hoki ngā whakaaro ō ngā uri, ā, ka ako rātou ki te taha o ētahi atu. He pai tā rātou whai wāhi atu ki ngā akoranga e kōkirihia ana e rātou ake. Kua waihangatia e ngā kaiako tētahi taiao ako e hāpai ana i ia ākonga ki te whakawhanake, ki te whakamahere, me te whai wāhi nui atu hoki ki tētahi hōtaka ako e aro nui ana ki ō rātou matea me ō rātou ngākaunuitanga. Ka hāpai ngā taumahi ako i te noho pākiki o ngā uri, me tā rātou āta pātai i ngā pātai whakatewhatewha e pā ana ki ngā kaupapa, me te whakapuaki i ō rātou mōhiotanga hou ki ētahi atu. Ko ngā whakataunga e pā ana ki ngā akoranga a ngā uri e whakatutukihia ana mā ngā whakawhitinga kōrero ki waenga i ngā kaiako me te whānau. Ka waihangatia ngā taumahi ako hei whakakuhu, hei whakaongaonga anō hoki i ngā ngākaunuitanga o ngā uri. Ka whakamahia ngā pārongo aromatawai hei aroturuki i te koke a ngā uri, me te tāutu i ngā wāhanga hei whakawhanake ake. He mātātoa te whai wāhi atu a ngā uri ki te whakamahere i ngā hōtaka akoranga, i runga anō i te āhua o ō rātou ngākaunuitanga.
He ākonga hihiri ngā uri. Ka whakaemihia, ka tātarihia hoki ngā paetae hei tāutu i ngā matea o ia ākonga, me te ia o ngā mahi puta noa i te kura. Kua whakaritea tētahi hōtaka hāpai e kīia nei ko ‘Pito Mata’, hei tautoko i ngā uri e mau nei i ētahi tino matea ako i roto i te reo matatini me te pāngarau. Ka aroturuki, ka pūrongo hoki ngā kaiako i ngā putanga ki te rōpū whakahaere. Tāpiri atu ki tēnā, ka mahi ngā kaiako ki te taha o ngā uri, mā te whakamahi i aua hōtuku hei whakamōhio i te waihanga o te hōtaka akoranga e hāngai ana ki ngā ngākaunuitanga o ia ākonga, arā, ko ‘Aro Ako’ tēnei. Ka whakatairanga tēnei hōtaka i te auaha me te kōkiri, ā, ka ahu mai ngā akoranga a ngā uri i ngā tini ahu-hinengaro, me ngā taumata o te whakaaro hōhonu. Nā tēnei aronga, e āhei ana ngā kaiako ki te kōkiri i ngā akoranga a ngā uri i runga anō i ō rātou pūmanawa me tō rātou mōhio ki te ako. Ko tētahi āhuatanga matua o te aronga ki ngā akoranga katoa, ko te whai wāhi o ngā uri, ngā kaiako, me te whānau ki te aroturuki i te koke, te aromātai i te hōtaka, me te aro whakamua anō hoki o ngā mahere. Kua waihangatia e ngā kaiako te taiao ako e hāpai ana i ngā uri ki te whakatutuki haere i runga anō i te wā e tika ana mō rātou, i te āhua anō hoki o ō rātou matea. Kei ngā hōtaka o te wharekura ngā akoranga o te whare wānanga me ngā huarahi umanga, tae atu ki ngā tūmomo whiringa ā-kura. Nā ngā hononga ki Te Wānanga o Raukawa, ki Te Whare Wānanga o Wikitōria, me ngā kaupapa mātauranga o Gateway, i āhei ai ngā kaiako ki te whakarato i te whānuitanga ake o ngā tūmomo kaupapa ako mā ngā uri. Ka whakarato ngā kaiako o te wharekura i ngā hōtaka akoranga e whai pānga nui ana ki ō rātou mōhiotanga ki ngā tūmomo kaupapa me te marautanga. Ka mahi rātou ki te taha o tētahi tangata reo Māori, hei hāpai i te reo mō ngā uri ki te wharekura. He pārekareka ki ngā uri te ako, me te eke angitu i roto i te mātauranga.
He pakari ngā uri ki te whakamahi i ngā pūrere matihiko i roto i ā rātou akoranga. Ka whakarato ngā kaiako i ngā tūmomo hangarau ki ngā uri, kia āhei ai rātou ki te whakamahi me te whakatairanga i ō rātou pūkenga me ō rātou mōhiotanga ki te hangarau, ā, mā tēnā, ka whakatairanga anō hoki rātou i ā rātou akoranga. Mā te reo matatini ā-matihiko, he whai wāhitanga mō ngā uri ki te whakawhiti kōrero ki ētahi atu, me te whai wāhi atu ki te ao whānui i roto i ā rātou akoranga. Ka whakamahia te ako ā-hangarau hei whakawhitiwhiti, hei whakapuaki anō hoki i ngā mōhiohio ki te whānau, nā tēnei e āhei ana hoki te whānau ki te whakapā atu ki ngā pūrongo ahu whakamua a ngā uri, me te whai wāhi atu hoki ki ngā tūmomo taumahi. Ka whakatinana ngā uri i ō rātou mōhiotanga ki te ao matihiko mā ngā horopaki ako e whai pūtake ana, e whai kiko ana hoki.
3 Te Ārahitanga
He mahi ngātahi, he mahi whakakotahi anō hoki te ārahi. Ka whai pānga ngā mōhiotanga me ngā pūkenga o ia kaiako, te whānau, me te iwi hoki ki te ārahitanga o te kura, i runga anō i te āhua o tāna aronga. Ka ārahi ngā kaumātua i ngā tikanga me ngā kawa, hei āhuatanga matua o te ahurea me te marau a te kura. He mātātoa tā rātou whai wāhi atu ki te hōtaka akoranga, hei whakatairanga ake i ngā māramatanga me ngā mōhiotanga o ngā uri ki te mana whenua. E whakamana ana, e hāpai ana hoki te ārahitanga a te tumuaki i te huarahi mātauranga ngaio. Ka whakamahi ngā kaiako i te katoa o ō rātou pūmanawa e pā ana ki te mātauranga rumaki, ō rātou mōhiotanga, me ō rātou pūkenga, hei hāpai i te whakawhanaketanga o te marautanga puta noa i te kura. Ko te whai wāhi mai o te whānau, o ngā kaumātua me te iwi i āhuru ai ngā putanga papai mā ngā uri. Ko te aronga ngātahi e hāpai ana i te whai huatanga o te kāwanatanga, te ārahitanga, te whakahaeretanga, me te kounga o te mātauranga.
4 Te arotake whaiaro
Ko te arotake whaiaro tētahi āhuatanga matua o ngā whakaritenga kia whai aronga ai ngā mahere rautaki. Kua whakaritea e Te Poumarumaru, e te whānau, me ngā kaiako ngā pūnaha mārama mō te arotake whaiaro me ngā tūmanako. Ka whakamahia te whānuitanga o ngā rautaki hei akiaki i te whai wāhi mai, i te tautoko hoki a ngā mātua i aua whakaritenga. Ko ngā mahere tauatanga te aronui mō tēnei mea te arotake whaiaro. Ka whakaemi ngā kaiako i ngā pārongo e pā ana ki ngā putanga o ngā uri, hei whakapuaki ki te poari me te whānau. Ko te aronga ngātahi e hāpai ana i te whakapai tonutanga hei painga mō ngā uri.
Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake
I tāutuhia e te whānau, kia tahuri rātou ki te:
- whakawhanake i te mahi ngātahi ki a Ngāti Toa Rangatira, tae atu ki ngā pūnaha mō te whakahāngai i ngā whāinga rautaki mātauranga kua oti te mahere.
5 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga
I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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 whakahaere a Te Poumarumaru
- te marautanga
- ngā whakahaere mō te hauora, te haumaru, me te oranga 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 pouako
- ngā tukanga ki te whakatū kaimahi
- te whakaunu, te aukati, te pana me te whakarerenga
- te tae ā-tinana atu a ngā ākonga ki te kura.
Te Whakarāpopototanga
Kei Porirua Te Kura Māori o Porirua e tū ana, ki roto i te rohe o Ngāti Toa Rangatira, ā, nō rātou te mana whenua. He mārama te aronga rautaki e arotahi ana ki ngā putanga mā ngā uri, ā, koia nei te tūāpapa mō te kounga o te mātauranga. He ākonga hihiri ngā uri, ā, e whai ana rātou i ō rātou ake ngākaunuitanga me ā rātou ake huarahi angitu i whakatakotohia ai e rātou.
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 o Te Kura Māori o Porirua i roto i ngā tau e whā.
Lynda Pura-Watson
Kaiurungi Whakaturuki Arotake Māori
26 Mahuru, 2016
Ngā Kōrero e pā ana ki te kura
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Te tūwāhi
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Kei Porirua
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Te tau a te Tāhuhu o te Mātauranga
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1634
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Te tūmomo kura
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He kura hiato (Tau 0-13)
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Te tokomaha o ngā ākonga o te kura
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245
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Te ira tangata
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Kōtiro 129
Tama tāne 116
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Ngā hononga ā-iwi
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Māori
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100%
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Ngā āhuatanga motuhake
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He kura ā-iwi
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Te wā i te kura te rōpū arotake
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Pipiri 2016
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Te rā o tēnei pūrongo
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26 Mahuru, 2016
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Ngā pūrongo o mua a Te Tari Arotake Mātauranga
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Arotake Mātauranga
Arotake Mātauranga
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Whiringa-ā-nuku 2011
Whiringa-ā-nuku 2007
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Findings
Te Kura Māori o Porirua is in Porirua, the tribal area of Ngāti Toa Rangatira, who are acknowledged as the mana whenua. A clear strategic direction focussed on outcomes for uri provides the foundation for the quality of education. Uri are motivated learners who follow their passions and pursue self-determined pathways for success.
The next ERO review of Te Kura Māori o Porirua will be in four years.
1 Context
Te Kura Māori o Porirua is in Porirua, the tribal area of Ngāti Toa Rangatira, who are acknowledged as the mana whenua. The Poumarumaru and kura leaders have a clear vision that focusses on high quality outcomes for uri and the integration of Ngāti Toa Rangatira into the school curriculum. E-learning is used to engage and stimulate individualised programmes.
A strongly driven whānau support their children within a learning environment where expectations are that they will all realise their potential and experience success as learners. As they progress through the school they develop skills and abilities to pursue their own self determined pathways. Uri are confident, they know who they are and where they come from.
How well do uri demonstrate intellectual and academic independence?
Uri across each level of the kura show their intellectual and academic independence.
2 Uri Outcomes
Uri value opportunities to be successful learners who are cultrate, numerate and literate. Kaumātua, whānau, the board and kaiako work together to develop what culturacy is in this unique environment. There is emphasis on the inclusion of whakapapa, tikanga and kawa throughout the life of the kura and all learning. The values of aroha, respect and manaaki are integrated into the learning programmes. This helps uri to understand and value who they are, how they contribute to their learning and the learning of others and how they can best use te reo Māori. Kaiako encourage and provide opportunities for uri to participate, lead and apply their learning in a range of contexts, as tuakana teina, alongside kaumātua, in formal and informal settings.
Uri are proud of who they are and where they are from. Numeracy and literacy are key learning areas and uri are supported and encouraged to develop their skills and knowledge in this area.
Kaiako establish specific learning goals and targets that respond to the specific learning needs of individuals. The learning programme is responsive and uri own their learning journeys. Language acquisition strategies are used by kaiako to develop subject and language knowledge. At all levels of the kura, learning is focused on uri experiencing academic success. Uri enjoy their success in literacy and numeracy. Uri are confident in sharing their thoughts, expressing their feelings and seeking clarification if they are unsure.
Uri are curious and creative thinkers who learn alongside others. They engage positively with self-directed learning. Kaiako have created a learning environment that enables individuals to develop, plan and participate in a learning programme responsive to their needs and interests. Learning activities support uri to be inquisitive, ask probing questions about the topic of interest and share their new knowledge with others. Decisions about uri learning are made in consultation with kaiako and whānau. Learning activities are designed to engage and stimulate uri in their areas of interest. Assessment information is used to monitor uri progress and identify areas for development. Uri actively participate in planning learning programmes based on their interests.
Uri are motivated learners. Achievement data is gathered and analysed to identify individuals’ needs and define school wide trends. ‘Pito Mata’, a support programme, is in place for uri with specific learning needs in literacy and numeracy. Kaiako monitor and report the outcomes with the leadership team. In addition kaiako work alongside uri using the data to inform learning programme design for individuals’ interests, ‘Aro Ako’. The programme promotes creativity and innovation with uri learning based on multiple intelligences and lower or higher order thinking. This approach allows kaiako to facilitate uri learning based on their strengths and pedagogical knowledge. An integral part of the approach to all learning provides uri, kaiako and whānau to participate in monitoring progress, programme evaluation and forward planning. Kaiako have created a learning environments to support uri with achieving at their own pace and their needs. Wharekura programmes provide uri with tertiary and vocational pathways in addition to the options offered in the kura. Relationships with Te Wānanga o Raukawa, Victoria University and Gateway educational institutions enables kaiako to offer a broader range of subjects for uri. Wharekura kaiako provide learning programmes based on their subject strengths and curriculum knowledge content. They work with a speaker of te reo Māori, who support language for uri in wharekura. Uri enjoy learning and academic success.
Uri are confident to use digital devices in their learning. Kaiako provide uri with access to technology to enable them to use and enhance their technological skills and knowledge to enhance their learning. Digital literacy provides uri with opportunities to communicate with people and participate as global citizens in the learning programme. E-learning is used to communicate and share information with whānau and enables them access to uri progress reports and participate in activities. Uri apply their digital knowledge in meaningful and purposeful learning contexts.
3 Leadership
Leadership is collaborative and inclusive. Individual kaiako, whānau and iwi knowledge and skills contribute to leadership based on the school direction. Kaumātua provide guidance about tikanga, kawa as an integral part of the school culture and marau. They actively participate in the learning programme to promote uri with understanding and knowledge about mana whenua. The tumuaki provides leadership that is empowering and supportive of the professional education journey. Kaiako utilise their collective experiences in immersion education, knowledge and skills to support curriculum developments school wide. Engagement with whānau, kaumātua and iwi fosters positive outcomes for uri. The collaborative approach contributes to effective governance, leadership and management and the quality of education.
4 Internal evaluation
Internal evaluation is an integral part of the practice for creating responsive strategic planning. The board, whānau and kaiako have clear systems of self-review and expectations in place. A range of strategies are used to encourage parents to participate and support these practices. Succession planning underpins the purpose of internal evaluations. Kaiako gather information based on uri outcomes to share with the board and whānau. The collaborative approach contributes to ongoing improvement for uri.
Kura identified areas for developments
In recognition of Ngāti Toa Rangatira mana whenua status the kura needs to:
- Develop a model of collaboration with Ngāti Toa Rangatira, including systems for aligning planned educational strategic goals.
5 Te Poumarumaru 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 Māori o Porirua is in Porirua, the tribal area of Ngāti Toa Rangatira, who are acknowledged as the mana whenua. A clear strategic direction focussed on outcomes for uri provides the foundation for the quality of education. Uri are motivated learners who follow their passions and pursue self-determined pathways for success.
When is ERO likely to review the kura again?
The next ERO review of Te Kura Māori o Porirua will be in four years.
Lynda Pura-Watson
Deputy Chief Review Officer Māori
26 September 2016
About the School
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Location
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Porirua
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Ministry of Education profile number
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1634
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School type
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Composite Area School (Year 0 – 13)
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School roll
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245
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Gender composition
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Girls 129
Boys 116
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Ethnic composition
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Māori
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100%
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Special features
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Kura-a-Iwi
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Review team on site
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June 2016
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Date of this report
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26 September 2016
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Most recent ERO report(s)
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Education Review
Education Review
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October 2011
October 2007
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