Te Kura o Nga Ruahine Rangi

Education institution number:
589
School type:
Composite
School gender:
Co-Educational
Definition:
Designated Character School
Total roll:
72
Telephone:
Address:

520 Eltham Road, Mangatoki

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Te Kura o Ngā Ruahinerangi - 19/10/2018

Ngā Whakaaturanga

E tū ana Te Kura o Ngā Ruahinerangi ki Eltham, i Whakaahurangi. E whai hua ana te arotake whaiaro, ā, e hāngai pū ana ki te whakatairanga ake i ngā tino painga ka puta ki ngā ākonga, i runga anō i ngā mātāpono o Te Aho Matua me ngā wawata o te whānau. E whakatairanga ana te taiao ako i tō rātou tuakiri, tō rātou reo, me tō rātou ahurea hei uri o Ngā Ruahinerangi. Kei te mōhio ngā ākonga e arohaina ana, e whakamanahia ana rātou e tō rātou whānau, e ngā kaimahi hoki.

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri o Te Kura o Ngā Ruahinerangi i roto ngā tau e toru, arā, ko Te Rākeitanga.

1 Te Horopaki

E tū ana Te Kura o Ngā Ruahinerangi ki Eltham, ki te tonga o Taranaki. He kura Te Aho Matua tēnei e whakarato ana i te mātauranga ki ngā ākonga o ngā tau 1 ki te 12. Nā te tū o te kura i te rohe o Ngā Ruahinerangi, i tōna pā tata anō hoki ki a Taranaki maunga, ka whakapuakihia te hōhonutanga o te ahurea mō ngā ākonga me te whānau. E tika ana kia whakaaro nui anō hoki ki te aumangea me te manawanui o te whānau o te kura ki te whakarato i te mātauranga o Te Aho Matua mā ā rātou tamariki.

Whai muri i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2014, kua haere tonu ngā mahi a te whānau ki te āta whakarite i te noho pūmau o ngā mātāpono o Te Aho Matua ki te āhua o tā rātou mahi ngātahi, otirā, ki te whai wāhi tonu o tēnā me tēnā ki te mātauranga e whakaratohia ana mā ā rātou ākonga. Kua whai pānga taua tūāhuatanga ki te whakatōpūtanga o ngā whakaritenga me ngā pūnaha a te whānau whakahaere, tae atu hoki ki te whakarite i te mau pūmau o ngā ākonga ki ngā mātāpono o Te Aho Matua.

2 Te Tino Uaratanga

He pēhea rawa ngā ākonga e whakatutuki ana, e whakatinana ana hoki i ngā tūmanako me ngā wawata o tō rātou iwi?

Kei te harikoa, kei te tūmāia ngā tamariki hei ākonga, ā, ko ā rātou wheako e āta whai wāhi nui ana ki te whakarauoratanga me te whakapūmautanga hoki o te reo, ngā tikanga, me ngā mātauranga o Ngā Ruahinerangi.

Te Ira Tangata

Ka manaaki, ka whai whakaaro nui, ka mahi ngātahi hoki ngā ākonga.

E poipoi tonu ana te ahurea me te taiao i te pitomata o ia ākonga. E hāpaitia ana te whakaaro nui, te ako, me te whakatinanatanga anō hoki o ngā ākonga i ngā tikanga e tika ana kia tau tonu ai, kia hauora tonu ai hoki rātou. Tīmata ai ō rātou rā kura ki te karakia me tētahi wā whakangā hei whakatau ā-wairua, ā-whatumanawa hoki i ō rātou aronga mō ngā akoranga kei mua i a rātou. Ka whakapūmau te whānau me ngā kaimahi i ngā tūmanako kia whai kawenga ngātahi te katoa ki te whakatipu me te atawhai i ngā ākonga katoa i te kura. E mōhio ana rātou ki ngā matea me te āhua noho o ētahi atu i te hapori o te kura, ā, ka tautoko i ngā wā e tika ana, hei whakapūmau tonu i tō rātou waiora tahi. Ka whakatauira ngātahi rātou i te aronga nui ki te manaaki, tētahi i tētahi, me te whakapuaki i ō rātou pūmanawa, ā rātou wero, otirā, ki te mahi ngātahi ki te whakarato i te mātauranga e whai pānga ana ki te tirohanga mō ā rātou ākonga. Ka hāngai hoki tēnei, ki tā rātou whakatauira e pēhea nei te āhua o te whakatinanatanga o ngā mātāpono o Te Aho Matua ki tā rātou horopaki ake o Ngā Ruahinerangi. Ka whakaatu te whānau i te whai whakaaro nui ki ētahi atu, ā, ka whakatauira anō hoki i te pai o te whakawhanaungatanga e whakapūmau ana i te aroha me te whakaute. Ka arohaina, ka manaakitia hoki ngā ākonga.

Te Reo

E rumakina ana ngā ākonga ki te reo o Ngā Ruahinerangi.

E mōhio ana te whānau ki tā rātou kawenga, ā, ka āta whakawero anō hoki i a rātou anō ki te āta whakarite i te puāwaitanga o te reo Māori ki te kura. Ka whakawhiti kōrero, ka tautohetohe, ka whakaaro huritao anō hoki rātou ki ā rātou whakataunga e pā ana ki te reo Māori me ngā huarahi ka whai atu kia iti noa, kia ngaro atu rānei ngā āhuatanga ka pā tōraro pea ki te kounga tonu o te reo. I roto i te roanga o te wā, kua whakatūngia e te whānau ētahi atu kaiako e kōrero ana i te mita o te takiwā nei. He mātātoa te whai wāhi atu a te whānau ki ngā akoranga o te reo Māori, hei whakatipu, hei whakatauira hoki i te whakamahinga o te reo ki ō rātou ake kāinga. Ka whai wāhi atu te whānau me ngā ākonga ki ngā kōkiritanga a te iwi, hei whakapakari i tō rātou mōhiotanga ki te reo o Ngā Ruahinerangi, me tā rātou whakamahinga i taua reo. He ngākau titikaha ō ngā ākonga ki te whakapuaki i ō rātou ake whakaaro, me te whai wāhi atu ki ngā whakawhitinga kōrero ki waenga i a rātou anō. Ka whakaaro nuitia ō rātou matea reo, ā, ka hāpaitia hoki kia whanake ai ki tētahi taiao haumaru e poipoi ana i a rātou. E āhei ana rātou ki te ako i te karanga, i te rere o te poi, ki te whai wāhi atu hoki ki ngā Manu Kōrero, ā, ki te mahi auaha me te reo Māori. He tau anō hoki ngā ākonga ki te whakawhitiwhiti kōrero mā te reo Māori ki te hapori whānui tonu i ā rātou tūmomo kaupapa hākinakina i ngā rangi whakatā. E whanake ana ngā ākonga i ngā pūkenga me te ngākau nui ki te whai wāhi nui ki te whakarauoratanga o te reo o Ngā Ruahinerangi.

Ngā Iwi

E mōhio ana ngā ākonga ki ō rātou hononga ki tō rātou marae, ā, ki ngā marae anō hoki o te rohe.

Ko te whanaungatanga te tino tūāpapa mō ngā akoranga a ngā ākonga me te whānau. Tae atu ai ngā ākonga ki ngā noho marae i ia wāhanga, ki te aro pū ki ngā mātauranga e pā ki ngā marae, ngā hapū, me ngā iwi o te rohe. E whakapūmau ana aua noho i te whakahirahiratanga o te marae hei wāhi tūturu, hei wāhi māoriori hoki mō ngā ākonga ki te rongo me te ako i ō rātou hononga me tō rātou tuakiri hei uri o Ngā Ruahinerangi, o Taranaki. E ākina ana te whai wāhi a te whānau ki aua noho, hei whakatō anō hoki i te mātauranga o te iwi me ngā hapū ki a rātou anō, ā, ki ngā akoranga anō hoki i te kura. Ka whai wāhi atu ngā ākonga ki ngā kaupapa a te iwi e whakamana ai i tō rātou aronga toi whenuatanga, me tō rātou mōhio ki ō rātou tūranga, ā rātou kawenga mahi anō hoki i waenga i tō rātou iwi. Taetae atu ai ngā ākonga ki te whānuitanga o ngā tūmomo hui whakahirahira i ngā marae o te takiwā, tae atu hoki ki ngā tū kaupapa i te hapori whānui. Ko te āhua o te tū o ngā ākonga hei kanohi mō tō rātou kura me ō rātou whānau, i whai wāhi nui ai ki te aronga ki te kura hei tino puna e whai wāhi atu ana ki te whakarauoratanga o te reo, te ahurea, me te tuakiri o Taranaki. Whakawhanaunga ai hoki te kura ki ētahi atu o ngā kura Māori e noho pā tata mai ana hoki ki te maunga o Taranaki, ā, e whai wāhi atu ana taua mahi ki te whakapakari i ngā hononga ki waenga i ngā ākonga, me te whakatōpū anō hoki i te pūmanawa ngātahi tonu o te mātauranga o Te Aho Matua ki Taranaki. Ka kitea ki ngā ākonga tō rātou manawa whakahī ake mō ō rātou whānau, ō rātou iwi, me ō rātou hapū.

Te Ao

E ako ana ngā ākonga i ō rātou hononga ki te ao māoriori me te ao tūroa.

Ko tētahi whāinga matua mō ngā ākonga i te kura, kia noho mārama ai rātou ki te āhua o te tū hei kaitiaki. Ka poipoi rawatia tēnei ki ngā wheako ako ā-ringa, tūturu hoki e whakawhanake ana i te māramatanga me ngā ngākau titikaha hoki o ngā ākonga ki te tūhura i te taiao māoriori. Ka tū auau, ka whai pūtake anō hoki ngā whai wāhitanga mō ngā ākonga ki te ako i te hītori, i ngā kōrero tuku iho, ā, i ngā āhuatanga motuhake o te whenua, o tō rātou maunga, o te moana hoki, tae atu hoki ki ngā wāhi ki waho atu hoki i tō rātou iwi. Kua whakawhānuihia e ngā ākonga ō rātou pūkenga rangahau mā te whakatewhatewha i te kounga o te wai i te awa o te hapori, me te ako i ngā tū āhuatanga e whai pānga ana ki te oranga tonutanga o te taiao. Kua hāpaitia hoki e ngā ākonga te taha ahurea i ngā wā kua pae ngā tohorā ki uta i ngā tahamoana e pā tata tonu ana ki a rātou. Ka mātakitaki, ka ako, ka hāpai hoki rātou i te noho pūmau o ngā tikanga me ngā kawa e whai pānga ana ki ngā tūmomo korikori nui whakaharahara pēnei o te taiao. Waihoki, ka whai wāhi atu ngā ākonga ki te manaaki i a Papatūānuku, mā te ako me te whakatinana i te hangarua me ngā mahi parakore. E wātea ana ngā hangarau matihiko ki ngā ākonga, ā, he pakari tā rātou whakamahinga hei āhuatanga tonu o tā rātou ako. E whakawhanake ana te whakahihikotanga māoriori o ngā ākonga ki te whakapūmau tonu i tō rātou tū hei kaitiaki o ō rātou whenua.

Āhuatanga Ako

E mōhio ana ngā ākonga ki ngā wawata o ō rātou whānau mō ā rātou akoranga.

E whakamana ana ngā whakaakoranga me ngā akoranga ki te kura i te tuakiri me te waiora o ngā ākonga. Ka mahi ngātahi te whānau me ngā kaimahi ki te whakarato i te whānuitanga o ngā tūmomo wheako ako i āta whakamaheretia ai. Ka whakatau ā-whānau rātou i tēnā e whakanuia ana, e whai pūtake ana hoki hei kaupapa wheako mā ngā ākonga puta noa i te tau, ā, ka tāutu anō hoki i ngā tino kaupapa e whai pānga ana, e whai pūtake ana ki a rātou hei uri o Ngā Ruahinerangi. I roto i aua mahi, ka whakatau anō hoki i ngā tāngata o te whānau, o ngā kaimahi hoki e tika ana ki te ārahi me te tautoko i te kaupapa, me ngā rauemi, ngā taumahi hoki ka whakaritea, ā, ki ngā āhuatanga anō hoki ka whāia e rātou kia noho pūmau tonu ai ngā mātāpono o Te Aho Matua, puta noa i aua taumahi katoa. Ka whai pānga nui ngā mātua me te whānau ki te whakatauiratanga o te noho whakahirahira o aua wheako ako, mā tā rātou whai wāhi mātātoa atu ki te ao o te kura.

Ka mahi ngātahi ngā kaiako mā ngā mahere e whai kiko ana, ā, e tino hāpaitia ana hoki rātou kia tupu tonu ō rātou pūkenga ngaio me ō rātou mōhiotanga ngaio. Ka whakanuia, ka whakamanahia hoki te tino ngākau nuitanga, te whakapeto ngoi anō hoki o ngā kaimahi e te whānau. Ka whakapūmautia te tatauranga kia tokoiti tonu ngā ākonga ki ia akomanga, hei hāpai i te whai wāhi nui o te ākonga ki ngā akoranga, ā, i ngā putanga hoki e whai hua ai ki ngā ākonga. Ka whakatakoto ngā ākonga i ā rātou whāinga ako ki te taha o ō rātou mātua me ō rātou kaiako, ā, e hāngai ana hoki ēnei ki ngā mātāpono o Te Aho Matua. Ka aroturukitia te ahu whakamua ki te whakatutuki i aua whāinga e ngā kaiako me te whānau. Ka whai wāhi atu hoki te whānau ki te whakawhanaketanga ngaio, kia āhei ai rātou ki te tautoko mātātoa tonu i te ako a ā rātou tamariki, ā, i ngā mahi hoki i te kura. Ka whakamihi te whānau i ngā whakatutukitanga katoa o ia ākonga ake, ā, ka whakanui hoki i ngā mahi angitu o ngā ākonga ki ngā reanga katoa. He ngākau titikaha ō ngā ākonga ki te ako.

He manawa whakahī ō ngā ākonga o te wharekura ki te tū hei tino pouārahi i te kura. He whakaritenga ā te whānau ki ētahi atu kura Māori, hei whakatairanga ake i tā rātou ake ratonga o te mātauranga wharekura. He whai wāhitanga mō ngā ākonga ki te whakapuaki i ō rātou ake whakaaro me te uru atu ki ngā kaupapa i waenga i te iwi, ā, ka tū rātou hei kanohi mō tō rātou kura, ō rātou whānau, me ō rātou iwi. E whakatutuki ana ngā ākonga o te wharekura i ngā taumata o Te Taumata Mātauranga ā-Motu kua Taea, ā, he pakari anō hoki ki te whakatinana i ō rātou pūkenga reo matatini ki ngā horopaki tūturu. Ko ngā aromatawai o ngā akoranga e whakaatu ana i te ahu whakamua ki ngā whāinga i tāutuhia ai. Whakatū ai te kura i ia wāhanga, ko ngā kaupapa ā-whānau e whakapuaki ana, e whakanui ana hoki i ngā whakatutukitanga o ngā ākonga. E tino hāpaitia ana te whakatairanga o ngā ākonga i ō rātou pūmanawa.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Kua tāutuhia e te whānau, e tika ana kia whakatū i tētahi kōhanga reo ki ngā papa o tō rātou kura. Mā tēnei tūāhuatanga, ka māmā ake te whakawhiti a ngā tamariki i te kōhanga reo ki te kura, ā, ka āta whakarite anō hoki i te noho pūmau o te whakawhanaketanga me te ahunga whakamua o te reo Māori.

E mōhio ana te whānau, he mahi anō hoki ki te whakapai ake me te whakahou ake i te taiao me ngā whare hei painga mō ngā ākonga me ngā kaimahi.

3 Te Arotake Whaiaro me te Ārahitanga

Mai i te arotake o mua a Te Tari Arotake Mātauranga i te tau 2014, kua haere tonu ngā mahi a te whānau ki te āta whakapūmau i ngā mātāpono o Te Aho Matua, puta noa i ngā wāhanga katoa o te kura. Ka whai wāhi atu te whānau ki ngā taumata katoa o te kura, tae atu ki te kāwanatanga me te whakahaeretanga, ā, e mōhio ana hoki ki tipu o ō rātou ake āheinga i te roto i te roanga o te wā. He mahi ngātahi, he mahi whakatōpū anō hoki te ārahitanga. He mātātoa te whai wāhi atu a te whānau ki ngā whakataunga, ā, e hāpai ana tēnei i tā rātou whakapūmau i ngā taumata teitei o te kawenga takohanga me te māramatanga. He auau ngā hui, ā, he whai wāhitanga mō te whānau ki te whakapuaki i ō rātou whakaaro me te whai wāhi atu ki ngā whakataunga e whakaaweawe ana i ngā tino painga ka puta ki ngā ākonga. Kua haere tonu ngā mahi a ngā kaimahi me te whānau ki te whakawhānui ake i ō rātou mōhiotanga me ō rātou pūkenga e pā ana ki te whakaako, te arotake whaiaro, me ngā mahi aromatawai. E ārahi ana te tikanga whakaaro o Te Aho Matua i te āhua o ngā mahi a te whānau ki te whakahaere me te tautoko i ngā whakahaeretanga o te kura i ia rā.

Kua whakatō rawatia ki te ahurea o te kura, ko ngā mahi arotake whaiaro tino pakari. E arotahi ana te whānau ki te whakapakari ake i ngā āheinga me te noho pūmau o ngā whakaritenga. He tino aronga ki te aroturuki i ngā whakahaeretanga mō te pae tawhiti, hei painga mō ngā tamariki, te whānau, te iwi, me ngā hapū o Ngā Ruahinerangi.

4 Te Whakatau a te Whānau 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 Whānau 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 poari
  • 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 kaiako
  • 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.

5 Te Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga kia:

  • arotahi tonu te whānau ki ngā wāhanga i tāutuhia ai e rātou hei whakapai ake, hei rōnaki ake hoki i te kura.

Te Whakarāpopototanga

E tū ana Te Kura o Ngā Ruahinerangi ki Eltham, i Whakaahurangi. E whai hua ana te arotake whaiaro, ā, e hāngai pū ana ki te whakatairanga ake i ngā tino painga ka puta ki ngā ākonga, i runga anō i ngā mātāpono o Te Aho Matua me ngā wawata o te whānau. E whakatairanga ana te taiao ako i tō rātou tuakiri, tō rātou reo, me tō rātou ahurea hei uri o Ngā Ruahinerangi. Kei te mōhio ngā ākonga e arohaina ana, e whakamanahia ana rātou e tō rātou whānau, e ngā kaimahi hoki.

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 o Ngā Ruahinerangi i roto ngā tau e toru, arā, ko Te Rākeitanga.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori 

19 Whiringa ā-nuku, 2018 

Ngā Kōrero e pā ana ki te kura 

Te tūwāhi

Kei Eltham  

Te tau a te Tāhuhu o te Mātauranga

589

Te tūmomo kura

He kura whakahiato (Tau 1 ki te 10)  

Te tokomaha o ngā ākonga o te kura

39

Te ira tangata

Kōtiro 19
Tama tāne 20

Ngā hononga ā-iwi

Māori

100%

Ngā āhuatanga motuhake

Te Aho Matua Kura Kaupapa Māori

Te wā i te kura te rōpū arotake

30 Hōngongoi 2018 

Te rā o tēnei pūrongo

19 Whiringa ā-nuku, 2018

Ngā pūrongo o mua a Te Tari Arotake Mātauranga 

Arotake Kura Hou 

Whiringa-ā-nuku 2014 

Findings

Te Kura Kaupapa Māori o Ngā Ruahinerangi is in Eltham, Stratford. Effective self-review is centred on promoting positive outcomes for students in line with the principles of Te Aho Matua and aspirations of the whānau. The learning environment promotes their identity, language and culture as Ngā Ruahinerangi. Students know they are loved and valued by their whānau and kaimahi. 

The next ERO review of Te Kura o Ngā Ruahinerangi will be in three years – Te Rākeitanga – Expansive Evaluation.

1 Context

Te Kura o Ngā Ruahinerangi is in Eltham, South Taranaki. It is a Te Aho Matua kura that provides education for students from Year 1 to 12. The location of the kura within the tribal boundaries of Ngā Ruahinerangi and near Taranaki maunga provides a rich cultural reference point for students and whānau. It is important to remember the drive and determination of the kura whānau for the provision of Te Aho Matua education for their children.

Since its previous ERO review in 2014, the whānau have continued to work towards ensuring the principles of Te Aho Matua are firmly entrenched in the way they work together and contribute individually to the education provided for their students. This has included consolidating practices and systems for whānau whakahaere as well as ensuring students themselves are grounded in the principles of Te Aho Matua.

2 Te Tino Uaratanga

To what extent do students achieve and exemplify the hopes and aspirations of their iwi?

Students are happy and confident learners whose experiences actively contribute to the revitalisation and maintenance of Ngā Ruahinerangi language, tikanga and knowledge.

Te Ira Tangata

Students are caring, considerate and cooperative.

The culture and environment continues to nurture the potential within each student. Students are supported to observe, learn and apply appropriate tikanga to keep themselves safe and well. They start each day with karakia and whakangā which provides spiritual and emotional focus in readiness for the learning day ahead. Whānau and kaimahi maintain expectations for the shared responsibility to raise and care for all students in the kura. They know the needs and circumstances of others within the kura community and support where and when needed to maintain their collective wellbeing. Together they model how important it is care for each other, to be open about their strengths and challenges, and to work collectively towards providing education that reflects the vision for their students. This includes modelling how the principles of Te Aho Matua will be enacted within their unique setting in Ngā Ruahinerangi. Whānau display compassion and model positive relationships based on aroha and respect. Students are loved and cared for.

Te Reo

Students are immersed in the language of Ngā Ruahinerangi.

The whānau acknowledge their responsibility and challenge themselves to ensure te reo Māori thrives within the kura. They discuss, debate and reflect on their decisions regarding te reo Māori and how to minimise the potential risks to the overall quality of the language. Over time, the whānau has employed more teachers who are speakers of the local dialect. Whānau actively engage in te reo Māori classes to grow and model language use in their homes. Whānau and students participate in iwi initiatives to strengthen their knowledge and use of Ngā Ruahinerangi language. Students confidently express themselves and engage in meaningful conversations with each other. Their language needs are respected and enabled to develop in a safe and nurturing environment. They can learn about karanga, use poi, participate in Manu Kōrero and be creative with te reo Māori. Students are also comfortable to communicate in Māori in the wider community during weekend sports. Students are developing the skills and passion to contribute to revitalisation of the language of Ngā Ruahinerangi. 

Ngā Iwi

Students understand their connections to their marae and to other marae in the area.

Whanaungatanga provides a strong foundation for student and whānau learning. Students attend noho marae each term to focus specifically on knowledge related to the marae, hapū and iwi in the area. These noho reinforce the importance of marae as authentic and natural settings for students to experience and learn about their connections and identity within Ngā Ruahinerangi and Taranaki. Whānau are encouraged to participate in these noho to embed iwi and hapū knowledge into their own lives and within the learning that takes place in the kura. Students are involved in iwi events that affirms their sense of belonging and knowledge of their future roles and responsibilities to their iwi. Students attend a wide range of important hui on local marae, as well as in wider community activities. The way students positively represent their kura and whānau has contributed to establishing the kura as a critical contributor to the revitalisation of Taranaki language, culture and identity. The kura regularly interacts with other kura Māori around Mount Taranaki which serves to strengthen connections between students and to consolidate the collective capacity of Te Aho Matua education in Taranaki. Students show personal pride in their whānau, hapū and iwi.

Te Ao

Students are learning about their connections to the natural and physical worlds.

A key aspiration for students in the kura is for them understand what it means to be kaitiaki. This is fostered through first hand and practical learning experiences that develop students’ understanding and confidence to explore the natural environment. Students have regular and meaningful opportunities to learn about history, stories and unique features of the land, their mountain, and the sea as well as places beyond their own tribal boundaries. Students have extended their research skills by investigating the water quality of the local river and learning about the factors that impact of environmental sustainability. Students have also provided cultural support at times when whales become stranded at nearby beaches. They observe, learn and help maintain the tikanga and kawa related to natural phenomena such as these. Students are further involved in taking care of Papatūānuku through learning about and implementing recycling and minimal waste practices. Students have access to and confidently use digital technologies as part of their learning. Students are developing an intrinsic motivation to uphold their role as kaitiaki of their land.

Āhuatanga Ako

Students are aware of their whānau aspirations for their learning.

Teaching and learning in the kura affirms student’s identity and wellbeing. Whānau and kaimahi work collaboratively to provide an extensive range of well-planned learning experiences. They make decisions as a whānau about what is important and valued for students to experience across the year and identify specific kaupapa which have relevance and meaning for them as Ngā Ruahinerangi. This includes considering who is best placed within the whānau and staff to lead and support, what resources and experiences are required, and how they will maintain the principles of Te Aho Matua throughout those activities. Parents and whānau play an integral part in modelling the importance of these learning experiences by being actively involved in the life of the kura.

Kaiako work together on detailed planning and are well supported to grow their professional skills and knowledge. The significant commitment and effort of staff is acknowledged and valued by the whānau. Smaller classroom numbers are maintained to support greater learning engagement and positive outcomes for students. Students define their learning goals alongside their parents and teachers these are also reflective to the principles of Te Aho Matua. Progress towards these goals is monitored by kaiako and whānau. Whānau members also participate in professional development so they can actively support their children’s learning and the kura. Whānau acknowledge all personal achievements and celebrate the successes of students at all levels. Students are confident learners.

Wharekura students are proud role models for the kura. The whānau has established agreements with kura Māori to enhance their own provision of wharekura education. Students have opportunities to contribute to and participate in kaupapa within the iwi, and represent their kura, whānau and iwi. Wharekura students are achieving NCEA standards and can confidently apply their literacy skills in real life contexts. Assessment of student learning highlights progress against determined goals. The kura hold whānau events each term where they highlight and celebrate students’ achievements. Students are well supported to reach their potential.

Kura-identified areas of development

The whānau has identified the need to establish a kōhanga reo on their kura site. This will support the smooth transition of children from kōhanga reo and ensure there is consistent development and progression of te reo Māori.

The whānau are aware of the need to work to improve and modernise areas of the physical environment and buildings for students and staff.

3 Self-Review and leadership

Since the previous ERO review in 2014, the whānau has continued their own journey to firmly embed the principles of Te Aho Matua throughout all areas of the kura. Whānau participate at all levels of the kura including governance and management, and acknowledge their own growth in capability over time. Leadership is collective and collaborative. Whānau actively participate in decision making which supports them to maintain high levels of accountability and transparency. Regular hui gives opportunities for whānau to share their voice and contribute to decisions that influence positive outcomes for students. Staff and whānau have continued to extend their knowledge and skills in teaching, self-review and assessment practice. The philosophy of Te Aho Matua guides how whānau manage and support the daily operations of the kura.

Robust self review practices are embedded in the culture of the kura. The whānau are focused on building capacity and sustainable practices. There is a clear emphasis on monitoring operations for the future for the children, whānau, iwi and hapū of Ngā Ruahinerangi.

4 Whānau assurance on legal requirements

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

5 Recommendation

ERO recommends:

  • the whānau continue to focus on their self-identified areas for school improvement and sustainability.

Conclusion

Te Kura Kaupapa Māori o Ngā Ruahinerangi is in Eltham, Stratford. Effective self-review is centred on promoting positive outcomes for students in line with the principles of Te Aho Matua and aspirations of the whānau. The learning environment promotes their identity, language and culture as Ngā Ruahinerangi. Students know they are loved and valued by their whānau and kaimahi. 

When is ERO likely to review the kura again?

The next ERO review of Te Kura o Ngā Ruahinerangi will be in three years – Te Rākeitanga – Expansive Evaluation.

Lynda Pura-Watson

Deputy Chief Review Officer Māori 

19 October 2018 

Information about the Kura 

Location

Eltham

Ministry of Education profile number

589

Kura type

Composite (Year 1 to 10)

Kura roll

39

Gender composition

Girls 19
Boys 20

Ethnic composition

Māori

100%

Special features

Te Aho Matua Kura Kaupapa Māori

Review team on site

30 July 2018

Date of this report

19 October 2018

Most recent ERO report(s)

New School Review

October 2014

Te Kura o Ngā Ruahinerangi - 31/10/2014

1 He Whakamārama

He mea kirimana a Te Tari Arotake e Te Tāhūhū o te Mātauranga ki te whakahaere i tētehi arotake o ngā māhere, ngā tukanga, ngā pūnaha me ngā tikanga e whakamahia ana e Te Kura o Ngā Ruahinerangi i tēnei wā ki te whakatau i te pūkengatanga kia tū hei rōpū whakahaere motuhake. He pūrongo ōkawa tēnei o ngā kitenga o te arotake.

Ngā Matapakitanga

E tirohia ana e te arotake motuhake ngā mea e whai ake nei:

  • te whakakitenga me te kaupapa
  • ngā kawa pūnaha me ngā tikanga e whakaūngia ana e Te Kura o Ngā Ruahinerangi
  • he aha te mea i māheretia, ngā mokotawhā, ā, mena e taea ana te whakatutuki
  • he taunakitanga e whakaū ana i ngā ara a te mātauranga o te motu
  • te kounga o te whakaako me ngā akoranga, ngā whakangngungutanga kaimahi
  • he kaupapa nui kē atu

2 Te Kawa

Kātahi anō i whakamahia e Te Tari Arotake tētehi tukanga māro ki te tautoko i ngā whakatau ka oti i Te Tāhūhū Mātauranga puta noa i te wā e whakatūria ana te kura hou. Kua whakatinanahia e Te Tari Arotake tētehi arotake motuhake e hāngai ana ki te kawa hou a ngā kura ki te whakatau i te takatū o Ngā Ruahinerangi ki te tū hei whānau motuhake. Kua hui Te Tari Arotake ki te kaiwhakahau a te Karauna, ki ngā mema o te whānau, ki te tumuaki, ki ngā kaimahi me ngā māngai a Te Tāhūhū Mātauranga ki te whakatau i te koke o te whānau kia tū hei whānau motuhake.

Horopaki

He mea rautaki te tū a Te Kura o Ngā Ruahinerangi ki te wāhi e kitea mai ai a Taranaki maunga. He tūtohu tuakiritanga te maunga e whakarato ana i te kaha o te ūkaipōtanga mō ngā whānau, hapū me te iwi. Kua kīa e te whānau ko Ngā Ruahinerangi tō rātou tuahangata motuhake. E tapatahi ana ngā ngākau ki te whakakitenga kia whakarauoratia te reo ake o Taranaki me ngā tikanga ake, tatū atu ki te whakatoka anō i ngā akoranga, kua rūmakitia ki te iwitanga, mā ngā tamariki. Ko te matua o te whakaaro o te whānau, o te hapū me te iwi, he whakahokia mai i tō rātou ‘tino rangatiratanga’.

Kua tino whai wāhi atu te kaiwhakahau a te karauna i roto i tōna tūranga hei kāwana ki te whakarato i te tautoko me ngā aratakinga e koke ai te whānau i roto i te tukanga whakatū kura hou. Kua whakahiapotia e te whānau te rangatiratanga me ngā kawenga mō te kura. E ngākaunui ana rātou kia whakamotuhaketia te kura. He mārama tō rātou whakakitenga ki te whakakaha i te kura hei whare ako mā ngā tauira, ngā mātua, te hapū me te iwi. He taonga ki a rātou te reo Māori me te angitūtanga i roto i te ako. E whakatinanahia ana, i roto i te whakakitenga, ngā uara o Te Aho Matua e noho nei hei tuāpapa mā ngā āhuatanga kāwana me ngā whakahaere.

E tū māro ana te māhere rautaki me te arotake whaiaro. E arataki ana ngā kaupapa here a Te Kura o Ngāruahinerangi i te whānau. Ka whakamahia ngā kaupapa here hei whakaāhua i te motuhake o te iwi me te horopaki o te kura.

He mātau ngā kaiako me ngā kaimahi ki te reo o Taranaki. He mataara rātou ki ngā hiahia o ngā tauira, ā, e whakaao ana i te whakatangata whenuatanga o te reo Māori ki, i kō atu hoki i te kura. Ko te tino o te whakawhanake ngaiotanga hei tautoko i te pai o te whakaako me te ako, ā, me te whakakaha ake i te āheitanga a ngā ākonga me te whānau ki te reo Māori.

3 Ngā Kitenga

He Kōrero Whānui

E takatū ana Te Kura o Ngāruahinerangi ki te tū hei kura motuhake, ā, e tino tautokona ana e ngā hapū me te iwi. Ko ngā mema o te whānau tonu te poari o ngā kaitiaki i tōna whakatūriatanga. Kua whakaratohia e te kaiwhakahau a te Karauna ngā kaha mō ngā aratakinga kāwana. Kua mahi tahi ia ki te taha o te whānau, ngā hapū me te iwi ki te whakarite i te tū motuhake a te kura. Kua tutuki i a ia āna kawenga, ā, e whakapono ana ia ki te oranga tonutanga o te kura. He tikanga whai whakaaro, whai kiko hoki o te whānau kia ū ai ngā panonitanga.

Te Whakakitenga a te whānau

‘E kore au e mate. Ka mate a mate ka ora ahau’ (E kore au e ngaro, ka ū tonu au)

‘Kia toko te manawa ora ki tō tātou reo’ (Tukuna kia māro ai te noho o te reo)

Ka whakaratohia ki ngā tauira te rūmakitanga o te ako, ā, e whanake ana kia aroha ai rātou ki te motuhaketanga o te ao Māori me ōna āhuatanga. E whakaaro nui ana ki te reo o Taranaki ake, ki te tuakiritanga me te ūkaipōtanga e mātau ake ai ngā tauira ki a rātou anō, ki ō rātou whānau, hapū me ō rātou iwi. He pakiaka te marae tonu nō te kura e kitea ai te mana me te tauawhitanga o te reo, o te whakapapa, o te waiata, o ngā pūrākau, o ngā kōrero tuku iho. He mea whai take te whanaungatanga e whakakaha nei i te ako me ngā akoranga.

Kua tata ki te rua tau te kura e tū ana, ā, e tino tautokona ana e te whānau, ngā hapū me te iwi. Ko tēnei anake te kura o te rohe e whakarato ana i te rumakitanga o ngā āhuatanga ako o te iwi mā ngā tamariki. Ko te aro ngātahi ki te whakakitenga me te whakahīhī pai, i te nui o ngā mea kua whakatutukitia, te kaiwhakahuihui i te whānau. He tohu ngā whakairo me ngā toka, kātahi anō i whakawhanaketia, o ngā uauatanga me ngā kōkiritanga o te whakaū anō i te Ngā Ruahinerangitanga. E mākohakoha ana, e ngākau rorotu ana hoki ngā tauira me te whānau mō te āpōpō o te kura.

Kāwanatanga me te Whakahaere

Kua oti kē i te kaiwhakahau me te whānau te whakawhanake i ngā pukapuka e rite ai mō te tū motuhake. Kua mahi ngātahi rātou ki te whakaputa i ngā panonitanga momona, pai hoki mō te kura, ngā tauira me te hāpori. E taunakitia ana te whānau, ki te whakahaere tika i te kura, e ngā tukanga whakahaere, e ngā tikanga mahi me ngā pūnaha whai mana. E whakamomori ana te whānau i roto i a rātou tūnga me a rātou kawenga. E whai wāhi atu ana te kotahitanga o tō rātou ngākaunui, mōhio hoki ki tō rātou takatū kia tū hei kura motuhake.

Māhere Rautaki me te Arotake Whaiaro

Kei te kaiwhakahau me te whānau ētehi pukapuka pai o te māhere rautaki e tino hopu ana i ngā moemoeā me ngā whāinga o te whānau. He ngātahi te māramatanga mō ngā tino o te taupua, mō te ahurea o te kura me te horopaki. Kua whakamārotia e rātou ētehi hononga kaha ki ngā mātanga hei manaaki, hei āwhina hoki i a rātou ki te hiahiatia. E āwhinatia ana ngā whakataunga e te kōkiritanga o ngā arotake whaiaro me ngā pūrongo. Waihoki ko ngā kōrero mō te putanga o ngā tauira, ngā whakangungutanga kaimahi, ngā haerenga, ngā whenua, te haumarutanga, me te kokenga o ngā whakanikotanga me ngā whakawhaketanga. Nā ēnei tikanga whakahaere i noho ai ngā tauira i te taumata o whakaaro, i te wā o ngā whakataunga. E tū māro ana ngā pūnaha whakahaere pūtea, ā, he pai ngā āhuatanga whakahaere. Ka penapenatia ngā pūtea e ai ki ngā tino o te rautaki. E tino tau ana te whānau mō ngā whanaketanga o āpōpō, mō te whakapakari i ngā mōhiotanga me te oranga tonutanga o te kura.

Te Ako

E ako ana ngā tauira i roto i tētehi taiao e manawanui ana, e mataara ana ki ō rātou hiahia, ā, i runga anō i te aro o ngā akoranga ki te Ngā Ruahinetanga. E tino taukona ana e te marau ngā akoranga a ngā tauira, ā, e whakarato ana hoki i te huarahi ki te whakatutuki i te whakakitenga me ngā moemoeā o te kura. Ka momona kē atu te hōtaka nō te takiwā, i te whanaketanga o ngā whakairo me ngā toka kei te tomokanga, ā, ka mutu ka kitea he aha ngā mea nui mō ngā tauira o Ngā Ruahinerangi.

E tino whai wāhi atu ana ngā kaumātua ki te whakaako i ngā kōrero tuku iho, i ngā pūrākau, i ngā waiata o te rohe me ngā hononga o Ngā Ruahinerangitanga. E whakatairanga ana ngā āhuatanga ako i te wairua whai take, whakahīhī pai me te ūkaipō ki te tauira me ō rātou whānau. E hāngai katoa ana te hōtaka, ngā māhere, me ngā whakatinanatanga o te hōtaka ako. He ataahua te whakairitanga o ngā mahi a ngā tauira, ā, e kitea ana e whai wheako ana rātou i te whānuitanga o ngā āhuatanga o te iwi, ngā hākinakina me ngā rangahautanga e whāiatia ana.

E pakari haere ana te māia o ngā tauira ki te whakakōrero i te reo ake o Taranaki. E māro ana te pukapukatanga o te rautaki whakarauora i te reo Māori mā ngā tauira, ngā kaimahi me te whānau. Kua waihangatia e te whānau tētehi hōtaka hei tautoko i te whakawhitinga a ngā tauira me ō rātou reo Māori paku nei. Ahakoa he mahi nui tēnei mā ngā kaiako e kī ana rātou e kitea ana te pakari haere o ngā tauira i roto i te reo Māori.

E kitea ana puta noa i te kura te ahurea pai o te whanaungatanga, ā, ka whai hua ngā tauira i te kaha o te mahi tahi i runga i te whakaaro kōtahi ki waenganui i te kura, ngā kāinga me te hāpori. E whakamomori ana te whānau me ngā kaimahi ki ā rātou tūnga, ā, he kounga, he manaaki hoki ngā akoranga ka whakaratohia ki ngā tauira.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukihia e te poari whakahaere me te tumuaki te Tauāki Kupu Tūturu a Te Poari mā te Tari Arotake Mātauranga, me tētehi Rārangi Arowhai Tātari Whaiaro. I roto i ēnei tuhinga i oati rātou i whāia e rātou ngā huarahi whai take hei whakatutuki i oo 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 puutea
  • 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
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu o ngā ākonga ki te kura.

Whakakapi

E mihi ana Te Tari Arotake ki te kokenga o te kura ki te tū hei kura motuhake, ā, ko ngā taunakitanga e mea ana:

  • kia whakawhanaketia, kia whakatinanahia hoki he māhere e puta ai te kaiwhakahau a te Karauna
  • kia tonoa he mātanga motuhake ki te tautoko i te whānau kia tutuki ai te tū motuhake.

Lynda Pura Watson

Kaiwhakahaere ā-Motu mō ngā Ratonga Arotake Māori (Te Uepū ā-Motu)

16 Hakihea 2014

1 Background

The Education Review Office (ERO) completed a Special Review of Te Kura o Ngā Ruahinerangi to determine the quality of governance systems, school management and the quality of education provided for students. This is a formal report about the findings of that review.

Terms of reference

This special review considers:

  • the whānau vision
  • governance and management
  • strategic planning and self review
  • the quality of teaching and learning, professional development
  • any other significant matters.

2 Context

Te Kura o Ngā Ruahinerangi is geographically situated near Mount Taranaki. Whānau, hapū and iwi connect strongly to their maunga, their sense of identity and belonging in their place. They are united in their vision for education, their aspirations to restore the dialect and tikanga of Taranaki, and the provision of iwi specific Māori medium education for their children. The whānau, hapū and iwi are reinvigorated as they aspire for 'tino rangatiratanga'.

Strategic planning and self review is well established. Te reo Māori, excellence and the principles of Te Aho Matua underpin all aspects of governance, management and education. Te Kura o Ngā Ruahine Rangi has policies and procedures that provide clear direction for the whānau. These policies reflect the unique culture and the Māori medium context. The commissioner has been highly effective in providing ongoing support, training and guidance for the whānau. Whānau are committed to long term sustainability.

Teachers and staff are competent speakers of te reo o Taranaki. They are responsive to the needs of students and are focused on normalising te reo Māori at, and beyond the kura. Professional development is focused to support good teaching and learning, and on raising student and whānau capacity in te reo Māori. Students are settled and happy in a nurturing, learning environment.

3 Findings

Overarching statement

Te Kura o Ngā Ruahinerangi whānau is strongly supported by hapū and iwi and is ready to assume responsibility for school governance. The whānau members understand their role as whānau whakahaere. The commissioner has played a pivotal role in the community providing strong governance training and professional leadership guidance. She has worked collaboratively with the whānau, hapū and iwi to prepare them for their governance responsibilities. She has fulfilled her commissioner role and associated responsibilities effectively. She is confident that whānau have strong governance, management and education expectations, good systems and policies and procedures. The whānau has a reflective and practical approach to sustainable change.

Whānau Vision

‘E kore au e mate. Ka mate a mate, ka ora ahau.’ (I will not be lost, I will endure).

Kia toka te manawa ora ki tō tātou reo.’ (Let our language be firmly embedded).

Students are provided with Māori medium education and have an appreciation of their unique te ao Māori context. There is an emphasis on the dialect of Taranaki, Taranaki identity and belonging so that students' expand and value their knowledge about themselves, their whānau, hapū and iwi. The marae is an extension of the kura and a place where te reo, whakapapa, waiata, stories and history of the region are valued and embraced. Whanaungatanga strengthens teaching and learning in meaningful ways. Students have increased confidence in who they are and where they are from

Te Kura o Ngā Ruahinerangi is the only kura in the region that provides iwi specific Māori medium education. The shared vision and sense of pride in whānau accomplishments has brought whānau closer together and created a greater unity of purpose. The recent development of the carvings and 'toka' at the kura entrance represents the journey of the whānau and Ngā Ruahinerangitanga. Whānau and students are settled and optimistic about the future direction.

Governance and management

School governance and management, systems and procedures are well established. The commissioner has provided training for the whānau to support them to understand their governance roles and responsibilities. Their collective passion and shares strengths contribute positively to their readiness for self governance. The commissioner is ready to support the whānau with the final phase of board elections. The whanau have worked collaboratively towards sustainable and positive change for the students and its community.

Kura operation is well managed and the well established systems reflect the priority that is given to the care and education of students. The commissioner has closely overseen development internally and the principal has developed her role as manager. Routine maintenance of health and safety practices is observed.

The commissioner has supported the whānau, hapū and iwi aspiration for Māori medium education and kura establishment. She has worked closely with all groups to foster collective responsibility for the kura direction. Her approach empowers whānau, staff and students to learn about their roles and contributions. She has made purposeful and practical changes and planned progressive and realistic goals. She has fulfilled her responsibilities and has consistently maintained transparent processes so whānau and staff learn about the value they add to the establishment of the kura and its long term sustainability.

Strategic planning and self review

The whānau has a well documented strategic plan that clearly captures whānau aspirations and goals. There is a shared understanding of the importance of sustainability for the kura culture and context. They have established a strong professional network to assist and advise them if required. Regular self review and reporting inform decision making. These include student achievement information, professional development, excursions, property, health and safety, and ongoing kura improvements and developments. These practices position students at the heart of all decision making processes. Financial management systems are fully operational and well managed. Funds are allocated according to their strategic priorities. The whānau are well equipped for future development, building capability and sustainability.

The school charter clearly captures the whānau aspirations, planning forward and identifies how these things will be monitored. The whānau has recently included the philosophy and intent of Te Aho Matua alongside the iwi direction. The template for this document provides clear reference to all areas, provides content, context and includes individual targets for all students.

Teaching, learning and professional development

Students learn in an environment that is positive and responsive to their needs where the focus is on learning about Ngā Ruahinerangitanga. The curriculum effectively supports student learning and provides the pathway for achieving the kura vision and whānau aspirations. The recent development of the carvings and 'toka' at the kura entrance will enhance the local curriculum and highlight what is important for students of Ngā Ruahinerangi.

Kaumātua play an integral role in learning about Ngā Ruahinerangitanga history, stories, local waiata and kinship ties. This learning engenders a sense of purpose, pride and belonging in students and their whānau. There are clear links between the curriculum, planning and the implementation of learning programmes. Student's work is attractively displayed and shows that they experience a wide range of cultural, sporting and academic pursuits.

Students are building confidence in the use of their Taranaki dialect. A te reo Māori development strategy for students, staff and whānau is well documented. Kaiako have developed a transition programme to support students with limited te reo Māori. Although this process has been a challenge for kaiako they report that there has been noticeable improvement in these students' te reo Māori development.

A positive culture of whanaungatanga is evident throughout the kura and students benefit from the strong collaborative partnership between the kura, home and community. Whānau and staff are committed to their roles and provide good quality care and education to students.

The curriculum development is well underway. Whānau and staff have already focused learning content and context through Ngā Ruahinerangitanga. The immediate focus is on te reo Māori as whānau and staff strive to return to strong immersion education where te reo Māori is spoken at all times. The additional staffing provided by the MoE has been essential as the whānau strive to achieve their focus on Māori medium education.

Programme planning has focussed on language revitalisation and iwi development. Teachers follow a standard planning expectation where they include how they will plan for groups of students. Whānau have contributed by considering the content for curriculum areas. This provides a shared direction about what will be taught. This has also supported the ongoing and regular programme evaluation process.

Teaching staff provide learning programmes that reflect the seven essential learning areas. NCEA options are available to students. The teacher with responsibility for this area is developing systems to support implementation and monitoring. Staff plan to use the Te Aho Matua curriculum when it is completed.

Assessment practices continue to develop. The whānau are monitoring te reo Māori by collecting data about what students are able to do and their respective levels. Staff develop student progress and achievement information. This is shared with whānau, who are encouraged to participate in goal setting for students. Information is also used to inform the programme of learning.

Whānau and staff are focused on providing warm and positive learning environments. The daily programme considers the academic, emotional, spiritual and physical needs of students. Students appear happy and are eager to participate actively.

Whānau assurance on legal requirements

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

Conclusion

ERO acknowledges the progress made by the whānau to understand their governance roles and responsibilities and recommend that the statutory intervention be revoked.

Whānau have skills and knowledge to take on their governance responsibility

Lynda Pura-Watson

National Manager Review Services Māori Te Uepū ā-Motu

16 December 2014

About the School

Location

Eltham, Taranaki

School type

Composite School Years 1 - 12

School roll

21

Gender composition

Boys 13 Girls 8

Ethnic composition

Māori

21

Review team on site

February 2013

Date of this report

31 October 2014

Most recent ERO report(s)

Nil