Te Kura o Torere - 28/11/2013

Ngā Whakaaturanga

1 Ko ngā Whakamāramatanga me te Horopaki

He aha ngā whakamāramatanga me te horopaki e hāngai ana ki te Arotake Paetawhiti o tēnei kura?

He iti taku iti, taku puku i āhua, Ko Rangiāhua

E tū ana Te Kura o Tōrere ki tētahi maunga, e whakakaurera ana i te whanga me te rohe o Tōrere. Nō te iwi o Ngāi Tai te whānau me ngā tamariki e haere mai ana ki tēnei kura. He tino hononga ā-whakapapa tō Ngāi Tai ki te waka o Tainui. He ātaahua tēnei kura e tino tiakina ana, ā, e 43 ngā tamariki ki tōna rārangi ingoa.

I te wā o te arotake a te Tari Arotake Mātauranga i te tau 2011, kua heke iho ngā kaitiaki i te poari i ō rātou tūranga. Kua tonoa kētia e te Tāhuhu o te Mātauranga i mua i taua arotake a te Tari Arotake Mātauranga, kia whakatūngia tētahi kaikōmihana mō te kura. I kawe hoki te Tari Arotake Mātauranga i tētahi atu arotake i te Pipiri o te tau 2012, nā runga i te hiahia o te whānau.

I kitea i te arotake o Pipiri 2012, ko ngā paetae ākonga tētahi tino āwangawanga, nā te kore whai hua o te māramatanga, te whakamahinga hoki o ngā mōhiohio e pā ana ki ngā paetae. Me hoki te tumuaki ki te akomanga i taua wā hei hāpai i ngā kaiako ki te:

  • whakamahi i ngā mōhiohio e pā ana ki ngā paetae ākonga, hei whakarerekē haere i ngā mahi e pā ana ki te whakaako me te ako
  • tāutu i ngā tauira me ngā ia e whai pānga ana ki ngā paetae i te kura, mō ia ākonga takitahi, mō ngā rōpū ākonga anō hoki
  • whakatakoto haere i ngā whakataunga mārama, tōtika hoki e pā ana ki ngā whāinga i te tūtohinga, hei whakapai ake i te paetae ākonga.

I kitea hoki taua pūrongo, e tika ana kia tahuri te tumuaki ki te:

  • whakarite, ki te whakapuaki hoki i te māramatanga o ngā tūmanako e pā ana ki ngā akoranga a ngā ākonga
  • whiriwhiri i ngā rautaki whakaako, ako hoki ka āta whakatutuki tika i ngā matea me ngā āheinga o ngā ākonga
  • waihanga i ngā hōtaka akomanga ka whakapakari ake i te whai wāhitanga mai o ngā ākonga, me te
  • hāpai, ki te whakapakari hoki i te āheinga me te tū māia o ngā kaiako.

Ko te tikanga, ka whakawhanake te whānau i tētahi tukanga kia kawe anō ai rātou i ā rātou kawenga kāwanatanga. Ka hāngai anō hoki tēnei ki te whakawhiti whakaaro ki te iwi me te whānau, te whakangungu i roto i ngā mahi kāwana, me te whakapuaki i te kaupapa ture o te kura ā-iwi.

I te wā o tēnei arotake whakamutunga:

  • kua heke iho te tumuaki i tōna tūranga
  • ko te kaiako mātanga o te akomanga teina e tū ana hei tumuaki whakakapi. E kawe ana ia i ngā mahi whakaako me ngā mahi whakahaere
  • kotahi anō te kaiako wā kikī me tētahi kaiako hoki e whakawātea ana i te tumuaki e mahi ana ki te kura
  • kua whakatūngia ētahi kaiāwhina hei hāpai i ngā mahi a ngā kaiako
  • kua hoki anō te whānau ki ō rātou tūranga kāwanatanga, ā, tokowaru ngā kaitiaki hou i whakatūngia ai ki te poari
  • e hāpaitia ana te kura e Te Maru o Ngā Kura-a-Iwi o Aotearoa, ā, ka whai wāhi hoki ki te rangapū o ngā kura ā-iwi, ā,
  • ka ū tonu te ngākau nui o te iwi ki te hāpai i ā rātou mokopuna me tā rātou mātauranga hei uri o Ngāi Tai.

2 Te Arotake me te Whakawhanaketanga

He pēhea rawa te whai hua o te kura ki te whakatutuki i āna kaupapa matua hei arotake, hei whakawhanaketanga?

Ngā kaupapa matua i tāutuhia hei arotake, hei whakawhanaketanga, ko te

Ko ngā kaupapa matua i tāutuhia hei arotake, hei whakawhanaketanga, ko te

  • whakawhanake i tētahi tino rautaki ka whakapakari i te āheinga o ngā kaimahi ki te whakamahi i ngā paetae ākonga
  • arotake i ngā mahere me āna whakapuakitanga ki ngā akomanga, hei āta whakarite i te eke o ngā ākonga ki ngā paetae pai, i runga anō i ngā tūmanako ā-motu
  • hāpai i te whānau ki te kawe anō i ngā tūranga me ngā kawenga mahi e pā ana ki te kāwanatanga, me te
  • whakaoti te waihanga, te whakawhanaketanga hoki o te marautanga o te kura.

Te ahu whakamua

He tino pai te ahunga whakamua a te whānau ki te whakatutuki i ngā kaupapa matua o te Arotake Paetawhiti i tāutuhia ai i te pūrongo o Pipiri, ki te tau 2012.

Te Kāwanatanga

Kua whakatūngia tētahi poari hou o ngā kaitiaki tokowaru, ā, he tāngata mātanga, he tāngata whai pūkenga hoki rātou. Kei te kawe anō te poari i te kāwanatanga o te kura. Ka whiwhi rātou i te tautoko, ngā mahi whakangungu hoki, mai i ngā kaimahi a ngā Kura ā-Iwi. Ka ngākau nui ngā kaitiaki i te poari ki te waiora o ngā ākonga, ā, ka arotahi ki te āta whakarite i ngā putanga mātauranga e whai hua ana.

Ngā paetae ākonga

Ka whai wāhi ngā kaimahi ki te kaupapa o Te Tihi Angitu o ngā Kura ā-iwi. E haere tonu ā rātou mahi ki te kohikohi, te whakaemi, me te tātari i ngā paetae ākonga hei hāpai i ngā whakataunga me ngā whakaritenga e pā ana ki te whakaako, me te whakapuakitanga o te hōtaka akoranga. Kua whakamahia Te Waharoa Ararau hei whakaatu i ngā mōhiohio i whakaemihia ai mō te reo matatini me te pāngarau e whai pānga ana ki Ngā Whanaketanga Rumaki Māori.

E tohu ana ngā paetae ākonga i te pai o te ahu whakamua o ngā ākonga ki te akomanga o ngā tuākana. Ki te whakatairite ki ngā hōtuku i whakaemihia ai i mua, kāhore i te pērā tonu te teitei ki te akomanga o ngā tēina, engari e ahu whakamua tonu ana ngā tamariki. Ko tētahi take e pēnei ana, ko te kawe hoki i te kaiako o te akomanga teina i ngā mahi whakahaere. Ko te tikanga, ko te whakatūnga nō nā tata tonu nei o tētahi kaiako mātanga hei whakawātea i ngā mahi whakaako o te tumuaki ka hāpai ake i ngā tamariki tēina. Heoi, kia hoki wā kikī anō te tumuaki whakakapi ki te akomanga, ka hiki ake anō ngā paetae ākonga ki taua taumata pai o mua.

Te Marautanga

Ka whakamahere ngā kaimahi kia ako ngā ākonga i te ahurea me ngā tikanga tuku iho o Ngāi Tai. Ko te mahere mātauranga a te iwi e hono ana ki te mahere rautaki a te kura. Kua tata oti te marau e whakawhanakehia ana e te iwi. Heoi, mō tēnei wā, e taunakihia ana kia whakawhanake ngā kaimahi i tētahi huringa kaupapa o ia rua tau, hei hāpai i te whakapuakitanga o te marautanga o te hapori, tae noa ki tā rātou whiwhinga i te marautanga o te iwi.

Te Hangarau Whakawhiti Whakaaro

He pai te mahi ngātahi a tētahi kaihangarau whakawhiti whakaaro ki te taha o ngā kaimahi, hei hāpai i te tino whakamahinga o te hangarau whakawhiti whakaaro nei ki te kura. Ahakoa te pai o ngā kaimahi ki te whakamahi i te hangarau whakawhiti whakaaro, kāhore i te rawaka te ia ipurangi hei hāpai i te whakapā wawe a ngā ākonga ki te whānuitanga o te ao mā te ipurangi.

3 Te rōnakitanga o ngā mahi me te arotake whaiaro

He pēhea te āhua o te kura i runga o te rōnakitanga me te whai tonu kia pakari ake, kia arotakehia hoki āna mahi?

Nā te pai me te kaha ake o te mahi ngātahi o ngā hononga ngaio, he tino pai te tūnga o te kura ki te rōnaki me te kōkiri tonu i āna āhua mahi.

Ngā hononga pai

Ka kitea te pai o ngā hononga ki te kura. E ngākau nui ana te iwi ki te hāpai i ā rātou tamariki, ā, he mātātoa hoki tā rātou whai wāhi atu ki te ao o te kura. Ko te noho mai o ngā kaumātua me ngā kuia e whakanuia ana, ā, ka whai painga ngā ākonga nā ō rātou pūkenga, ō rātou mātauranga hoki e pā ana ki a Ngāi Tai. Ka mahi ngātahi te poari, te whānau, ngā kaimahi, me te iwi, ā, ka whakakoro ki te āta whakarite i ngā tino painga mō ngā tamariki.

Te whakapā atu ki te tautoko ngaio

Ka whai wāhi atu te kura ki te rangapū o ngā kura ā-iwi. He mātātoa te whakapā atu o ngā kaimahi me te poari ki te tautoko i te wā e tika ana. He pai te mahi ngātahi a ngā kaimahi ki te kaihāpai, ki te rangapū anō hoki o ngā kura i te takiwā, ā, ki ētahi atu tāngata o waho e whakarato ana i te tautoko, hei whakapakari ake i ā rātou whakaritenga ngaio. He pai te kaha o ngā tūmomo āwhina o waho e whiwhia e te kura, me ngā pūnaha marau, pūnaha aromatawai hoki i waiho ai e te tumuaki o mua.

Te arohaehae i te āhua mahi

He mea nui kia āta whakaritea e te poari te arohaehae o ngā kaimahi katoa, tae atu ki te tumuaki. Nā roto i āna mahi hei kaihāpai kaiako, ka hāpai, ka ārahi hoki te tumuaki i te kaiako o te tau tuarua, ā, kua tīmatahia hoki tana arohaehae.

Te pūrongo ki te poari

Ahakoa ka pūrongo te tumuaki whakakapi i ngā paetae ākonga ki te poari, e tika ana hoki whakawhanakehia tētahi whakatakotoranga pūrongo māmā hei whakatairanga ake i te māramatanga o te poari ki ngā paetae ākonga. Ka hāngai hoki tēnei ki te whakawhanaketanga i te āta whakapuakitanga mai o ngā taumata ka whai ake i roto i ngā akoranga a ngā tamariki, hei hāpai ake i te whakatau haere a te poari i ngā whakaritenga.

Te whakahaeretanga o te kura

Ko te tumuaki whakapai te kaiako ki te akomanga o ngā tēina. Kei te whakarite ia i te whakatutukitanga o ngā kawenga whakahaere, tae atu ki ngā tikanga a te Tāhuhu o te Mātauranga, ā, he mātātoa tana rapu i te ārahitanga me te tautoko i te wā e tika ana. Kua whai pānga nui ia ki te whakatairanga ake o te whai wāhi mātātoa a te iwi me te whānau i te kura. Nā te pai o ngā whakawhitinga kōrero, he pai te noho mōhio o te whānau ki ngā kaupapa. Ka tū tonu te tumuaki whakakapi ki tōna tūranga, tae noa ki te mutunga o te tau.

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.

4 Ngā Taunakitanga

Ngā taunakitanga, tae atu ki ērā ka pā ki ētahi atu umanga, kia whai tautoko tonu ai te kura.

E taunakihia ana kia rapu tautoko te poari, hei āta whakarite i te whakatutukitanga o ngā arohaehae o ngā kaimahi katoa, kia whai hua ai ngā putanga mō ō rātou ngākau nuitanga ngaio, ō rātou whakawhanaketanga ngaio anō 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, i roto i ngā tau e toru.

1 Background and Context

What is the background and context for this kura Arotake Paetawhiti review?

He iti taku iti, taku puku i ahua, Ko Rangiahua

Te Kura o Torere is located on a hill looking out over the bay and the surrounding Torere area. The whānau and children who attend the kura belong to Ngai Tai iwi. Ngai Tai has strong whakapapa links to Tainui waka. This small kura with a roll of 43 is attractive and well maintained.

At the time of the 2011 ERO review the appointment of a commissioner for the kura had been signalled by the Ministry of Education. ERO carried out a further review in June 2012 at the request of the whānau.

The review carried out in June 2012 found that student achievement was a major area of concern due to ineffective interpretation and use of achievement information. The principal needed to return to the classroom and support teachers to:

  • use achievement information to make adjustments to teaching and learning practice
  • identify achievement patterns and trends for the kura, for individuals and groups of students
  • formulate clear and accurate decisions around charter targets for improving student achievement.

The report also found that the principal needed to:

  • establish and articulate clear expectations for student learning
  • select teaching and learning strategies that best meet student’s needs and abilities
  • design classroom programmes that strengthen student engagement and
  • support and strengthen teacher capability and confidence.

Whānau were to develop a process to resume their governance responsibility. This would include consultation with iwi and whānau, governance training and introduction to the kura-ā-iwi constitution.

At the time of this final review:

  • the principal had resigned her position
  • the experienced teacher from the junior class is the relieving principal. She is carrying out teaching and management duties.
  • there is one other fulltime teacher and a principal release teacher employed as teaching staff
  • kaiawhina are employed to help teachers
  • the whānau have resumed their governance role and a new eight member board has been elected
  • the kura is supported by the Iwi Education Authority and belongs to the Kura ā Iwi collective and
  • the iwi remain strongly committed to supporting their mokopuna and their education as Ngai Tai descendants.

2 Review and Development

How effectively is the kura addressing its areas for review and development?

Priorities identified for review and development

  • develop a clear strategy for strengthening staff capacity in the use of achievement information
  • review classroom planning and delivery to ensure students reach a satisfactory level of achievement against national expectations
  • support whānau to resume governance roles and responsibilities and
  • complete the design and development of the kura curriculum.

Progress

The whānau has made very good progress in addressing the Arotake Paetawhiti priorities identified in the June 2012 report.

Governance

A new, eight member board has been elected and includes skilled and experienced people. The board has resumed the governance of the kura. They will receive support and training from kura ā Iwi personnel. Board members are committed to the wellbeing of students and are focused on ensuring positive educational outcomes.

Student Achievement

Staff are part of the Kura ā Iwi Te Tihi Angitū project. They continue to regularly collect, collate and analyse student achievement data to support teaching decisions, practice and the delivery of the learning programme. Te Waharoa Ararau has been used to present collated literacy and pangarau information related to Ngā Whanaketanga Rumaki Māori.

Student achievement data shows that students in the tuakana class are making good progress. Compared to previous collated data, achievement in the junior class is not as high, however children continue to progress. This situation is due in part to the junior teacher also carrying out management duties. The recent employment of an experienced teacher in the principal's release position should help to better support junior children. However, once the relieving principal returns to the classroom fulltime, student achievement should lift to the previously very positive levels.

Marautanga

Staff plan for students to learn about the culture and traditions of Ngai Tai. The Iwi Education Plan is linked to the kura strategic plan. The curriculum being developed by the iwi is close to completion. In the meantime it is recommended that staff develop a two year kaupapa cycle to support the delivery of the local curriculum until the iwi curriculum is received.

ICT

An Information Communication Technology (ICT) technician works well with staff to assist the good use of ICT in the kura. While staff use ICT well, access to broadband speed is not sufficient to support students' quick and greater access to the wider world through the web.

3 Sustainable Performance and Self Review

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

Due to the positive and more collaborative working and professional relationships, the kura is well placed to sustain and continue its performance.

Positive Relationships

Positive relationships are apparent in the kura. The iwi is committed to supporting their tamariki and are actively involved in the life of the kura. Kaumatua and kuia presence is welcomed and their skills and knowledge of Ngai Tai benefits students. The board, whānau, staff and iwi work collaboratively and endeavour to ensure positive outcomes for children.

Access to professional support

The kura is part of the Kura ā Iwi collective. Staff and the board are proactive in accessing support when and where needed. Staff work well with the kaihapai, the local cluster of schools and other external support people to strengthen their professional practice. The kura is well served by the external support received and the curriculum and assessment systems left in place by the previous principal.

Performance Appraisal

It is important that the board ensures that all staff including the principal are appraised. The principal in her role as tutor teacher supports, mentors and has begun the appraisal of the year two teacher.

Reporting to the board

While the relieving principal reports student achievement to the board, it is important that a simplified reporting format is developed to enhance the board's understanding of student achievement. This includes developing clearly articulated next steps for children's learning to better support board decision making.

Kura management

The relieving principal is also the teacher in the junior class. She ensures that management responsibilities including Ministry of Education requirements are carried out and is proactive about seeking advice and support. She has been instrumental in promoting the active participation of the iwi and whānau in the kura. Good communication ensures whānau are well informed about events. The relieving principal will continue in this position until the end of the year.

Board assurance on legal requirements

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

Recommendations

Recommendations, including any to other agencies for ongoing or additional support.

It is recommended that the board seek support to ensure the performance appraisal of all staff is carried out so that it usefully serves their professional interests and development.

When is ERO likely to review the kura again?

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

Lynda Pura-Watson National Manager Review Services Māori (Te Uepū-ā-Motu) (Acting)

28 November 2013

About the Kura

Location

Tōrere

Ministry of Education profile number

1645

Kura type

Full Primary (Years 1 to 8)

Kura roll

43

Gender composition

Boys 26 Girls 17

Ethnic composition

Māori

100%

Special Features

Designated Special Character s156

Review team on site

August 2013

Date of this report

28 November 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

June 2012

January 2008

October 2003