Te Kura o Waikare - 27/02/2014

1 Te Horopaki

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

Whāia te mātauranga me te tika

Kua tohua Te Kura o Waikare hei kura-ā-iwi, ā, kei te ngutu awa o Waikare i waenganui i Kawakawa me Kororareka. Ko te nuinga o ngā tāngata kei tēnei rohe he Māori, ā, he hapori kaha nei te hāpai, te aro ki te whānau. Nō ngā hapū o Te Kapotai me Ngāti Pare te nuinga o ngā kaimahi me ngā whānau. Ko Ngā Puhi te iwi. Ka whakaatu Te Kapotaitanga i ngā whanaungatanga ka hono i ngā tamariki me o rātou whānau me te hapori. He wawata nui ki te hapori te whakaora i te reo me ngā tikanga o Te Kapotai ki te ako o ngā tamariki.

Ka whakatairanga tētahi ahurea takatika, whakakotahi i te iwi ki te kura. Ka hāpai te tū tahaki o te kura, ngā maunga me ngā awa ka tū hei tohu tuakiri o te hapori o te kura, ki te toiwhenua me te kotahitanga i te kura. Ka tiri rauemi i te nuinga o te wā. Ka whai hua ngā akonga i ngā mahi kore utu o te whānau. Ko ngā akonga kei te puku o ngā tukanga whakatau kaupapa katoa. E ngākaunui ana te hapori o te kura ki te tirohanga roa me ngā tumanakohanga e whakaatu ana ki te tūtohinga o te kura. Kua mau hoki ēnei ko ngā pūkete mahi a ngā akonga.

Nā te hiahia o te iwi o Waikare ki te whakaora anō i tō rātou reo me o rātou tikanga o Te Kapotai i timata ai ētahi hōtaka reo Māori ki te marae. Ko te kōrero ki te reo Māori tētahi mea nui ki te whakawhiti kōrero puta noa i te kura. Kua noho tahi te whānau me tō ratou tū rangatira ki ngā mea kua tutuki e rātou, ā, kei te hikaka hoki rātou ki ngā rangi kei te heke mai mō Te Kura o Waikare me tōna hapori.

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?

Ngā wāhi e kaha ana

He whai hua te whai wāhi o ngā akonga ki te ako. He pai te tautoko i ā rātou ki te ahu whakamua. E kite ana ki ngā pūrongo ki te poari kei te tūtuki te nuinga o ngā akonga i ngā paetae e tika ana mā rātou, rānei kei runga noa atu rātou ki te pānui me te tuhituhi. I te tau 2013 i aro whānui te kura ki te whakarewa ake i ngā taumata paetae ki te pangarau puta noa i te kura kia āhei ai te eke o ngā akonga ki ngā tumanakohanga mō Ngā Whanaketanga Rūmaki Māori (NWRM), rānei kia teitei ake i ēnei. Ka whakamahi ngā kaiako i ngā kōrero aromatawai hei aroturuki me te whai i te ahunga whakamua me ngā paetae o ngā akonga me te tāutu i ngā akonga whāinga matua. Ka tutuki ngā matea o ngā akonga whāinga matua mā te whānui o ngā hōtaka tautoko me ngā wawaotanga. Ka whakatau ngā pironga mō tēna, mō tēna akonga, ā, ka whakarite ngā akoranga e ai ki ngā matea o ngā akonga. Ka whai wāhi ngā akonga ki ngā whakawhitinga kōrero e pā ana ki tō rātou ako me tō rātou ahu whakamua me ngā kaiako me ngā mātua. Ka whiwhi ngā mātua i ngā pūrongo māmā ana te whai tikanga e pā ana te ahu whakamua me te whakatūtuki o a rātou tamariki i ngā paetae e ai ki NWRM. Kei te harikoa rātou ki te kounga o te mātauranga e whiwhi nei a rātou tamariki.

Ka whakatau, ka whakatauira hoki ngā kaiako i ngā tino tumanakohanga mō te ako me ngā whanonga o ngā tamariki. He whakaute ngākau kotahi ngā whanaungatanga me ngā taunekeneke. He pai te whakarite o ngā akomanga, he paku te rahi o ngā akomanga, ā, he pai hoki te whakamahi o ngā kaiako i o rātou wā. Ka awhina ērā atu o ngā tautoko a akomanga i ngā kaiako ki te whakatūtuki i ngā matea o ngā akonga. Ka whakamahi ngā hōtaka akoranga hei whakawhanake i ngā āheinga tātaki me ngā kounga ake o ngā akonga. Ka whakaatu ngā akonga i tō rātou tātaki me te whakahaere takitahi i ētahi o ngā wāhanga o tō rātou ako.

Ngā wāhanga hei arotake me te whakawhanake

Te mahi tahi me ngā mātua. Me whai arahi ngā mātua kia pai ake tō rātou tautoko i a rātou tamariki ki ngā wāhi ako katoa.

Ngā mahi huritao. Me whakanui ake ngā kaiako i tō rātou kaha ki te huritao kaikini i te tōtika o o rātou mahi whakaako, ngā pūnaha whakaōrite me ngā whakawā whānui o ngā kaiako. Mā te wetewete me te whai whakaaro kaikini e ahu ki te whakapaitanga ake o ngā mahi me ngā putanga mō ngā akonga.

Te tāutu i ngā tikanga me ngā tauira. Kātahi anō ngā kaiako ka tīmata ki te whakamahi i ngā hōtuku aromatawai hei tāutu i ngā tikanga me ngā tauira e pā ana ki ngā paetae o ngā akonga. Mā te whakakaha ake i te kaha o ngā kaiako e whakapai ake i te mārama o ngā kaiako ki te whakamahi i ngā kōrero aromatawai ki o rātou mahi.

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?

E kii ana te tirohanga roa o te kura a ‘Tū tangata’ ko te tino tumanako mō ngā akonga kia eke rātou ki tō rātou tino māiatanga, kia tū rangatira, kia tū māia hoki hei uri o Te Kapotai. Ka whakarato tōtika te marautanga o te kura i te huarahi mō te tūtuki i tēnei tirohanga roa.

Ka hāpai tōtika te marautanga o te rohe i te ako o ngā akonga. Nā te kōrerorero whānui me te hapori o Waikare i whakarato i tētahi ahunga mārma hei whakawhanake i te marautanga a rohe. Ko tōna tikanga ko te:

  • whakarei ake i ngā whai wāhitanga ako e hāngai ana ki ngā akonga
  • whakakaha ake i o rātou matea me o rātou ngākaunui
  • whakawhanake i te tino toiwhenua ki Te Kapotaitanga.

He tino nui te tūranga o ngā kaumātua ki te whakaako me te ako ki ngā hitori, ngā kōrero tuku iho me ngā whakapapa ki Te Kapotai. Ka poipoi ēnei akoranga i te toitake, te tū rangatira me te toiwhenua o ngā akonga me o rātou whānau.

Ka whakarato hoki te marautanga i ngā whai wāhitanga mā ngā akonga ki te rongo ki te whānui o ngā whāinga a ahurea, a hākinakina, a hinengaro hoki. He mārama ngā hono i waenganui i te marautanga, te whakamahere me te whakatinana i ngā hōtaka akoranga. Ka rongo ngā akonga ki tētahi marautanga whai hua, whakamere me te aro ki ngā mea nui kia rātou hei tamariki o Waikare.

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?

He pai te tū o te kura ki te mau me te whakapai ake i ōna mahi. Kei te tōtika ake te poari hou ki o rātou tūranga hei kaitiaki. He pai te tuhi o tā rātou mahere rautaki, ngā mahi whakahaere me ngā pūnaha takohanga hei arahi i a rātou. Ka hāpai ngā putanga o ngā mahi arotake whaiaro i a rātou ki te whakatau tika i ngā kaupapa hei ahu whakamua i ngā whakapaitanga ke me ngā whanaketanga ki te kura. Ko te mea nui ko te whakakaha i te māramatanga ki te rōnakitanga. E ngākaunui ana te poari ki te whakatutuki i ngā wawata o te whānau mō a rātou tamariki. He pai te tautoko ka whakarato ngā kaimahi me te poari ki ngā akonga me te awhina ki te whakareri i a rātou mō te ako a meake nei.

Ka whakarato te tumuaki i ngā tātaki me ngā arahi ā mātauranga tōtika ki te poari hou. He huarahi whakakotahi, whakamana hoki tōna āhua tātaki. Ka whakaute ngā kaimahi, te whānau me te hapori i ā ia.

Ka hāpai ngā pūnaha whakawhiti kōrero mārama i te whānau me te hapori ki te tino whai wāhi ki te kura. Ka whakatauira te whānau me te hapori i te kawenga kotahi mō ngā akonga katoa me ngā whāinga. Ka tū whakahihi rātou ki tō rātou kura me te whakapā takatika o te kura ki a rātou tamariki o Te Kapotai.

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?

Whāia te mātauranga me te tika

Te Kura o Waikare is a designated Kura-ā-Iwi situated at the head of the Waikare inlet between Kawakawa and Russell. It has a predominantly Māori, whānau oriented, community. Most staff and whānau affiliate to Te Kapotai and Ngāti Pare, sub-tribes of Ngāpuhi iwi. Te Kapotaitanga represents the relationships that connect children and their whānau and community together. The revitalisation of te reo and tikanga of Te Kapotai are important community aspirations that impact on student learning.

A positive and inclusive culture is promoted in the kura. The physical isolation of the kura, its mountains and rivers that are critical identity markers which define the kura community, contribute to a strong sense of unity and belonging. Resources are often shared. Students benefit from voluntary work carried out by the whānau. Students are at the heart of all decision making processes. The kura community is committed to the vision and expectations reflected in the kura charter. These are also captured in the student graduate profile.

A growing desire from the people of Waikare to regain te reo and tikanga of Te Kapotai has led to community initiated language programmes held at the marae. Conversational Māori is integral to communication throughout the kura. Whānau have a shared sense of pride in their accomplishments and an eager expectation for what the future holds for Te Kura o Waikare and its community.

2 Learning

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

Areas of Strength

Students are purposefully engaged in their learning. They are well supported to make good progress. Reports to the board and the community show that most students are achieving at or above expected levels in Pānui and Tuhituhi. There has been a school-wide focus in 2013, on raising achievement levels in Pāngarau to ensure all students are at or above Ngā Whanaketanga Rūmaki Māori (NWRM) expectations. Kaiako use assessment information to monitor and track student progress and achievement and to identify priority learners. The needs of priority learners are met through a range of support programmes and interventions. Individual targets are set and learning is tailored to student’s needs. Students participate in discussions about their learning and progress with kaiako and parents. Parents receive plain language reports about their child’s progress and achievement against NWRM. They are happy with the quality of education their children receive.

Kaiako set and model high expectations for student’ learning and behaviour. Relationships and interactions are mutually respectful. Classrooms are well organised, class sizes are small and kaiako time is maximised and well managed. Extra classroom support helps kaiako to cater for learners’ needs. Learning programmes are used to develop the leadership abilities and qualities of students. Students demonstrate leadership and they independently management of aspects of their learning.

Areas for review and development

Facilitate learning workshops for parents. Parents need guidance to more effectively support their children with all learning areas.

Reflective practice. Kaiako need to increase their ability to critically reflect on the effectiveness of their teaching techniques, systems for moderation and overall kaiako judgements. Critical analysis and reflection should lead to further improved practice and outcomes for students.

Identifying trends and patterns. Kaiako are at the early stages of using assessment data to identify trends and patterns about student achievement. Increasing teacher capability to do this should improve their understanding of how to use assessment to inform their practice.

3 Curriculum

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

The kura vision ‘Tū tangata’ states that students are expected to reach their full potential, stand tall, proud and confident as descendants of Te Kapotai. The kura curriculum appropriately provides the pathway for achieving this vision.

The local curriculum effectively supports student learning. Extensive consultation with the Waikare community provided clear direction to develop the local curriculum. It is designed to:

  • enhance learning opportunities that are relevant to students
  • build on their needs and interests and
  • develop a strong sense of Te Kapotaitanga.

Kaumātua play an integral role in the teaching and learning about Te Kapotai history, stories and kinship ties. This learning engenders a sense of purpose, pride and belonging in students and their whānau.

The curriculum also provides opportunities for students to experience a wide range of cultural, sporting and academic pursuits. There are clear links between the curriculum, planning and the implementation of learning programmes. Students experience a curriculum that is meaningful, interesting and focused on what is important for them as children of Waikare.

4 Sustainable Performance and Self Review

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

The kura is in a good position to sustain and improve its performance. The newly elected board are becoming more effective and efficient in their roles as trustees. They have a well documented strategic plan, operational practices and accountability systems to guide. The outcomes of self review support them to make well informed decisions to progress kura improvement and development. The emphasis is on building a shared understanding of sustainability. The board is committed to meeting the aspirations whānau have for their children. With the staff, the board provide good support to students and help to prepare them for future learning.

The principal provides effective educational leadership and guidance for the new board. His leadership approach is inclusive and empowering. He is well respected by the staff, whānau and community.

The open transparent systems of communication and consultation support whānau and the community to fully engage with and participate in the kura. The whānau and community model collective responsibility for all students and shared goals. They are proud of their kura and the positive impact it is having on the children of Te Kapotai.

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.

Lynda Pura-Watson

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

27 February 2014

About the Kura

Location

Waikare

Ministry of Education profile number

1666

Kura type

Full Primary (Years 1 to 8)

Kura roll

49

Gender composition

Girls 27

Boys 22

Ethnic composition

Māori

100%

Special Features

Designated Special Character School

Review team on site

November 2013

Date of this report

27 February 2014

Most recent ERO report(s)

Education Review

Education Review

January 2011

July 2007