Te Kura Toitu o Te Whaiti-nui-a-Toi - 01/02/2011

1 Te Aromātai a te Tari Arotake Mātauranga

Ko Te Kura Toitū o Te Whāiti Nui a Toi tata tonu ki te rua tekau mā rima meneti te tawhiti mai i te taone iti o Murupara. Ko te kura tuakana, arā ko Te Ahurewa Mātāmua mō ngā ākonga Tau 5 ki te 10, kei Te Whāiti e tū ana. Ko te kura teina, arā ko Te Ahurewa Mātāreo, kei te whakahaeretia i Minginui. Ko te ingoa o te kura he tino tohu ki a Toi, tētahi o ngā tipuna rongongui o Ngāti Whare.

I kitea ki te pūrongo a te Tari Arotake Mātauranga o te tau 2009, ko ngā whakaritenga mātauranga ki te kura teina e āta hāpai ana i ngā ākonga ki te whakapā atu ki te mātauranga o te kounga pai. Engari, he āwangawanga e pā ana ki te whakamāhere hōtaka, te aromatawai, me te kounga o te whakaako ki te kura tuakana. I te whāiti ngā whakaritenga arotake whaiaro a te poari. Kāhore he māhere whakahonohono marau, hei hāpai i te whakatinanatanga o te reo matatini ki te kura. Kīhai te āhuatanga motuhake o te hāpori o te kura, me te Ngāti Wharetanga, i tāutuhia, ā, i āta whakamāheretia rānei.

Tokowhā ngā mema hou o te poari. Kua whakariterite anō ngā kaimahi o te kura. I nāianei, e whakaako ana te tumuaki ki te kura teina. E tautoko ā-pūtea ana te poari i te tumuaki tuarua ki te whakatutuki i te maha o ngā mahi whakahaere. E mahi tiriwā ana te kaiako e whakaako ana i te pāngarau me te pūtaiao i nāianei. Engari, me whiwhi tonu i tētahi kaiārahi i roto i te reo matatini, hei hāpai i te whakawhanaketanga me te whakatinanatanga o tētahi hōtaka reo matatini mō te kura katoa, e whakahonohono ana, e whai kounga kairangi ana hoki.

Kua whakapai haere ngā kaiako o te kura tuakana i te kounga o ā rātou whakaakoranga. He pai tā rātou whakariterite, whakatakotoranga mahi hoki. E whai hua ana, e hāpai ana hoki ngā hononga ki waenganui i ngā kaiako me ngā ākonga. I nāianei me whakapiki ake ngā kaiako i te kounga o ngā hōtaka, kia tika ai te kipakipa me te hihiri o ngā ākonga ki te ako.

Kua pai ake ngā whakaritenga e pā ana ki te aromatawai. E kohikohi ana, e whakaemi ana hoki ngā kaiako i ngā mōhiohio aromatawai, puta noa i te whānuitanga o ngā marautanga. E whakamahi ana rātou i ngā tūmomo taputapu aromatawai e hāngai ana ki ngā taumata ā-motu. I nāianei, me whakamārama ngā kaiako i ngā mōhiohio aromatawai, me te whakamahi i ēnei ki te whakawhanake i ngā hōtaka e whakatutuki ana i ngā matea me ngā ngākau nuitanga o ngā ākonga.

Kei roto i te nuinga o ngā whakaritenga aromatawai, ētahi āhuatanga o ngā whakaritenga papai, pērā i te whakamāhere wā-roa, me ngā kōwae kaupapa mahi. Kua tāutuhia ngā koronga akoranga me ngā paearu angitu. E whakarato ana te akomanga whakawhiti i te tauira pai mō te whakamāhere, ā, e ahu mai ana tēnei i tētahi māhere ki te whakapuaki i te marau o te matatini mō te reo Pākehā.

Kāhore anō te poari kia whiwhi i ngā mōhiohio o te kounga kairangi mō ngā paetae ākonga, nō te mea, me whakawhanake tonu i te whakamāramatanga o ngā hōtuku aromatawai. Nā tēnei, he whāiti rawa ngā mōhiohio aromatawai ā te poari, ki te whakamahi hei tūāpapa mō ngā whakaritenga e pā ana ki te whakawhanaketanga o te hōtaka, me te tohatoha rauemi. E arohaehae ana tētahi kaiarohaehae ā-waho i te tumuaki, ā, kua whakatutukihia ngā arohaehae o ngā kaiako. E āhei ana ngā kaiako ki te whakapā atu ki te whakawhanaketanga ngaio e āta hāngai ana, e āta whai pānga ana hoki ki ngā āhuatanga e tika ana.

E whakarite ana te kura ki te whakatinana i Te Marautanga o Aotearoa. Kei roto i te tirohanga rautaki, ko ngā uaratanga o Toi, me te māhere wā-roa, ngā whāinga paetae hoki. E ahu whakamua ana ngā kaimahi o te kura ki te whakawhanake i ngā māhere me ngā rārangi wā ki te whakatinana nahanaha i te Marautanga o Aotearoa. He mea nui, kia whai ngā kaimahi katoa i te aronga ki te whakaaro huritao ki te whakawhanake i te marau o te kura. Me whakarato ngā māhere i ngā tohutohu mārama, ā, me whai hua, me ngāwari hoki te whakamahinga. Me tuitui rawa hoki te kaupapa o te kura ki ngā wāhanga akoranga katoa o te marau.

Whakaritenga Whaimuri

Tērā tonu pea, ka whakatutuki anō te Tari Arotake Mātauranga i tētahi arotake, i roto i ngā tau e toru.

He Whakakāhore

E āhei ana te iwi whānau ki ngā ripoata a Te Tari Arotake Mātauranga i runga i ngā kura me ngā kura mo te hunga kōhungahunga, ā, e āhei ana rātou ki te tango he tauira o ēnei, ki te tuku-a-ahiko rānei.  Heoi ano, ko ēra anake ka taea e Te Tari Arotake Mātauranga te whakamana, ko ēra i tuku hāngatia atu mai i ngā tari-a-arohe o Te Tari Arotake Mātauranga, mai rānei i te tari matua o Te Tari Arotake Mātauranga kei te Upoko-o-te-Ika.  Ko te inoi a te tari ki a koutou, ko te titiro i roto i a koutou pukapuka waea, ki te titiro rānei ki te whārangi o te arahiko a te tari: http//www.ero.govt.nz.

2 He Whakamārama

He Kupu Whakataki

Ka whakahaeretia tētahi arotake tāpiri i runga o te whakataunga ā tētahi ō ngā Kaiwhakahaere Matua ā-Rohe o te Tari Arotake Mātauranga. 

E aromātai ana tētahi arotake tāpiri i te whānuitanga me te whai huatanga o ngā mahi ā tētahi kura ki te whakatutuki i ngā take i whakatakotohia ai i te arotake mātauranga o mua atu, ā, i ētahi atu wāhanga rānei kua tāutuhia whai muri o taua arotake. 

I whakaritea tēnei pūrongo arotake tāpiri i runga o ngā tikanga whakahaere paerewa kua whakamanatia e te Āpiha Kaiarotake Matua. 

Ngā Whakataunga mō ngā Whakapuakitanga

Ko tēnei arotake tāpiri i whakaritea i runga o te aromātaitanga o te whakatutukitanga a te poari me te rōpū whakahaere, e pā ana ki ngā wāhanga i tāutuhia e te pūrongo o Haratua 2009.  Ko ngā whakataunga mō ngā whakapuakitanga e pā ana ki tēnei arotake, ko te titiro ki: 

  • te kounga o te whakaakoranga me te akoranga;
  • te whakamāhere hōtaka ki te kura katoa;
  • te aromatawai;
  • te whakamāhere hotaka ki te kura tuakana: ā
  • me ētahi tino take ka pupū ake i te wā e whakahaeretia ana tēnei arotake.

Ngā Kōrero e pā ana ki te Kura

Te tūwāhi

Te Whāiti me Minginui

Te tau a te Tāhuhu o te Mātauranga

545

Te tūmomo kura

He kura hiato, tau 1 - 10

Te tatauranga hāpori ōhanga

2

Ngā kaiako:        mai i te rārangi ā-kura        ētahi atu        te maha o ngā kaiako

3 3 1 5

Te rārangi kura

37

Te ira tangata

Tama tāne        17 Kōtiro              21

Hononga ā-iwi

Māori 38

Ngā āhuatanga motuhake

He kura ā-iwi e whakahaerehia ana ki ngā wāhi e rua

Te wā i te kura te rōpū arotake

Mahuru 2010

Te rā o tēnei pūrongo

1 Hui-tanguru 2011

Ngā pūrongo o mua ā te Tari Arotake Mātauranga

Arotake Mātauranga, Whiringa-ā-nuku 2009 Arotake Tāpiri, 2007 Arotake Mātauranga, 2006

3 Ngā Whakaaturanga

Te kounga o ngā whakaakoranga me ngā akoranga

Hewhakamārama

I tāutu te pūrongo o te tau 2009, i ngā āwangawanga i hāngai ai ki te kore pūrongo o ngā paetae ākonga ki te poari. Ahakoa i whakawhanakehia te aronga o te kura ki te

reo matatini me ngā taumata e pā ana ki te reo matatini, kāhore he mōhiohio e pā ana ki ngā paetae ākonga, hei tātari i te āhua o ngā whakawhanaketanga o ngā taumata. Kīhai te poari i whiwhi i ngā mōhiohio paetae ākonga, hei whakamōhio i a rātou mō te ahunga whakamua o ngā ākonga ki te whakatutuki i ngā taumata, ā, hei āwhina i a rātou ki te whakatau i ngā whakaritenga e pā ana ki te tohatoha rauemi. I te whāiti te arotake a poari i te whai huatanga o ngā whakaritenga a te kura, hei hāpai i ngā paetae ākonga.

I pupū ake hoki ngā āwangawanga e pā ana ki te kounga o ngā whakaakoranga, te aromatawai, me te whakamāhere ki te kura tuakana. I taua wā hoki, me whakamāhere ōkawa tonu, me tuitui tonu hoki i te āhuatanga motuhake o te kura, ki te marautanga o te kura.

Ngā wāhanga kua pai ake

Te kounga o te whakaako.E whakarato ana ngā kaiako i tētahi taiao akoranga e hāpai ana i ngā akoranga ā ngā ākonga. Ko Te Kura Toitū o Te Whāiti nui ā Toi, tētahi kura e whakanui ana i te hauora. He parakuihi, he hua rākau hoki hei kai mā ngā ākonga. He toa hoki rātou i roto i tētahi hōtaka ki te tiaki i te taiao. E whakamanahia ana hoki ngā kaupapa e pā ana ki te ārai rā, ā, ka whai wāhi hoki rātou i ia te wā, ki ngā mahi kori tinana.

Ka kitea ngā hononga mauritau ki waenganui i ngā kaiako me ngā ākonga. He ātaahua te taiao o ngā akomanga. He mārie, he tau hoki ngā ākonga. I nāianei, ka whakamahi ngā kaiako i te whānuitanga o ngā rautaki ki te akiaki i ngā akoranga o ngā ākonga. E hāpaitia ana ngā akoranga a ngā ākonga, mā te whakamahi i ō rātou wheako o mua, mā te whakamārama i ngā aria hou, me te whakarerekē haere i ngā tūmomo taumahi.

He pai te whakarite, me te whakatakoto mahi a ngā kaiako, ā, he mārama ō rātou tūmanako e pā ana ki te whanonga o ngā ākonga. Ki ētahi akomanga, ka tīmata te akoranga mā tētahi whakawhitinga kōrero e pā ana ki ngā koronga akoranga me ngā paearu angitu. E whakarato ana te akomanga whakawhiti i ngā whai wāhitanga papai mō ngā ākonga ki te whakawhiti, mai i te reo Māori, ki te reo Pākehā. Taro ake nei, ka whakawhiti kōrero te poari ki te whānau, hei tāutu, mehemea ka whai hua tonu te whakawhitinga mō ngā ākonga o te Tau 5.

Ka whai wāhi ngā ākonga ki te tūhura i te hāpori whānui. Ko ngā wāhanga marau pērā i ngā toi, te pūtaiao, te hākinakina, te tikanga ā-iwi, me te reo Māori, te aronga o ngā haerenga a te kura. He mātātoa te whai wāhi atu o ngā ākonga ki ngā huihuinga o te kura, ngā marae, me ngā hapū o te takiwā. Ka rau atu ngā ākonga ki tētahi hōtaka akoranga e whakarato ana i ētahi whai wāhitanga ki te whakatinana haere i ngā akoranga.

Te whakamāhere hōtaka.He taupe tonu te kounga o te whakamāhere ki ia akomanga. Engari, he maha tonu ngā āhuatanga o te kounga pai mō te whakamāhere, kei roto i ngā pūnaha whakamāhere. Ka whakamahi te kaiako o te akomanga whakawhiti, i ngā māhere matawhānui, ā, he tauira ēnei o ngā whakaritenga whakamāhere papai. E ārahi ana tētahi māhere whakatinana marau, i te whakapuakitanga o te marau. Ka whakatutuki ētahi kaiako i ngā whakamāhere ā-wiki, ā, kua oti i a rātou tētahi māhere ā-tau, ngā māhere ā-wāhanga, me ngā kōwae mahi. I ētahi wā, ka whakapuaki ngā kaiako i ngā koronga akoranga me ngā paearu angitu, ki ngā ākonga. Kua whakaritea ngā tūmanako e pā ana ki te whakamāhere, hei hāpai i ngā kaiako ki te whakamāhere nahanaha, whakahonohono hoki i ngā mahi.

Te aromatawai.Kua ahu whakamua ki te whakapai i ngā whakaritenga aromatawai. I nāianei, ka whakamahi ngā kaiako i te whānuitanga o ngā tūmomo taputapu

aromatawai e tika ana. Kua whakawhanakehia e tētahi kaiako, tētahi rārangi wā hei hāpai i te aromatawai i ia te wā. Ka tātarihia ētahi hōtuku aromatawai. I ētahi wā, ka tāutuhia ngā taumata akoranga ka whāia tonuhia e ngā ākonga, i runga i te āhua o ngā putanga aromatawai.

Te arotake whaiaro i te reo matatini.Kua oti ngā arohaehae kaimahi, ā, e arohaehae ana tētahi kaiwhakamahuki o te Manatū Mātauranga o Tūhoe, i te tumuaki. Kua tāutuhia ngā matea e pā ana ki ngā whakawhanaketanga ngaio o ngā kaiako, ā, e wātea ana ki ngā kaiako ngā whakawhanaketanga ngaio e pā ana ki te reo matatini. Kua whakaritea te whakawhanaketanga ngaio nei, hei hāpai i te kaiako ki te tāutu i ngā taputapu aromatawai e tika ana, ā, e hono ana hoki ki te marautanga o te kura. Ka kohia, ka whakaemihia hoki ngā mōhiohio aromatawai hei aroturuki i te ahunga whakamua o ngā ākonga.

Te whakatairanga i te āhuatanga motuhake o te Ngāti Wharetanga.Kua whakawhanakehia e te kura, tētahi tino tūāpapa e pā ana ki te whakatinanatanga o Te Marautanga o Aotearoa, me teNew Zealand Curriculum. E hāngai ana tētahi tirohanga rautaki me tētahi māhere, ki te Ngāti Wharetanga me ngā pūmanawa hiringa o te tipuna, a Toi. Kua tuhia ngā whakatutukitanga hei hāpai i te tuitui o ngā uaratanga nei ki te marautanga. Ka tuituia te marautanga a Tūhoe ki te marautanga a te kura. E whakawhanake ana ngā kaiako i nāianei i ngā māhere marau, hei hāpai i te whakapuakitanga nahanaha o te marautanga a te kura ki te hōtaka akoranga.

Ngā wāhanga hei whakapai ake anō

Te whakatairanga i te kounga o ngā whakaakoranga me ngā akoranga ki ngā akomanga.Kua rite ngā ākonga ki te ako. Ahakoa e whakawhanake ana ngā kaiako i ngā rautaki whakaako, e mōhio ana rātou me whakawhanake tonu, hei āta whakarite i te āhua ongaonga, te āhua kipakipa, me te āhua hihiri o ngā hōtaka akoranga mō ngā ākonga.

Te whakamāhere riterite i te hōtaka.Kāhore ngā kaiako katoa e whai ana i ngā tūmanako e pā ana ki te whakamāhere. He mea nui, kia hui auau ngā kaiako, me te whakamāhere ngātahi, hei akiaki i te whakamāhere riterite. Kāhore ngā kaiako e whai hua ana, mai i te whakatōpūtanga o ngā pūkenga, ngā mōhio, me ngā whakaaro o ētahi atu, i a rātou e whakamāhere ngātahi ana.

Te whakamahinga o ngā hōtuku aromatawai.I nāianei, me whakamārama, me whakamahi hoki ngā kaiako i ngā hōtuku aromatawai, ki te whakawhanake i ngā hōtaka akoranga e whakatutuki ana i ngā matea me ngā ngākau nuitanga o ngā ākonga. Me whakawhanake i tētahi rārangi aromatawai ā-kura, hei ārahi i te whakatinanatanga o te aromatawai. Me pūrongo hoki ngā kaiako i ngā hōtaka aromatawai i whakamāramahia ai, ki te poari whakahaere.

Te pūrongo i ngā paetae ākonga ki te poari.Ka pūrongohia ētahi mōhiohio o ngā paetae ākonga, ki te poari. Engari, me auau tēnei, me matua hāngai hoki ki te ahunga whakamua o ngā ākonga, i runga anō i ngā taumata e pā ana ki ngā paetae ākonga. Kāhore tonu te poari e whiwhi ana i ngā mōhiohio o te kounga kairangi, hei tūāpapa mō tā rātou whakatau i ngā whakaritenga, i runga i te whakawhanaketanga me te tohatoha rauemi ki ngā hōtaka akoranga.

4 Ngā Taunakitanga

E taunaki ana te Tari Arotake Mātauranga kia tahuri te poari, ngā kaiako, me te whānau, mā te tautoko hoki o te Manatū Mātauranga o Tūhoe:

  • ki te arotake i te māhere rautaki me ngā māhere wā-roa o te marautanga e whakawhanake tonuhia ana;
  • ki te aromātai i te whai huatanga me te whakamahinga ngāwari o ia māhere, hei tātari i te ahunga whakamua; ā
  • ki te whakamahi i te arotake whaiaro ki te whakawhanake tonu i ngā māhere e whai hua ake ana ki te ārahi i te whakapuakitanga o te marautanga a te kura.

5 Whakaritenga Whaimuri

Tērā tonu pea, ka whakatutuki anō te Tari Arotake Mātauranga i tētahi arotake, i roto i ngā tau e toru.

Makere Smith

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

Mā te Āpiha Kaiarotake Matua

1 Hui-tanguru 2011

1 Background

Confirmed Supplementary Review Report:Te Kura Toitu Te Whaiti Nui ā Toi

Introduction

A Supplementary Review is undertaken at the discretion of a National Manager in the Education Review Office (ERO).

A supplementary review evaluates the extent and effectiveness of actions a school has taken towards addressing issues specified in a previous education review and/or any additional areas identified since that review.

This supplementary review report was prepared in accordance with standard procedures approved by the Chief Review Officer.

Terms of Reference

This supplementary review is based on an evaluation of the performance of the Board of Trustees and management in relation to areas identified in the May 2009 ERO report or issues identified since that review. The terms of reference for this review are to investigate:

  • the quality of teaching and learning;

  • school wide programme planning;

  • assessment;

  • senior school programme planning; and

  • any other significant issue that may arise during the course of this review

2 The Education Review Office (ERO) Evaluation

Te Kura Toitū o Te Whāiti Nui a Toi is approximately 25 minutes from the small township of Murupara. The senior school, Te Ahurewa Mātāmua which caters for students from year 5 to 10, is located at Te Whāiti. The junior school, Te Ahurewa Mātāreo, operates from its Minginui site. The name of the kura is a significant tribute to Toi, a well-known ancestor of Ngāti Whare.

The 2009 ERO report found that educational practices in the junior school were clearly supporting students to access good quality education. However, there were concerns with programme planning, assessment and quality of teaching at the senior school. The board of trustees’ self-review practices were limited. A cohesive curriculum plan to support the implementation of literacy school wide did not exist. The special character of the kura community and Ngāti Wharetanga, had not been indentified and fully planned for.

The board includes four new members. Kura personnel have been reorganised. The principal now teaches at the junior school site. The board financially supports the deputy principal to undertake many management tasks. The science and mathematics teacher now works part time. However, a literacy leader is still required to support the development and implementation of a cohesive, high quality school wide literacy programme.

Kaiako here have made some improvements to the quality of their teaching. They are well prepared and organised. Relationships between kaiako and students are positive and supportive. Kaiako now need to increase the quality of the programmes so students are effectively motivated and excited to learn.

Assessment practices in the senior school have improved. Kaiako are collecting and collating assessment information across a range of subject areas. They are using nationally benchmarked assessment tools. Kaiako now need to interpret assessment information and use it to develop programmes that meet the needs and interests of students.

Most planning contains some aspects of good practice such as long term planning and units of work. Learning intentions and success criteria are identified. The transition class provides a good model of planning, based on an English literacy curriculum implementation plan.

The board is yet to receive high quality student achievement information because the interpretation of assessment data still requires further development. Consequently, the board has limited assessment information to use as the basis of decision making about programme development and resourcing. An external appraiser is appraising the principal. Kaiako appraisals have been carried out. Kaiako are able to access focused and relevant professional development.

The kura is preparing to implement Te Marautanga o Aotearoa. The strategic vision containing values of Toi, includes a long term plan and achievement objectives. Kura personnel are working toward developing plans and schedules to implement Te Marautanga o Aotearoa. It is important that all personnel take a critically reflective approach to kura curriculum development. Plans need to provide clear guidance, be useful, manageable and contain the kaupapa of the kura integrated as far as possible into the curriculum learning areas.

Future Action

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

3 Findings

Quality of teaching and learning

Background

The 2009 report identified concerns about the lack of student achievement reported to the board of trustees. While the kura focus was literacy and literacy targets had been developed, there was no student achievement information to determine how these targets were developed. The board received no achievement information to inform them about students’ progress toward meeting the targets and on which to base decisions relating to resourcing. The board’s review of the effectiveness of kura practices to support student achievement was limited.

Concerns also arose about the quality of teaching, assessment and planning in the senior school. The special character of the kura required further formal planning and integration into the kura curriculum.

Areas of progress

Quality of Teaching. Kaiako provide a learning environment that supports student learning. The kura is part of a health promotion project. Students have access to breakfast and fruit in schools. They are also eco-warriors as part of a conservation programme, and are encouraged to be sunsmart and involved in regular physical activity.

Positive relationships between kaiako and students are evident. Classroom environments are attractive. Students are calm and settled. Kaiako now use a range of strategies to encourage student learning. Students’ learning is supported by using their prior experiences, explaining new concepts and rotating different activities.

Kaiako are well prepared, organised and have clear expectations of student behaviour. In some classrooms, the lesson starts with a discussion of learning intentions and success criteria. The transition class provides students with positive opportunities to transition from te reo Māori to English. The board is soon to consult with whānau to identify whether transition for students from Year 5 is still appropriate.

Students have opportunities to explore the wider community. Curriculum areas such as art, science, physical education, tikanga ā-iwi, te reo Māori are the focus of kura trips. Students are actively involved in local kura, marae and hapū events. Students participate in a learning programme that provides some opportunities for engagement in learning.

Programme planning. The quality of classroom planning is still variable. However, many aspects of good quality planning are included in planning systems. The transition class teacher uses comprehensive plans and these are models of good planning practice. A curriculum implementation plan guides curriculum delivery. Some kaiako carry out weekly planning and have completed an annual plan, term plans and units of work. Sometimes, kaiako share learning intentions and success criteria with some students. Planning expectations are in place to support kaiako to plan in a cohesive and routine way.

Assessment.Progress has been made to improve assessment practice. Kaiako now use a wider range of appropriate assessment tools. One kaiako has developed a schedule to support regular assessment. Some assessment data is analysed. In some cases the next steps for student learning are identified based on assessment results.

Self review literacy. Staff appraisals are completed and a support person from the Tūhoe Education Authority is appraising the principal. Kaiako professional development needs have been identified and kaiako have access to literacy professional development. This professional development is designed to support kaiako to identify relevant assessment tools that link to the kura curriculum. Assessment information to monitor student progress is collected and collated.

Enhancing the special character of Ngāti Wharetanga. The kura has developed a sound foundation for the implementation of Te Marautanga o Aotearoa and the New Zealand curriculum. A strategic vision and plan focuses on Ngāti Wharetanga and the exemplary characteristics of the tipuna Toi. Achievement outcomes to support the integration of these values into the curriculum are documented. The Tūhoe curriculum is to be integrated into the kura curriculum. Kaiako are now developing curriculum plans to support the delivery of the kura curriculum into the learning programme in a systematic way.

Areas for further improvement

Enhancing the quality of teaching and learning in the classroom. Students are prepared for learning. While kaiako are developing teaching strategies, they do acknowledge that further development is required to ensure that learning programmes are stimulating, motivating and exciting for students.

Consistent programme planning. Not all kaiako follow planning expectations. It is important that kaiako meet regularly and plan collaboratively. Kaiako do not benefit from the collective skills, knowledge and ideas of their colleagues when they are not planning together.

Use of assessment data. Kaiako now need to interpret and use assessment data to develop programmes of learning that meet the needs and interests of students. A school wide assessment schedule should be developed to guide assessment implementation. Kaiako also need to report interpreted assessment data to the board of trustees.

Reporting student achievement to the board. Some student achievement information is reported to the board. However, this needs to be regular and predominantly focused on student progress against student achievement targets. The board still does not receive high quality information on which it can base good decisions related to the development and resourcing of learning programmes.

4 Recommendations

ERO recommends that the board of trustees, kaiako and whānau with the support of the Tūhoe Education Authority:

  • review the strategic plan and the curriculum long term plans under development;

  • evaluate the usefulness and manageability of each plan to determine progress; and

  • use self review to continue developing more effective plans to guide the delivery of the kura curriculum.

5 Future Action

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

Makere Smith

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

1 February 2011

About the kura

Location

Te Whāiti and Minginui

Ministry of Education profile number

545

School type

Composite year 1 -10

Decile rating

2

Teaching staff:

Roll generated entitlement

Other

Number of teachers

3

3

1

5

Kura roll

37

Gender composition

Boys 17

Girls 21

Ethnic composition

Māori 38

Special features

Kura ā-Iwi located on two sites

Review team on site

September, 2010

Date of this report

1 February 2011

Previous ERO reports

Education Review, October 2009

Supplementary Review, 2007

Education Review, 2006

 

To the Parents and Community of Te Kura Toitu Te Whaiti Nui ā Toi

This supplementary review evaluates the quality of education received by students and the performance of the Board of Trustees in relation to specific terms of reference.

The Education Review Office [ERO] evaluation of Te Kura Toitu Te Whaiti Nui ā Toi follows.

Te Kura Toitu Te Whāiti Nui ā Toi is based on two sites. The kura tuakana, Ahurewa Mataamua, is situated in Te Whaiti while the kura tuakana, Ahurewa Mataareo is situated in Minginui. Students who attend the kura live in and around the two communities. Many whānau remaining in the community came from ngā hau e wha to work at sawmill that is now closed. The board has chosen the exploits and characteristics of the tipuna Toi to provide the special kura context.

The 2009 ERO report found that educational practices at Ahurewa Mataareo were clearly supporting students to access good quality education. However, there were concerns with programme planning, assessment and quality of teaching at Ahurewa Mataamua. The board of trustees’ self-review practices were limited. A cohesive curriculum plan to support the implementation of literacy school wide did not exist. The special character of the kura community and Ngāti Wharetanga, had not been indentified and fully planned for.

The board includes four new members. Kura personnel have been reorganised. The principal now teaches at the Ahurewa Mataareo, kura teina site. The board financially supports the deputy principal to undertake many management tasks. The science and mathematics teacher now works part time. However, a literacy leader is still required to support the development and implementation of a cohesive, high quality school wide literacy programme.

Effective teaching and learning in Ahruewa Mataamua continues.

Kaiako in Ahurewa Mataamua have made some improvements to the quality of their teaching. They are well prepared and organised. Relationships between kaiako and students are positive and supportive. Kaiako now need to increase the quality of the programmes so students are effectively motivated and excited to learn.

Assessment practices in Ahurewa Mataamua have improved. Kaiako are collecting and collating assessment information across a range of subject areas. They are using nationally benchmarked assessment tools. Kaiako now need to interpret assessment information and use it to develop programmes that meet the needs and interests of students.

Most planning contains some aspects of good practice such as long term planning and units of work. Learning intentions and success criteria are identified. The transition class provides a good model of planning, based on an English literacy curriculum implementation plan.

The board is yet to receive high quality student achievement information because the interpretation of assessment data still requires further development. Consequently, the board has limited assessment information to use as the basis of decision making about programme development and resourcing. An external appraiser is appraising the principal and kaiako appraisals have been carried out. Kaiako are able to access focused and relevant professional development.

The kura is preparing to implement the Marautanga o Aotearoa. The strategic vision containing values of Toi, includes a long term plan and achievement objectives. Kura personnel are working toward developing plans and schedules to implement systematically the Marautanga o Aotearoa. It is important that all personnel take a critically reflective approach to kura curriculum development. Plans need to provide clear guidance, be useful, manageable and contain the kaupapa of the kura integrated as far as possible into the curriculum learning areas.

Future Action

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

When ERO has reviewed a kura we encourage boards to inform their community of any follow-up action they plan to do. You should talk to the board or principal if you have any questions about this evaluation, the full ERO report or their future intentions.

If you would like a copy of the full report, please contact the kura or see the ERO website, http://www.ero.govt.nz.

Makere Smith

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

GENERAL INFORMATION ABOUT REVIEWS

About ERO

ERO is an independent, external evaluation agency that undertakes reviews of schools and early childhood services throughout New Zealand.

About ERO Reviews

ERO follows a set of standard procedures to conduct reviews. The purpose of each review is to:

  • improve educational achievement in schools; and
  • provide information to parents, communities and the Government.

Reviews are intended to focus on student achievement and build on each school’s self-review.

Review Focus

ERO’s framework for reviewing and reporting is based on three review strands.

  • School Specific Priorities– the quality of education and the impact of school policies and practices on student achievement.
  • Areas of Specific Government Interest– information about how Government policies are working in schools.
  • Compliance with Legal Requirements– assurance that this school has taken all reasonable steps to meet legal requirements.

Review Coverage

ERO reviews do not cover every aspect of school performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to student achievement and useful to this school.

Review Recommendations

Most ERO reports include recommendations for improvement. A recommendation on a particular issue does not necessarily mean that a school is performing poorly in relation to that issue. There is no direct link between the number of recommendations in this report and the overall performance of this school.