Te Kura Toitu o Te Whaiti-nui-a-Toi - 16/10/2015

Ngā Whakaaturanga

E tū ana Te Kura Toitu o Te Whaiti-nui-a-Toi ki ngā wāhi e rua. Kāore te kura i te whakamahi i ngā kōrero angitu e panoni pai ai te kuhutanga, te kokenga me te angitu a ngā tauira. He kōiwi noa iho te hanga mai o te marau a te kura, ā, kāore i te tino whakatairanga, i te tautoko rānei i ngā akoranga a ngā tauira. Kāore i te pōari ngā rākau tika ki te whakatau i ngā māharaharatanga hōrapa i ngā kaupapa kāwana, i ngā kaupapa whakahaere me te kounga o ngā akoranga.

Ka hoki atu anō Te Tari Arotake Mātauranga ki te arotake i roto i te kōtahi ki te rua tau. 

1 Te Horopaki

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

E tū ana Te Kura Toitu o Te Whaiti-nui-a-Toi ki ngā wāhi e rua. Kei Te Whaiti e tū ana te kura tuakana, Te Ahurewa Mātaamua, te whakaruruhau mō ngā tauira o ngā tau 6 ki te 10. Ko te kura teina, Te Ahurewa Mātaareo, e tū ana ki Minginui. E 80 - 100% te rūmakitanga o ngā whakahaere a te kura teina. He tino wero ki te tō mai he kaimahi ki tēnei takiwā nā te tāreketanga o tēnei kāinga.

2 Te Ako

He pēwhea te kaha o te kura ki te whakamahi i ngā paetae ākonga kia whai hua ake anō ai te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga?

Kāore i te kura te whānuitanga o ngā kōrero mō ngā raraunga o ngā angitutanga a ngā tauira, kāore hoki i te whakamahia ngā kōrero kei a rātou ki te āwhina i ngā panonitanga i roto i ngā akoranga. Ahakoa tērā, he kaha te aronga toi whenuatanga o ngā ākonga.

Kāore i te rite tonu te kohikohitanga me te tātaritanga o ngā kōrero mō ngā raraunga o ngā angitutanga a ngā tauira. Kei te ako tonu ngā kaiako ki te kohi i ngā kōrero mō ngā raraunga o ngā angitutanga a ngā tauira me te whakawā i ngā kōrero e puta mai ana i ngā raraunga nei. Kāore e taea e ētehi kaiako te whakatau he pēwhea rawa te koke a ngā tauira i roto i ngā akoranga.

Kāore i te mātakitakina te kounga o te kuhu, o te koke me te angitu a ngā tauira. Kei te ako tonu te tumuaki i te hira o te kohi, o te tātari me te pūrongo i ngā kōrero mō ngā rauranga o ngā angitutanga a ngā tauira. Ko te tikanga e whakamahia ana ngā kōrero nei hei tūāpapa mō ngā whakawhanaketanga e hāngai ana, e mataara ana ki ngā whāinga mō ngā angitutanga a ngā tauira. E ngaro ana ngā kōiriiritanga i roto i ngā whāinga angitu kua whakatokihia, ā, kāore i te tino mōhiotia he aha ngā kōrero e waha ana i ngā whāinga nei. Kāore te pōari me ngā mema o te whānau i te whakataurangitia mehemea rānei e puta ana ngā ihu o ngā tauira i te, i raro, i runga rānei o te taumata o a rātou akoranga.

3 Te Marautanga

He pēwhea rawa te whai take o te marautanga a tēnei kura i runga o te whakatītina me tōna tautoko i te akoranga a ngā ākonga?

He kōiwi noa iho te hanga mai o te marau a te kura, ā, kāore i te tino whakatairanga, i te tautoko rānei i ngā akoranga a ngā tauira.

Ahakoa e tāutuhia ana e te pōari o ngā kaitiaki e whai wāhi atu ana te taiao ki ngā kaupapa o te marau, he iti noa te māramatanga ō ngā kaimahi ki te hopu i tēnei āhuatanga me ngā uara o te kura i roto i te marau. Ahakoa tērā ētehi kaimahi e mātau ana ki ngā uara he ruarua noa ngā wā ka whai wāhi atu rātou ki te whakamomona i te hāngaitanga o ngā āhuatanga ki te marau a te kura. He iti noa te ārahitanga ngaio o roto me te tautokotanga o ngā kaiako i roto i tēnei āhuatanga, nō reira kāore rātou i te tino mōhio ki te whakahirahiratanga o te marau me āna whakamahinga. Kāore ngā tauira i te riro i ngā akoranga kounga.

Kāore i te whakatutukihia ngā hiahia ako motuhake a ngā tauira. Kāore i te tino pai te maheretanga o ngā hōtaka ako. He huhua ngā tauira mahere ka whakamahia e ngā kaiako ki te hopu i ō rātou whakaaro mō te whakatinana i te hōtaka ako. Kāore i te rite tonu te whakamahinga o ēnei mahere e ngā kaimahi. Kāore te hōtaka i te arotakengia, nō reira kāore ngā kaiako i te aro ki te tika, ki te whakatika rānei i te hōtaka. E ngaro ana ngā kōiriiritanga e tika ana i roto i ngā mahere ki te whakarato i ngā hōtaka ako whai take, ā, kāore hoki i te mau i ngā putanga mā ngā tauira. Kāore ngā tauira i te whiwhi i ngā tino wheako e aro atu ana ki ō rātou kaingākautanga me ō rātou matea.

4 Te Rōnakitanga o ngā Mahi a te Kura

He pēwhea te āhua o te kura i runga o te rōnakitanga me te whakapakaritanga o āna mahi?

Kāore i te pai te noho a te kura ki te whakamārō i tā rātou tū.

Kua tino oke te pōari ki te whakaū i ngā tikanga aromātai, i te mahere rautaki me ngā pūnaha pūrongo. Nō reira kāore e taea e rātou te āta whakatau whakaaro e pā ana ki ngā āhuatanga kāwanatanga me ngā whakahaere, tae noa ki te kounga o ngā akoranga. E ngaro ana te māiatanga i roto i te pōari o ngā kaitiaki ahakoa e hikaka ana ki te ako me te whakatinana āhuatanga i runga i te whakaaro nui ki ngā tauira.

Me kōtahi atu te aro ki ngā whakahaere kaimahi tae atu ki ngā aromihi me te whakaratotanga o ētehi kaupapa whakawhanake i ngā kaimahi. He iti noa te tautokotanga o tētehi kaiako tore-kaihuruhuru, ā, kua kore he mana inaianei o te rehitatanga o tētehi atu kaiako. Me arotake anō ngā pūnaha ki te āta titiro ki te rehitatanga o ngā kaiako. He take anō i roto i te hanga mai o te pōari, arā, he hononga tata kei waenganui i ngā kaitiaki o te pōari me ngā kaiako, ā, e tupu ana te raru i roto i ngā kaupapa pēnei i ngā aromihi me ngā whakataunga.

Kāore i te pōari ngā rākau tika ki te whakatau i ngā māharaharatanga e pā ana ki te aromātai, ki te mahere rautaki, ki ngā whakahaere kaimahi me te kounga o ngā akoranga.

Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

I mua o te arotake i whakatutukitia e te poari whakahaere me te tumuaki he 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 ā 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 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
  • te whakaunu, te aukati, te pana me te whakarerenga
  • te tae ā-tinana atu a ngā ākonga ki te kura.

Kia tutuki ai i te poari āna herenga ā-ture, me tahuri rātou ki te:

  • pupuri ki tētehi hōtaka aromātai e hāngai ana ki ngā kaupapa here o runga, ki ngā mahere, ki ngā hōtaka, tae atu ki te arotake i ngā kōrero angitu a ngā tauira
    NAG 2(b)
  • pūrongo ki ngā tauira me ō rātou mātua ngā angitutanga mō ia tauira, ā, ki te hapori o te kura hoki mō ngā angitutanga a ngā tauira katoa, ā-rōpū hoki.
    NAG 1(c)
  • mate ki te whakarākai me te ako i te marau a te kura, ā, me kaha te hononga ki te whakakitenga, ki te pae tawhiti o te tūtohinga, ki ngā kōrero a Te Marautanga o Aotearoa hoki (TMOA) hei whakarato ki ngā tauira katoa o ngā tau 1-10 he whai wāhitanga ki te piki ki te tihi o ngā maunga puta noa i ngā pou matua e whitu o te ako
    NAG 1
  • kaha ake mā roto mai i ngā tikanga aromatawai huhua, te kohi i ngā kōrero hāngai e āhei ai te arotake i te kokenga me ngā angitutanga a ngā tauira, me whakapau kaha ki:
    (i) ngā kōrero angitu a ngā tauira mō te tuhituhi me te pāngarau mō ngā tau 1-8 tonu, ā, me te
    (ii) hohonutanga hoki o ngā akoranga e hāngai ana ki ngā hiahia, ki ngā pūkenga me ngā kōingo o ngā tauira, tae atu ki te wairua o te marau me te whānuitanga o Te Marautanga o Aotearoa
    NAG 1
  • mātua aro ki ngā kaupapa here whakahaere kaimahi me tika hoki te whakaū i ngā tukanga e ea ai i ngā kaiarahi ngā herenga ki ngā kaimahi
    NAG 3; s77A & s77C State Sector Act
  • whakawhanake, me whakaū hoki i ngā kaupapa here me ngā tukanga mō te tono me te aromihi i ngā kaimahi katoa
    s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement
  • whakaniko i te kounga o tā rātou mātakitaki, whakahaere hoki i ngā nama a te kura.
    NAG 4

5 Ngā Taunakitanga ki Tari kē atu

Ko te taunakitanga a te Tari Arotake kia whai whakaaro te Hekeretari o Te Mātauranga ki te whai wāhi atu i raro i te wāhanga 7A o te Ture Mātauranga 1989 hei whakatinana i ngā whakanikotanga e whai ake nei:

  • te whakaratotanga o te mātauranga kounga ki ngā tauira katoa
  • ngā aratakinga whai hua me te kāwanatia o te kura.

Te Whakarāpopototanga

E tū ana Te Kura Toitu o Te Whaiti-nui-a-Toi ki ngā wāhi e rua. Kāore te kura i te whakamahi i ngā kōrero angitu e panoni pai ai te kuhutanga, te kokenga me te angitu a ngā tauira. He kōiwi noa iho te hanga mai o te marau a te kura, ā, kāore i te tino whakatairanga, i te tautoko rānei i ngā akoranga a ngā tauira. Kāore i te pōari ngā rākau tika ki te whakatau i ngā māharaharatanga hōrapa i ngā kaupapa kāwana, i ngā kaupapa whakahaere me te kounga o ngā akoranga.

Hei āwhea arotakengia anō ai te kura?

Ka hoki atu anō Te Tari Arotake Mātauranga ki te arotake i roto i te kōtahi ki te rua tau.

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

16 Whiringa-ā-nuku, 2015

Ngā kōrero e pā ana ki te kura

Te Tūwahi

Te Whati me Minginui,Waiariki

Te Tau a Te Tāhūhū

545

Te tūmomo kura

He Kura Motuhake

Te tokomaha o ngā tauira

33

Ngā Iwi

Māori

100%

He āhuatanga whakahirahira

E rua ngā wāhi

Tau 1-5 Rūmaki Māori

Tau 6-10 Reo Rua

Te Rā i tū ai te arotake

28-30 Hongongoi 2015

Te wā o tēnei pūrongo

16 Whiringa-ā-nuku, 2015

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Tāpiri

Arotake Mātauranga

Arotake Tāpiri

Hepetema 2010

Mei 2009

Hepetema 2006

Findings

Te Kura Toitu o Te Whaiti-nui-a-Toi is based on two sites in Te Whaiti and Minginui. The kura does not use achievement information to make positive change for learners’ engagement, progress or achievement. The kura curriculum is under-developed and does not support student learning. The board is not well equipped to respond to the issues identified across governance, management and the quality of education.

ERO intends to carry out another review over the course of one-to-two years.

1 Context

What are the important features of this school that have an impact on student learning?

Te Kura Toitu o Te Whaiti-nui-a-Toi is in Minginui. It is an isolated yet close knit community. The kura is based on two sites. The senior school caters for year 6 to 10 students, Te Ahurewa Mataamua, is located at Te Whaiti. The junior school, Te Ahurewa Mataareo is at Minginui. There is a significant distance between the two sites. The junior kura operates at 80-100% immersion. Attracting staff to the area is a challenge as the area is isolated.

2 Learning

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

The kura does not have sufficient student achievement data nor do they use the information they do have, to make positive changes for learning. However students show a strong sense of belonging.

Student achievement information is not consistently collected or analysed. Kaiako are still learning about how to collect student achievement information and make professional judgements about what the data is saying. Some kaiako are unable to determine how well students are doing with their learning.

The quality of student engagement, progress and achievement is not monitored. The tumuaki is still learning about the importance of ensuring student achievement information is collected, analysed and reported. This information should then provide the basis for the development of relevant and responsive student achievement targets. Achievement targets that have been set lack sufficient detail and it is unclear what information was used to inform these targets. Neither, the board or whānau members can be assured that students are achieving at, below or above their level of learning.

3 Curriculum

How effectively does this school’s curriculum promote and support student learning?

The school’s curriculum is under-developed and does not promote or support student learning. Nevertheless, whānau are keen to support their children at school and as they learn.

Although the board of trustees has identified that the environment should influence the content of the curriculum there is limited understanding amongst staff about how to capture this. Internal professional guidance and support for kaiako is limited in this area, so they lack understanding about the kura curriculum and its use. Students do not receive good quality education.

Students’ individual learning needs are not met. Learning programmes are not well planned. Programme planning is inconsistent. Programme evaluation does not happen, so kaiako are not focused on programme improvement. Planning lacks the detail required to produce meaningful learning opportunities with defined learner outcomes. Students are missing out on great experiences that respond to their interests and needs.

4 Sustainable Performance

How well placed is the school to sustain and improve its performance?

The board has struggled to establish self-review, strategic planning and reporting systems and practices. As a result, they are not able to make informed and accurate decisions across all aspects of governance, management and the quality of education. The board of trustees have a genuine willingness to learn and respond in the best interests of students.

Personnel management including staff appraisal, the provision of a strong and influential professional development programme require immediate attention. Support for a provisionally registered teacher is lacking and one teacher’s registration has expired. Systems for checking teacher registrations need to be reviewed. There is a conflict of interest between board members and staff. This creates a concern particularly with matters like performance appraisal.

The board is not well equipped to deal with concerns with self-review, strategic planning, personnel management and the quality of education.

Board assurance on legal requirements

Before the review, the board of trustees and principal of the school completed the ERO Board Assurance Statement and Self-Audit Checklists. In these documents they attested that they had taken all reasonable steps to meet their legislative obligations related to:

  • board administration
  • curriculum
  • management of health, safety and welfare
  • personnel management
  • financial management
  • asset management.

During the review, ERO checked the following items because they have a potentially high impact on students' achievement:

  • emotional safety of students (including prevention of bullying and sexual harassment)
  • physical safety of students
  • teacher registration
  • processes for appointing staff
  • stand-downs, suspensions, expulsions and exclusions
  • attendance.

In order for the board of trustees to meet compliance requirements, it must:

  • maintain an on-going programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement
    NAG 2(b)
  • report to students and their parents on the achievement of individual students, and to the school's community on the achievement of students as a whole and of groups
    NAG 1(c)
  • ensure the design and delivery of the school curriculum is strongly linked to the vision and mission statement of the school charter, and to the Te Marautanga o Aotearoa (TMOA) documents to provide all students years 1-10 with opportunities to achieve success across the seven essential learning areas
    NAG 1
  • through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated, giving priority first to:
    (i) student achievement in literacy and numeracy especially in years 1-8; and then
    (ii) breadth and depth of learning related to the needs, abilities and interests of students, the nature of the school's curriculum, and the scope of the New Zealand Curriculum
    NAG 1
  • ensure personnel management policies and procedures are well implemented to give assurance that all good employer obligations are met
    NAG 3; s77A & s77C State Sector Act
  • develop and implement policies and procedures for employment and appraisal of all staff
    s 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement
  • improve the quality of monitoring and control of school expenditure.
    NAG 4

5 Recommendations to other agencies

ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about the following improvements:

  • the provision of high quality education to all students
  • effective professional leadership and school governance.

Conclusion

Te Kura Toitu o Te Whaiti-nui-a-Toi is based on two sites in Te Whaiti and Minginui. The kura does not use achievement information to make positive change for learners’ engagement, progress or achievement. The kura curriculum is under-developed and does not support student learning. The board is not well equipped to respond to the issues identified across governance, management and the quality of education.

When is ERO likely to review the kura again?

ERO intends to carry out another review over the course of one-to-two years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

16 October 2015 

About the School

Location

Te Whaiti and Minginui, Bay of Plenty

Ministry of Education profile number

545

School type

Special Charter (Kura)

School roll

33

Ethnic composition

Māori

100%

Special features

Two sites

Year 1-5 Full Immersion

Year 6-10 Bi-lingual

Review team on site

28 - 30 July 2015

Date of this report

16 October 2015

Most recent ERO report(s)

Supplementary Review

Education Review

Supplementary Review

September 2010

May 2009

September 2006