Te Kura Toitu o Te Whaiti-nui-a-Toi - 28/06/2019

Te Pūtake

Ka whai whakaaro te tukanga arotake a Te Tari Arotake Mātauranga ki te horopaki, te āhua o ngā mahi, me te āheinga arotake whaiaro hoki o ia kura. Ka tītore Te Tari Arotake Mātauranga i ngā kura kei te pēhia e te uauatanga, i ngā kura kei te pakari, ā, i ngā kura kua tino whanakehia te taha arotake whaiaro. Kua waihangatia ngā arotake 1 ki te 2 tau hei hāpai i ngā kura kei te pēhia e te uauatanga. Ka hāngai ēnei tūmomo arotake ki te whakaratonga a Te Tari Arotake Mātauranga i te aromātai e haere tonu ana, i te roanga o te kotahi tau ki te rua tau, ā, i taua wā e whai ana te kura ki te whakapakari i te whānuitanga o āna mahi, me te whakapakari i tōna āheinga arotake whaiaro.

E whakautu ana tēnei pūrongo i ngā pātai matua e pā ana ki te whakamāramatanga me te horopaki o te kura mō tēnei arotake. Ka whakarato hoki te pūrongo i te aromātai e pā ana ki te whai huatanga o te kura ki te whakatutuki i ngā wāhanga i tāutuhia ai hei arotake, hei whanake hoki, me te kounga o āna whakaritenga, āna pūnaha hei rōnaki i āna mahi, me te whai tonu kia pakari ake ēnei.

Ngā Whakaaturanga

Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura Toitū o Te Whaiti-nui-ā-Toi ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.

1 Ko ngā Whakamāramatanga me te Horopaki

He aha ngā whakamāramatanga me te horopaki mō tēnei arotake i te kura?

E tū ana Te Kura Toitū o Te Whaiti-nui-ā-Toi ki te hapori taratahi o Te Whaiti, e pā tata atu ana ki Murupara. Ka whakarato te kura i te mātauranga mō ngā ākonga o ngā tau 1 ki te 10, ā, e whakahaerehia ana ki ngā wāhi e rua – arā, ko Te Ahurewa Mataareo ki Minginui (e whakarato ana i te mātauranga mā te reo Māori mō ngā ākonga o ngā tau 1 ki te 6) me Te Ahurewa Mataamua ki Te Whaiti (e whakarato ana i te mātauranga mā te reo Pākehā mō ngā ākonga o ngā tau 7 ki te 10).

I te pūrongo o mua a Te Tari Arotake Mātauranga i te tau 2015, i tāutuhia te maha o ngā take i hāngai ai ki te kāwana me te ārahitanga ki te kura, te whakahaeretanga o ngā kaimahi, tae atu ki te arohaehae i ngā kaiako, i te pūrongo i ngā paetae me te ahu whakamua o ngā ākonga, me te kounga o te mātauranga.

Mai i te tīmatanga o te tau 2018, kua pā ki te poari me te tumuaki ngā take ki te whakakikī i ngā tūnga kaimahi ki ngā wāhi ako e rua, nā te noho tūroro me te noho pani. Kua whakatūngia tētahi kaiako e mau ana i te Tūranga Whakaako Whai-herenga, ko tāna he hāpai i ngā hōtaka akoranga o ngā ākonga o ngā tau 7 ki te 10, heoi, e rua anō hoki ngā rā o ia wiki e mahi ā-akomanga ana te tumuaki. Kotahi te kaiako ki Te Ahurewa Mataareo.

2 Te Arotake me te Whanaketanga

He pēhea rawa te kura e whai hua ana ki te whakatutuki i ngā wāhanga hei arotake, hei whanake?

Kua whakamahi te poari, te tumuaki, me ngā kaiako i te pūrongo o mua a Te Tari Arotake Mātauranga ki te whakapai ake i te kounga o te mātauranga. E noho pūmau ana rātou ki te whakapai tonutanga, puta noa i te kura.

Ngā āhuatanga matua i tāutuhia ai hei arotake, hei whakawhanake

Te Ahu Whakamua

Te ako me ngā paetae

Kua hāngai ake te titiro ki te whakatairanga atu i ngā paetae i roto i te reo matatini me te pāngarau. Ka mahi ngā ratonga o waho ki te taha o ngā kaiako ki te whakapiki ake i ō rātou mōhiotanga ki te whakaemi me te pūrongo i ngā paetae ākonga. E tīmata ana ngā kaiako ki te whakamahi i aua mōhiohio hei hāpai i ngā matea o ia ākonga, me ia rōpū ākonga. I nāianei, ka whakaemihia ngā paetae ākonga ā-kura, ā, ka pūrongotia ki te poari. Ka whakaratohia ngā pūrongo ahu whakamua ki ngā mātua, ā, e hāngai ana ēnei ki te ahu whakamua me ngā whakatutukitanga o te ākonga. Ka aroturukitia, ka pūrongotia hoki i ia te wā te ahu whakamua me ngā paetae o ngā ākonga.

E hāngai ana ngā wheako ako a ngā ākonga ki tō rātou taiao tonu me ngā tū hononga ō rātou ki tō rātou hapori, ki tua atu hoki. Ko ētahi o aua kaupapa, ko te hui tahi me ētahi atu ākonga e ngākau nui ana ki te taiao, me ngā tikanga, ngā mahi tiaki hoki ki ngā horopaki taiao. Kua whai wāhi matua te poari ki te whakahono atu ki ngā rōpū tāngata taketake, kia āhei ai ngā ākonga ki te whakawhanaunga ki ētahi atu ahurea. Ko te tūhonohono ki ētahi atu ākonga nō kura kē, mā ngā hākinakina me ngā kaupapa ahurea tētahi atu āhuatanga e āta noho matua ana. Ka riro i ngā ākonga ngā hononga papai ki ngā tini tāngata nō roto, nō waho hoki o tō rātou hapori.

Te Marautanga

E whakawhanake tonu ana te tumuaki, ngā kaiako, me te poari i tā rātou marau ā-kura e kīia nei ko Ngā Mauri a Toi. E hāngai ana te marau ā-kura ki ngā pūmanawa me ngā whakatutukitanga o Toi, ā, ka hāpai i ngā ākonga ki te whakatinana i ngā mātauranga me ngā māramatanga tuku iho ki tēnei ao hurihuri. Kua oti te tuhi te āhua o te ākonga i tōna putanga i te kura mā te whakarite ki ngā pūkenga me ngā pūmanawa o Toi, heoi anō rā, he mahi tonu e tika ana hei whai ake, kia mārama te aronga ki ngā kaiako me te whānau.

Waihoki, kua whakapūmau te tumuaki, ngā kaiako, me te poari i ngā hononga ki te hapori whānui tonu, hei whakawhānui ake i te tirohanga a ngā ākonga ki te ao, i ā rātou wheako ako hoki. E whai wāhi atu ana ngā ākonga ki tētahi marau e whai pānga nui ana ki a rātou anō.

Te wāhanga hei whakawhanake ake

Me whakawhanake tonu i te tātari me te whakamahinga o ngā hōtuku e pā ana ki ngā paetae ākonga. Ahakoa ka whakaemi ngā kaiako i ngā hōtuku aromatawai, e whakawhanake tonu ana rātou i tō rātou māramatanga ki te āta whakamahi i aua hōtuku kia whai hua ai ki te whakatinana i ngā mahere o te akomanga, me te kōkiri i ngā paetae. Kei te mahi tonu ngā kaiako me te tumuaki ki te taha o ngā ratonga o waho, ā, kia whakapakari ake hoki rātou i tā rātou whakamahinga o ngā mōhiohio aromatawai hei ārahi i te whakamahere mō ia ākonga, mō ngā rōpū ākonga rānei me hāpai mātua rā i roto i ngā akoranga.

3 Te arotake whaiaro me te rōnakitanga o ngā mahi a te kura

He pēhea rawa te tūnga o te kura ki te rōnaki me te whakapai tonu, te arotake tonu anō hoki i āna āhua mahi?

Kua whakawhanakehia e te poari, e te tumuaki, e ngā kaimahi ngā rautaki hei whakapai ake ai i te āhua mahi, puta noa i ngā wāhanga katoa, hei painga mō te ako a ngā ākonga. Ka kitea tō rātou ngākau nui ki te whakapūmau i ngā whakapaitanga.

Te Ahu Whakamua

Te whakamahere rautaki me te arotake whaiaro

Kua arotahi te poari me te tumuaki ki te whakapai ake i te kounga o te mātauranga. Kua tāutuhia e rātou ngā kaupapa rautaki matua, tae atu ki te whakawhanaketanga o ngā hononga ki te ao whānui tonu hei whakatairanga ake i ngā huarahi ako ka whai ake, hei whai wāhi atu ki te oranga o te hapori, hei whakawhanake i ngā tino hononga ki te hapori tonu me te hapori whānui, ā, hei whakapakari ake i ngā pūmanawa ki te kōrero i te reo Māori.

Te Ārahitanga

Mai i te arotake o mua a Te Tari Arotake Mātauranga, kua whakawhanake tonu te tumuaki i tōna ngākau titikaha me tōna māramatanga hoki ki tana tūranga hei kaiārahi ngaio i roto i te kura. He auau te whakarato i ngā pūrongo ki te poari mō ngā paetae ākonga, te whakawhanaketanga ngaio o ngā kaimahi, me te whakaako, te ako hoki. Kua whakatūngia tētahi kaiarohaehae o waho mō te tumuaki, ā, kua āta tāutuhia ngā whāinga whakawhanaketanga o te tumuaki. Kua tāutuhia ngā kaupapa matua mō ngā tū āhuatanga o te ārahi me te whai wāhi atu a te tumuaki i te kāwana ki te kura. Kei te hōrapa haere ngā hononga ngaiotanga a te tumuaki, ā, kei te whai wāhi hoki ia ki ngā mahi a tētahi kāhui tumuaki ki roto i a Tūhoe me te wāhi o Kawerau.

Kei te pakari te poari i nāianei ki te whakapuaki i ō rātou wawata. Kua tāutu rātou, e tika ana kia whakaōkawatia, kia tuhia hoki tā rātou aronga rautaki. E arotahi ana rātou ki te hāpai i te waiora o ngā ākonga me tō rātou hapori. Kua whai wāhi matua te poari kia riro i te kura me te whānau ngā ratonga ipurangi e whai kounga ana, ā, e hāpai ana hoki tēnei i ngā mahi e whakatairanga ana i ngā putanga mātauranga.

Te whai wāhi mai o te whānau

Kua pai ake te whai wāhi mai o te whānau ki te kura, whai muri i te arotake o mua a Te Tari Arotake Mātauranga. E arotahi ana te poari, te tumuaki, me ngā kaiako kia whai wāhi mai ngā whānau ki ngā whakawhanaketanga i te kura e hāpai ai i te tupu me te whai oranga o tō rātou hapori. Ka akiaki rātou i te whānau ki te whai wāhi atu ki ngā kaupapa a ngā ākonga. Ka mahi tūao te whānau hei hāpai i te kura. Ka whakapā atu te tumuaki me ngā kaiako ki te whānau i ia te wā, hei whakapai ake i ngā putanga ki ngā ākonga.

Ngā Wāhanga hei whakawhanake ake

Me whakangungu tonu te poari mō te āhua o ō rātou tūranga me ā rātou kawenga i roto i te kāwana o te kura. E hāpaitia ana tā rātou tae atu ki ngā hui ā-tau a Te Whakarōpūtanga Kaitiaki Kura o Aotearoa. Kāhore e āta kitea ana, pēhea nei te whakamahinga o ngā kaitiaki i aua akoranga hei whakapai ake i ngā mahi kāwana i te kura. Kāhore te poari e āta whakaemi ana, e āta whakamahi ana hoki i ia te wā i ngā mōhiohio aromātai o roto e whai kounga ana. Kua tae ki te wā kia whakawhanakehia e te poari ngā pūnaha mō te tuhi me te arotake i te ahu whakamua o ngā mahi e whakatutuki ai i ngā mahere rautaki me ngā kaupapa matua ā-tau. Kua whakaritea tētahi puka kāwanatanga hei hāpai i ngā mahi aromātai ki roto i te kura.

Kei te whanake tonuhia ngā tūranga me ngā kawenga mahi e pā ana ki te ārahitanga. Ahakoa e aro nui ana te tumuaki ki te tū hei kaiārahi o ngā akoranga, kua whai wāhi matua ia ki te whakapakari ake i te kāwana a te poari. Nā taua tūāhuatanga, kāhore ia i āta whakatutuki mārika i ētahi o āna kawenga hei kaiārahi ngaio. Kāhore anō kia oti te arohaehae i ngā kaimahi. Kua tāutuhia ngā whāinga whakawhanaketanga a ngā kaimahi, engari kāhore anō ēnei kia āta aroturukitia, kia āta pūrongotia hoki. Ko ngā wero i pā ki ngā kaimahi, ko te ruarua hoki o ngā kaimahi ētahi atu take i kaupare atu i te whakatutukitanga o te tumuaki i te tukanga ki te taha o ngā kaiako.

Kua tāutuhia e te poari ko te reo Māori tētahi kaupapa matua o ngā whakawhanaketanga tonutanga. Hei hāpai i tēnei tūāhuatanga me whakawhanake, me whakatinana hoki rātou i tētahi rautaki reo Māori e whakapakari ake ai i te whakamahinga o ngā ākonga, ngā kaiako, me te whānau i te reo Māori, ā, i ō rātou pūmanawa anō hoki ki te kōrero i te reo Māori.

4 Te Whakatau a te Poari ki ngā Wāhanga Tautukunga

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

Hei whakapai ake i ngā whakaritenga o tēnei wā, me tahuri te poari ki te:

  • whakapūmau i tētahi hōtaka o te arotake whaiaro e haere tonu ana i ia te wā, mō ngā kaupapa here, ngā mahere, me ngā hōtaka o runga ake nei, tae atu hoki ki te aromātai i ngā mōhiohio e pā ana ki ngā paetae ākonga
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)
  • whakarite i te āta whakatinanatanga o ngā kaupapa here me ngā tukanga e pā ana ki te whakahaeretanga o ngā kaimahi, hei āta whakatūturu i te whakatutukitanga o ngā herenga katoa ā te kaituku mahi pai
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 3, s77a me te s77c Te Ture Kaimahi Kāwanatanga 1998
  • whakawhanake me te whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te tuku mahi, ā, ki te arohaehae hoki i ngā kaimahi katoa.
    s77c Te Ture Kaimahi Kāwanatanga 1998; Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana

5 Ngā Taunakitanga

E taunaki ana Te Tari Arotake Mātauranga, kia tahuri te poari, te tumuaki, me ngā kaiako ki te:

  • toro atu ki te tautoko o waho me te ārahitanga e tika ana mō te tumuaki me ngā kaiako, hei whakapakari ake i te aronga ki te whakatairanga ake i te kounga o te mātauranga mō ngā ākonga katoa
  • whakapakari tonu i te ārahitanga ngaio me te kāwana i te kura.

Te Whakarāpopototanga

Nā ngā whakaaturanga o tēnei arotake, ko tā Te Tari Arotake Mātauranga whakataunga aromātai whānui mō te āhua o ngā mahi a Te Kura Toitū o Te Whaiti-nui-ā-Toi ki te whakatutuki i ngā putanga e whai hua ai mō ngā ākonga, e mea ana: kei te whakawhanakehia.

Charles Rolleston

Toka ā-nuku

28 Pipiri, 2019

Ngā Kōrero e pā ana ki te Kura

Te tūwāhi

Kei Te Whāiti

Te tau a te Tāhuhu o te Mātauranga

545

Te tūmomo kura

He kura hiato (Tau 1-15)

Te tokomaha o ngā ākonga o te kura

30

Te ira tangata

Kōtiro 11

Tama 19

Ngā hononga ā-iwi

Māori

Papua Nūkini

27

3

Ngā āhuatanga motuhake

He kura motuhake

E rua ngā ara reo e whāngai ana i te mātauranga

Te wā i te kura te rōpū arotake

1 Haratua 2019

Te wā o tēnei pūrongo

28 Pipiri, 2019

Ngā pūrongo o mua a Te Tari Arotake Mātauranga

Arotake Mātauranga

Arotake Tāpiri

Arotake Mātauranga

Whiringa-ā-nuku 2015

Huitanguru 2011

Haratua 2009

School Education Review Report (1-2 Years)

Purpose

ERO’s review process takes into account each kura context, performance and self-review capacity. ERO differentiates between kura that are having difficulties, kura that are performing well, and kura that are high performing and have well-developed self-review. 1-2 Year reviews are designed to support kura that are experiencing difficulties. These reviews involve ERO providing ongoing evaluation over the course of 1-2 Years as the kura works to improve its overall performance and build its self-review capability.

This report answers key questions about the kura background and the context for the review. The report also provides an evaluation of how effectively the kura is addressing areas identified for review and development and the quality of its practices and systems for sustaining performance and ongoing improvement.

Findings

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of the performance of Te Kura Toitū o Te Whāiti-nui-a-Toi in achieving valued outcomes for its students is: Developing.

1 Background and Context

What is the background and context for this kura review?

Te Kura Toitū o Te Whaiti-nui-ā-Toi is located in the remote settlement of Te Whaiti, near Murupara. The kura provides education for Years 1 to 10 students and operates on two sites: Te Ahurewa Mataareo in Minginui (Māori medium education for Years 1 to 6 students) and Te Ahurewa Mataamua (English medium education for Years 7 to 10 students) in Te Whaiti.

The previous ERO report in 2015 identified a number of concerns relating to school governance and leadership, personnel management including teacher appraisals, reporting student achievement and progress, and the quality of education.

Since the beginning of 2018, the board of trustees and principal have been dealing with staffing capacity issues across their two sites due to illness and bereavement. A kaiako with a Limited Authority to Teach has been appointed to support learning programmes for Years 7 to 10 students and the principal is also working in the classroom for two days a week. There is one kaiako at the Te Ahurewa Mataareo site.

2 Review and Development

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

The board of trustees, principal and kaiako have used the previous ERO report to improve the quality of education. They are committed to continued improvement throughout the kura.

Priorities identified for review and development

Progress

Learning and achievement

There is a stronger focus on raising achievement in literacy and numeracy. External providers work alongside kaiako to increase their knowledge of gathering and reporting student achievement information. Kaiako are beginning to use this information to support the needs of individual and groups of students. School-wide achievement information is now collated and reported to the board of trustees. Progress reports about students’ progress and achievement are provided to parents. Students’ progress and achievement is monitored and regularly reported.

Students’ learning experiences relate to their immediate environment and the relationships within their community and beyond. These include exchanges with students interested in the natural environment and tikanga and care for environmental settings. The board of trustees has been instrumental in establishing relationships with indigenous groups so that students can interact with other cultures. Interacting with students from other schools in sports and cultural activities is prioritised. Students have positive relationships with a range of people within and outside of their community.

Curriculum

The principal, kaiako and board of trustees continue to develop their marau ā-kura Ngā Mauri a Toi. The marau ā-kura is based on the characteristics and feats of Toi, and enables students to apply traditional knowledge and understanding in a contemporary setting. Although a graduate profile based on Toi’s skills and attributes has been completed, further work is needed to provide clear direction for teachers and whānau.

Furthermore, the principal, kaiako and board have maintained relationships in the local and wider community to broaden student’s world view and learning experiences. Students engage in a curriculum that is relevant to who they are.

Area for development

The analysis and use of student achievement data requires further development. Although kaiako gather assessment data, they are still developing their understanding of how to effectively use that data to inform classroom planning and accelerate achievement. Kaiako and the tumuaki continue to work with external providers and strengthen their use of assessment information to guide planning for individuals or groups of students who require additional learning support.

3 Sustainable Performance and Self-Review

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

The board of trustees, principal and staff have developed strategies to improve performance across all areas in the interests of students learning. They demonstrate a shared commitment to sustaining improvements.

Progress

Strategic planning and self review

The board of trustees and principal have focussed on improving the quality of education. They have identified strategic priorities including developing networks to the wider world to enhance future learning pathways, contributing to the wellbeing of the community, developing strong relationships in the local and wider communities, and increasing te reo Māori capability.

Leadership

Since the previous ERO review, the principal has continued to develop her confidence and clarity about her role as the professional leader within the kura. Regular reports are provided to the board of trustees about student achievement, staff professional development, and teaching and learning. An external appraiser for the principal has been appointed and the principal’s development goals are clearly defined. Key priorities have been identified for the different aspects of the principal’s leadership role and contribution to governance. The principal is extending her professional networks and is involved in work alongside a cluster of principals from Tūhoe and Kawerau.

The board of trustees can now confidently articulate their aspirations. They have identified the need to formalise and document their strategic direction. They have a focus on supporting the wellbeing of students and their local community. The board of trustees has been instrumental in securing access to reliable internet services for the kura and whānau which support improvements in education outcomes.

Whānau engagement

Whānau engagement in the kura has improved since the previous ERO review. The board of trustees, tumuaki and kaiako are focused on engaging whānau in kura developments that contribute to the growth and wellness of their community. They encourage whānau to participate in student activities. Whānau volunteer their time to support the kura. The principal and kaiako maintain ongoing contact with whānau to improve outcomes for students.

Areas for development

The board of trustees require further training on their governance roles and responsibilities. They are supported to attend the annual New Zealand School Trustees Association conferences. It is unclear how trustees use the learning to improve governance practices in the kura. The board of trustees do not consistently gather and use quality internal evaluation information. It is timely for the board of trustees to develop systems to document and review progress towards strategic planning and annual priorities. A governance manual has been developed to support self review in the kura.

Leadership roles and responsibilities are in a developmental phase. Although the principal has prioritised the need to be the leader of learning, she has been integral in strengthening board governance. This has meant she has not been able to fully attend to some of her responsibilities as the professional leader. Staff appraisal is incomplete. Development goals for staff have been identified but these have not been formally monitored and reported. Staffing challenges and shortages have also prevented the principal from completing the process with teaching staff.

The board of trustees has identified te reo Māori as a priority for ongoing development. To support this, they must develop and implement a te reo Māori language strategy that strengthens the language use and capability of students, kaiako and whānau.

4 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.

To improve current practice, the board of trustees must ensure that:

  • maintain an ongoing programme of self-review in relation to the above policies, plans and programmes, including evaluation of information on student achievement
    NAG 2(b)

  • 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

5 Recommendations

ERO recommends that the board, principal and kaiako:

  • seek external support and targeted guidance for the principal and kaiako to strengthen the focus on raising the quality of education for all students
  • continue to strengthen professional leadership and school governance.

Conclusion

On the basis of the findings of this review, ERO ‘s overall evaluation judgement of the performance of Te Kura Toitū o Te Whāiti-nui-a-Toi in achieving valued outcomes for its students is: Developing.

ERO’s Framework: Overall School Performance is available on ERO’s website.

Charles Rolleston

Toka ā-nuku

28 June 2019

Information about the Kura

Location

Te Whaiti

Ministry of Education profile number

545

Kura type

Composite (Year 1 - 15)

Kura roll

30

Gender composition

Boys 19

Girls 11

Ethnic composition

Māori

Papua New Guinea

27

3

Special features

Special Character

Mixed Maori language in education school

Review team on site

1 May 2018

Date of this report

28 June 2019

Most recent ERO report(s)

Education Review

Supplementary Review

Education Review

October 2015

February 2011

May 2009