Te Whanau-A-Apanui Area School - 10/04/2015

1 Te Horopaki

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

He kura hiato Te Kura ā-Rohe o Te Whānau a Apanui e tū ana ki te taiwhenua o Te Kaha. I te wā o tēnei arotake, 85 ngā ākonga i te rārangi ingoa o te kura. He Māori ngā ākonga katoa. Ki tā te tūtohinga o te kura titiro, ka āta whakarite i te kaha o ngā ākonga ki te whakawhiti whakaaro, te āta taunekeneke hoki ki ētahi atu, me te rumaki i a rātou anō ki te reo me ngā tikanga o Te Whānau a Apanui.

He kura auraki a Te Whānau a Apanui, ā, e toru ngā tino wāhanga ako o te kura. Kei te rōpū tēina o ngā Tau 1 ki te 8 ngā akomanga e whā, ā, i te nuinga o te wā ka whakaakona mā te reo Pākehā. Ko te rōpū o ngā Tau 9 ki te 13, ka whakaratohia ki ngā kaupapa matua mā te reo Pākehā. Kotahi te akomanga rumaki mō ngā tau 1 ki te 8, e whakarato ana i te ako mā te rumaki reo Māori.

I te tau 2014, i whai wāhi te kura me te hapori ki tētahi tukanga whakawhitiwhiti whakaaro e kīia nei, Hei Kura mō Apanui. He kaupapa tēnei mō te whakaritenga o tētahi kura hou, hei ratonga mō te rohe whānui o Te Whānau a Apanui. I te whakarewatanga ake o tēnei kaupapa, i pupū ake te whakaaro nui o ngā mātua me te hapori ki te whakawhanake i tētahi kura ka whakatutuki i ō rātou wawata, ō rātou tūmanako anō hoki mō te tino mātauranga ki Te Whānau a Apanui.

2 Te Ako

He pēhea 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?

Kāhore te kura e tino whakamahi ana i ngā hotuku hei whakapai ake anō hoki i te whai wāhi, te ahu whakamua, me te eke angitu o ngā ākonga, inā koa, ko ngā ākonga o te wāhanga tuakana o te kura.

E tino māharahara ana te whānau, nā te ngoikore o te mātauranga e whakarato ana ki ā rātou tamariki i te wāhanga tuakana o te kura. He uaua ki a rātou te whakapā atu ki ētahi o ngā kaiako o ngā ākonga tuākana, ki te whakawhiti whakaaro mō ā rātou māharahara e pā ana ki te ako me te ahunga whakamua a ā rātou tamariki. Kāhore i te rawaka ngā mōhiohio paetae e pā ana ki ngā ākonga o ngā tau 9 ki te 13. Kāhore te whānau e whiwhi ana i te pai o ngā mōhiohio e pā ana ki te ako, te mātauranga, me ngā huarahi umanga o ā rātou tamariki.

Kei te whakaahu ngā ākonga nā te whāiti rawa o ngā whiringa e wātea ana ki a rātou. Ahakoa e tohu ana te hotuku paetae takitaro o te kura mō te tau 2014 i te whakatutukitanga nui o te Taumata 1 me te Taumata 2 o Te Taumata Mātauranga ā-Motu kua Taea, kāhore tēnei e hāngai ana ki te angitu ā-mātauranga, kāhore rānei e whakarato ana i ngā whiringa whānui hei huarahi umanga mō muri i te kura. Kāhore ngā ākonga e tino whakaatu ana i te rawaka, i te ngākau nui rānei i roto i ā rātou akoranga.

Ki te wāhanga o te kura teina, ka whakaemihia ngā mōhiohio aromatawai e pā ana ki te reo matatini me te pāngarau, ā, ka whāngai atu ēnei mōhiohio ki te poari me te whānau. Ka whakaritea e te kura ngā paetae mātauranga e hāngai pū ana ki ngā Paerewa o te Motu me Ngā Whanaketanga Rumaki Māori i te wā e tika ana. Kua tāutuhia ngā tino matea ako o ngā ākonga kia āhei ai te whakatutuki i te paerewa me ngā taumata whakatere akoranga rānei.

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?

Kāhore te marautanga o te kura e whakatairanga ana, e hāpai ana hoki i ngā akoranga o ngā ākonga katoa.

Nā te kore ārahitanga ngaio ki te whakawhanake i tētahi marautanga ā-hapori e hāngai pū ana ki ngā ākonga, ka pā tōraro tēnei ki te kounga o te mātauranga e whakaratohia ana ki ngā ākonga i te wharekura. I tēnei wā, kāhore te marautanga ā-hapori i āta waihangatia ai, kāhore rānei i te rawaka te aronga o roto, hei whakapuaki i te kounga o te mātauranga i whakaraupapahia ai ki te tūtohinga o te kura. Ahakoa te hōhonutanga o ngā rauemi, ngā puna mātauranga hoki o te reo me ngā mōhiotanga o Te Whānau a Apanui ki tēnei hapori, kāhore aua taonga e tino whakaarohia ana, e tino tuituia ana rānei ki te marautanga. Ka whakapuaki ngā kaiako i te hiahia ki te mahi ngātahi, hei hāpai i ngā akoranga a ngā ākonga, ā, hei whakatinana anō hoki i te Apanuitanga puta noa i te marautanga.

He whai wāhitanga mō ētahi ākonga o ētahi akomanga ki te whakatakoto whāinga, te whai wāhi ki te waihanga i tā rātou ako, me te whakawhanake i ngā pūkenga hei ākonga ka kōkiri i ā rātou anō. He whakaongaonga, he ātaahua anō hoki ō rātou akomanga. He harikoa, he hihiri, he tākare hoki aua ākonga ki te ako.

Kāhore te hōtaka mō ngā tuākana e tino whakatutuki ana i ngā matea, ngā ngākau nuitanga, me ngā wawata o āna ākonga. Ka whai te katoa o ngā ākonga tuākana i tētahi wātaka i tino hangahangatia ai, ā, e mau nei i te whāiti noa o ngā tūmomo kaupapa. E mōhio ana ngā kaiako he whāiti te kiko o ngā akoranga ki te hōtaka a ngā tuākana me te pā tōraro anō hoki o tēnei ki te whai wāhi atu a ngā ākonga. Kore rawa atu he kiko o roto mō ngā ākonga tuākana.

Ko te iti noa o ngā rauemi hei whakatairanga ake i te kounga o te whakaako me te ako, tētahi atu tino āwangawanga. Kāhore i ngā kaiako ngā rawa, ngā rauemi hoki i ngā wā katoa, ki te whakapuaki i te mātauranga o te kounga kairangi. I whakapuaki ngā mātua me te whānau i ētahi āwangawanga mō te kounga o te whakawhiti atu o ngā ākonga ki te wāhanga tuākana o te kura, i te rumaki reo Māori hoki.

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?

Kāhore Te Tari Arotake Mātauranga e whakapono ana ki te āheinga o tumuaki me te poari ki te āta hāpai i te whakapaitanga ake o te kura i āna mahi. Kei te āwangawanga ngā kaimahi me ngā mema o te whānau, mō te kounga o te ārahitanga me te kāwanatanga ki te kura. Kei te tupu haere te whakaahunga mō te kounga o te mātauranga e whakaratohia ana, ā, me whakatutuki wawe i taua āhuatanga.

Kāhore te ārahitanga o te kura e whai hua ana, ā, kei te pā tōraro ki te kounga o te whakaako me ngā paetae ākonga.

Ka rerekē haere te kounga o te kāwanatanga ki te kura. Kua whakangungutia ngā kaitiaki o te poari i te tau 2014, ā, kei te whakatinana rātou i ētahi tukanga e pā ana ki te arotake whaiaro. Me tahuri wawe ki te whakatika i ngā take e pā ana ki te tiaki o ngā rawa, te hauora, me te haumaru. I tēnei wā, e mahi ngātahi ana Te Tāhuhu o te Mātauranga me te tumuaki, te poari hoki ki te whakatutuki i ngā take maha e hāngai ana ki te tūnga pūtea o te kura. Ahakoa kei te tautokona kētia te kura i tēnei wā, he iti noa ngā rerekētanga e whakatutukihia ana.

5 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.

I te wā o te arotake, i tāutuhia e Te Tari Arotake Mātauranga te whānuitanga o ngā tūmomo wāhanga kāhore e tutuki ana e ai ki te ture. Me tahuri te poari me te tumuaki ki te:

  • ū tonu ki te haere tonutanga o tētahi hōtaka arotake whaiaro e whai pānga ana ki ngā kaupapa here o runga ake nei, ngā whakaritenga me ngā hōtaka, tae atu ki te aromātai i ngā mōhiohio e pā ana ki ngā paetae ākonga
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b)
  • pūrongo ki ngā ākonga me ō rātou matua, i ngā whakatutukitanga o ia ākonga, me te pūrongo hoki ki te hapori o te kura i ngā whakatutukitanga o ngā ākonga katoa, o ngā rōpū ākonga hokiNgā
    Aratohu Whakahaere Mātauranga ā-Motu 1(c)
  • tae atu hoki ki ngā paetae ākonga Māori, i runga anō i te whai pānga o tēnā ki ngā mahere me ngā taumata
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 1(e)
  • whakarite i te tino hāngaitanga o te waihanga, te whakapuakitanga hoki o te marautanga o te kura, ki te tirohanga me te tauāki taketake o te tūtohinga o te kura, me te marautanga ā-motu whakarato ki ngā ākonga katoa o ngā tau 1 ki te 10, ngā whai wāhitanga ki te eke angitu, puta noa i ngā wāhanga ako matua
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 1
  • whakaemi i ngā mōhiohio matawhānui – mā te whānuitanga o ngā tūmomo huarahi aromatawai – kia āhei ai ki te aromātai i te ahunga whakamua me ngā paetae ākonga, me te hāngai tuatahi i te titiro ki:
    • (i) ngā paetae ākonga i roto i te reo matatini me te pāngarau, inā i roto i ngā tau 1 ki te 8, me te:
    • (ii) te whānui me te hōhonu o ngā akoranga ka whai pānga ki ngā matea, ngā āheinga, me ngā ngākau nuitanga o ngā ākonga, te āhua o te marautanga o te kura, me te hōkai o te marautanga ā-motu
      Ngā Aratohu Whakahaere Mātauranga ā-Motu 1
  • whakarato i tētahi taiao e hāpai ana i te oranga ā-tinana, ā-whatumanawa hoki o ngā ākonga
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 5
  • whakarite i te tino whakatinanatanga o ngā kaupapa here me ngā tukanga e pā ana ki ngā kaimahi, hei āta whakatau i te whakatutukitanga o ngā herenga hei kaituku mahi pai
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 3; s77A me s77C Te Ture Kaimahi Kāwanatanga
  • whakawhanake me te whakatinana i ngā kaupapa here me ngā tukanga e pā ana ki te tuku mahi me te arohaehae 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
  • whakapai ake i te kounga o te aroturuki, te tiaki hoki i ngā utu a te kura.
    Ngā Aratohu Whakahaere Mātauranga ā-Motu 4

6 Ngā Taunakitanga ki ētahi atu ratonga

E taunaki ana Te Tari Arotake Mātauranga, kia whai whakaaro te Hekeretari mō te Mātauranga ki te whakatau i te wawaotanga, i raro i te Wāhanga 7A o te Ture Mātauranga 1989, kia tutuki ai ngā whakapaitanga e whai ake nei, arā:

  • te whakaratonga o te mātauranga o te kounga kairangi ki ngā ākonga katoa
  • te whai huatanga o te ārahitanga ngaio me ngā kāwanatanga o te kura.

Te Whakarāpopototanga

He kura hiato Te Kura ā-Rohe o Te Whānau a Apanui e tū ana ki te taiwhenua o Te Kaha. I te wā o tēnei arotake, 85 ngā ākonga ki te rārangi ingoa o te kura. Kāhore Te Tari Arotake Mātauranga e whakapono ana ki te āheinga o tumuaki me te poari ki te āta hāpai i te whakapaitanga ake o te kura i āna mahi. He whāiti ngā wheako ako a ngā ākonga, ā, kei te tino whakatiki i ngā ākonga o te wāhanga tuākana o te kura. E taunaki ana Te Tari Arotake Mātauranga, kia whai whakaaro te Hekeretari mō te Mātauranga ki te whakatau i te wawaotanga, i raro i te Wāhanga 7A o te Ture Mātauranga 1989, kia tutuki ai ngā whakapaitanga.

7 Hei ā hea Te Arotake Mātauranga arotake anō ai i te Kura?

Tērā ka whakahaeretia e Te Tari Arotake Mātauranga te arotake whai muri, i roto i te kotahi ki te rua o ngā tau.

Lynda Pura Watson

Kaiurungi Whakatūruki Arotake Māori

1 Context

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

Te Whānau a Apanui Area School is a rural composite school in Te Kaha. At the time of this review, there were 85 enrolled students. All students identify as Māori. The charter vision of the school is to ensure students can communicate confidently and interact positively with others, and immerse themselves in the reo and tikanga of Te Whānau a Apanui.

Te Whānau a Apanui is a mainstream school with three distinct learning areas. The Year 1-8 mainstream junior syndicate comprises of three classrooms which are predominantly English medium. The Year 9-13 secondary school syndicate provides core subjects in English. There is one Year 1-8 rumaki class which provides a full Māori medium learning environment.

In 2014, the school and local community participated in a consultation process Hei Kura mō Apanui regarding a proposal to establish a new school to service the wider area of Te Whānau a Apanui. This consultation generated positive parent and community interest to develop a school that would realise their aspirations and hopes for quality education in Te Whānau a Apanui.

2 Learning

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

The school does not use data effectively to improve student engagement, progress and achievement, particularly for secondary school students.

Whānau are extremely concerned about the poor quality of education provided to their children in the secondary school. They have difficulty making contact with some secondary teachers to discuss concerns about their child’s learning and progress. There is insufficient achievement information for Year 9-13 students. Whānau do not receive good information about their child’s learning, education and career pathways.

Students are dissatisfied with the limited options available to them. Although provisional school achievement data for 2014 shows high completion rates of the National Certificates of Education Achievement in levels 1 and 2, it does not reflect academic success or provide sufficient options for future career pathways. Students do not display high levels of satisfaction or enjoyment in their learning.

In the primary school assessment information is gathered for literacy and numeracy and this information is shared with the board and parents. The school sets literacy and numeracy targets based on National Standards and Ngā Whanake Rumaki Māori where appropriate. Students requiring additional support to meet the standard or learning progression level are identified.

3 Curriculum

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

The school’s curriculum does not promote and support learning for all students.

Absence of professional leadership for the development of a highly responsive local curriculum impacts negatively on the quality of education provided for students in the secondary school. In its current form, the local curriculum is does not provide sufficient direction to deliver the quality of education outlined in the school charter. Despite the presence of rich local resources and repositories of language and knowledge in Te Whānau ā Apanui, these are not well considered or effectively integrated throughout learning in the secondary school. Teachers articulate a willingness to work collaboratively to support students’ learning and realise the value of Apanuitanga.

Some students in some classrooms have opportunities to set goals, to be involved in designing their learning, and to develop skills as independent learners. Their classrooms are stimulating and attractive. These students appear happy, motivated and eager to learn.

The secondary school programme does not effectively respond to the needs, interests and aspirations of its students. All secondary school students follow a rigidly structured timetable based on a narrow range of courses. Teachers acknowledge the limited learning content of the secondary school programme and the negative impact this has on student engagement. Secondary students are seriously disadvantaged.

The lack of resourcing to enhance the quality of teaching and learning is a serious concern. Teachers do not always have the necessary facilities and resources to deliver high quality education. Parents and whānau raised concerns about the quality of transition for students entering the secondary school, or moving from Māori medium.

4 Sustainable Performance

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

ERO is not confident that the principal and board of trustees can effectively support the school to improve its performance. Staff and whānau members are concerned about the quality of leadership and governance in the school. There is a growing level of dissatisfaction with the quality of education provided that must be urgently addressed.

Leadership in the school is not effective and negatively impacts on the quality of teaching and achievement for students.

The quality of school governance is variable. Board members have received training in 2014 and are implementing some self-review processes. Property maintenance and health and safety matters require urgent attention. The Ministry of Education is currently working with the principal and the board of trustees to address a number of issues relating to the financial position of the school. While there is support currently provided to the school this is creating limited change.

5 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.
  • During the course of the review ERO identified a wide range of non-compliance. The board of trustees and principal must:
  1. 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)
  2. 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)
  3. including the achievement of Māori students against the plans and targets
    NAG 1(e)
  • 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 National Curriculum 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 to:

(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

provide an environment that supports the physical and emotional health of students

NAG 5

  • ensure personnel management policies and procedures are well implemented to give assurance that all good employer obligations are metNAG 3; s77A & s77C State Sector Act
  • develop and implement policies and procedures for employment and appraisal of all staffs 77C State Sector Act 1988; NZ Gazette and relevant Collective Employment Agreement
  • improve the quality if monitoring and control of school expenditure.NAG 4

6 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 provided to all students
  • effective professional leadership and school governance.

Conclusion

Te Whānau a Apanui Area School is a rural composite school located in Te Kaha. At the time of this review, there were 85 enrolled students. ERO is not confident that the principal and board of trustees can effectively support the school to improve its performance. Students learning experiences are limited and secondary school students are seriously disadvantaged. ERO recommends that the Secretary for Education consider intervention under Part 7A of the Education Act 1989 in order to bring about improvement.

7 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

 

School Statistics

Location

Te Kaha

Ministry of Education profile number

147

School type

Composite (Year 1-15)

School roll

85

Gender composition

Girls 44

Boys 41

Ethnic composition

Māori

85

Review team on site

February 2015

Date of this report

10 April 2015

Most recent ERO report(s)

Arotake Paetawhiti Review

Education Review

August 2013

March 2011