Te Wharekura o Maniapoto

Te Horopaki

“Kia tū kahika ki te pae”

E tū pā tata ana Te Wharekura o Maniapoto ki te marae o Ōpārure, ki te rohe pōtae o Maniapoto. Ko Ngāti Kinohaku te hapū. E whakarato ana te whānau me ngā kaiako i ngā whiringa mātauranga mō ngā uri 97, mai i ngā tau 1 ki te 13. He tātai whakapapa tō te nuinga o ngā kaimahi, te whānau, me ngā uri ki a Ngāti Maniapoto. I te tīmatanga he kura tēnei i whakahaerehia ai i raro i ngā mātāpono o Te Aho Matua, ā, e whakawhiti atu ana rātou i nāianei ki raro i te maru o Ngā Kura ā-Iwi o Aotearoa. E whakarato ana te Kawenata o Maniapoto nō te tau 1903, i ngā wawata mō te whānau o te kura.

I te tau 2011, i tāutu te pūrongo a Te Tari Arotake Mātauranga i te aro atu a te tumuaki ki ngā take i hāngai ai ki te kāwana me te ārahi. I hāngai pū tēnei ki te hiahia ki te whakapai ake i te kāwana. E whakawhanake ana ngā kaitiaki hou o te poari i ō rātou mōhiotanga ki ō rātou tūranga me ā rātou kawenga mahi.

He pēhea rawa ngā uri e whakaatu i tō rātou Maniapototanga?

Ka kitea te tino Maniapototanga o ngā uri, puta noa i te whānuitanga o ngā tūmomo horopaki.

E mārama ana te poari, ngā kaiārahi, me ngā kaimahi, kei te kāwana, te ārahi, me te kounga o te mātauranga ētahi āhuatanga hei whakawhanake ake. 

1 Ngā Putanga ki ngā Uri

E āta whakatinana ana ngā uri i te ūkaipōtanga. Ka whai wāhi atu rātou ki te katoa o ngā kaupapa ā-iwi, ā-hapū hoki i ngā marae o Maniapoto, ā, i te hapori whānui hoki. Koia nei te tau tuarua o te whakatinanatanga o te marau ā-kura. Kua whakawhanakehia te marau nei ki te whai pānga ki ngā reanga katoa o ngā uri. E hāngai ana ki ngā hītori, ngā wāhi, me ngā tāngata whakahirahira. Ka whai wāhi atu te kura mātāmua ki ngā poukai, te Koroneihana, ngā rīketa, ngā rā maumahara i ngā pakanga, ngā hui raupatu whenua, me ngā kaupapa hāhi o te rohe. Ka rongo te kura pōtiki i ngā kōrero, ka waiata i ngā wai, ā, ka haere hoki ki ngā wāhi e whai pānga nui ana ki te aronga o te hōtaka akoranga. Ka kitea te manawa whakahī o ngā ākonga hei uri o Maniapoto.

E ako ana ngā uri i te reo o Maniapoto. He tino tauira ngā pouako me ngā kaumātua ki ngā uri me te whānau. Ka ako ngā uri i ngā waiata, ngā haka, ngā mōteatea me ngā karakia o tō rātou rohe. Ka whakamahia te kapa haka hei whakapūmau i te reo Māori me ngā tikanga o Maniapoto. E whakarato ana ngā pouako o te kura pōtiki i te whānuitanga o ngā tūmomo rautaki whakaongaonga, pāhekoheko hoki e whakawhanake ana i te reo Māori. Ko ētahi o aua rautaki, ko ngā kēmu, ngā waiata, te pānui pukapuka a ngā tamariki, me te pānui ki ngā tamariki. E āhei ana ngā uri o te kura mātāmua ki te riro ngā whiwhinga o Te Taumata Mātauranga ā-Motu kua Taea i roto i Te Reo Māori me Te Reo Rangatira. Ka whai wāhi atu hoki rātou ki ngā kura reo e tū ana i ia te wā i Waikato. E whakawhanake ana ngā uri ki te kōrero i te reo o Maniapoto.

He pakari ngā uri, puta noa i te whānuitanga o ngā tūmomo horopaki. Ka āta whakarite te whānau i te whiwhinga o ngā uri i te whānuitanga o ngā tūmomo wheako akoranga. He pakari te whai wāhi atu a ngā uri ki ngā tūmomo tāngata katoa ki te kura me te hapori whānui. E whakawhanake ana te kura pōtiki i ngā pūkenga ki te tū takitahi me te whakahaere i a rātou anō mā te Ara Ako. Kua tīmata ngā pouako o te kura mātāmua ki te whakahāngai ake i te hōtaka akoranga ki ngā ngākau nuitanga me ngā matea o ngā uri, mā te whakatakotoranga o ngā mahere mātauranga a tēnā me tēnā o ngā uri. Ko te ako ā-kaupapa whānui e hāpai ana i te tuitui ngātahi o te marau. Ka tautoko te whānau i te taunekeneke i ia te wā ki ētahi atu kura o te hapori, ki ētahi atu kura ā-iwi, ā, ki ngā uri hoki o ahurea kē. He pakari ngā hononga ki ētahi ratonga o waho e whakarato ana i ngā huarahi whakangungu me te mātauranga ka whāia tonuhia, pērā i Te Kuratini o Waikato me Te Wānanga o Aotearoa. E āhei ana ngā uri ki te mahi ki te taha o ngā tūmomo tāngata maha, ki te whānuitanga anō hoki o ngā tūmomo wāhi.

E whai wāhi atu ana ngā uri ki te tiaki me te whakahaumanu i te taiao māoriori. Ko te whai wāhi atu ki te kaupapa a te Kura Tiaki Taiao tētahi aronga matua. Ko ngā pouako e ngākau nui ana ki te tiaki i te taiao i kōkiri i te whai wāhi atu a te kura ki ngā kaupapa taiao nunui, ki te taha o ngā ratonga o waho me ngā mātanga. E whai wāhi atu ana ngā uri o te kura mātāmua i te whakaoranga o ngā arawai me te tiaki i ngā tūmomo kīrehe. Ka whai wāhi atu te kura pōtiki ki te māra i te kura me te kaupapa ki te whakatō rākau hei oranga taiao. Kei te mārama ngā uri i ō rātou hononga me ā rātou kawenga ki te taiao.

Kua whakatutukihia e te poari ngā mahi whakangungu ki te taha o Te Whakarōpūtanga Kaitiaki Kura o Aotearoa me Ngā Kura ā-Iwi o Aotearoa. He kaha te whakahaere i ngā pūtea, ā, kua whakapakarihia ngā kaupapa here me ngā tukanga e pā ana ki ngā kaimahi me te whakatau amuamu.

Ngā wāhanga i tāutuhia ai e te kura hei whakawhanake ake

Me whakawhanake ake ki te whakapai i te kounga o te mātauranga, puta noa i te kura.

• Kei te whakatutuki ngā ākonga tuākana i ngā whiwhinga o Te Taumata Mātauranga ā-Motu kua Taea, engari kāhore e āta kitea ana te pakari mārika o te ara mātauranga. Kua whakamahere ki te whakawhanake ake, i ngā mātanga e mahi ana ki te tātari i te whiwhinga o ngā uri i te Urutanga ki te Whare Wānanga me Te Taumata Mātauranga ā-Motu kua Taea i whakamanahia ai. Ka hāpai ake tēnei aronga i te whakaratonga o ngā huarahi mātauranga me ngā huarahi umanga.
• Me hāpai ake i ngā ākonga o te kura pōtiki. He tokomaha ngā ākonga kāhore e āta tutuki ana i Ngā Whanaketanga Rumaki Māori. Ahakoa he Kaituitui i te Mātauranga Whai Matea Tauwhāiti me tētahi Kaiako Takawaenga o te Ako me te Whanonga, he uaua ki te toro atu ki aua huarahi tautoko.

Kāhore i te rawaka te whakawhitiwhiti kōrero ngaio me ngā hononga ngaio. Ko te wāhi tūnga o ngā tari whakahaere – tae atu ki te tari o te tumuaki – e whakawehe ana i te noho o te kaiārahi ngaio me ngā kaimahi, ngā ākonga hoki. Kāhore ngā mōhiohio e whakapuaki whānuitia ana, i te wā rānei e tika ana, ā, kāhore i te tino mārama ngā tukanga ki te whakatau i ngā whakaritenga. Ahakoa he maha ngā huihuinga, he uaua ki te āta whakatau i te nui o ngā kōrero e whakatutukihia ana, i te huarahi rānei e whāia ana ki te whakatau i ngā whakaritenga. Kāhore he tino whakawhitinga kōrero ki waenga i te poari, te tumuaki, me ngā kaimahi.

Kāhore i te rawaka te whakahaere i te āhua o ngā mahi. Kāhore anō te poari kia āta arohaehae i ngā kaimahi katoa, hei hāpai i a rātou ki te whakapakari ake i ō rātou pūmanawa ngaio. Kāhore i te rawaka ngā pārongo ka whakamōhio i a rātou ki ngā matea whakawhanaketanga ngaio o ngā kaimahi katoa. Ahakoa kua oti i te poari tētahi tūmomo arohaehae i te tumuaki, kīhai te tukanga i ū ki ngā tūmanako tika ki te arohaehae tumuaki. Tāpiri atu ki tēnei, i ngā whakawhitinga kōrero me ngā kitenga i te wā o te arotake nei, i te āmaimai te āhua o te ahurea ngaio o te kura.

Kāhore te poari me ngā kaiārahi ngaio e āta whakarite haere ana i ngā whakataunga mō ngā matea o ngā ākonga, i runga anō i ngā mōhiohio i whakawhiwhia ai. Ahakoa he paetae ākonga ā rātou, ahakoa kua whakatakotohia anō hoki ngā taumata ā-tau, kāhore ēnei e whai hua ana ki te ārahi i ngā tūmanako, puta noa i te kura. Kua whakapuakihia e te poari me te tumuaki te maha o ngā kōkiritanga hou, engari he maha rawa ngā hōtaka hou. Kāhore he mahere whakatinana e whakaraupapa ana i ngā mahi tuatahi, i ngā rerekētanga e hiahiatia ana, ā, i ngā putanga hoki e takune ana.

Me hāngai ake te aronga o te aromātai o roto. Kāhore anō te marautanga, ngā mahere mātauranga takitahi, me ngā kōkiritanga hōtaka kia arotakengia. Me whiwhi i tētahi hōtaka aromātai matawhānui, hei hāpai i te poari ki te noho mōhio ki te whai pūtaketanga o ngā putanga ki ngā mahi i te kura.

2 Te Whakatau a Te Poumarumaru ki ngā Wāhanga Tautukunga

I mua atu i te whakahaerenga o te arotake i whakatutukihia e te poari me te tumuaki he Tauāki Kupu Tūturu a Te Poumarumaru 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 whakahaere a Te Poumarumaru
• te marautanga
• ngā whakahaere mō te hauora, te haumaru, me te oranga tinana
• ngā whakahaere o ngā kaimahi
• ngā whakahaere o te pūtea
• ngā whakahaere o ngā rawa me ngā taonga.

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 pouako
• ngā tukanga ki te whakatū kaimahi
• te whakaunu, te aukati, te pana me te whakarerenga
• te tae ā-tinana atu a ngā ākonga ki te kura
• te whakatutukitanga i Te Ture Oranga Tamariki 2014.

Ngā Whakaritenga hei whai atu

• Te whakarite i te haere tonutanga o tētahi hōtaka arotake whaiaro, puta noa i ngā wāhanga katoa o ngā whakahaeretanga
  [Ngā Aratohu Whakahaere Mātauranga ā-Motu 2(b), Ture Mātauranga 1989]
• Te arohaehae i te tumuaki i ia tau, i runga anō i ngā taumata ngaio katoa e pā ana ki ngā tumuaki
  [s77c Te Ture Kaimahi Kāwanatanga 1988, Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana]
• Te whakatinana i tētahi pūnaha arohaehae ka whakatutukihia i ia te wā, me te ratonga ki te whakawhanake ngaio
  [s77c Te Ture Kaimahi Kāwanatanga 1988, Te Kahiti o Aotearoa me ngā Kirimini ā-tōpū mō te Whiwhi Mahi e whai pānga ana]

3 Ngā Taunakitanga

I whakawhanakehia e Te Tari Arotake Mātauranga me te kura i ngā taunakitanga e whai ake nei, arā, kia:

• whakawhanakehia tētahi aromātai o roto pakari
• hoki atu ki ngā taumata paetae ā-kura, me tā rātou aro atu ki ēnei
• whakapai ake i ngā hononga ngaio.

E taunaki ana Te Tari Arotake Mātauranga kia toro atu te kura ki te tautoko ake o Ngā Kura ā-Iwi o Aotearoa ki te whakatutuki i ngā whakapaitanga ka ū tonu i roto i:

• te Ara Ako
• te whakatinanatanga o ngā kaupapa e whai pānga ana ki ngā kura ā-iwi
• ngā tūranga o Te Poumarumaru, te tumuaki, me ngā pouārahi, me ā rātou kawenga mahi.

Hei ā hea Te Tari Arotake Mātauranga aromātai anō ai i te kura?

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

Lynda Pura-Watson

Kaiurungi Whakaturuki Arotake Māori

29 Pipiri, 2017

Ngā Kōrero e pā ana ki te kura 

Context

“Kia tu kahika ki te pae”

Te Wharekura o Maniapoto is close to Ōpārure Marae in the King Country. The hapū of the area is Ngāti Kinohaku. The whānau and kaiako provide education options for 97 uri, from Years 1-13. Most of the staff, whānau and uri whakapapa to Maniapoto. While they originally operated under the philosophy of Te Aho Matua, they are now transitioning to become members of Ngā Kura ā-iwi. Te Kawenata o Maniāpoto 1903, provides aspiration for the kura whānau.

The 2011, ERO report identified that the principal was attending to governance and leadership matters. This highlighted the need for improvement in governance. The new board of trustees are developing their knowledge of their roles and responsibilities.

How well do uri demonstrate their Maniapototanga?

Uri demonstrate their Maniapototanga well across a range of contexts.

The board, leaders and staff understand that there are areas across governance, leadership and the quality of education that need further development.

1 Findings

Uri Outcomes

Uri effectively demonstrate ūkaipōtanga. They are involved in all iwi and hapū events on Maniāpoto marae and in the wider community. The marau ā-kura is in the second year of implementation. This has been developed so that it has relevance to uri of all ages. It includes historical events, places and people of significance. Te kura mātāmua contribute to poukai, coronation, regatta, land war commemorations, land confiscation meetings and religious events of the area. Kura pōtiki hear stories, sing waiata and visit places relevant to the focus of the learning programme. Uri display pride as descendants of Maniāpoto.

Uri are learning te reo Māori specific to Maniapoto. Pouako and kaumātua are strong role models for uri and the whānau. Uri learn waiata, haka, mōteatea and karakia of their area. Kapa haka is used to reinforce te reo Māori and tikanga of Maniapoto. The pouako of te kura pōtiki provide a range of stimulating and interactive strategies to develop te reo Māori. This includes games, waiata, reading and being read to. Uri of te kura mātāmua are able to gain National Certificate of Education Achievement (NCEA) credits in both te reo Māori and te reo rangatira. They also participate in kura reo that are regularly held in Waikato. Uri are developing as speakers of te reo o Maniāpoto.

Uri are confident across a range of contexts. Whānau ensure uri are provided with a wide range of learning experiences. Uri confidently interact with a wide range of people at the kura and in the wider community. Kura pōtiki is developing the skills of independence and self-managing through Ara Ako. Pouako in the kura mātāmua are in the early stages of tailoring the learning programme to uri interests and needs through individual education plans. Project based learning supports an integrated curriculum. Whānau support regular interaction with other local schools, kura-a-iwi and uri from other cultures. There are strong relationships with external organisations that provide ongoing training and education such as WINTEC and Te Wānanga o Aotearoa. Uri are able to work across a range of people and places.

Uri are involved in protecting and restoring the natural environment. Participation in the Enviro-Schools initiative is a priority. Pouako that are passionate about the protection of the environment have facilitated kura participation in significant environmental projects with external providers and experts. Kura mātāmua uri are involved in waterway restoration and species protection. The kura pōtiki participate in the kura garden and the Trees for Survival project. Uri understand their connection and responsibility to the environment.

The board of trustees has undertaken training with the School Trustees Association and with Ngā Kura ā-iwi. Financial management is robust and personnel and complaints policies and procedures have been strengthened.

Kura-identified areas of development

Further development is required to improve the quality of education throughout the kura.

• Senior students are achieving NCEA credits, however it is not evident that the academic pathway is sufficiently rigorous. There is some development planned, as the professionals are working to determine how uri gain University Entrance and NCEA with endorsement. This approach will better support the provision of academic and vocational pathways

• Kura potiki students need additional support. A number of students are not achieving well with Ngā Whanaketanga Rūmaki Māori. While there is a SENCO and RTLB, these supports are difficult to access.

Professional communication and relationships are inadequate. The position of the administration block that includes the principal’s office, creates a physical disconnect between the professional leader and; the staff and students. Information is not shared widely or in a timely way and decision making processes are unclear. While there are a number of meetings, it is difficult to discern how much is discussed or how decisions are made. There is a lack of effective communication between the board, the principal and staff.

Performance management is inadequate. The board has yet to ensure they rigorously appraise all staff to support them to build their professional capability. They do not have adequate information to inform them about the professional development needs of all staff. Although the board has completed a form of principal appraisal, the process did not adhere to the expectations for principal appraisal. In addition, during discussions and observations at the time of this review, the professional culture of the school appears strained.

The board and professional leaders are not making well informed decisions based on the needs of learners. Although they have student achievement data and have set annual targets, these do not effectively guide expectations schoolwide. While the board and principal have introduced a number of new initiatives, there are too many new programmes. There is not an implementation plan that prioritises what needs to happen first, what desired change is expected, and what outcomes are intended.

Internal evaluation requires additional focus. The curriculum, individual education plans, and programme initiatives have not been reviewed. A comprehensive evaluation programme is essential to support the board to know that what happens in the school has purposeful outcomes.

2 Board assurance on legal requirements

Before the evaluation, the board of trustees and principal completed the ERO Te Poumarumaru 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 evaluation, ERO checked the following items because they have a potentially high impact on student safety and wellbeing:

• emotional safety of uri (including prevention of bullying and sexual harassment)

• physical safety of uri

• teacher registration and certification

• processes for appointing staff

• stand-downs, suspensions, expulsions and exclusions

• attendance

• compliance with the Vulnerable Children Act 2014.

Actions required

• Establish an ongoing programme of self-review across all areas of operations
  [National Administration Guideline 2(b) 1989 Education Act]

• Annually assess the principal against all professional standards for principals
  [s77c State Sector Act 1988 New Zealand Gazette and relevant Employment Agreement]

• Implement a system of regular appraisal and provision for professional development.
  [s77c State Sector Act 1988 New Zealand Gazette and relevant Employment Agreement]

3 Recommendations

ERO and the kura have developed the following recommendations to:

• develop rigorous internal evaluation

• revisit the school achievement targets and their response to these

• improve professional relationships.

ERO recommends that the school seek further support from Ngā Kura ā-iwi to bring about sustainable improvements in:

• differentiated learning (Ara Ako)

• implementation of kura ā-iwi kaupapa

• poumarumaru, tumuaki and pouarahi roles and responsibilities. 

When is ERO likely to evaluate the kura again?

The next ERO evaluation of Te Wharekura o Maniapoto will be over the course of 1-2 years.

Lynda Pura-Watson

Deputy Chief Review Officer Māori

29 June 2017 

About the Kura